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The purpose of this study is to clarify the role of various levels of modality richness [text-visual, audiovisual and augmented reality interactive technology (ARIT)] on vivid memories (visual sensory detailed, emotionally intense, first-person perspective and coherent) and exploratory behavior. To clarify which modality richness online retailers use is more appropriate to create a virtual reality simulation experience to fill a significant gap in the sensory interactive marketing paradigm.

A task-based laboratory study was conducted to provide users with private try-on space. A total of 429 valid questionnaires were collected, and partial least squares path modeling was adopted to test hypotheses.

The results indicate that various levels of modality richness (text-visual, audiovisual and ARIT) positively affect vivid memories (visual sensory detailed, emotionally intense, first-person perspective and coherent), and vivid memories successfully induce exploratory behavior.

The study results could also help retailers and brands with clear guidance in designing and creating simulation experience services and choosing the best way to present products. With the results of this research, retailers will also be able to grasp better the critical points of introducing innovative technology into the service experience and then create the benefits of digital economic growth.

Exploring which digital interactive technology online retailers use is more appropriate to create a virtual reality shopping experience to fill a significant gap in the sensory interactive marketing paradigm. Exploring the antecedents of vivid memories in a digital sensory interactive experience contributes to the body schema literature and the script theory. We draw from construal level theory (CLT) to clarify the impact of various levels of modality richness on driving the difference in sensory simulation schema to break through the limited findings of previous studies, namely using CLT to interpret psychological distance.

The purpose of this paper is to investigate the process by which the level of immersion in virtual reality-based behavioral simulation (VR-BS) impacts on the non-cognitive and cognitive outcomes. The cognitive outcome is measured using the increase in the level of Sharia financial literacy, while the noncognitive outcome is measured using the behavioral intention to use VR-BS.

The method consists of two parts: First, the development of VR-BS, in the context of sharia financial literacy, using the waterfall model. Second, testing the effectiveness of VR-BS using the theory of interactive media effects framework. The participants were 142 students from three secondary schools (two Islamic religious schools and one public school) in Yogyakarta and Central Java, Indonesia. Partial least squares structural equation modeling was used for testing the hypotheses.

VR-BS creates a perceived coolness and vividness, which in turn has an impact on increasing the participants’ engagement. Also, the use of VR has an impact on natural mapping, which increases a user’s engagement through its perceived ease of use. As predicted, the user’s engagement affects VR’s behavior, mediated by the user’s attitude toward VR media. VR’s interactivity, however, does not impact on the cognitive aspect.

The participants were not randomly selected, as the data were collected during the COVID-19 pandemic. As a result, the majority of the participants had never tried VR before this study. The participants, however, were digital natives.

It is implied from the findings that Islamic financial business actors and the relevant government agencies (e.g. the Indonesian Financial Services Authority [OJK], the Ministry of Education, Culture, Research and Technology and the Ministry of Religious Affairs) should collaborate to best prepare the future generation of ummah by using VR-BS in their joint promotion and education programs. The results of the current study reveal that the use of VR-BS may attract people to engage in Islamic financial activities. By engaging in such activities, or at least engaging in real-life simulations/classes/workshops, people may gradually acquire more knowledge about Islamic finance.

As predicted, the user’s engagement has an impact on behavior toward VR-BS, which is mediated by attitude toward VR-BS.

Integrating the two‐system (reflective vs. impulsive) model and the “stimulus‐organism‐response” framework, the purpose of this paper is to construct and empirically test a model that examines online impulse buying as a phenomenon triggered by system design factors.

A laboratory experimental design with a 2×2 full factorial design involving 151 undergraduate students was used to validate the effects of system design stimuli on online impulse buying. Interactivity and vividness, two design factors, were manipulated and a fictitious VCD movie store was created, with four storefronts representing each combination of treatments.

A compelling and sociable virtual experience as conceptualized with telepresence and social presence has a significant effect on buying impulses over and above traditional marketing/product stimuli. Such virtual experience can be created through the usage of interactive and vivid website features. Furthermore, cognition positively moderates the relationship between buying impulse and the actual purchasing behavior.

The findings provide valuable guidance in website design that can stimulate online impulse buying. The results also indicate the importance of providing cognitive intervention at the purchasing stage.

A significant extension of the “stimulus‐organism‐response” framework is to introduce presence as the system stimulus that captures the overall virtual experience and to specify the associated design features; i.e. interactivity and vividness. By incorporating the two‐system model, this study offers a theoretical underpinning of the role of cognitive processing in impulse buying.

The purpose of the study is to investigate the effects of interactivity and vividness on perceived usefulness and perceived enjoyment and their consequent impacts on consumer behavioral responses in a retail furniture VR store context. Considering the lack of VR empirical research, the indirect effect of interactivity and vividness on perceived usefulness and perceived enjoyment through telepresence and the moderating effect of consumer previous experience with VR are also included.

A commercial IKEA VR store was chosen for the study. Head-mounted display (HMD) VR headsets were employed for the VR shopping experience. The study was conducted at a laboratory at a large university in the southeastern United States. A total of 146 college students participated in the study.

Vividness had significant positive effects on perceived usefulness and perceived enjoyment, which in turn influenced attitude towards VR and behavioral intentions. Interactivity did not have positive impacts on perceived usefulness and perceived enjoyment. However, it indirectly affected perceived usefulness and perceived enjoyment through telepresence. The findings also proved the moderating effect of consumer previous VR experience between interactivity and perceived usefulness and between interactivity and perceived enjoyment. The relationship between attitude and behavioral intentions was also positive.

Notwithstanding the benefits of VR in relation to its utilitarian, hedonic, and behavioral values, little is known about consumers' responses towards the usage of VR as a shopping tool. The present study can be considered as a starting point in understanding the usefulness of VR from consumer and managerial perspectives. The findings of VR indicated in the study will help practitioners understand the urgency of adopting VR in a retail setting.

The purpose of this research is to explore the relationship of a few sensory environmental parameters, mainly visual and acoustical stimuli, with childrens' behaviour and performance in special needs schools.

Analysis of teaching layouts and the sequence of activities in ten selected special needs schools have been conducted using questionnaire directed at carers and teachers. The findings were cross‐validated via open‐ended interviews with teachers and carers to glean more in‐depth understanding about sensory influences.

Several sensory parameters were observed in the teaching environment: bright colours and light, pattern glare, echoing, higher and low‐pitch sound and background noise level. The study identified numerous factors having a negative effect on children's behaviour.

This paper provides further understanding of the key factors contributing to the quality of teaching environment consistent with user's need and expectations. It provides suggestions regarding the briefing and design to support childrens' performance. This can assist in developing alternative design guidelines based on users‐centered approach to schools design.

This paper will highlight issues for open discussion amongst all those involved in the process of planning, design and management of school environments which further reduce the undesirable consequences of the aforementioned parameters towards improving their operational efficiency in use.

Sensory modulation is an emerging approach that aims to reduce distress and agitation in mental health service users and potentially avoid the necessity for coercive practices such as seclusion and restraint. Despite the growing use of this intervention, there has been limited research exploring the implementation of sensory modulation at an organisational level, both internationally and within the New Zealand context. The purpose of this study is to investigate the implementation of a sensory modulation programme in two New Zealand inpatient mental health services using an exploratory organisational case study design.

Organisational case study design methodology was used to explore the implementation of a sensory modulation programme in two New Zealand acute adult inpatient mental health services. This study explored how key organisational and staff factors (including policies and practices related to de-escalation and seclusion reduction) influence sensory modulation implementation. Cases were described and examined the pattern of findings.

Strategies found to support implementation were identified at environmental, organisational, group and individual staff levels. Aspects highlighted as being particularly important included taking an inter-professional approach in leadership and training, rostering flexibility and leeway in staffing levels to support training attendance and responsiveness to crises.

The facilitators and strategies highlighted in this study may be used to support the design and implementation of future sensory modulation programmes in New Zealand and internationally.

The complexity of factors that influenced the implementation of the sensory modulation approach within an inpatient setting made determining the effectiveness of the approach challenging. However, the general principles and strategies identified in this study offer useful insights for the design and implementation of future sensory modulation programmes.

This study aims to examine the effect of sensory brand experience and involvement on brand equity directly and indirectly through cognitive, emotional and behavioral consumer brand engagement (CBE).

A survey was administered to the customers of a Finnish tableware brand using relevant Facebook channels. A total of 1,390 responses were analyzed using partial least squares structural equation modeling.

The empirical findings suggest that both involvement and sensory brand experience are directly related to the three facets of CBE. Further, involvement, sensory brand experience and CBE jointly explain more than 50 per cent of the variance in brand equity. In addition, the results reveal that emotional engagement was the most influential factor in determining consumers’ overall engagement level.

The framework should be tested in other contexts, and the application of longitudinal research setting is encouraged.

The study highlights not only the importance of holistic CBE management but also the necessity to manage sensory aspects of consumer–brand interactions. In this way, managers can build sustainable consumer–brand relationships.

The nomological network of CBE is not well-known. This study integrates two central constructs (sensory brand experience and brand equity) with the concept of CBE and examines their effects on brand equity both directly and indirectly through cognitive, emotional and behavioral CBE.

At present, there is no research to support teachers’ use of sensory interventions in the classroom. This study aims to investigate the extent to how participation in a sensory processing training session would improve teachers’ competence, confidence and practice towards supporting children with autism.

A pilot study design with mixed qualitative and quantitative methods was used to evaluate the impact of sensory processing training on six teachers who taught at least one child with autism in a mainstream school. The Autism Education Trust Competency Framework and face-to-face semi-structured interviews were completed with participants both pre (Time 1) and post (Time 2) training session.

Quantitative findings presented statistically significant differences (p < 0.05) in results with large effect sizes in the areas of confidence, knowledge, implementing sensory strategies, adjusting sensory environments, reviewing and reflecting. Qualitative data provided by participants corroborated this and indicated a need for further and more detailed training in the area. There was no change in the practice of teachers consulting with pupils about their sensory needs.

This study found that the attendance of teachers at sensory processing training is justified and the promotion of sensory processing training is therefore warranted.

Findings of this pilot study indicate that sensory processing training for teachers does improve competence, confidence and practice towards supporting children with autism. Review of the session to allow more detail, including consulting with the children themselves, is recommended.

The purpose of this paper is to address consumer experiences in cyberspace and which aspects of technology brought about these experiences. This paper proposes a conceptual model of technology and consumer experiences within virtual space by drawing from various literatures outside of marketing that have extensively studied the Internet phenomenon. Building from research in these diverse areas, two constructs are proposed that help describe consumer experiences in virtual space: telepresence and bricolage. Also examines aspects of cyber technology that give rise to these consumer experiences and projects what the consequences of these experiences may be as they apply to marketing.