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This paper aims to examine the effects of visual themes and view perspectives on users’ visual attention to brand posts on Instagram. The impact of visual attention on brand attitude and recognition is also explored.

The authors conducted a 4 (visual themes: customer-centric, employee-centric, product-centric and symbolic visuals) × 2 (view perspectives: first-person view vs third-person view) between-subject factorial eye-tracking experiment to explore their effects on viewers’ visual attention (fixation frequency and fixation duration), attitude toward the brand and brand recognition.

Results showed that, under a first-person view, participants spent the longest time viewing customer-centric images and paid the most attention to product-centric and customer-centric images. For images in the third-person view, product-centric images received the longest fixation duration and highest fixation frequency. Customer-centric image and product-centric image generated significantly higher amount of fixation duration and fixation frequency than the symbolic image, regardless of view perspective. Brand recognition was positively influenced by fixation frequency but not by fixation duration.

This study is an extended application of Aaker’s (1996) brand identity planning model in visual branding on Instagram. As the findings indicated, the effective use of visual strategies could lead to more positive responses toward the brand. By understanding how optical elements stimulate visual branding processing, marketing professionals will be able to improve information designing skills in visual-based social media platforms (such as Instagram).

The purpose of this paper is to first articulate and then illustrate a descriptive theoretical model of documentation (i.e. document creation) suitable for analysis of the experiential, first-person perspective.

Three models of documentation in the literature are presented and synthesized into a new model. This model is then used to understand the findings from a phenomenology-of-practice study of the work of seven visual artists as they each created a self-portrait, understood here as a form of documentation.

A number of themes are found to express the first-person experience of art-making in these examples, including communicating, memories, reference materials, taking breaks and stepping back. The themes are discussed with an eye toward articulating what is shared and unique in these experiences. Finally, the themes are mapped successfully to the theoretical model.

The study involved artists creating self-portraits, and further research will be required to determine if the thematic findings are unique to self-portraiture or apply as well to art-making, to documentation generally, etc. Still, the theoretical model developed here seems useful for analyzing documentation experiences.

As many activities and tasks in contemporary life can be conceptualized as documentation, this model provides a valuable analytical tool for better understanding those experiences. This can ground education and management decisions for those involved.

This paper makes conceptual and empirical contributions to document theory and the study of the information behavior of artists, particularly furthering discussions of information and document experience.

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 relative effectiveness of the second-person pronoun perspective within a brand name (as in “You”Tube) and the first-person pronoun perspective (as in “i”Phone).

Drawing on prior research on self-concept, general pronoun usage and the fit between branding tactics and positioning, it is predicted that “you” will garner more favorable consumer responses when the brand is positioned on social benefits, while “I” will garner more favorable responses when the brand is positioned on personal benefits. These predictions are tested in two experiments with US consumers.

When the brand in the experiment was positioned for its social benefits, “you” elicited more favorable brand attitudes than “I”, while the opposite was true when the brand was positioned for its personal benefits. This effect tends to be stronger among those with higher self-esteem.

Managers can make more informed pronoun brand name selections based on their brand’s intended positioning – if it is social, “you” should be used; if it is personal, “I” should be used.

The influence of pronouns in brand names is still largely unexplored. This research is the first to examine “you” brand names and also sheds light on how another marketing variable – positioning – impacts consumer preference for pronoun brand names. Finally, this work shows that such effects are more pronounced for those with higher self-esteem.

The chapter proposes that higher education researchers descriptively analyze and evaluate practices regarding university leadership and management through the lens of phronēsis (understood as “practical reasonableness”). It elaborates and develops an emerging orientation, coming from a range of social and organizational theorists, for a “philosophical” or “moral sociology” that derives neo-Aristotelian insights into agency and social practices.

Past decades have witnessed significant contributions to theories of the firm, innovation and economic growth from two closely related paradigms, namely, the Capabilities School and National Innovation Systems Approach. Unlike the neoclassical models of the firm and growth, these two paradigms place emphasis on the knowledge and learning process in understanding economic development. Despite being closer to reality in their treatment of economic issues than their neoclassical school counterpart, the two paradigms have not put human agency in the forefront of their analysis. This paper constructs a theory of national capabilities in the subjectivist perspective, which is then extended to understand firm and national capabilities and competitiveness. While this paper recognizes the influence of institutions on firms' decision making, unlike contemporary evolutionary literatures, the subjectivist perspective highlights the fact that all institutions are the coordinating effort of human actions which attempt to interpret external events or make sense out of social or economic interactions.

This chapter outlines the potential of phenomenology to illuminate how individuals experience the emotions replete within organizations. It employs one particular type of phenomenological approach known as Interpretative Phenomenological Analysis (IPA). The chapter considers how the hermeneutic and phenomenological foundations of this approach lend themselves to the study of affect. The chapter then clarifies and develops established IPA guidelines to render them more appropriate for research on emotions. In doing so, the chapter demonstrates how IPA can produce contextualized accounts that explore the role of emotions in individuals’ experiences of organizational events and processes.

The purpose of this study is to demonstrate the power of affective pedagogies and playful literacies to resist neoliberal framings of video game play and design in educational contexts.

Focusing on the Giga-Games Camp, a video game design camp for adolescents, the authors mobilize different methodological impulses across a number of different registers, using interview data to trace institutional arcs, focal frames from a GoPro camera to see vitality in action and descriptions of platform events to follow these lines through the shift to online instruction brought on by the COVID-19 pandemic.

The authors narrate three transversal movements of the Giga-Games Camp to reveal how play-centered pedagogies can challenge the neoliberal tendency to assimilate young people’s video gaming practices as a vehicle for future-proof science, technology, engineering and mathematics learning.

The authors offer the concept of actually existing vitality rights to describe how attending seriously to vitality in learning spaces will often manifest organically in very real strategies to reimagine and restructure preexisting, neoliberally sedimented uses of space, institutional configurations and constellations of sociopolitical power.

This chapter sets forth a plan designed to encourage and enable teachers to engage in first-person characterization in their classrooms. The author draws on his extensive background in social studies teaching, administration, and consulting to argue for the value of historical interpretation within the context of today's curricular emphasis on science, technology, engineering, and mathematics (STEM). This chapter then explores and explains historical interpretation from a classroom perspective, focusing on pedagogical best practices. In a first-person presentation, the presenter assumes the identity of a historical figure. The first question to be asked then is, Who is the individual I wish to represent, and why? This person should be selected from subject matter being studied in your class. Be aware that it is necessary to anticipate some element of controversy when you undertake this activity. With rare exceptions, any historical figure selected for portrayal will have something questionable in their background, and you will have to contend with this. So, the next question to ask is, Why engage in first-person interpretation in the first place? In this chapter, experienced teachers provide reasons for doing so, and consider necessary preparations for effectively implementing such a characterization. That discussion leads to examining ways to ensure successful presentations that achieve established lesson goals, followed by suggestions for debriefing and effectively bringing closure to the exercise. As the accompanying lesson extension demonstrates, a characterization can ground further study of an issue associated with the individual being depicted.