Perceived Level Of Difficulty Research Articles

Product difficulty incongruity and consumer evaluations of brand extensions

Ever since the appearance of Aaker and Keller's (1990) seminal article, the brand extension research stream has intensively investigated factors that impact consumer evaluations of brand extensions. However, the main effect of product difficulty and the interactions between the parent brand quality and fit variables have not been consistent across studies. We conjecture that this inconclusiveness of findings is due to an equivocal conceptualization and operationalization of the key concepts – product difficulty and product difficulty incongruity. The existing studies mainly focus on product difficulty, i.e., the perceived difficulty level of designing and making the extension, whereas the latter refers to the difference between consumers’ perceptions of the difficulty of designing and making the parent product and the difficulty in designing and making the extension product. We specifically propose that product difficulty incongruity will negatively impact consumer evaluation of brand extensions, and this negative effect is stronger for high parent brand quality and consumers with high levels of need for cognition. The findings from two empirical studies well support our predictions.

Improving Student Dentist Competencies and Perception of Difficulty in Delivering Care to Children with Developmental Disabilities Using a Virtual Patient Module

An interactive, multimedia, virtual patient module was designed and developed on compact disc (CD-ROM) to address the need for student dentists to increase their competence and decrease their perception of difficulty in caring for children with developmental disabilities. A development team consisting of pediatric dentistry faculty members, parents of children with developmental disabilities, an individual with a developmental disability, and educational specialists developed an interactive virtual patient case. The case involved a ten-year-old child with Down syndrome presenting with a painful tooth. Student dentists were required to make decisions regarding proper interactions with the child, as well as appropriate clinical procedures throughout the case. Differences in perceived difficulty level and knowledge change were measured, as well as the student dentists' overall satisfaction with the learning experience. Significant results were obtained in both perceived difficulty level and knowledge-based measures for student dentists. Participants reported overall satisfaction with the modules. Preparing student dentists to provide sensitive and competent care for children with developmental disabilities is a critical need within dentistry. This study demonstrated that an interactive, multimedia (CD-ROM), virtual patient learning module for student dentists is potentially an effective tool in meeting this need.