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In the tourism sector, the differentiation is difficult in the commoditized market. The main challenge for businesses is to design the experiences which would create awareness and difference. With this foresight, this chapter aims to show an experience-based service design path built around various elements such as sensations, emotions, human relations, innovations, and values.

This chapter is based on extensive literature review, including books, journals, articles, conference papers, and search reports. Furthermore, the Singapore Airlines web page was used as an important source of information to examine the instructional path built suggested in the literature review.

As it has been determined by the general review, experience-based service design contains different components, and with these evaluations the experience-based service design was established in this chapter within three steps: explore, design, and positioning. Furthermore, on the case study of Singapore Airlines, the tracks of these three steps have been investigated. Especially, explore and design dimensions have been identified to be used mainly during the experience design.

From the highlights of the literature review, an instructional path for experience-based service design and implementation process is highlighted in three parts and this instructional path would guide business managers/experience engineers.

As the experience-based service design has been increasingly receiving the attention of the business’ managers in the tourism sector, an overview examination of experience design, and being instructional guide will direct them to implicate the dimensions in practice.

This chapter explores the relationship between emotional design and customer experience. It begins with an introduction to the concept of emotional design, comprising behavioral, visceral, and reflective elements. Next, the nature of service experiences is examined, leading to a framework that classifies services according to their functional and experiential positions. Understanding customer goals allows this framework to be used to design customer experiences, in terms of the journey that customers take when consuming a service. The chapter then discusses the cognitive traits associated with designers and argues that they are well suited to understanding the customer journey and designing the prerequisites for the desired experience. Two different approaches to understanding and acting on customer requirements are explored – user centered and design driven.

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.

The authors present concepts developed at University of Naples Federico II (Italy), where the Challenge Based Learning methodology (CBL) is utilised in a programme aimed at software development for the Apple technology ecosystem. The collaborative and self-guided, inquiry-based learning method focusses on intrinsic motivation of learners, working on real world problems organised in projects (Challenges in CBL) with an experiential and progressive approach. As entrepreneurship is best promoted through practice, the programme is a guided immersion into reality that is entrepreneurial in nature, rather than a simulation of hypothetical projects, and requires learners to take ownership of entrepreneurial skills to complete the course. Academic research has shown that use of storytelling is beneficial to learning and can foster engaging and more formative experiences. Additionally, scholars have developed systems to design unscripted narratives within educational contexts using emergent narrative concepts. This conceptual chapter describes an educational experience design system that encourages unscripted, emergent narratives for experiential education. It categorises the components for designing an educational experience that allows the learning progression to be affectively driven by learners. By focussing on setting parameters and giving learners autonomy as co-authors, the model describes mechanisms that allow powerful, unscripted narratives to emerge based on intrinsic motivation. The Emergent Narrative System developed by the authors is a contribution to innovation in entrepreneurship teaching and intends to empower learners towards building entrepreneurial and twenty-first century skills complementary to software development education in a conducive and experiential learning environment.

How do you efficiently design a global yet local user experience for Web sites? Arguably, the user-centered design approach has been one of the best methods in designing a successful user experience for Web services in the initial market, but why isn’t this process applied to international markets? This chapter makes a case for applying a user-centered design process to the international expansion of Web sites and discusses issues impacting the creation of a successful user experience for local audiences. Although this chapter primarily focuses on designing large scale Web services, many of the principles can be applied to any sites that undergo internationalization.

Hospitality services are among the most robust experiences enjoyed by consumers. To deliver them successfully, careful attention to detail is first needed for the design and development of those experiences. This chapter begins by exploring the array of elements that holistically construct an experience, from process to people to physical environments. Then, the customer experience management framework is used to outline a recommended technique for approaching experience design. Finally, a brief survey of visualization techniques shows how experiences can be modeled for assessment and improvement.

The aim of this chapter is to discuss the experience-centric strategy from the aspect of innovation management, its contribution to designing and managing valuable tourism experiences, especially in context of guided tours.

The study reviews literature on experience-centric approaches and innovation, it discusses the concepts of experience-centric innovation and experience innovation, particularly the role of experience design and market intelligence in experience-centric service processes. It analyzes empirical data from interviews with eleven tour providers.

Creating novel experiences through product innovation was found as the most common type of innovation on frames of guided tours. The group size was identified as an influential feature of the experience design, and imitation has proved to be a major threat. The role of knowledge management and dynamics of knowledge were explored, too, and tour guides were identified as experiential knowledge collectors and/or creators; thus their role in knowledge management is crucial alongside the market intelligence. In contract with theoretical proposition, costumer-driven innovation is not seen by tour providers as a crucial issue in creating memorable experiences.

The chapter studied only traditional guided tours where the customer meets the service provider, and the data was collected only in Budapest.

The chapter emphasized the role of market intelligence and experience design in the process of experience-centric service provision for a successful innovation – in frames of a theoretical model. The empirical results identified some main issues and obstacles in implementation of the experience-centric approach and innovative tools and processes in context of guided tours.

Informed learning can be enlivened through explicit and persistent attention to using information to learn during collaborative design activities. The resulting information experiences and accompanying information practices in the workplace, when combined with systems principles, can produce transferable individual and group (and, ultimately, organizational) capacity to advance knowledge in ever expanding professional contexts.

In development in North America since 2003, the Informed Systems Approach incorporates principles of systems thinking and informed learning though an inclusive, participatory design process that fosters information exchange, reflective dialogue, knowledge creation, and conceptual change in workplace organizations. It also furthers expression of collaborative information practices that enrich information experiences by simultaneously advancing both situated domain knowledge and transferable learning capacity. Integrated design activities support participants’ developing awareness of the conceptions of information experience and informed learning, in a cyclical and iterative fashion that promotes and sustains continuous learning.

A shared learning focus evolves through intentional use of information to learn, including collective reflection on information sources, collaborative practices, and systems functionalities, which further participants’ topical understandings and enrich their information experiences. In addition, an action-oriented intention and inclusive participatory disposition ensures improvements of real world situations.