Purpose -The aim of this article is to propose a framework for a new perspective on the total service experience, which dimensions influence it, and how a service experience is linked to value in use. Design/methodology/approach -The article is conceptual and suggests a new theoretical frame of reference describing value in use through service experience in technology-based services. Findings -According to this article, a service experience is the total functional and emotional value of a consumed service. The service experience is unique to every individual customer and the service consumption situation. Value in use is the cognitive evaluation of the service experience.Research limitations/implications -The framework is discussed in the context of technology-based services and will provide a basis for future research. Empirical studies are called for concerning service experiences in different kinds of service contexts. Originality/value -This article contributes a new framework, illustrating the service experience, which dimensions influence the service experience, and how it is linked to value. The framework is placed in a context of technology-based services. Unique to these kinds of services is a lack of personal interaction between the service producer and the customer.
The diagnosis of acute, non-traumatic diseases of the lower respiratory tract requires exact knowledge of the specific anatomy, physiology and pathology of the pediatric chest. The absolutely and relatively smaller airways, as compared with those of adults, and the undeveloped collateral ventilation result in radiological appearances that are unique in children. Viral pneumonia is predominant only in small children up to an age of 2 years. With increasing age, there is a higher incidence of bacterial pneumonia. The differentiation of viral and bacterial etiology of a pneumonia is not possible on the basis of chest radiographs. In acute pediatric imaging, possible aspiration of foreign bodies has to be considered. Since most foreign bodies cannot be detected radiographically, indirect features such as hyperinflation or mediastinal shifts have to be evaluated. Primary lung tumors are rare in children. More common are metastases with known primary tumors. Neuroblastoma or lymphomas may mimic intrapulmonary pathologies.
PurposeThe purpose of this paper is to bring better understanding to how involving users in the development process of new mobile phone services can increase understanding of the overall service experience in a technology‐based service setting.Design/methodology/approachThe paper is based on an experimental setting which aims to emulate the involvement of users in a service development process in order to provide information regarding the overall service experience. This is done by letting users evaluate both user‐ and company‐created services.FindingsUsers are found to be an important information source when it comes to understanding the overall service experience of technology‐based services. The paper shows that users are to some extent better at coming up with services regarding value in use. The findings show that some of the most important experience outcomes that are demanded, functionally related outcomes, are better met by user‐created services.Research limitations/implicationsThe paper provides empirical evidence regarding the importance of a user perspective when it comes to understanding both the functional and emotional parts of the overall technology‐based service experience. The result of this paper implies a more advanced user focus during service development in order to be able to know what it is that creates value for technology‐based service users. Just how technology‐based services are functionally and emotionally experienced by their users is a fairly new research area and more empirical studies regarding this subject will be called for in the future.Originality/valueThis paper provides evidence of the importance of a user perspective when creating value propositions for technology‐based service users. From a managerial point of view, it is of interest to see whether it will be possible to learn more about the users' service experience of technology‐based services by involving them in the development process.
According to previous research, pupils and students regard genetics as a very difficult subject. They find it abstract, and the use of many concepts at several different levels in the same textbook makes it difficult for them to understand. Teaching methods and ways of working have been criticised as part of the problem. The aim of this study is to summarise previous research on pupils' knowledge of genetics and on teaching methods in genetics, to analyse curricula and textbooks in school genetics, and to test a group of Finland-Swedish secondary-school students' understanding of the basic concepts and processes in genetics, and their opinion about genetics. The test of concepts was carried out as a multiple-choice test, completed by an open question concerning the best way(s) to learn genetics as judged by the students. The results indicated that the majority of students did not regard either genetics or the textbook as difficult; yet they lacked their own unquestionable knowledge about basic concepts and processes. There was no correlation between the test results and the way(s) the students experienced genetics, neither between the test results and the way(s) in which the students felt that they learned genetics best. More than half of the students emphasised the role of the teacher, i.e. lecturing, as the best way to learn genetics. The need and alternative ways to develop the teaching of genetics are discussed.Abstrakt Enligt tidigare forskning uppfattas genetiken som ett speciellt svårt ämne av elever och studerande. Ämnet upplevs som abstrakt och användningen av ett stort antal begrepp på flera olika nivåer i en och samma lärobok försvårar förståelsen ytterligare. Undervisningsmetoderna och arbetssätten har kritiserats som en del av problemet. Syftet med detta arbete är att sammanfatta tidigare forskning om elevers kunskaper i genetik och om undervisningsmetoder i genetik, analysera läroplaner och skolböcker samt testa en grupp finlandssvenska gymnasiestuderandes begreppskunskap i och åsikt om genetik. Begreppstestet utfördes som flervalsfrågor och kompletterades med en öppen fråga om de bästa sätten att lära sig genetik. Resultaten visar att majoriteten av gymnasiestuderande inte upplever ämnet genetik eller läroboken i genetik som svåra, men att de trots det saknar säker kunskap om grundläggande begrepp och processer inom ämnet.Det fanns inget samband mellan testresultat och huruvida de studerande upplever genetiken som lätt eller medelsvårt, inte heller mellan testresultat och sätten att lära sig genetik. Över hälften av de studerande betonade lärarens roll och därmed framställande undervisning som det bästa sättet att lära sig genetik. Behov och möjligheter att utveckla genetikundervisningen diskuteras.
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