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This research used a Phenomenography approach of Eye Tracking to study the Biometric changes when participants were subjected to eight static subliminal images hidden in seven differently designed packages. Embeds or static subliminal stimulus in the form of pictures and words were hidden in seven different perfume packages and were used to study the changes experienced between the two groups, one of which was subjected to subliminal stimulus. This study was conducted in the Neuro Lab located in the SP Jain Sydney campus. A total of 46 healthy participants were separated into two groups, with one group shown image packages with static subliminal stimulus while the other group was shown image packages without any subliminal stimulus. Eye Tracking data was collected using iMotions. A detailed analysis of the Area of Interest (AOI), Fixation and Heat Map revealed that only a percentage of the participants visited the AOI with the hidden subliminal stimulus, but the participants who noticed the AOIs with the subliminal stimulus especially the male participants spent more time in the AOI indicating that they could be consciously processing the subliminal static stimulus. A statistical analysis of the time to first fixations (TIFF) revealed that the subliminal stimulus was not the first point of attraction.

Manufacturers and retailers spend millions of dollars every year on in-store communications. The effectiveness of these dollars depends on whether shoppers notice, pay attention to, and engage with these communications, something that is best determined from eye-tracking data. In this chapter, we utilize mobile eye-tracking data from tens of in-store marketing research studies conducted with hundreds of shoppers to develop six lessons with important implications for effective signage, shelf configuration, and package design. The first three lessons highlight the challenge of being noticed and engaged with in the store, given the narrow spatial window above and below eye level in which consumers look, the very short amount of time they devote to reading a sign or label even when they notice it, and the low probability that they engage with a communication especially if it is not immediately actionable. The last three lessons provide guidance on how marketers can design packages and labels that are more likely to be noticed, read, and included in the shopper’s consideration set, across different product categories.

This study uses an eye-tracking device to examine the effects of dissenting opinion on information search style and decision quality, using insights from dual-process theory. When evaluating strategic outcomes, managers not exposed to a dissenting opinion employ directed information search using System 1 (heuristic, automatic cognitive processing), leading to low-quality decisions. Providing a dissenting opinion causes managers to use System 2 (sequential information search characterized by deliberate, slow, and effortful cognitive processing), leading to higher-quality decisions. This study provides useful insights into the cognitive processes underlying managers' judgments, and the factors that influence their decisions. We conclude by discussing the critical role of dissent in business practices, and explain how dissent affects people's System 2 cognitive processes.

To cope with the complexity of modern retail stores and personal time constraints, shoppers must be selective in processing information. During a typical shopping trip, they visit only a fraction of a store’s departments and categories, examine a small subset of the available products, and often make selections in just a few seconds. New research techniques can help marketers understand how customers allocate their attention and assess the impact of in-store factors on shopper behavior. This chapter summarizes studies using observational research, virtual reality simulations, and eye tracking to identify the drivers of shopper attention, product engagement, and purchase conversion. These include shopper goals; product assortment, package appearance, price, and merchandising; shelf space allocation, organization, and adjacencies; and salesperson interaction. The research reveals that small changes in a product’s appearance and presentation can have a powerful impact on consideration and choice.

This chapter explains and discusses the role and potential of psychophysiological tools of research in tourism and hospitality. As tourism and hospitality services are in general inseparable, i.e. the delivery and the consumption of the service mostly take place at the same time, they tend to involve service encounters which intense and frequent contact and social interactions between the customers and the service providers. These intense and frequent contact and social interactions during service encounters may determine the satisfaction and dissatisfaction of the customers. Hence, the measurement of actual emotions to understand the reactions of customers to various aspects of the service is of paramount importance. Psychophysiological tools, often referred to as neuromarketing tools, allow the collection of realistic data regarding the emotions of the customers. Based on the above background, this chapter explains and discusses the use of tools such as the EEG, Eye Tracker, Galvanic Skin Response, and Facial Expression Recognition in understanding tourism and hospitality customers' reactions and emotions to various aspects of the service.

Technical solutions can be important when key communicators take on the task of making sense of social media flows during crises. However, to provide situation awareness during high-stress assignments, usability problems must be identified and corrected. In usability studies, where researchers investigate the user-friendliness of a product, several types of data gathering methods can be combined. Methods may include subjective (surveys and observations) and psychophysiological (e.g. skin conductance and eye tracking) data collection. This chapter mainly focuses on how the latter type can provide detailed clues about user-friendliness. Results from two studies are summarised. The tool tested is intended to help communicators and journalists with monitoring and handling social media content during times of crises.

This chapter investigated how pre-existing ideas (i.e., prototypes and antiprototypes) and what the eyes fixate on (i.e., eye fixations) influence followers' identification with leaders from another race. A sample of 55 Southeast Asian female participants assessed their ideal leader in terms of prototypes and antiprototype and then viewed a 27-second video of an engaging Caucasian female leader as their eye fixations were tracked. Participants evaluated the videoed leader using the Identity Leadership Inventory, in terms of four leader identities (i.e., prototypicality, advancement, entrepreneurship, and impresarioship). A series of multiregression models identified participants' age as a negative predictor for all the leader identities. At the same time, the antiprototype of masculinity, the prototypes of sensitivity and dynamism, and the duration of fixations on the right eye predicted at least one leader identity. Such findings build on aspects of intercultural communication relating to the evaluation of global leaders.

To examine how reading in electronic formats differs from traditional reading of print.

Concepts about digital print are discussed alongside research studies in fields related to multisensory technologies and electronic means of communication. A model of online reading is proposed integrating aspects of information foraging theory. Pedagogical applications are needed to integrate e-reading theory within classrooms.

With the varied text structures, directionality concerns, and interactive text features, our attention must turn to the theoretical foundations that underpin digital literacy learning today. Online foraging schemes can explain how information is sought and retrieved when reading new information from digital mediums.

Teachers must address the current, digital literacy needs of their students, thus preparing them for challenges in the 21st century. Varying text structures within digital formats as well as providing as-needed facilitation are the scaffolds that students need today. Using technologies such as digital games, tools, and contexts advances the mission of resource-based teaching and learning.