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As innovations introduce novel benefits to customers, they would need to be positioned in a way that sets them apart in the market. The purpose of this paper is to propose a novel approach for the positioning of innovations with the use of the customer imagination and, specifically, mental movies.

Using the schema approach as this study’s theoretical framework, the author proposes that innovations could be positioned using moving pictures (i.e. mental movies) instead of mental pictures (the approach traditionally taken).

A new conceptual framework for the positioning of innovations using mental movies is presented. In the framework, this study outlines how innovations can be positioned with the use of mental movies, and why such an approach would be beneficial. The framework outlines mixed reality, i.e. augmented reality, augmented virtuality and virtuality, as well as the metaverse and gaming as avenues for positioning innovations using mental movies. On the benefit side, the framework identifies successful market introductions, engagement and stickiness, memorability and positive emotions, uniqueness and differentiation and market share as the concrete benefits that can be achieved with this type of positioning.

The framework provides a novel approach for the positioning of innovations. It departs from existing literature by proposing that innovations can be positioned using mental movies. The framework also identifies why this approach would be beneficial for marketers and managers and provides concrete guidelines for how such a positioning can be achieved in the market.

Providing improved access to nature within educational settings can promote stronger child–nature connections and is conditional on making evidence-based decisions for the planning, design and refurbishment of school architecture. The study offers insight into ways of reconnecting children with nature by examining the distribution and classification of diverse natural elements for enhancing children's visual and non-visual experiences of educational environments.

This study combines quantitative and qualitative analysis of data gathered through measurement and observation at three schools in Glasgow, with a total of 75 students, to identify key issues influencing child–nature multi-sensorial connections within indoor and outdoor environments and on building envelopes and layouts. It applies children's open-questions and diagrams to investigate children's discovery of nature, their feelings around natural attributes and their environmental preferences within school contexts.

This study's findings reveal that architectural features and landscape settings have significant influence on the quantitative and qualitative degrees of children's natural exploration through visual and non-visual sensorial modalities and environmental preferences.

The limitations of this study are that the data was gathered in the Spring season and with different groups of children from The Glasgow Academy who received the same educational curriculum. Thus, there is a need for further investigation on children's experiences of nature based on temporal and contextual differences, and varying educational-socio-cultural and economic factors.

The findings suggest that applications of natural diversity, accessible and flexible pathways and indoor natural settings, are potential approaches to connect children with nature within their study and play environments.

The authors provide a deeper understanding of how nature-based settings, including indoor and outdoor environments, constructively benefit children's multi-sensorial experiences, knowledge and biophilic feelings toward nature.