The Experiential Marketing Perspective to Explore the E-Learning Satisfaction

• Main Authors: Wen-zong Chuang, 莊文宗
• Other Authors: Wen-Bin Chuang
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/22583407768272723481

碩士 === 國立暨南國際大學 === 管理學院經營管理碩士學位學程碩士在職專班 === 97 === Abstract More than the simple product and service consumption considered in the past, consuming process is one featuring the thought recognition or consumption behavior resulted from the motivation induced from consumers’ feeling of certain stimulation after their observation or event participation, thus increasing the value of products (Schmitt, 1999). The traditional market concepts for E-learning products emphasizing on product characteristics and functions in the past will not satisfy consumers’ needs any longer. The core for the concept of experiential marketing proposed by Schmitt (1999) lies in creating different types of experiential consumption for consumers, as modern consumers expect to stimulate their sense, touch their spirit, and initiate their thought through products and marketing activities, leading products to be incorporated into our daily life. This research aims to delve into the relationships between consumers’ experience and learning satisfaction in digital learning from the perspective of conceptual framework of experiential marketing, in hopes of offering another option for domestic traders of E-learning to re-ruminate on their original strategic thought. The experiential marketing proposed by Schmitt (1999) was employed as the theoretical frame to examine the relations between customer experience and learning satisfactory. Subjects of this research were elementary, junior and senior high teachers at five cities and counties in central Taiwan. The method of questionnaire development and design adopted the module of experiential strategy and experiential media in experiential marketing theory proposed by Schmitt as the main axle, coupled with the experts and scholar’s opinions. A total of 282 valid questionnaires were collected from 300 questionnaires dispatched. Findings of this research indicate that: (1) Sensing experience shows significant positive influence on learning satisfaction; (2) Feeing experience has significant positive influence on learning satisfaction; (3) Act experience shows significant positive influence on learning satisfaction; (4) Relating experience has significant positive influence on learning satisfaction. Targeted at samples of questionnaire, findings of this research do put forward the following suggestions for traders of E-learning: the company should strengthen customers’ “sensing experience,” “feeing experience,” “act experience,” and “relating experience.” The satisfaction of E-learning will be expected to be elevated through vivid interface design, enhancement of interactivity, curriculum expertise and diversity, richness and multiplicity of course content, and instantaneity of service, brand image building, and reputation building.