Search results

The purpose of this paper is to analyze the life history of the Spanish Generation X over the last five decades.

Considering that the generational cohort concept can be identified from the marketing side as a market segment, this paper proposes to analyze the socio-economic and cultural context that has marked the different life stages of Generation X, and how they have related to brands according to their needs, desires and aspirations.

The results show that the customer journey can be considered a circular concept. The customer’s relationship with the brand can begin in childhood and continue into adulthood, such that the emotional relationship established with the brand as a child influences purchase decisions in adulthood.

Although limited to the analysis of Generation X and its relationship with brands, this paper shows the importance of knowing the socio-economic, legal and cultural context of a generation.

As a business implication, the importance of remarketing is evident as a business strategy that reinforces the emotional connection between the brand and the different generations.

From a social point of view, this paper shows the power of brands as an element of self-expression of the needs, tastes or preferences of individuals is evident.

This paper offers a different and innovative vision of the customer journey, taking into account the individual’s life cycle, and the way in which at each stage of life, he/she relates to brands in a different way.

The use of augmented reality (AR) and experiential learning go hand in hand. Although AR learning opportunities have been well discussed, there is limited empirical research on the use of AR within higher education settings. Drawing from the uses and gratifications theory (U&GT), this study aims to explore the use of AR for learning satisfaction and student engagement, while also examining differences in learning styles.

This study used experiments with higher education students in the UK to explore the use of AR as part of the learning experience. Data from 173 students who experienced AR as part of their learning experience were analysed using partial least square analysis.

The authors found that hedonic, utilitarian, sensual and modality gratifications influence AR learning satisfaction and student engagement. Furthermore, the authors found differences between active and passive learners with regards to utilitarian (information seeking, personalisation) and sensual gratifications (immersion, presence) and effects on learning satisfaction.

This study developed and validated a U&GT framework incorporating different learning styles rooted in Kolb’s learning cycle. Findings provide important implications for the use of commercial AR applications as part of the learning experience within higher education settings.