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Abstract

This study investigates the effectiveness of a digital resource website designed to support first-generation college students (FGCS) in advertising education. Using a 4 (modality: text, image, video, audio) × 2 (mindfulness: present vs. absent) between-subjects design, it examines how modality and mindfulness influence FGCS satisfaction, attitudes, and re-visit intentions. Findings show that video is the most effective format, while institutional support and campus climate further enhance re-visit intentions. Mindfulness strengthens the attitude–intention relationship. Findings provide insights into inclusive digital design and inform strategies for improving FGCS engagement, satisfaction, and success in advertising education.

Keywords

first-generation students advertising education first-gen support digital resources mindfulness multimedia learning website design

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Breaking Barriers,Building Futures: Designing Inclusive Digital Resources for Enhancing First-Gen Student Engagement in Advertising Education

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