Investigating the relationship between cognitive absorption and ubiquitous learning with the mediation effect of emotional involvement in nursing students

In today's world, inclusive learning is recognized as one of the key tools for enhancing educational processes. The role of cognitive and emotional factors in improving student learning, especially in sensitive fields like nursing, is particularly significant. This study aims to examine the causal relationship between cognitive absorption and inclusive learning, emphasizing the mediating role of emotional involvement. Background and Objective : This study investigates the causal relationship between cognitive absorption and inclusive learning, with a focus on the mediating role of emotional involvement among nursing students. Materials and Methods : Conducted in 2023, this research involved 1,600 nursing students from Abadan University of Medical Sciences. Using Cochran's formula, the sample size was determined to be 320 participants, selected through simple random sampling. Data collection tools included the Cognitive Absorption Questionnaire by Agarwal and Karahanna (2000), the Inclusive Learning Scale by Luhmann (2006), and the emotional involvement Scale by Shields et al. (1994). Results : Path analysis was performed using Lisrel and SPSS software. The findings revealed: Cognitive absorption has a direct positive effect on emotional involvement (β = 0.42, p < 0.01). Inclusive learning has a direct positive effect on emotional involvement (β = 0.37, p < 0.01). Cognitive absorption indirectly influences inclusive learning through the mediation of emotional involvement (β = 0.25, p < 0.05). Conclusion : The results indicate that optimizing educational methods not only improves learning outcomes but also enhances emotional involvement and self-awareness among students. These findings highlight the importance of integrating cognitive and emotional dimensions into educational strategies for nursing students.