The use of digital technology in higher education has attracted much interest for lecturers in recent years. It is a common expectation for academic staff to research options to guarantee the learning environment is modern, relevant and capable of producing graduates with attributes aligned with a changing work environment and students’ career expectations. The literature in the field is also increasing, suggesting that mobile devices can be valuable in higher education for activities such as gathering and using information, accessing content, promoting communication, collaboration and reflection (Hinze et al. 2017). For instance, Bottentuit Junior (2020) explored apps in educational quizzes, while Yip et al. (2021) examined higher education students’ perceptions of using library service apps, and Khasawneh and Khasawneh (2023) investigated the impact of mobile learning apps on students’ academic achievement, motivation and teachers’ attitudes. The main benefit of mobile apps in the educational domain concerns students’ digital literacy. This all-embracing principle to graduates’ attributes ensures graduates can demonstrate technology competency and contribute to a modern, digitally orientated, rapidly changing economy (Khasawneh & Khasawneh 2023). A deep dive into the existing literature failed to yield any research on using CAT as a basis for examining the effectiveness of a mobile app as a teaching pedagogy in a practical sales module. Examples of mobile apps in higher education, construction engineering, and architecture using videos, photos (Valbuena-Bermúdez et al. 2024), University of Zagreb’s mobile app to support teaching algorithms and data structures (Kayaalp & Dinç 2021) and chemical engineering for digital lab notebooks and lab-support apps for procedures and data capture (Díaz-Sainz et al. 2021).

Cognitive appraisal theory is a psychological theory that focuses on three distinct sequential processes: appraisal, emotions and coping (Lazarus 1966). At its core, CAT seeks to explain how individuals respond to experiences in the external environment (Lazarus 1998). In other words, an individual’s appraisal of a situation will evoke specific emotions, leading to a corresponding coping strategy (see Figure 1).

Within the domain of cognitive appraisal, centrality refers to individuals’ self-assessment of any experience’s impact on them and encompasses threat, loss and challenge. A threat is potential damage to an individual that is anticipated but may not be inevitable, such as failing the sales module. Loss refers to the perception that damage has already occurred and cannot be changed, as in repeating the sales module the following year. Challenge refers to the perception that an experience presents an opportunity to overcome adversity, resulting in personal growth, such as passing the sales module and progressing to the next year of study (McCrae 1984). Controllability refers to the appraisal of who controls the outcome of any given situation. Individuals may appraise an experience as controllable by themselves or someone else or uncontrollable by anyone (Henderson et al. 2012). The appraisal of centrality and controllability plays an important role in the emotions that participants experience and the potential coping strategies they deploy (Jordan & Prayag 2022). The appraisals of controllability play different roles in emotions and coping. Participants who perceive their situations as controllable are likely to use problem-focused coping strategies (Tinti, Schmidt & Businaro 2011). Participants who believe their situations are uncontrollable are likely to engage in emotion-focused coping and to experience negative emotions like sadness (Nicholls, Polman & Levy 2012). Participants who think their situations are controllable by someone else will likely engage in ‘seeking social support’, a mix of problem- and emotion-focused coping (Jordan & Vogt 2017). In the theory’s emotional domain, whether participants experience positive, negative or mixed emotions, emotional responses are an important driver of continuous involvement in the overall experience (Nawijn et al. 2018). In this study, this refers to the mobile app’s constant usage during the sales module. Normally, participants who appraise an experience as a threat or a loss are likely to experience negative emotions. Moreover, a threat/loss appraisal is likely to lead participants away from problem-focused coping and towards emotion-focused coping. The opposite is true for participants who appraise an experience as challenging: they are more likely to experience positive emotions and to engage in a problem-focused coping strategy (Jordan & Prayag 2022; Ohly & Fritz 2010). The last domain of the theory deals with coping, defined as ‘any cognitive and behavioural strategy used to manage stressful situations’ (Shaw, Brown & Dunn 2013). Coping is a cognitive process in which participants appraise stressors as they occur and decide how to respond. The most popular way to map coping is to make a dichotomous distinction between problem-focused and emotion-focused coping (Folkman & Lazarus 1980). Problem-focused coping involves taking action to manage the relationship between the participant (student in this study) and the stressor (the mobile app), while emotion-focused coping involves regulating emotions that result from stress (Folkman & Lazarus 1980). The application of CAT is wide. Jordan and Prayag (2022) used this theory to determine the coping mechanism of tourists when visiting dark sites; Gieselmann et al. (2020) explored reoccurring nightmares in psychology; Majeed and Naseer (2021) investigated workplace bullying; Ma, Peng and Wu (2021) used the theory to explore goal orientation in performance management; Yuda et al. (2022) used it in a competition setting and Nicholls et al. (2012) used the theory to measure performance in athletes. The literature review shows that CAT has been applied primarily in the fields of psychology and human resources, and that it generally employs a quantitative research approach. It will be a novel application in a marketing sub-field, as it must still be examined in the mobile app sales education domain. Its use is also navel in a qualitative research approach.

This study employed a multidisciplinary approach, integrating a psychological theory from Lazarus (1966) into the domain of sales education, which is facilitated via a mobile app. Following the Schoch (2020) template, the study adopted a single-case study design to enable an intensive analysis of mobile app usage in sales education. This design choice aligned well with the exploratory aims, allowing the study to examine in detail how a mobile app functions as a teaching tool (the phenomenon) within the context of university-level sales education. The single-case study approach proved particularly valuable because it enabled the study to deeply investigate the unique intersection of mobile technology and practical sales training, offering rich insights that might have been overlooked in a broader study. As Schoch (2020) noted, case studies excel at providing a comprehensive understanding of contained units, making them invaluable for educational practitioners seeking transferable insights. The study embraced a qualitative methodology to conduct what Burney, Arnold-Saritepe and McCann (2023) described as a ‘deep dive’ into the phenomenon. This qualitative approach was essential because it allowed the researcher to examine complex contextual factors through an inductive lens, where findings emerge from participants’ experiences, rather than predetermined hypotheses. The constructed nature of qualitative data, shaped by both environment and context, proved especially suitable for our exploratory goals. As Antony, McDermott and Sony (2022) argued, exploratory qualitative research is particularly effective when venturing into unknown domains, making it ideal for capturing students’ authentic experiences with novel educational technology.

Data collection instruments for single-case study designs include documents, archival records, observations, artefacts and interviews. The research aim drives the choice of instrument. If interviews are selected as the data collection instrument, they must be valid and reliable, and a well-compiled interview protocol must be used to ensure consistency among participants (Burney et al. 2023). The content validity of the study’s interview protocol was established through theoretical perspectives derived from CAT. Nevertheless, the interviews were semi-structured to encourage open conversation and rich text for data mining (Adeoye-Olatunde & Olenik 2021). Kyngäs, Mikkonen and Kääriäinen (2020) stated that the theoretical framework provides information and guidance for the data collection process and the types of participants involved. This study utilised a hybrid thematic analysis using deductive and inductive coding. According to Proudfoot (2023), this type of analysis is valuable to researchers’ intent on exploring layered and complex problems, which might necessitate a more open and inductive approach to theme generation and yet, at the same time, would benefit from the theoretical rigour offered by the deductive application of themes derived from an existing framework. This study’s analysis framework was loosely based on the work by Braun and Clarke (2006) and Swain (2018) and consisted of a deductive coding phase followed by an inductive coding phase. The deductive coding or theoretically driven codes are presented in Table 1. The various components in each domain were used as the deductive codes. Deductive coding supports a systematic and transparent analysis processes. This can enhance the dependability and trustworthiness of qualitative studies by providing a clear audit trail of how data were analysed (Bingham 2023). Deductive coding can streamline the analysis process by providing a structured framework for data interpretation and reducing the need for extensive data transcription and coding from scratch (Nevedal et al. 2021). Next, data were extracted from the interview transcripts that fit the theoretical codes. These data were recorded verbatim. The second coding cycle was performed using in vivo codes on the extracted data. In vivo coding is the inductive approach of this study, in which codes are developed during analysis, allowing themes and patterns to emerge naturally from the data without preconceived notions (Bingham 2023). In vivo coding in qualitative data analysis refers to using participants’ words as codes during analysis. This coding helps maintain the original context and meaning of the data by using participants’ exact words, which can be crucial for preserving the subjective nature of qualitative data (Hemmler et al. 2022; Saldaña 2021). Lastly, the in vivo codes for each component were grouped into themes. Forming themes in qualitative data analysis involves identifying patterns and categories after the coding process, which leads to the formation of themes (Kiger & Varpio 2020).

Table 1 provides examples of how the data were mined. The hybrid thematic analysis was a sequential process of very distinct steps.

Ethical clearance to conduct this study was obtained from the University of Johannesburg School of Consumer Intelligence and Information Systems Research Ethics Committee (No. 2024SCiiS017).

Researchers often emphasise stringent limitations when discussing case study methodology, particularly generalisability. While this research was bound by its specific context – that is, examining students within a particular university programme – this perceived constraint warrants careful consideration. The traditional view might suggest that findings from such a focused setting cannot be broadly generalised. However, this perspective overlooks the profound insights that these targeted investigations provide into how students engage with and accept mobile applications as educational tools. Gaikwad (2017) presented a compelling counterargument to this conventional thinking about case study limitations. Their perspective repositions case study methodology as distinctively valuable among qualitative approaches, challenging the notion that contextual specificity inherently limits research value. Rather than viewing the bounded nature of case studies as a methodological weakness, Gaikwad (2017) argued for recognising their unique capacity to generate a deep, nuanced understanding of phenomena within authentic contexts. This reframing of the case study design suggests that the specificity that some might consider limiting enhances the methodology’s ability to illuminate complex educational innovations, such as mobile app integration in teaching. Points to consider: Concrete and sensory richness: Case studies capture vivid, tangible experiences within defined boundaries, providing detailed insights into individual experiences. Contextual embeddedness: As with human experiences, case study findings are deeply rooted in specific contexts, thereby enhancing their authenticity and applicability. Reader interpretation flexibility: Readers can integrate their experiences with study findings, enabling broader interpretation and application through their unique perspectives. Reader-determined generalisability: Readers apply findings to specific populations they are familiar with, facilitating targeted knowledge transfer. Process illumination: While quantitative studies measure effectiveness, case studies excel at explaining ‘how’ mechanisms work, providing a deeper understanding of operational dynamics.

Based on the findings, several topics can be further researched. Firstly, the theory fails to account for unemotional or neutral responses, as it posits only positive, negative or mixed emotion responses from the cognitive appraisal. Research needs to unpack whether this component can contribute to the theory uncovered by this research. Secondly, this study’s pathway challenges established research frameworks by revealing an unconventional progression from positive appraisal to unemotional responses, deviating from typical emotional trajectories documented in existing literature. Thirdly, CAT’s application to adolescents warrants investigation, as this demographic may exhibit distinct emotional processing patterns that diverge from established adult-based theories. Fourthly, the prevalence of problem-focused coping despite neutral emotions challenges traditional assumptions that emotional intensity drives adaptive coping strategies in CAT. This raises fundamental questions about whether strong emotional responses are necessary precursors for effective coping mechanisms.

This study’s findings reveal significant implications for lecturers and mobile app developers regarding the role of mobile apps within practical sales education. The research demonstrates that student engagement and learning outcomes are enhanced primarily through the application’s intuitive design and user-friendly interface. This positive cognitive appraisal suggests that simplicity in functionality is a cornerstone for educational technology adoption. For app developers, these findings emphasise the critical importance of maintaining a streamlined user experience that minimises cognitive load. The research indicates that when students encounter minimal technical barriers, they can focus more effectively on learning sales concepts, rather than struggling with the technology. This understanding supports the development of interfaces that prioritise clarity and accessibility over complex features. For lecturers, the results underscore the importance of selecting and implementing technologies that promote user autonomy. The data suggest that students’ confidence and engagement increase when they feel in control of their learning environment. This sense of mastery over the mobile application translates into more active participation in the practical sales modules and a greater willingness to engage with the learning material. Furthermore, the findings highlight that user frustration with navigation and functionality can significantly impede learning. Moreover, the research findings reveal an important pattern in how students cope with challenges during their practical sales training. Students predominantly demonstrate a problem-focused coping strategy characterised by autonomous problem-solving and persistent self-directed efforts to overcome obstacles. Rather than seeking immediate assistance or abandoning tasks when faced with difficulties, these learners work through problems independently. This self-driven approach to problem-solving suggests the development of valuable resilience skills that extend beyond the immediate learning environment. Furthermore, students’ persistence in addressing challenges indicates the development of robust coping mechanisms. This behaviour reflects not only just problem-solving capabilities but also the development of professional resilience – a crucial attribute for future sales professionals. Students’ inclination to ‘sort issues out themselves’ points to growing confidence in their ability to navigate complex situations, an essential skill in the dynamic field of sales. This finding significantly impacts understanding of how students develop professional competencies through experiential learning. The emergence of such independent problem-solving behaviours suggests that the practical sales module successfully creates an environment that fosters technical skills and psychological resilience.