Customer learning trajectories when using a product for the first time

2019 ◽  
Vol 35 (2) ◽  
pp. 48-73
Author(s):  
Elisa Monnot
Keyword(s):  
Procedural Knowledge ◽  
Learning Experience ◽  
Marketing Research ◽  
Business Strategies ◽  
Research Focus ◽  
Product Usage ◽  
Customer Learning ◽  
Learning Paths ◽  
First Time ◽  
Customer Training

Several studies in marketing research focus on learning costs in product usage linked to the acquisition of declarative and procedural knowledge in this context. Yet, the learning process itself and the ways customers actually learn to use products have received little attention. This research explores the dynamics of the customer’s learning experience and its heterogeneity in the case of the first use of a product, using Kolb’s experiential learning circle. The results of a qualitative study with filmed observations and interviews identify four customer learning paths, enriching this model. Based on these customer learning paths, the article proposes recommendations to improve business strategies in terms of customer training and product use assistance.

scholarly journals Pathways to Consumers’ Minds: Using Machine Learning and Multiple EEG Metrics to Increase Preference Prediction Above and Beyond Traditional Measurements

2018 ◽  
Author(s):  
Adam Hakim ◽  
Shira Klorfeld ◽  
Tal Sela ◽  
Doron Friedman ◽  
Maytal Shabat-Simon ◽  
...  
Keyword(s):  
Machine Learning ◽  
Predictive Power ◽  
Rank Order ◽  
Marketing Research ◽  
Machine Learning Algorithms ◽  
Great Promise ◽  
Neural Signals ◽  
Novel Approach ◽  
First Time ◽  
Better Than

AbstractA basic aim of marketing research is to predict consumers’ preferences and the success of marketing campaigns in the general population. However, traditional behavioral measurements have various limitations, calling for novel measurements to improve predictive power. In this study, we use neural signals measured with electroencephalography (EEG) in order to overcome these limitations. We record the EEG signals of subjects, as they watched commercials of six food products. We introduce a novel approach in which instead of using one type of EEG measure, we combine several measures, and use state-of-the-art machine learning algorithms to predict subjects’ individual future preferences over the products and the commercials’ population success, as measured by their YouTube metrics. As a benchmark, we acquired measurements of the commercials’ effectiveness using a standard questionnaire commonly used in marketing research. We reached 68.5% accuracy in predicting between the most and least preferred items and a lower than chance RMSE score for predicting the rank order preferences of all six products. We also predicted the commercials’ population success better than chance. Most importantly, we demonstrate for the first time, that for all of our predictions, the EEG measurements increased the prediction power of the questionnaires. Our analyses methods and results show great promise for utilizing EEG measures by managers, marketing practitioners, and researchers, as a valuable tool for predicting subjects’ preferences and marketing campaigns’ success.

scholarly journals INTRODUCTING A NEW ENGINEERING COURSE: A LEARNING EXPERIENCE FOR STUDENTS AND FACULTY

2011 ◽  
Author(s):  
Peter Dare ◽  
Brian Cooke
Keyword(s):  
Engineering Students ◽  
Task Force ◽  
Learning Experience ◽  
First Year ◽  
Design Element ◽  
Design Project ◽  
Different Types ◽  
Second Year ◽  
The University ◽  
First Time

A Task Force was created by the Faculty of Engineering at the University of New Brunswick in September 2004 charged with creating a new course for all first year engineering students to be delivered for the first time in September 2005. The course, to be taken by approximately 270 students, was to integrate material from other first year courses, introduce the students to working in teams, contain a substantial design element through a design project, and introduce communication skills. Nine professors from throughout engineering “volunteered” to help develop and deliver the course. In this paper we own up to what we did wrong during the first two years of delivery of this course, and (naturally!) counter this by celebrating our successes. Students are assessed based on a combination of individual and team submissions, with some submissions being oral and others written. This paper will outline the complex assessment scheme we initially used, and how we later simplified it. Rubrics were used to evaluate many of the course assignments. For most of the instructors, this was the first time they had used rubrics and so it was a learning experience to both develop and apply them. We show how we adapted their use in the second year of delivery after the experiences of the first year. We were pleased with the way that the assessments were mostly built around the design project – this helped the students grasp why clear communication is vital and enabled them to obtain continual feedback on the project. We were also delighted that an element of social responsibility was introduced into the course by making the project an international “Engineers Without Borders” project based in Africa. We believe this added an additional dimension to the course and especially the project. The professor-delivered skits were especially popular! Delivered by two wannabe actors, they introduced the students in a humorous manner to the different types of engineering that are taught at UNB. Engineering students at UNB have to commit to their specific engineering field from their first day at UNB, so these skits were included to ensure the students were exposed to all the UNB engineering disciplines. We conclude the paper with our plans for delivery of the course in September 2007 and beyond.

Designing Marketplace Literacy Education in Resource-Constrained Contexts: Implications for Public Policy and Marketing

2009 ◽  
Vol 28 (1) ◽  
pp. 85-94 ◽  
Author(s):  
Madhubalan Viswanathan ◽  
Srinivas Sridharan ◽  
Roland Gau ◽  
Robin Ritchie
Keyword(s):  
Procedural Knowledge ◽  
Market Access ◽  
Marketing Research ◽  
Field Research ◽  
Educational Interventions ◽  
Literacy Education ◽  
Lessons Learned ◽  
Key Factors ◽  
Know How ◽  
Informed Consumer

This article describes the findings of an immersive program of field research on consumers living in poverty in South India and the lessons learned from the development and operation of educational interventions designed to enhance the marketplace literacy of these consumers. Whereas extant research and practice have traditionally addressed two key factors that facilitate market participation for the poor—market access and financial resources—the current research focuses on a third critical and complementary factor—namely, marketplace literacy. The authors contend that to sustainably benefit from enhanced market access and resources, (1) people living in subsistence conditions need to develop tactical or procedural knowledge, or concrete “know-how,” regarding how to be an informed consumer or seller, and (2) this know-how must be grounded in conceptual/strategic knowledge, or “know-why” understanding, of marketplace exchanges. To that end, the educational program outlined begins by familiarizing participants with the purpose and logic of marketplaces and then transitions to the tangible aspects of how these marketplaces function. The article concludes with reflection on the implications for consumer policy, marketing research, and business practice.

Replications hardly possible: reporting practice in top-tier marketing journals

2016 ◽  
Vol 11 (2) ◽  
pp. 427-445 ◽  
Author(s):  
Sebastian Lehmann ◽  
Paul Bengart
Keyword(s):  
Marketing Research ◽  
Knowledge Development ◽  
Data Set ◽  
Content Type ◽  
Reporting Practices ◽  
Descriptive Research ◽  
Research Journal ◽  
Replication Research ◽  
First Time

Purpose The purpose of this paper is to highlight the role of replications for science, and in particular the knowledge development process. Design/methodology/approach Descriptive research on the disclosure of sample parameters which are needed for replication was conducted. The analysis includes 2,982 studies from four top-tier marketing journals. Findings Published parameters are insufficient for replication and, therefore, impede knowledge development. Originality/value The paper offers a unique data set for further investigation. In total, 2,982 studies from the defined journals (Journal of Consumer Research, Journal of Marketing, Journal of Marketing Research and Marketing Science) were analyzed. Hereby this paper enables insights into reporting practices of current marketing research and highlights the role of replication research in validating earlier research. It empirically shows, to the authors' best knowledge for the first time, that the insufficient reporting is one of the major reasons for the lack of replications.

Using Random Forests to Identify Factors of Student Motivation in a Project-Based Learning Course

2012 ◽  
Author(s):  
Lauren Cooper ◽  
Daria Kotys-Schwartz ◽  
Derek Reamon
Keyword(s):  
Random Forest ◽  
Service Learning ◽  
Student Motivation ◽  
Learning Experience ◽  
Project Based Learning ◽  
Research Focus ◽  
University Of Colorado ◽  
Service Project ◽  
Component Design ◽  
The University

Grounded in motivation theory, the purpose of this research is to use random forest analysis to identify factors of motivation of students who participate in a project-based learning experience. Our research aims to answer: 1) How does project-based service learning affect students’ motivation as compared to conventional (non-service) project-based learning? 2) How are women affected differentially by project-based service-learning? The research, which began in 2011, was completed over a two-year period. The students and activities in Component Design, an existing junior-level course at the University of Colorado at Boulder served as the research focus. Specifically, project-based service-learning curriculum was implemented into a required design and build activity for Component Design students. Using a conventional design project as the control, how the context of project-based service learning affects aspects of student motivation was studied. This paper discusses the research design, theoretical framework, data analysis methods, and random forest results. Our findings indicate that students’ initial non-technical skills were the most important predictor of motivation in the conventional project-based learning experience and that students’ perceived value of the course and the project were the most important predictors of motivation in the project-based service-learning experience.

scholarly journals Selected elements of the logistic customer service in public transport – Gdynia case

2016 ◽  
Vol 2016 (1) ◽  
pp. 1-9
Author(s):  
Krzysztof Grzelec
Keyword(s):  
Customer Service ◽  
Public Transport ◽  
Marketing Research ◽  
Main Determinant ◽  
The Public ◽  
Transport Services ◽  
Marketing Orientation ◽  
First Time ◽  
Public Transport Services

Relationship marketing involves negotiated service promise, which is characterized by: the reliability of trip in the desired direction, using of suitable means of transport at a certain price, expected conditions of trip in right time. The universality of the principles of customer service determined the adoption of marketing orientation by the Public Transport Authority in Gdy-nia. It’s made by marketing research and forming of public transport services based on its re-sults. PTA in Gdynia planning services, takes into account not only the needs of existing cus-tomers (passengers), but also the needs of people using private cars. This makes possible to increase quality of PT services. The rule: "right the first time" is the main determinant of Public Transport Authority in Gdynia.

scholarly journals Designing Lesson Plans For Adaptive Learning Using Moodle LMS Platform

2020 ◽  
Vol 1 (1) ◽  
pp. 210-219
Author(s):  
Jehana Ermy Jamaluddin ◽  
Izham Zainal Abidin ◽  
Mohd. Azree Idris ◽  
Umi Kalsom Masrom
Keyword(s):  
Adaptive Learning ◽  
Teaching Methods ◽  
Research Study ◽  
Learning Experience ◽  
Lesson Plans ◽  
Learning Paths ◽  
Differentiated Learning ◽  
Self Learning

This paper presents a research study in developing lesson plans for differentiated learning or adaptive learning using "lesson" on Moodle LMS platform. The lesson are to provide learning paths based on inquiring category from Laurillard Conversational Framework. The design of various learning paths provide teaching methods used in class such as videos, quizzes and reading tasks. This lesson when planned using flowcharts would guide the instructors to link the topics and assessment in any order that would promote students' self-paced and self-learning experience.

scholarly journals Collaborative Learning through Japanese-Spanish Teletandem 日本語スペイン語テレタンデムによる協働学習

2018 ◽  
pp. 196-216
Author(s):  
Silvia González ◽  
Kazuko Nagao
Keyword(s):  
Collaborative Learning ◽  
Learning Experience ◽  
Basic Knowledge ◽  
International Studies ◽  
Japanese Students ◽  
Self Evaluation ◽  
Mexican Students ◽  
Special Studies ◽  
Learning Logs ◽  
First Time

In 2017, for the first time, we organized 16 sessions of teletandem for learners of Spanish and Japanese. The participants were students of Spanish language at KUIS (Kanda University of International Studies) and students of Japanese in UNAM (National Autonomous University of Mexico). For KUIS, it was part of the course titled Special Studies on Mexico I and II. As for the Mexican side, this was one of the regular activities organized by the Mediateca in the ENALLT (National School of Languages, Linguistics and Translation). The main objective of this collaboration was to explore the potential of both institutions in different countries to make a direct and more vivid experience of communication between language students. It was also an opportunity to consider social problems in each country, practicing the language of study through conversation sessions between Japanese and Mexican students. We also expected that in this interaction students would be able to synthesize basic knowledge of their own country by responding to the expectations of communication with their partners. This paper aims to share the results noted from this collaborative learning experience based specially on self-evaluation of Mexican students, Japanese students’ learning logs and their final presentations. 2017年に初めて神田外国語大学（KUIS）のスペイン語科の日本人学生とメキシコ国立自治大学（UNAM）の日本語学習者とのテレタンデムが16回行われた。この活動は、KUISでは「メキシコ特殊研究Iと II」という科目の一環として、国立言語言語学翻訳学校（ENALLT）では、自律学習リソースセンター（Mediateca）での通常の活動の一部として行われた。 この協働学習の主な目的は、違う国の両機関で互いの言語を学ぶ者同士が協力し、より直接的なコミュニーションの体験をする可能性を探る事にあった。それはまた、会話セッションを通じ、それぞれの国の社会問題を扱う機会でもあった。更に、我々は、このインターアクションで、学生たちが相手の期待に応えて自国に関する基礎知識をまとめられることも望んでいた。 本稿は、この協働学習体験の結果を、メキシコ人学習者に対する質問票による自己評価と日本人学習者による各セッション後の進捗ノートと最終発表を中心に報告することを目的とした。

Improving Collaboration Among Social Work and Nursing Students Through Interprofessional Simulation

2017 ◽  
Vol 23 (3) ◽  
pp. 179-183 ◽  
Author(s):  
Mary Beth Kuehn ◽  
Susan Huehn ◽  
Susan Smalling
Keyword(s):  
Social Work ◽  
Nursing Students ◽  
Interprofessional Collaboration ◽  
Learning Experience ◽  
Patient Simulation ◽  
Social Work Students ◽  
Health Care Team ◽  
Team Members ◽  
Time Simulation ◽  
First Time

This project implemented first-time simulation with nursing and social work students. Students participated in a contextual learning experience through a patient simulation of interprofessional practice as a health care team member and reflection through debriefing and open response comments. Simulation offers a means to practice interprofessional collaboration prior to entering practice. Participants reported an increased understanding of the scope of practice of other team members through their reflections following simulation. In addition, participants reported increased comprehension of team dynamics and their relationship to improved patient care. Overall, the simulation encouraged development of the skills necessary to function as part of a collaborative, interprofessional team.

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