PurposeThis study aims to develop an understanding of how customers of a physical retail store valuate receiving location-based mobile phone messages when they are in proximity of the store. It proposes and tests a model relating two benefits (personalization and location congruency) and two sacrifices (privacy concern and intrusiveness) to message value perceptions and store visit attitudes.Design/methodology/approachThe study uses a vignette-based survey to collect data from a sample of 1,225 customers of a fashion retailer. The postulated research model is estimated using SmartPLS 3.0 with the consistent-PLS algorithm and further validated via a post-hoc test.FindingsThe empirical testing confirms the predictive validity and robustness of the model and reveals that location congruency and intrusiveness are the location-based message characteristics with the strongest effects on message value and store visit attitude.Originality/valueThe paper adds to the underexplored field of store entry research and extends previous location-based messaging studies by integrating personalization, location congruency, privacy concern and intrusiveness into one validated model.
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Smartphone apps allow retailers to track the location of their customers and provide the opportunity to reach them with location-based mobile ads. However, the efficacy of these ads often suffers from consumers’ feelings of intrusiveness. Little research has investigated how location-based mobile messages should be designed to maximize their effectiveness and avoid undesired outcomes such as feelings of intrusiveness. The present study tested the effect of openness in ad design, in interaction with location congruency of mobile advertising, using a virtual reality supermarket setting. A process of moderated serial mediation demonstrates indirect positive effects of ad openness on brand choice (via intrusiveness and Aad), moderated by location congruency. Specifically, openness in mobile ad design lowers perceived ad intrusiveness, which positively affects consumers’ brand choice (via Aad). This effect is stronger for ads that are presented in a location-congruent situation than for location-incongruent ads.
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Research into the relationship between innovative physical learning environments (PLEs) and innovative psychosocial learning environments (PSLEs) indicates that it must be understood as a network of relationships between multiple psychosocial and physical aspects. Actors shape this network by attaching meanings to these aspects and their relationships in a continuous process of gaining and exchanging experiences. This study used a psychosocial-physical, relational approach for exploring teachers’ and students’ experiences with six innovative PLEs in a higher educational institute, with the application of a psychosocial-physical relationship (PPR) framework. This framework, which brings together the multitude of PLE and PSLE aspects, was used to map and analyse teachers’ and students’ experiences that were gathered in focus group interviews. The PPR framework proved useful in analysing the results and comparing them with previous research. Previously-identified relationships were confirmed, clarified, and nuanced. The results underline the importance of the attunement of system aspects to pedagogical and spatial changes, and of a psychosocial-physical relational approach in designing and implementing new learning environments, including the involvement of actors in the discourse within and between the different system levels. Interventions can be less invasive, resistance to processes could be reduced, and innovative PLEs could be used more effectively.
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Author supplied: "This paper gives a linearised adjustment model for the affine, similarity and congruence transformations in 3D that is easily extendable with other parameters to describe deformations. The model considers all coordinates stochastic. Full positive semi-definite covariance matrices and correlation between epochs can be handled. The determination of transformation parameters between two or more coordinate sets, determined by geodetic monitoring measurements, can be handled as a least squares adjustment problem. It can be solved without linearisation of the functional model, if it concerns an affine, similarity or congruence transformation in one-, two- or three-dimensional space. If the functional model describes more than such a transformation, it is hardly ever possible to find a direct solution for the transformation parameters. Linearisation of the functional model and applying least squares formulas is then an appropriate mode of working. The adjustment model is given as a model of observation equations with constraints on the parameters. The starting point is the affine transformation, whose parameters are constrained to get the parameters of the similarity or congruence transformation. In this way the use of Euler angles is avoided. Because the model is linearised, iteration is necessary to get the final solution. In each iteration step approximate coordinates are necessary that fulfil the constraints. For the affine transformation it is easy to get approximate coordinates. For the similarity and congruence transformation the approximate coordinates have to comply to constraints. To achieve this, use is made of the singular value decomposition of the rotation matrix. To show the effectiveness of the proposed adjustment model total station measurements in two epochs of monitored buildings are analysed. Coordinate sets with full, rank deficient covariance matrices are determined from the measurements and adjusted with the proposed model. Testing the adjustment for deformations results in detection of the simulated deformations."
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This report is a deliverable of the ESTRAC “Case Studies Regional Energy Transition” project, commissioned and funded by the research institute Energy Systems Transition Centre (ESTRAC). ESTRAC is a joint initiative of knowledge and research institutes in the Netherlands – including TNO, ECN (since April 2018 part of TNO), University of Groningen, Hanze University of Applied Sciences, the New Energy Coalition (NEC) and, more recently, PBL – as well as associated partners including Gasunie, Gasterra, EBN and NAM. In addition to funding from the ESTRAC partners, the Case Studies Regional Energy Transition project has benefitted from funding by the Green Deal program of the Dutch government.
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Many students persistently misinterpret histograms. This calls for closer inspection of students’ strategies when interpreting histograms and case-value plots (which look similar but are diferent). Using students’ gaze data, we ask: How and how well do upper secondary pre-university school students estimate and compare arithmetic means of histograms and case-value plots? We designed four item types: two requiring mean estimation and two requiring means comparison. Analysis of gaze data of 50 students (15–19 years old) solving these items was triangulated with data from cued recall. We found five strategies. Two hypothesized most common strategies for estimating means were confirmed: a strategy associated with horizontal gazes and a strategy associated with vertical gazes. A third, new, count-and-compute strategy was found. Two more strategies emerged for comparing means that take specific features of the distribution into account. In about half of the histogram tasks, students used correct strategies. Surprisingly, when comparing two case-value plots, some students used distribution features that are only relevant for histograms, such as symmetry. As several incorrect strategies related to how and where the data and the distribution of these data are depicted in histograms, future interventions should aim at supporting students in understanding these concepts in histograms. A methodological advantage of eye-tracking data collection is that it reveals more details about students’ problem-solving processes than thinking-aloud protocols. We speculate that spatial gaze data can be re-used to substantiate ideas about the sensorimotor origin of learning mathematics.
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This chapter discusses the role of education in the preparation of the next generation of entrepreneurs in nature conservation. Departing from the traditional conservation education, which emphasizes ecological management, the chapter is a plea for incorporating entrepreneurship in the curricula of educational programmes on rewilding ecosystems. An Erasmus Intensive Programme on European Wilderness Entrepreneurship is presented as a case study. A set of competences is defined and operationalized based on the evaluation of the first edition of the programme undertaken in Rewilding Europe’s pilot area in Western Iberia. Aspects of the learning strategies and learning environment are presented and reviewed. The conclusion of this chapter is that to learn wilderness entrepreneurship competences, an environment should be created in which students, teachers and stakeholder co-learn at the boundaries of their comfort zones.
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Inaugural VisionProfessorship International Business
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