Experiential Environments Research Articles

Advancing clinical interprofessional education to prepare student pharmacists for interprofessional collaborative practice

AbstractInterprofessional education (IPE) is a pivotal force shaping the future of health care delivery. While recent studies underscore positive student experiences resulting from IPE, a critical gap remains: the scarcity of data on patient outcomes within health systems that embrace this collaborative care approach. In this focused literature review, authors with expertise in the field of IPE and interprofessional collaborative practice (IPCP) aimed to provide pharmacists with practical suggestions on how they can advance interprofessional patient care while also optimizing the opportunities for student pharmacists to further develop IPCP competencies. Through a knowledgeable selection of current, high‐quality publications on the topic and expert opinion, we sought to identify characteristics of high‐quality IPE in practice environments. Pharmacists, in conjunction with Schools/Colleges of Pharmacy, should aspire to attain these characteristics to ensure that graduates of Doctor of Pharmacy (Pharm.D.) degree programs are entering the workforce primed to contribute to IPCP. The Interprofessional Education Collaborative (IPEC) has crafted competencies to harmonize curricula across health disciplines, with the promise of enhancing patient and population health outcomes. These competencies should serve as guiding principles for pharmacy educators as they develop and assess student pharmacists' collaborative practice skills. Pharmacists play a vital role in cultivating these skills within experiential environments. Leveraging existing pharmacy practice experiences presents an opportunity to achieve this aim effectively. As we look ahead, the future of health professional training must prioritize measuring the impact of IPE on patient outcomes. In this transformative landscape, IPE stands ready to mold the next generation of team‐based, patient‐centered care.

The future of transformative events: an event leaders’ perspective

PurposeFocussing on the perspective of business event leaders, this study aims to explore the future of transformative experience (TE) events, recognising a paradigm shift from organising conventional events to designing and guiding TEs in the meetings, incentives and conferences as exhibitions (MICE) context.Design/methodology/approachUsing a qualitative interview-based design, insights from 20 international business events industry leaders were gathered and analysed by using thematic analysis through a multi-step process with MAXQDA.FindingsThe findings discuss the future of transformative events by identifying the paradigm shift towards TE in business events and outline key dimensions of the leader’s and team’s mindset and skills. Five design principles for TE events in the MICE sector are identified: design for change; emotionally experiential environments; personal engagement; responsibility; and transformative measurement.Practical implicationsThe study offers a snapshot of how transformative events of the future could be designed and suggests a series of practical insights for MICE event leaders and organisers seeking to leverage events as a catalyst for intentional transformation, positive impact and long-lasting change.Originality/valueThe study adds to the emerging body of knowledge on TEs and contributes to an extended stakeholder perspective, namely, that of business event leaders and their teams who are instrumental in facilitating transformative events. An original framework for designing TE MICE events is offered as a theoretical contribution.

Enhancing Emotional Intelligence in Pervasive Developmental Disorders. The Autism Paradigm

Pervasive Developmental Disorders (PDD), which include various conditions falling under the Autism Spectrum, are frequently characterized by difficulties in social communication. The presence of emotional intelligence (EI), which plays a crucial role in the comprehension and regulation of emotions within oneself and others, may occasionally be diminished in individuals diagnosed with Pervasive Developmental Disorders (PDD). This study examines various approaches to augmenting Emotional Intelligence (EI) in individuals with Pervasive Developmental Disorders (PDD). Additionally, it investigates the potential leadership capabilities that can be unlocked due to this augmentation. The literature acknowledges the inherent strengths of individuals with PDD, including their analytical capabilities and unique perspectives. However, enhancing their emotional intelligence (EI) can provide them with additional skills necessary for assuming leadership positions. The utilization of structured learning, experiential environments, and mindfulness practices has demonstrated potential in augmenting emotional intelligence (EI), thus enabling individuals with Pervasive Developmental Disorders (PDD) to leverage their inherent strengths more effectively in leadership settings. This highlights the necessity of implementing a comprehensive leadership development program specifically designed to address the unique requirements of individuals with Pervasive Developmental Disorders (PDD), thereby promoting a more inclusive approach to leadership.

Application of Virtual Avatar using Motion Capture in Immersive Virtual Environment

This study proposes a method for providing various experiential environments and experiences by applying virtual avatars based on motion capture to produce immersive virtual environment. It aims to increase the immersion of virtual environment and provide new experiences, whereby both non-immersive users (using PCs and mobile devices) and immersive users (using virtual reality (VR)) can participate and perform various experiences. To this end, an integrated development environment based on the Unity 3D engine is built. In this environment, immersive content allowing for multi-user participation on cross-platforms and virtual avatars using motion capture can work together flexibly. Further, it defines the real-time streaming processes of movements in a real space as calculated from actors (skeleton data) and motion capture cameras for avatars in a virtual environment. Immersive content that users in the various participating environments can experience together is created and virtual avatars based on actor are applied according to the motion capture. In addition, through survey experiments, the experiential environment that interacts with virtual avatars based on human actor using motion capture and non-player character (NPC) avatars operating according to a predetermined pattern within the produced virtual environment is compared and analyzed. This virtual avatar application method using motion capture provides a high-immersion, and an interesting and positive experience owing to the irregular and unpredictable variety of experiences.

Adaptive Behavior and Autism Spectrum Disorders: Differential Analysis of Demands and Needs With Neurotypical People

The presence of adaptive behaviors in people with Autism Spectrum Disorder are usually frequent. Generally, they are confused with the same disorders but, in reality, they occur as dysfunctional communications as a result of a lack of understanding in the environments and daily realities of these people, which explains many of their demands and needs. In recent years, there has been a growing interest in the conceptualization and evaluation of adaptive behavior, as well as attention to behavioral disorders, increasingly evident in educational and experiential environments. This new situation greatly affects children with Autism Spectrum Disorders (ASD), so the educational community (and society in general) must offer responses to these needs and demands of both children ASD as well as those of their peers instead of creating warning signs and relating these difficulties to characteristics determined by the disorder itself. There are many families and education professionals who manifest their lack of training and knowledge about the needs and demands of these people, which greatly hinders their full inclusion in their education and life, generating frame works of co-existence that are difficult to accept for some and other people. Methods: A quasi-experimental study, with a retrospective cross-sectional design, is carried out by analyzing 209 subjects from Galicia (n=111 subjects with ASD and n=98 neurotypicals) to whom the ICAP Adaptive Behavior assessment test was applied between 2016 and 2021. Results: The skills of the participating subjects, evaluated through the ICAP, indicate risk factors in the regression analysis insofar as it affects the four dimensions evaluated between the two samples of people with ASD and without ASD. The identified risk factors are related to young age (OR=2.27, 95% CI=1.30-3.96) and being male (OR=2.67, 95% CI=1.41-4.68) relating them to the development of motor skills (OR=2.34, 95% CI=1.07-5.11), social and communication skills (OR=14.70, 95% CI=5.73-37.7), personal life skills (OR=3.93, 95% CI=1.73-8.92) and community living skills (OR=9.87, 95% CI=3.99-24.42). Conclusions: It is evident that disorders affect the development of adaptive behavior, it is not a matter of observing this relationship today, but it is about determining the needs and demands for support, being rigorous and making the right decisions for its development in the best way Possible. In this study, the impact on the development of communication and social skills of this disorder

Empathic connectivity of exhibition technology and users in the digital Transformation: An integrated method of social network analysis and LDA model

Digital transformation has brought substantial innovation to traditional industries. As a new driving force for enhancing experiential environments, it has led to the symbiotic development of human and technical aspects on a new developmental journey. In the current discussion on digital transformation, scholars mainly focus on the internal logic of digital technology and its innovative role in social and economic development, but exploring the relationship between people and technology is lacking. Therefore, this research focuses on the technological innovation of outstanding exhibition technology in digital transformation. By collecting and analyzing technical feedback and related text materials from the Digital Museum, we build our research on two aspects: On one hand, we analyze the potential empathic empirical connectivity between exhibition technology and users, clarifying the systematic elements of technology, user experience, and sensory interaction involved in digital transformation. On the other hand, we compare the performance of empathy connection path relationships between exhibition technology and users, clarifying the advantages of each element in these paths and providing theoretical guidance for the selection of digital museum construction. As a result, the research constructs the logical framework of exhibition technology between exhibition technology and users, emphasizing the existence of environmental behavior performance and technology under digital transformation. Finally, the current study proposes the law of empathy between people and technology, revealing the crucial role of digital technology in upgrading user experiences and providing inspiration and guidance for the transformation and operation of digital museums.

Novo Constructo de Gerenciamento da Experiência Ampliada do Cliente: Integração dos Ambientes Off-Line e On-Line

Objetivo: Analisar como as dimensões da integração dos ambientes off-line e on-line estão presentes no gerenciamento das experiências, no segmento de varejo supermercadistaMétodo: Análise de conteúdo e categorização do estado da arte do gerenciamento da experiência do cliente (GEC), conforme elementos do modelo de Schmitt (2004) – ambientes experienciais; plataformas de experiências; experiências desejadas para a marca; interfaces de interação com o cliente, e; inovação contínua.Originalidade/Relevância: O estudo e suas dimensões amplia o conceito de relacionamento com o cliente, levando a uma visão que abrange a criação de valores. Preenche lacunas sobre GEC ao apresentar ferramentais gerenciais para o fenômeno da experiência.Resultados: São apresentadas interações das dimensões do GEC que embasam o novo constructo nomeado de ‘experiência ampliada do cliente no supermercado’, que implementa o modelo de Terblanche (2018), agregando uma nova dimensão: a integração das operações off-line e on-line. Esta, diz respeito ao acesso dos clientes no canal físico do supermercado, integrando recursos, tecnologias e características do ambiente digital, com operações sob a concepção omnichannel.Contribuições teóricas / metodológicas: Arcabouço teórico e constructo que amplia o escopo do GEC uma vez que evidencia a necessidade de integração dos ambientes físico e virtual para melhorar as sensações experienciais. O estudo se configura como teoria para gerenciamento dos estímulos que afetam os clientes, as operações dos processos no varejo e as atmosferas das lojas.Contribuições sociais / para a gestão: Os resultados contribuem para que gestores varejistas melhorem as experiências do cliente no ponto de venda, obtendo vantagem competitiva.

Leisure Opportunities for Autistic Children and Adolescents: How Satisfied are Parents and what do they Think their Children Would Like?

Leisure Opportunities for Autistic Children and Adolescents: How Satisfied are Parents and what do they Think their Children Would Like? Like all children and youth, autistic children and adolescents have the right to participate in cultural life including recreational, leisure and sporting activities. Therefore, arrangements have to be made to ensure access to these areas for these particular population (Art. 30 UN-BRK, §§76, 78 BTHG). Thus far, no research has been conducted that examines the need for leisure time facilities for autistic children and/or adolescents in Germany. Therefore, it is unclear if an equal participation in leisure time opportunities is provided. This study presents a first assessment of this topic based on an online-survey of parents of autistic children and adolescents (N = 327). The results indicate, that there is a substantial need for leisure opportunities. Parents of children with infantile and atypical autism show a greater need for more leisure opportunities than parents of children with Asperger Syndrome. In general, the findings show that an equal participation has not been achieved yet. Overall, there is a need for (small) group and sporting activities and especially younger parents asked for specific experiential environments. Possible approaches to a need-oriented organization of leisure facilities for autistic children and adolescents and for an enhancement of leisure opportunities are discussed. The paper further outlines the need for more research in order to provide an empirical basis for equal participation possibilities in public life for autistic children and adolescents.

BİR DENEYİMİ UNUTULMAZ KILAN UNSURLAR NEDİR? UNUTULMAZ TURİZM DENEYİMİ ÜZERİNE KAVRAMSAL BİR DEĞERLENDİRME

Günümüzün küresel pazarında rekabet gün geçtikçe artmakta, rekabet avantajı elde etmek zorlaşmaktadır. Hızlı değişim ve yeniliklerin yaşandığı günümüzde işletmeler bu gelişmelere ayak uydurmak durumundadır. Zira günümüz tüketicisi için nihai üründen ziyade, yaşanılan ürün ve hizmet deneyimi satın alma karar sürecinde belirleyici hale gelmektedir. Bu noktada taklit edilmesi, ikamesi zor olan ve tüketiciler tarafından arzu edilen, onların beklentilerine cevap verebilen deneyimsel ortamların yaratılması rekabet avantajı açısından oldukça önem arz etmektedir. Ancak dünyada ve turist profilinde meydana gelen gelişmeler ve değişiklikler, turistlerin beklentilerinin de farklılaşmasına neden olmaktadır. Turistlerin ihtiyaçlarının giderilmesi dışında farklılık arayışı, kendini değerli hissetme, yenilenme, yeni kültürler ve insanlar tanıma gibi benzersiz deneyimler yaşamaya yönelik eğilimleri, bir deneyimi eşsiz ve unutulmaz kılan unsurlar üzerine odaklanılmasına sebebiyet vermektedir. Literatür incelendiğinde tüketici, ziyaretçi, turist ve seyahat deneyimi üzerine çok sayıda çalışmanın yer aldığı görülmekle birlikte, “Unutulmaz Turizm Deneyimi” kavramı bu alanda oldukça yeni bir araştırma konusu olarak yer almaktadır. Bu kavramla ilgili yabancı literatürdeki çalışmalar incelendiğinde bir literatür birikiminin oluştuğunu belirtmek mümkün olmakta ancak, yerli literatürde oldukça sınırlı sayıda çalışmanın yer aldığı görülmektedir. Dolayısıyla bu çalışmanın amacı, uluslararası ve ulusal literatürün kapsamlı bir değerlendirmesini yaparak mevcut akademik yazına katkıda bulunmak ve yeni bir kavram olan unutulmaz turizm deneyimi olgusunu kapsam ve içerik açısından değerlendirmektir. Bu anlamda söz konusu bulguların ve değerlendirmelerin turizm işletmecilerine ve destinasyon yöneticilerine, turistlerin karar verme süreçlerinde göz önünde bulundurdukları unsurların anlaşılması açısından yol göstereceği öngörülmektedir.

Interprofessional education during an autism session

Interprofessional education (IPE) gained a strong foothold in the beginning of the twenty-first century as an effort to improve care to patients through enhanced teamwork. The aim of this study was to compare attitudes and experiences of the learners, which included graduate students, physicians in training, and practicing healthcare professionals, before and after an interprofessional clinical practice (IPCP) six-h autism didactic and experiential training session. The training session consisted of a 1-h lecture on Autism Spectrum Disorder (ASD), a 2-h behavior review meeting consisting of four different case study discussions among the learners, a 1-h lunch, a 1-h therapy session with children diagnosed with ASD, and a 1-h discussion among the learners. The IPCP learners (n = 63) completed a pre- and post-learning questionnaire of the Readiness for Interprofessional Learning Scale (RIPLS) and 12 Statements instruments and both showed an overall significant improvement in the learners interprofessional education after completing the training session. This study was able to show that students, professional trainees, and practicing professionals from different backgrounds led by an expert in the field can exchange ideas and role perceptions in an interprofessional didactic and experiential session, and develop improved attitudes toward IPCP. Moving forward, interprofessional education research needs to focus more on professional trainees and practicing professionals working together in combined didactic and experiential environments for children diagnosed with ASD.

Enabling collective awareness of energy use via a social serious game

Serious games are digital games, simulations and virtual environments designed for primary purposes (e.g. teaching, learning and training) other than pure entertainment. They are experiential environments where features such as thought-provoking, informative or stimulating are as important, if not more so, than fun or entertainment. A number of serious games have been developed for energy systems that act as educational tools and help energy consumers to better understand concepts such as resource allocation, electricity prices and grid sustainability. This paper discusses the development of a serious game, the Social Mpower, which visualises a community energy system in which players should avoid energy problems (i.e. blackouts) by individually reducing their energy consumption and sustain the Common-Pool Resource (CPR) of their community. Our experimental hypothesis is that if players are “collective aware” of their individual and community consumption, they consume energy in a more efficient and effective way and therefore, they can avoid potential energy problems (i.e. blackouts). Our experimental results show that Social Mpower can be productively used as an educational tool to bring a desired change in people’s behaviour towards energy consumption.

Making the most of advanced pharmacy practice experiences.

Colleges of pharmacy are asked to produce graduates who are prepared to contribute to patient care directly through collaborations with other healthcare providers.1 Advanced pharmacy practice experiences (APPEs) provide student pharmacists with opportunities to grow their knowledge, develop professionally, and apply skills acquired throughout their pharmacy training. Education in experiential environments facilitates the development of a “practice-ready” and “team-ready” individual through increased exposure to new areas of pharmacy, often alongside other healthcare professionals, while solidifying the foundation in areas of practice and knowledge already experienced. APPEs challenge students to grow in areas such as patient care, literature evaluation, oral presentations, and dissemination of written work. Each new experience provides a multitude of opportunities for students, and it is our hope that this guide will assist students along their journey. How APPEs can differ. Qualities and components of APPEs may vary among colleges of pharmacy. Two differences are the duration of the APPEs (e.g., 1 calendar month or 4–6 weeks) and the duration of APPEs in the college’s curriculum (e.g., 9–16 months). Other factors students may consider when requesting APPEs are the location and the variety of practice sites available. APPEs at academic medical centers may provide a greater breadth and depth of clinical, direct patient care opportunities and unique cases compared with other practice sites. In addition, the number of preceptors qualified and available to precept students may vary among colleges and may include residents as preceptors or copreceptors. Some colleges of pharmacy have a “track” or “block” program that allows a student to spend a significant portion or all of his or her APPEs at a single site. These programs help reduce the time the student and practice site must spend acclimating to each other and allow for efficiency in student learning and productivity. Students in these programs may be able to receive more individualized, longitudinal mentor-ship but often accept that the quality or quantity of their performance and assignments are met with higher expectations from preceptors. Some institutions view these programs as “mini-residencies” because of the clinical practice, service, and research components that many contain. This format may be attractive to students who are considering postgraduate training or who may be unable to complete postgraduate training but desire a challenging APPE year in preparation for their entry into the job market.2

Student Assessment System for Distance Education on Financial Management

This study designs and develops a student assessment system based on the browser/server architecture using the core technology of ASP.NET, supplemented by SQL Server 2005 and Microsoft Visual Studio 2008. The system can be used for online testing of distance education on financial management in colleges and universities. In practical teaching assessment, the system includes an experience mode, a friend-shared learning mode, and a direct test mode; provides users with multiple rounds of experiential, collaborative, and simulative academic testing environments; achieves timely updates of assessment indicators; offers online analysis to teachers and students on test sites; and ultimately achieves a 0 error rate of test papers. In the comparative teaching experiment, the system can greatly enhance the quality of education on financial management and is worthy to be used extensively in teaching.

Action at the exhibit face: video and the analysis of social interaction in museums and galleries

ABSTRACTWhilst we can observe a considerable increase in importance of arts and museum marketing, research of people’s engagement with art in exhibitions is relatively rare. This neglect of people’s action and interaction in exhibitions is somewhat surprising considering that it is in exhibitions where museums are in direct contact with their audience. This article begins with a review of the emergence of video-based research in the social sciences before turning to the use of video for the study of visitor behaviour in exhibitions. It contributes to recent debates on experiential and sensory marketing by examining three video-recorded fragments of interactions at exhibits in museums. The analysis of the fragments suggests that people’s experience of exhibits arises in social interaction with others. The article ends with a discussion of the theoretical and methodological contribution of video-based research in museums and of implications of such research for those involved in the management and design of museums and other experiential environments.

Eating-out and experiential consumption: a typology of experience providers

Purpose– The purpose of this paper is to describe generic eating out experiences that can be provided by commercial eating out establishments, presenting a typology of experience providers.Design/methodology/approach– The research carried out sought to make an understanding of the experiential environments in which eating-out is performed, as well as the experiences that it seeks to produce, and was conducted from a market-orientated ethnography in selected markets from the UK and Brazil.Findings– Six ideal models of service providers, according to the main characteristics of the stimulus provided by the service encounter, were identified: authentic, relaxed, “all you can eat”, “as home”, efficient and distinction environment. The diversity of food service environments is somehow an answer to the diversity of customers and expectations regarding eating-out. The access of different social classes to eating-out opens the space for more variety, and the creativity that food service managers have on building an appropriate set of stimulus, is a distinctive skill.Research limitations/implications– The restaurant side of experience encounters was the focus of analysis, but for a deeper understanding of experiential consumption on eating out these results must be confronted to consumer research based on psychophysical methods to assess consumer responses to eating out.Originality/value– Theoretical implications of this paper rely on the understanding that there are distinct forms of service encounters, providing an alternative view of servicescapes that allows a better understanding of business strategies and host-guest relationships on food service.

Applying the lens of sensory ethnography to sustainable HCI

Sociological appropriations of practice theory as applied to sustainable design have successfully problematized overly simplistic and individualistic models of consumer choice and behavior change. By taking everyday practices as the principal units of analysis, they move towards acknowledging the socially and materially structured nature of human activity. However, to inform sustainable HCI we also need to understand how practices are part of wider experiential environments and flows of practical activity. In this article, we develop an approach rooted in phenomenological anthropology and sensory ethnography. This approach builds on theories of place, perception and movement and enables us to situate practices, and understand practical activity, as emplaced within complex and shifting ecologies of things. Drawing on an interdisciplinary study of domestic energy consumption and digital media use, we discuss ethnographic and design practice examples. We demonstrate how this theoretical and methodological framework can be aligned with the 3rd paradigm of HCI.

Serious games continuum: Between games for purpose and experiential environments for purpose

While many categorizations and definitions have attempted to elucidate the elusive term serious games, we are still some way off formulating an agreed understanding of what serious games are and can be. This article argues that the term serious games challenges our understanding of generally accepted characteristics such as, challenge, play and fun, which are largely associated with and borrowed from video games. It is argued that key to understanding what serious games encapsulate is to look beyond these characteristics. This article proposes a definition and way to frame serious games technologies, applications and environments along a continuum of gaming characteristics or gameness. From those with traditional gaming activities and characteristics (challenge, play, fun, etc.) at one end to those with minimal traditional gaming characteristics at the other end, whose main purpose is to provide experience and emotion to convey meaning. The main advantages of the definition and continuum are to establish a shared understanding and arena for current and emerging serious games, frame and connect currently fragmented groups into a cohesive serious games movement and community and open opportunities for future collaborative research and development. In addition, it helps in identifying characteristics for the design and assessment of serious games.

Questions and Answers in a Virtual World : Educators and Librarians as Information Providers in Second Life

The education community in Second Life has grown rapidly since the launch of the virtual world by Linden Labs in 2003, with an influx of universities, colleges, and libraries seeking land on the digital frontier to build campuses, libraries, and educational workspaces. However, these new virtual educational settings have also challenged educators and librarians to adapt or to innovate new ways of providing information for learners. This peer reviewed research study explores the varying roles that educators and librarians fulfill in Second Life, examining techniques they have evolved for teaching, providing information, and answering questions within a virtual world. Semi-structured interviews were conducted with 12 educators and librarians who worked within a variety of virtual world education settings including colleges, universities, and academic and public libraries, as well as “embedded” workplace settings in Second Life’s roleplaying or themed communities. Snapshots, artifacts, and observational data were collected during visits to 50 library and education workplaces in Second Life, and were examined in combination with interview results to document tools, tasks, problems, and best practices in virtual world education. Findings of this study demonstrate how educators and librarians have used tools such as notecards, landmarks, whiteboards, language translators, and heads-up displays (HUDs), as well as revealing problems that educators and librarians have encountered, including limitations of existing information tools. A “wish list” of new informational tool features desired by librarians and educators is provided. Other issues found in the design of virtual education and information spaces ranged from accommodating needs for avatar personal space to understanding accessibility issues for disabled users. Playful and immersive experiential environments were among the examples of new ways of teaching and presenting information within a world where “real life” limitations no longer constrain educational designs.

Meeting and Serving Users in Their New Work (and Play) Spaces

This article examines the public services component of digital and virtual libraries, focusing on the end-user experience. As the number and types of ‘places’ where library users access library collections and services continue to expand (now including cell phones, iPods, and three-dimensional virtual reality environments populated by avatars), librarians and educators need to examine the key components of these experiential environments, then establish and deploy service programs and underlying policies and procedures that exploit the affordances offered by these new usage environments. Several of the characteristics of these new service environments (e.g. the competition – or conflation – between learning and entertainment, the competition between various libraries and information services in the same space, the read–write participatory nature of many of these environments, and the arrival in a big way of multimedia – both concurrent and serial) are explored.

The concept of record in interactive, experiential and dynamic environments: The view of InterPARES

The concept of record in interactive, experiential and dynamic environments: The view of InterPARES