Exploring influencing mechanism of herd behavior in academic information use: The perspective of cognitive load

Abstract

In general, when users search in academic databases, the search result page directly shows the download count and citation count next to each paper. The download count and citation count are likely to produce information cascade effects. Based on the cognitive load theory, this study employs the semi-structured interview and grounded theory methods to explore herd behavior in academic information use in the university digital academic platform context, and develops a theoretical model of influencing mechanism of herd behavior in academic information use through three levels of coding. The results show that intrinsic cognitive load, extraneous cognitive load, and germane cognitive load all have direct impacts on herd behavior in academic information use. Germane cognitive load has moderating effects on the links from intrinsic cognitive load and extraneous cognitive load to herd behavior in academic information use. Meanwhile, information quality, source reliability, reputation, and convenience have direct impacts on information usefulness. Scientific research literacy and prior experience are elicited as germane cognitive load. It is recommended that researchers' scientific research literacy should be cultivated as far as possible, and researchers should be greatly encouraged to become familiar with scientific research tasks and become familiar with academic databases.