Doctoral Dissertations

Date of Award

12-1985

Degree Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Business Administration

Major Professor

David J. Barnaby

Committee Members

Alan Fletcher, Joe Rentz, John Langley, Richard Reizenstein

Abstract

Vicarious learning, or demonstration of the operation of a product (or service) is used extensively in advertising commercials. This study addresses the effectiveness of that particular technique.

Two commercials were produced, one with vicarious learning (demonstration of automatic teller machine operation) and one without vicarious learning (a strictly informative commercial with no demonstration). A Solomon four group design was used on a sample of 187 University of Tennessee undergraduate business majors. The students viewed the commercial on a videoplayer attached to a T.V. in front of the classroom. Approximately half of the sample was exposed to the commercial with vicarious learning and approximately half was exposed to the commercial without vicarious learning.

Measurements were obtained via questionnaires on attention paid to the commercial, comprehension/learning of the process to operate the automatic teller machine, retention of the commercial, ability to operate the automatic teller machine (ATM), level of involvement with the ATM, different situations in which the student would use the ATM, and intent to purchase a teller card. These are all components of a model representing the operation of vicarious learning.

Attention level was high for all groups, but was not significantly higher for the groups with vicarious learning. Comprehension/learning of the operation of an automatic teller machine appears to be affected by the fact a commercial is viewed not due to vicarious learning. Retention of the process does not appear to be enhanced with the use of vicarious learning. Ability to imitate the process of operation of an ATM appears to be enhanced by viewing a commercial; vicarious learning does not appear to have an affect. Neither level of involvement or use situation were affected by vicarious learning. In addition, intent to purchase was not affected by vicarious learning.

The results do not present much support for the use of vicarious learning in advertising. It is possible the results reflect the fact only a single exposure was provided, and that the effect of vicarious learning as a superior method for use in advertising commercials would come through with several exposures.

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