Fuel for the mind: exploring coffee’s impact on university learning performance and experience

Purpose Coffee is a globally popular beverage, yet its impact on learning behavior remains underexplored. This study aims to introduce schema theory to deconstruct and reveal the mechanisms through which coffee influences learners’ knowledge construction and learning outcomes. Design/methodology/approach A quasi-experimental design was adopted to investigate coffee’s influence on learning outcomes across different schemas. About 40 university students were recruited and randomly assigned to either an experimental group (coffee consumers) or a control group. Guided by schema theory, the study utilized tools such as the cognitive load scale and self-efficacy scale to evaluate the effects of coffee on academic performance and learning processes. Findings The results showed that coffee significantly enhanced the construction of procedural and strategic schemas while having minimal impact on conceptual schemas. Additionally, coffee reduced learners’ cognitive load and significantly increased self-efficacy, contributing to improved learning experiences. Originality/value This study provides empirical evidence for the cognitive enhancement effects of coffee, offering new perspectives for optimizing learning processes and enhancing educational practices through schema-based approaches.