Search results

The purpose of this study is to investigate the effects of telepresence while using a smartphone-based virtual reality system (SBVR) to explore a hotel virtually and to determine the influence of this immersive experience on the booking intention of the potential customer.

Within the scope of this study, a conceptual research model was developed which covered utilitarian and hedonic aspects of the user experience of SBVRs and showed their relevance for the booking intention. A virtual reality application was programmed especially for the study, in which the test persons were able to virtually explore a hotel complex. A total of 569 people participated in the study. A questionnaire was used for the data collection. The structural equation modelling and hypothesis verification were carried out using the partial least squares method.

The immersive feeling of telepresence increases the perceived enjoyment and usefulness of the potential customer. In addition, the user's curiosity is aroused by the telepresence, which also significantly increases the perceived enjoyment as well as the perceived usefulness. The hedonic and utilitarian value of the virtual hotel experience increases the probability that the customer will book the travel accommodation.

The virtual reality application developed for the study is based on static panoramic images and does not contain audio-visual elements (e.g. sound, video, animation). Audio-visual elements might increase the degree of immersion and could therefore be investigated in future research.

The results of the study show that the SBVR is a suitable marketing tool to present hotels in an informative and entertaining way, and can thereby increase sales and profits.

For the first time, this study investigates the potential of SBVRs for the virtual product presentation of hotels and provides empirical evidence that the availability of this innovative form of presentation leads to a higher booking intention.

本论文旨在研究借助智能手机虚拟现实系统（SBVR）以达到网真效果来展示酒店产品, 以及探究这种身临其境的体验是否对潜在酒店消费者的预定意图有影响。

本论文建立了一个理论模型, 包含了功利和享乐两方面的用户体验SBVR, 以及其与预定意图的联系。本论文创立了一个虚拟现实的模式, 实际测量了人们通过这个模式来探究酒店的体验。研究样本为569位参与者。采样方式为问卷方法。本论文采用PLS方式来进行结构方程模型（SEM）计算和假设验证。

网真技术的身临其境的体验增加了潜在消费者的感知享受和有用性。此外, 用户的好奇心被网真技术激发, 显著地增加了感知享受和感知有用性。虚拟酒店体验的享乐和功利价值增加了顾客预定的概率。

本论文研制的虚拟现实应用软件是基于静态全景影像, 而不含视听觉元素（比如, 声音、视频、动画）。视听觉因素可能会增加身临其境的感觉, 因此值得未来研究。

本论文结果表明SBVR是一个适合营销的手段, 其在信息性和娱乐性方面展示了酒店, 因此能够增加销量和利润。

首先, 本论文研究了SBVR对酒店虚拟产品展示的潜力, 并且提供实际测量结果, 证明了这种创新型展示对预定意图的促进作用

关键词 虚拟现实, 旅游住宿, 酒店, 产品展示, 网真, 预定意图

研究型论文

This paper aims to describe the immersive atelier model (IAM), a pedagogical model for remote inter-university studios that promotes quality education. The IAM uses multi-user virtual environments (MUVEs) in two atelier types: A predefined MUVE and a student-shaped one. The study questions how the IAM, using MUVEs, meets the needs of remote inter-university studios. The research explores how MUVE types are used and experienced by students.

Forty-six students that participated in a remote studio course involving three universities were monitored through observations and a post-course questionnaire, responded to by twenty-five students.

Findings provide insights into the learners’ experience and a rich description of the teaching and learning acts that emerged while using the MUVEs types. Student-shaped MUVEs were found particularly supportive of acts associated with indirect learning and conceptualization. The study identifies subtypes of student-shaped MUVEs that support these desired educational acts.

Findings provide encouraging insights for expanding the traditional atelier beyond its physical constraints and supporting sustainable quality education in remote inter-university studios.

The IAM can assist tutors in designing future virtual design studios to achieve diverse knowledge and learning progress.

This paper fulfills an identified need to update the atelier pedagogical model to support sustainable quality education in remote inter-university studios. Based on the affordances of MUVEs, the IAM expands the traditional atelier with types of virtual ateliers to support the learners’ sense of belongingness and engagement.

Innovatively, the IAM simultaneously uses MUVEs as educational and design spaces that enhance learning.

The purpose of this study is to investigate online shoppers' adoption of visual sensory enabling technologies, showing that these sensory experience enablers provide a dual role in enhancing online apparel shopping by reducing perceived product risk, and increasing the entertainment value of the online shopping process.

The researchers conducted a focus group interview and pre‐test with a college student sample and a main test with a US national sample of online shoppers. The data were analyzed using single‐ and multiple‐group structural equation modeling.

The findings provide empirical support for perceived usefulness and perceived entertainment value as strong predictors of consumers' attitudes towards using all three of the sensory enabling technologies (SETs) – 2D larger view and alternative views, 3D rotation views, and virtual try‐on. The impact of perceived ease‐of‐use was significant only for 3D rotation views, suggesting that the impact of perceived ease‐of‐use differs by technology. Attitudes towards using sensory enabling technologies had a significant impact on the actual use of all three SETs; however, the impact of technology anxiety and innovativeness on the use of SETs also differed by technology.

The results provide empirical validation of the proposed SE‐TAM model. Based on the current findings, SETs may provide a valuable tool that online apparel retailers can use to increase online purchases, either by reducing the perceived risk through better online product evaluation, or by enhancing consumers' enjoyment of the shopping process on their web site.

The present study aims to propose a framework elucidating the attributes of mobile augmented reality (AR) shopping apps (i.e., spatial presence, perceived personalization and perceived intrusiveness) and how they translate to downstream consumer-related outcomes (i.e., immersion, psychological ownership and stickiness to the retailer).

By conducting a questionnaire-based survey, 308 responses were collected, and the data were submitted to partial least square structural equation modeling (PLS-SEM) and artificial neural network (ANN) analyses.

A few important findings were generated from the present study. First, attributes of mobile augmented reality shopping apps (i.e., spatial presence, perceived personalization and perceived intrusiveness) influence stickiness to the retailer through immersion and consumer empowerment in serial. Second, immersion positively influences psychological ownership. Third, the optimum stimulation level moderates the relationship between spatial presence and immersion. Lastly, a post-hoc exploratory finding yielded by the multigroup analysis uncovered the moderating effect of gender.

This study offers a novel contribution to the smart retail literature by investigating the role of mobile AR shopping apps in predicting consumers' stickiness to the retailer. A holistic framework elucidating the serial mediating effect of immersion and consumer empowerment, and the moderating roles of optimum stimulation level and gender were validated.

Legal education, like any other discipline in higher education, necessitates in use of various teaching and learning pedagogies in order to provide a sustainable teaching and learning experience. This article aims to examine the feasibility of implementing flipped learning method as a pedagogy on legal students at the Open University of Sri Lanka, as well as the perceptions of students and lecturer on the teaching and learning process in a flipped class in preparation for future implementation.

A mixed research method was used. A survey and a semi-structured interview were used to collect student perceptions, and observations of the lecturer were used to document the lecturer's perception.

According to the information gathered from both qualitative and quantitative data, the flipped learning pedagogy enhances the prior learning and student-centered learning of open and distance learning (ODL) and offers a new perspective on the existing pedagogies used in legal education. This article also emphasizes that an equitable implementation of designing and delivering a flipped class will ensure the effectiveness in teaching and learning law in Sri Lanka through ODL.

Despite the fact that there is substantial academic literature on flipped pedagogy, including in legal education, this article will create an original contribution by incorporating reflections from Sri Lankan legal education as well as ODL.

The purpose of this research is to develop a kind of new service‐driven MEMS “top‐down” design method and implement the correspondent web‐based software prototype as verification.

Bond graphs are used as the output of conceptual design. Feature modeling technology is just a bridge to perform the feature mapping from the conceptual model to the structure and geometric model of micro‐components. To support design evaluations, a 3D whiteboard collaborative mechanism powered with networked VR service functions is put forward to visualize and operate small micro‐components in a macro world. In addition, service‐driven MEMS “top‐down” design flow is modeled as a formalized “AND/OR” graph with which the design service scheduling is finished with the priority‐in‐depth searching algorithm.

Traditional MEMS CAD systems were developed on the basis of “bottom‐up” design method mainly used in laboratory practice. Different from the above, this research presents a solution, which can outline a new service‐driven MEMS CAD model and decrease designers' dependency to manufacturing knowledge.

It is still necessary to study further how to create a much more efficient feature modeling mechanism to enable design evaluation for micro manufacturing.

The new design method and the correspondent software prototyping would potentially help industry to promote the development of new MEMS CAD systems.

The value is to identify a kind of new MEMS CAD implementation mode, which is suitable for general design uses on network.

Previous studies have mainly discussed the impact of student engagement on different facets of academic performance. Research on the approaches to promote student engagement in a classroom setting (i.e., micro-level practices) is relatively sparse. This paper provides a framework for enhancing student engagement in a university undergraduate classroom setting.

This study builds on action research. At the core of this approach is making interventions through a set of pedagogical approaches, derived from the literature. The impact of these interventions was measured, followed by reflections on the outcomes and developing a future improvement strategy.

Student engagement can be enhanced by using heterogeneous pedagogical approaches that positively influence student performance. Further, the use of mixed pedagogical approaches helps students and teachers acquire meta-cognitive knowledge (i.e., knowledge of their learning preferences) and sets the direction for learning.

The key contribution of this study is providing a student engagement framework applicable in a sophomore-level classroom setting. The framework discusses a set of techniques, their theoretical underpinnings, the course of their execution and the challenges faced in this process. The framework can be used to guide enhancing student engagement.

Contrary to the macro-level measures, research on micro-level measures for promoting student engagement approaches is scarce. This study discusses not only different strategies but also details the dynamic course of their deployment. The study, therefore, is unique in its contribution.

This paper aims to reveal the influence of the presentation of online product information (POPI) on consumer attitudes in the context of online buying digital products.

Two main experimental designs are used to collect data. The ANOVA, t-test and Bootstrap methods are applied to check hypotheses.

Findings of Study 1 indicate that if the POPI is combined with different types of celebrity endorsement (CE) (real vs virtual), the self-brand connection will be changed and further influence consumer attitudes toward digital products. Study 2 verifies the diverse moderating effects of the type of virtual CE. The CRP (central-route presentation) online product information with SVCE (super-realistic-digital virtual CE) can decrease consumer attitudes, while the PRP (peripheral-route presentation) online product information with AVCE (anthropomorphic virtual CE) can enhance consumer attitudes.

E-commerce enterprises should optimize the current layout of POPI by considering diverse matchings between POPI and CE to increase consumer attitudes. Moreover, marketers could make various schemes of POPI considering (virtual) CE and self-brand connection.

Findings contribute to understanding the relationship between POPI and consumer attitudes considering the mediation of self-brand connection and the mediations of virtual/real CE. Additionally, this study bridges the gap between research on virtual CE and business practices.

With the proliferation of virtual reality (VR) applications in electronic commerce, investigations on the effects of VR on consumer responses are important. The purpose of this paper is to examine the effects of online presentation modes (i.e. situational VR, pure VR and picture) on consumer responses for three product types (i.e. geometric, material and mechanical).

This study conducted a 3×3 between-subjects experiment to validate the research model and hypotheses.

The results revealed that both the situational VR mode and the pure VR mode had a greater impact on product knowledge and purchase intention than the picture mode. The situational VR mode yielded a higher level of product knowledge and purchase intention than the pure VR mode although it was not statistically significant. Furthermore, the pattern of VR modes superiority was found to be consistent across geometric, material and mechanical product types.

This research study contributes to the VR literature by investigating a new type of VR: situational VR, and offering a more comprehensive picture of consumer responses to online product presentations. The authors then drew the implications from the findings to suggest guidelines for practitioners to efficiently allocate resources and maximize the effectiveness of online presentation modes.

The purpose of this paper is to discover user-generated visual merchandising (VM) directives that could guide VM in physical stores as well as shed light on future development of customizable virtual stores for online retailing.

Applying a facet theory approach, our research involved consumers (n=145) in co-designing VM directives in a 3D virtual store in collaboration with target corporation. In total, 67 virtual shops in three product categories, i.e., women’s ready-to-wear, boy’s Cherokee, and men’s swim wear, were content analysed, along with written reports.

The research findings focused on the three facets of VM: merchandising presentation (fixturing, product density, manner of presentation, and product adjacency), in-store environment (layout and interior), and in-store promotion (signage). The research revealed the elements that these facets contain and the relationships between the elements. The findings suggest that retailers should design an ecological instead of a merely utilitarian environment; clear section identity helps shoppers find a sense of ownership and boundaries; and stores should also present a lifestyle solution instead of a merchandise selection.

The research contributes both original creations of VM directives and a methodical framework that moves the subject of VM from the physical to the virtual environment and shifts the traditional in-house function of VM to an open innovation in which consumers participate.