CAN LEARNING THEORETICAL APPROACHES ILLUMINATE THE WAYS IN WHICH ADVERTISING GAMES EFFECT ATTITUDE, RECALL, AND PURCHASE INTENTION

This study demonstrates how learning approaches (classical conditioning, operant conditioning, and cognitive learning) can be incorporated in the design of advergames to influence the attitudes, recall of brand, recall of product information, and purchase intention. The results show that cognitive learning results in the best recall of brand name and product information, followed by classical and then operant conditioning. The learning approaches adopted in the games have a significant effect on overall attitude, with the classical conditioning inducing the most positive attitude followed by operant conditioning and then cognitive learning. Finally, hedonic attitude is shown to be a more influential factor underlying purchase intention. Implications of the findings are addressed.