Cognitive Loading and Knowledge Hiding in Art Design Education: Cognitive Engagement as Mediator and Supervisor Support as Moderator.

Abstract

The aim of the study is to document a new predictor of knowledge hiding from the perspective of Art design trainers and Art design trainees in virtual training’s and this study tends to add new theoretical insights into the body of literature. For this purpose, this study approached a sample of 500 respondents under a cross-sectional research design and respondents who have participated in virtual trainings or their trainings were at the final stage were recruited through the snowball sampling technique. The useable responses remained at 406 and these have been analyzed through SPSS for demographic analysis and Smart-PLS has been used to test the structural model, while a process macro has been used to test the moderation. Results indicate that cognitive loading has the potency to reduce the knowledge hiding behavior of the trainees. Similarly, it has been observed that cognitive loading increases the cognitive engagement of the trainees, and it moreover reduces the knowledge hiding tendency of trainees. In case of mediation, a partial mediation has been documented through the variance accounted for (VAF) approach while testing moderation. The role of supervisor support has not been found to be statistically significant.