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Effective experience design requires not only a knowledge of tourist goals, but an understanding of how these can be met in a particular tourism site. Research on experiences and experience design is supported by cognitive psychology concepts such as perception, attention, appraisal, emotion, consciousness, feelings and memory. However, these concepts are often used in a combination with others from sociology, social or environmental psychology in a manner that leads to confusion rather than clarity, without apparent understanding of the theoretical mechanisms by which these concepts are related. This chapter develops a series of propositions for potential application to tourism experience design. Future research should examine the efficacy of these propositions from cognitive psychology for tourism experience design.

The purpose of this paper is to articulate how the user experience (UX) approach was initiated and integrated into the centre’s scope of operations with the objective of improving the e-learning layout on the D2L learning management system (LMS). One of the most effective ways to collect user feedback has historically been to evaluate user interfaces using strategies from user testing. The integration of a UX approach by the Centre for ODL Experiences (COLE) at Wawasan Open University has led to a more user-oriented design of FlexLearn by conducting user testing on students as the target users of the platform and gathering course leaders’ (CLs) feedback after the presentation of the new template.

Since the process of design and development is a looping process, the first user testing methods employed were observation and interviews, which were conducted over the course of numerous sessions. The data collection used a mixed-methods approach, combining quantitative demographic and background data with qualitative feedback from open-ended questions and real-time interview responses. A standardized questionnaire gathered demographic information, while questions for feedback forms and interviews were adjusted based on specific tasks to explore usability and user interactions comprehensively.

The findings revealed overall positive feedback, with some concerns highlighted by the students who claimed to have trouble navigating the courses during the initial prototype. In addition to the qualitative data from the user testing session, a quantitative method based on an online questionnaire was also utilised for the CLs after the presentation of the final layout. Positive responses were received from the CLs, and constructive suggestions were considered for FlexLearn 3.0.

This paper is among the first that articulates the process of initiating and integrating user-centred design in an effort to improve the user experience of online and ODL platforms and LMSs. It will contribute to a dialogue on investigating and prioritising learners’ ODL experiences to ensure education equity across all levels or categories of students, which aligns with the United Nations Sustainable Development Goals.

The integration of UX and user testing allows us to better identify what users like, their concerns and their needs. We gain important input on how easy or difficult it is to use the system, move around it and how much they enjoy using it. This feedback helps us make changes to the design so that the final product is more in line with what users want. It also allows us to discover problems before they become major, saving time and effort later on. Finally, integrating user input improves the LMS, delivering a more fun and successful learning experience for everyone.

User-friendly systems arise as institutions prioritise user-centred design, breaking down barriers for various learners. This develops an innovative culture, improving present learning experiences and setting a precedent for future generations. The emphasis on user demands helps to create a more accessible, adaptive and egalitarian educational landscape by connecting education with current technological trends. As education becomes more inclusive, the broader community benefits, emphasising the beneficial social impact of LMS user testing.

By articulating the process of integrating user testing on an LMS/e-learning prototype, helps us understand what users like, where they face problems and what needs improvement. By involving users in testing, we get valuable feedback on how easy it is to use the system, navigate around and overall, how much they enjoy using it. Case studies like this also offer universities concrete examples of real-world challenges and successes.

Effective customer journey design (ECJD) is considered a key variable in customer experience management and an essential source of brand meaning and pro-brand behavior. Although previous research has confirmed its importance for driving brand attitudes and loyalty, the role of consumer-brand identification as a social identity-based influence in this relationship has not yet been discussed. Drawing on construal level and social identity theories, this paper aims to investigate whether effective journeys and the resulting overall journey experience are equally powerful in driving brand loyalty among customers with different levels of consumer-brand identification.

The present article develops and tests a research model using data from the European and US service sectors (N = 1,454) to investigate how and when ECJD affects service brand loyalty.

Across two cultural contexts, four service industries and 33 service brands, the results reveal that ECJD is a crucial driver of service brand loyalty for customers with low consumer-brand identification. Moreover, the findings show that different aspects of journey effectiveness positively impact the valence of customers’ experience related to those journeys – a process that is ultimately decisive for their brand loyalty.

This study is unique because it generates theoretical and practical knowledge by combining the literature streams of customer journey design, customer experience and branding. Furthermore, this work demonstrates that consumer-brand identification is a critical boundary condition to be considered in the relationship between ECJD and brand loyalty in services.

This paper aims to provide a critical reflection on the management of experiences in hospitality and tourism (H&T). The paper investigates the evolution of experience research, while discussing the emerging challenges and opportunities for management.

The study adopts a critical and reflective approach for providing future directions of experience research. Three major fields are identified to discuss advances, challenges and opportunities in experience research: conceptualization and dimensions of experiences; relational network for experience management; and theoretical and methodological approaches.

The paper proposes a mindset shift to guide experience research, but also to redirect and research thinking and managerial practices about the role of experiences in the economy and society. This proposed humanized perspective to experience research and management is deemed important given the contemporary socio-economic, environmental and technological challenges of the environment.

This paper identifies a set of theoretical and managerial implications to help scholars and professionals alike to implement the humanized perspective to experience research. Implications relate to conceptualization, relational network and theoretical and methodological approaches in experience research.

This study critically assesses research challenges and opportunities around customer experience management (CEM) in H&T contexts. This reflective and critical look at customer experiences not only informs future research for advancing knowledge and practice but also proposes a mindset shift about the role and nature of CEM in the society and economy.

This chapter provides concluding comments on a cognitive paradigm and related concepts applied to tourism, as well as in studies of social and environmental sustainability. Adopting a new paradigm is difficult but worthwhile as it allows researchers to move on from a behaviourist worldview and open the black-box, that is, the brain. The main points of each of the previous chapters are provided. A number of areas for future research are discussed, including schema change, wellness and the mind-body problem, new methodologies, motivation and goals for travel and the importance of further research on emotion in tourism experiences. The use of cognitive psychology is vital for further progress into a theory of experience design.

This paper aims to deepen the understanding of the service design concept by critically analyzing the existing servitization literature. The paper’s main purpose is to structure service design and offer a clear understanding of how it should be applied.

A systematic literature review was conducted within servitization literature to understand the evolution of the service design concept. The authors use service design pillars (i.e. user-centered, co-creative, sequencing, evidencing and holistic) as a theoretical framework to explain how service design should be effectively incorporated into the servitization journey.

The findings expose a discordant interpretation of the pillars underpinning service design, revealing a paradoxical comprehension that jeopardizes its practical advancement within the servitization literature. The authors propose that service design should first be seen holistically, then target user-centered practices for sequencing service development steps, and finally, co-creating with partners to make the service evident to users. Furthermore, the authors contextualize service design within contemporary and traditional service-related issues such as servitization innovation, customer experience, service-dominant logic, service ecosystems and digital transformation.

This research pinpoints the service design concept’s shortcomings in the servitization literature. The study promotes a critical reflection on the service design concept and its current application, providing avenues for future research.

Awe is a multidimensional emotional experience that has the potential to adjust one's beliefs and schema. Vastness is the core cognitive appraisal required to elicit awe. An appraisal of vastness can challenge an individual's present frame of reference. The cognitive process, need for accommodation, can be activated by the appraisal of vastness. Both an appraisal of vastness and the need for cognitive accommodation are essential to experiencing awe. This chapter presents an overview of the rapidly emerging research on awe through a cognitive appraisal lens. It highlights the importance of immersive experiences and nature contexts within tourism, illustrated by examining immersive, marine tourism activities on the Sunshine Coast, Australia. The case study discusses tourists' experiences of engaging scuba diving, swimming with whales, whale watching, and the elicitation and experience of awe and associated cognition.

This study aims to analyze the war museum experience by analyzing the comments and feedback provided by visitors on Google and TripAdvisor. This analysis intends to uncover the various aspects of war museum experiences.

A total of 201 comments, in which visitors explicitly articulated their experiences at the museum, were subjected to analysis. The comments were examined using a netnography analysis. Four dimensions; object experience, cognitive experience, introspective experience and social experience were used to group the analyzed remarks.

The findings indicate that the majority of the participants' museum experiences at the Canakkale Gallipoli Epic Promotion Center were introspective experiences, that the visitors felt extremely strong emotions as a result of the technological systems used in the museum and that they perceived the museum as being in a combat zone. Additionally, it was noted that the appearance of the artifacts in the museums really impressed the tourists and that the museum had provided them with thorough information about the war.

The limitations of this study are the number of visitors to the museum and the number of reviews written on Google and TripAdvisor about the visit experience. Especially since the majority of the reviews on Google do not include comments and only consist of ratings, the number of comments on the museum experience is limited.

While there exists a range of studies examining the experiences of tourists at historical places, there is a scarcity of research that specifically focuses on analyzing the impacts of these experiences from the visitors' standpoint. Given the absence of any existing study examining the experiences of war museum visitors using the netnographic approach within this particular context, this research is believed to possess originality and is anticipated to address the existing gap in the relevant literature. Furthermore, this work holds significant theoretical and practical ramifications for curators and scholars. To the best of the authors’ knowledge, since this research is the first to comprehensively analyze the experiences of war museum visitors using the netnographic approach and no similar studies have been found in existing literature, the findings of this study are considered original.

Co-creation experiences are psychologically complex phenomena. This chapter discusses how cognitive psychology can add value to the co-creation of experiences. There are different meanings of co-creation and here the focus is on the customer's mental experience. This chapter analyses the theoretical underpinnings of co-creation and discusses key dimensions of the concept from a cognitive perspective, highlighting the importance of attention and active involvement. Furthermore, it discusses how technologies (augmented reality, robotics, intelligence systems) can prompt experience co-creation. Finally, this chapter examines the literature of co-creation and experiential learning overlap in knowledge building. Opportunities for future empirical research in this area are suggested.