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Challenges of conducting site visit activities, a vital component of architecture learning during the recent pandemic have proved our unreadiness in facing the digital future. The lack of understanding of learning technology has affected the education experience. Thus, there is a need to investigate immersive learning technology such as immersive virtual reality (IVR) to replace students’ concrete experience in the current learning setting. This study aims to answer: (1) What is the influence of IVR in experiential learning (EL) in enhancing the personal spatial experience? (2) Does IVR in EL influence students' approach to learning during the architecture design process?

The research was conducted as an action research design approach. Action research was employed in the first-year architecture design studio by the lecturer as a practitioner-researcher. The personal spatial experience survey was performed in the earlier phase to identify the students’ prior spatial experience. Architectural Spatial Experience Simulation (ASES) a learning tool was implemented and assessed with Architecture Design Learning Assessment (ADLA) rubric, which was developed to evaluate EL and student’s approach to learning during the architecture design learning process.

The outcomes revealed that ASES as a learning tool in EL could improve the participants’ spatial experience, particularly those with minimal prior personal spatial experience. ASES was recognized to enhance the participants’ EL experience and encourage changes in student’s approach to learning from surface to deep learning.

This research benefits the architecture design learning process by offering a learning tool and a framework to resolve challenges in performing site visit activities and digital learning. It also contributes by expanding the EL theory and students’ approach to learning knowledge in the architecture education field.

Applying the stimulus-organism-response (S-O-R) theory in a wine museum context, this paper aims to examine how and why experience design characteristics influence visitor satisfaction, particularly investigating the role of epistemic (learning) and hedonic (having fun) values as the underlying mechanisms of this relationship.

The authors collected field survey data from 652 visitors at a world-leading wine museum. The authors tested the research model on ten modules of the museum using path analysis and a bootstrap approach; the authors further conducted mediation analyses to test how the design of the museum’s modules influenced perceived value and satisfaction.

Content comprehensibility and surprise, as well as interactivity and ease of use, are core design characteristics that drive visitor satisfaction. More significantly, hedonic and epistemic values play a significant mediating role in influencing the relationship between design characteristics and visitor satisfaction.

The authors provide clear and actionable recommendations to help managers design museums that provide educational, entertaining and satisfying visitor experiences.

To the best of the authors’ knowledge, this is the first study to apply the S-O-R theory in a wine museum context. The significance of this study lies in demonstrating how and why experience design characteristics support the creation of an edutainment visitor experience that drives visitor satisfaction.

This research explores how to design service delivery systems to facilitate a customer experience that enables the realisation of prevention-oriented goals.

Case-based research is undertaken to inform the design of service delivery systems for prevention-oriented consumption goals. Data from multiple informants, from both the provider and customer perspective, in two in-depth case studies, provide empirical insights.

Drawing on customer and provider perspectives, a model of service design for prevention-oriented goals is presented. The model is informed through the identification of service delivery system characteristics (facility layout, staff service orientation, facility appearance and staff presence/appearance) and perceived experience quality dimensions (control, duration, privacy and reliability impressions) that contribute to the fulfilment of prevention-oriented consumption goals.

The research affirms that it is critical for organisations to comprehend the goals they want their service delivery systems to enable in the customer experience. Specific attention should be given to the design of facility layout, staff-service orientation, facility appearance, staff presence/appearance to positively impact perceived quality dimensions and to facilitate the realisation of customer prevention goals.

The main research contribution lies in the articulation of the design characteristics of the service delivery system that enables a customer experience supporting the fulfilment of prevention goals. The empirical study draws on both customer and organisational perspectives to identify prevention-oriented goals, and corresponding experience quality dimensions, to inform service delivery system design.

Design-based research (DBR) involves multiple iterations, and innovations are needed in analytical methods for understanding how learners experience a learning experience in ways that both embrace the complexity of learning and allow for data-driven changes to the design of the learning experience between iterations. The purpose of this paper is to propose a method of crafting design moves in DBR using network analysis.

This paper introduces learning experience network analysis (LENA) to allow researchers to investigate the multiple interdependencies between aspects of learner experiences, and to craft design moves that leverage the relationships between struggles, what worked and experiences aligned with principles from theory.

The use of network analysis is a promising method of crafting data-driven design changes between iterations in DBR. The LENA process developed by the authors may serve as inspiration for other researchers to develop even more powerful methodological innovations.

LENA may provide design-based researchers with a new approach to analyzing learner experiences and crafting data-driven design moves in a way that honors the complexity of learning.

LENA may provide novice design-based researchers with a structured and easy-to-use method of crafting design moves informed by patterns emergent in the data.

To the best of the authors’ knowledge, this paper is the first to propose a method for using network analysis of qualitative learning experience data for DBR.

Customers engage with the organisations that deliver them superior experiences. Every successful organisation is striving to engage with by providing them superior product and service offerings bundled with memorable experiences. Many companies have realised that the road to better customer retention and gradual increase in profits is through offering efficient customer experience. Well-crafted customer experience also acts as a competitive edge for the company to stay ahead of competitors. Therefore, the objective of this chapter is to understand whether CX happens by accident or it happens through a proper process. This chapter will introduce various existing CX models and also proposes design thinking approach for successful implementation of CX. While most of the existing CX models are relevant for developed economies, the design thinking approach to CX is proposed for managing CX in emerging markets.

Customers' co-design behavior is an important source of knowledge for product innovation. Firms can regulate the focus of information interaction with customers to set goals and motivate their co-design behavior. Drawing on regulatory fit theory and construal level theory, the authors build a research model to study whether the fit between the regulatory focus of firms' task invitations (promotion focus vs prevention focus) and their feedback focus (self-focused vs other-focused) can enhance co-design behavior by improving customers' experiences (perceived meaning, active discovery and perceived empowerment).

The authors conducted two online between-subjects experiments to validate the proposed research model.

The two online experiments reveal that customers' experiences are enhanced when the feedback focus is congruent with the regulatory focus of the firm's task invitations. Specifically, self-focused feedback has a stronger positive effect on customers' experiences in the prevention focus context. Other-focused feedback has a stronger positive effect on customers' experiences in the promotion focus context. Moreover, customers' experience significantly and positively affects co-design behavior (i.e. co-design effort and knowledge contribution).

This work provides theoretical and practical implications for firms to improve the effectiveness of information interaction with their customers and eventually ensure the sustainability of co-design.

Because new-age technologies are gaining a broader interest among service scholars and practitioners, it is critical to identify these technologies and examine the roles they play. The examination needs to be conducted to design engaging customer and service experiences in new phygital settings that connect physical and digital environments. This review article aims to provide researchers with a new comprehensive and integrative extended reality technology (ERT) framework. The framework serves as the basis for an all-inclusive view of ERT types in order to explore the different types of technology used to design phygital customer and service experiences.

This article reviews prior works on the role technology plays in terms of customer experiences across various fields of research, including consumer, marketing and service literature. Adopting an experiential and phygital perspective as well as considering a consumer standpoint, this article defines the scope of the ERT framework by identifying categories of new-age technologies and their effects related to the design of phygital customer and service experiences.

The ERT framework proposed in this article offers directions for future research by adopting an experiential approach to technologies in order to categorize additional technological devices, platforms and tools that can be considered in the design of phygital experiences following several extension processes. These processes can enhance the cognitive, social, sensory and contextual dimensions of the phygital experience and thus create a continuum in terms of customer value from physical to digital settings and vice versa.

Companies and service providers may benefit from a new, comprehensive, focused framework that assembles different types of technology. The technologies can be utilized to design engaging customer and service experiences that deliver customer value from physical to digital spaces and inversely.

No prior works have proposed a comprehensive ERT framework for service research following an experiential perspective and a consumer view of the experience occurring in a new setting: phygital. By embracing the ERT framework provided in this article, future service scholars can examine the dynamics and types of technologies that can positively or negatively affect the design of consumption and service experiences in phygital settings.

Fischer et al. (2022) present a framework for rethinking education, including broad design components such as learning-on-demand or learning takes place in the context of authentic problems. How can we bring those design components into practice? I argue that the design of innovative learning approaches for the digital age requires rigor in design and evaluation methods to understand what works and how and why it works.

This case study applies the research to improve approach with iterative steps of design, development, and formative evaluation. Methods to be used are borrowed from user and learning experience fields, such as usability studies and pre/posttests for learning growth.

The design of digital learning experiences rests on the three dimensions of how learners interact with (a) the digital tool, space, or service; (b) the pedagogical elements of goals, activities, and assessments (e.g. sense-making); and (c) other peers or instructors.

This study provides useful insights on how to conduct research to improve versus research to prove and indicates the importance of data analysis related to the effectiveness, efficiency, and attractiveness of digital learning experiences. Learning experience design and research provides sufficient rigor and could play an important role in new ways of learning in the digital age with the goal “making learning a part of life” as pointed out by Fischer et al. (2022).

Focussing on the perspective of business event leaders, this study aims to explore the future of transformative experience (TE) events, recognising a paradigm shift from organising conventional events to designing and guiding TEs in the meetings, incentives and conferences as exhibitions (MICE) context.

Using a qualitative interview-based design, insights from 20 international business events industry leaders were gathered and analysed by using thematic analysis through a multi-step process with MAXQDA.

The findings discuss the future of transformative events by identifying the paradigm shift towards TE in business events and outline key dimensions of the leader’s and team’s mindset and skills. Five design principles for TE events in the MICE sector are identified: design for change; emotionally experiential environments; personal engagement; responsibility; and transformative measurement.

The study offers a snapshot of how transformative events of the future could be designed and suggests a series of practical insights for MICE event leaders and organisers seeking to leverage events as a catalyst for intentional transformation, positive impact and long-lasting change.

The study adds to the emerging body of knowledge on TEs and contributes to an extended stakeholder perspective, namely, that of business event leaders and their teams who are instrumental in facilitating transformative events. An original framework for designing TE MICE events is offered as a theoretical contribution.

Service providers increasingly use conversational agents (CAs), such as chatbots, to effectively communicate with customers while managing interaction costs and providing round-the-clock customer service. Yet, the adoption and implementation of such agents in service contexts remains a hit-and-miss, and firms often struggle to balance their CAs implementation complexities and costs with relation to their service objectives, technology design and customer experiences. The purpose of this paper is to provide guidance on optimizing CA design, therefore, the authors develop a conceptual framework, TRISEC, that integrates service logic, technology design and customer experience to examine the implementation of CA solutions in search, experience and credence (SEC) contexts.

The paper draws on service marketing and communications research, combining the service context classification scheme of search, experience and credence and the technology infused service marketing triangle foci (service, technology and customer) in its conceptual development.

The authors find that an opportunity exists in recognizing the importance of context when designing CAs and aiming to achieve a balance between service objectives, technology design and customer experiences.

This study contributes to service management and communications research literature by providing interactive service marketing researchers with the highly generalizable TRISEC framework to aid in optimizing CA design and implementation in interactive customer communication technologies. Furthermore, the study provides an array of future research avenues. From a practical perspective, this study aims at providing managers with a means to optimize CA technology design while maintaining a balance between customer centricity and implementation complexity and costs in different service contexts.