Why ASMR responders show different emotional experiences during ASMR episodes

PurposeIt is observed that bank transactions are at the top of the list as consumers' online transactions increase day by day. We assume that creating an emotion-rich experience will be more effective in ensuring brand awareness, brand associations, perceived quality and brand loyalty, which affect the creation of consumer-based brand value. In this study, it is aimed to determine the relationship of the emotional brand experiences of internet banking users in the brands they use on creating consumer-based brand equity.Design/methodology/approachThe data in the answers of 484 participants among the 504 people who filled out the questionnaire on social media with the snowball sampling method and were determined to have consistent answers and stating that they used internet banking, were analyzed by SPSS and Structural Equation Modeling (SEM).FindingsThe emotional experiences of internet banking users in Turkey with the internet brand they use have a relationship on all four dimensions (brand awareness, brand loyalty, brand associations and perceived quality) that make up consumer-based brand equity. In this study, the relationship was determined as brand awareness, brand loyalty, perceived quality and brand associations, respectively. The dimensions of the relationship of internet banking users emotional brand experience and consumer-based brand equity were supported.Research limitations/implicationsThe research was carried out with internet banking users in Turkey. The results of this research can be compared with studies to be conducted in different countries and with different product brands. In addition, the level of contribution can be increased by investigating the emotional brand experience by comparing positive and negative emotions.Practical implicationsAs online connection allowing instant access to unrecognized places and being able to reach brands from long distances instantly makes the emotional experience that can create emotional attachment between the brand and the customer, and brand awareness, brand loyalty, brand association and perceived quality, which are the dimensions of consumer-based brand equity affected by emotional experience, much more important. This importance is increasing day by day as the positive emotional experience to be created in banking services is directly related to access to money. Banking transactions are generally considered as cognitive transactions, and decisions are made and implemented within a cognitive context. However, the findings of this research suggest that decisions should be made and implemented that will enable consumers to gain experiences that can affect their emotions as well as their cognition.Originality/valueConsidering the importance of strategies and tactics that prioritize the creation of consumer-based brand equity in marketing theory, the importance of adding emotional brand experience to these strategies and tactics is supported by the results of this research as originality value. Although the effect of brand experience on consumer-based brand value has been widely researched in the literature, the fact that the effect of brand experience, especially emotional brand experience, on consumer-based brand experience in internet banking transactions has not been sufficiently researched and that this effect has been investigated specifically for Turkey, unlike the literature, increases the original contribution of the research.

Emotional and Physiological Responses to False Feedback

The present study tests the feasibility, acceptability, and utility of the novel smartphone application—Time2Feel—to monitor family members’ emotional experiences, at the experiential and physiological level, and their context. To our knowledge, Time2Feel is the first of its kind, having the capability to monitor multiple members’ emotional experiences simultaneously and survey users’ emotional experiences when experiencing an increase in physiological arousal. In this study, a total of 44 parents and children used Time2Feel along with the Empatica E4 wrist-wearable device for 10 days. Engagement rates were within the acceptable range and consistent with previous work using experience sampling methods. Perceived ease of use and satisfaction fell mostly in the moderate range, with users reporting challenges with connectivity. We further discuss how addressing connectivity would increase acceptability. Finally, Time2Feel was successful at identifying physiological deviations in electrodermal activity for parents and children alike, and even though responses to those deviation-generated surveys were largely consistent with random survey responses, some differences were noted for mothers and fathers. We discuss the implications of using Time2Feel for understanding families’ emotional and stressful experiences day-to-day.

Previous studies have shown that emotion is crucial in student learning. However, most studies in the e-learning environment have yet to consider emotion as part of learning that could lead to successful learning. Thus, this study explored the relationship between student emotion state, emotion sequences, and student learning experience. A preliminary data collection was conducted to explore the relationship between emotional experience and student learning experience, which involved 16 students. Students were asked to learn a programming subject in an e-learning environment. E-learning is designed to store the students' emotional experience and activity during learning. The sequential pattern mining technique was used to extract the data, exploratory data analysis was conducted to visualize the emotional trajectory during the learning process, and regression analysis was used to explain the relationship between students' emotional learning experiences. The results showed that emotional experience might affect student experience in learning. In one-sequence emotion, all emotion states contributed to the learning experience with p-values < 0.01 except for neutral and disgust with p-values < 0.05. The one-sequence emotion model shows R-squared = 0.585; Adj. R-squared = 0.734; F-statistic = 6.920; Prob (F-statistic) = 0.00702. Meanwhile, in two-sequence emotion, none of the emotion sequences contributed to the student learning experience. Lastly, three-sequence emotion models also showed that most sequences did not influence student learning experience. The only sequence of emotions that influenced the student learning experience was surprise-neutral-surprise. These results suggest that emotion should be considered in learning design as it can influence student experience.

In the target article, Sabini and Silver (this issue) make the important point that emotional words and emotional experiences do not have a one-to-one map ping. In making this assertion, they join a long list of re searchers and theorists including Kagan (1988), Lang (1993) and others who have reached the same conclu sions albeit for quite different reasons. Sabini and Silver assert that there are fewer emotional experiences than there are emotional words. Kagan has claimed essen tially the opposite. Kagan noted that psychologists are wont to use basic emotion labels such as fear to refer to a very wide range of phenomena. To continue with this ex ample, the state experienced by a rodent in response to a simple tone that has been paired with shock is called fear. That same word is used to describe the state expe rienced by a person as she enters a doctor's office to learn the outcome of a breast biopsy. Although, there may in deed be some superficial resemblance between these states, it is also clear that they differ in important ways that are likely to involve different underlying neurobiological systems. In fact, when direct measures of brain function are examined, such different kinds of fear are associated with different patterns of brain activ ity (see e.g., Davidson & Irwin, 1999 for review), yet psychologists often use the same word to refer to these very different states. Even though reaching the same conclusion as Sabini and Silver, Kagan and others (e.g., Davidson, 1993) believe that there are far fewer emotion words than there are emotion experiences and the use of the same word to refer to very different states that are elicited in vastly different contexts is hazardous and po tentially misleading. Lang's perspective on emotion offers a different view on why emotion words and emotion experiences often diverge. Lang (1993) has suggested that there are three major domains that contribute to emotion-ac tion, physiology, and subjective experience. Within each of these domains, many further distinctions can be made but just among these three domains, Lang and his colleagues have argued that there are imperfect as sociations at best, since each reflects different features of emotion that do not necessarily cohere (Bradley & Lang, 2000; Lang, Levin, Miller, & Kozak, 1983). For instance, Lang et al. (1983) observed the relative inde pendence among verbal report of affect, overt behavior and psychophysiological measures in response to cer tain commonly used methods of emotion induction. Bradley and Lang (2000) report that in response to mild to moderate elicitors of emotion, covariation be tween the response systems explains 15% of the vari

This research focuses on the development of emotionally directed gaming experiences demonstrating how the same game, when subjected to targeted audiovisual changes that do not affect its rules, objectives, and mechanics, can provide different emotional experiences. These experiences are related to the psychological and player motivation profiles of each individual. To this end, the research was structured into four main parts.
 The first, theoretical-conceptual, explored game design, seeking to find structures and elements that make up a game and the experience it proposes. A bibliographic review was carried out on: the study of emotions, including different classification approaches; a study on the relationships established between player, avatar, and game environment; and the concept of emotional design, proposed by Don Norman.
 The second part, analytical-investigative, consisted of the case study of three games (Journey, Amnesia: The Dark Descent, and Thomas Was Alone) with different gaming experience proposals. They were analyzed using a methodology based on game design elements and their relationship with the levels of emotional design. In this way, it was possible to understand how the design of each game contributes to the creation/development of different emotional experiences.
 In the third part, a field research was carried out to collect the psychological (Big Five) and player motivation (Quantic Foundry) profiles, through the application of questionnaires. The participants were then divided into groups according to their profiles (psychological and player motivation) to participate in the second part of this stage. Based on the information gathered by the previous steps, a short game was developed. From it, changes in its design were made to generate modified versions that, maintaining the game structure and essential rules, proposed different experiences to the players. All games had a player performance information collection system developed specifically for the research.
 The games were then made available to participants from the previous stages, who answered a final questionnaire. The responses, as well as information about the players’ performance, were used both to assess how each game affected the perception and to verify whether the psychological and motivation profiles of the player help to understand the emotional experiences of the game. Thus, the fourth part consisted of putting the knowledge into practice and testing the hypotheses developed from the previous steps and listed below.
 The research showed that 1) the visual and sound aesthetic influence of a game can have a considerable impact on the experience of playing, even if it does not affect the game mechanically; 2) The Big Five psychological profile and the player motivation profile are related to the emotional gaming experiences and can be used to better understand them.

Purpose: This study aims to analyze the impact of sensory, emotional, and social experiences on the repurchase intention of consumers using Skintific skincare products in Bandar Lampung, particularly within the context of Islamic ethical business practices.Methodology/Approach: A quantitative research approach was employed, utilizing non-probability sampling techniques. The study involved 104 respondents who had previously used the Skintific products. Data analysis was conducted using descriptive statistics and Partial Least Squares (PLS) to assess the relationships between the variables.Results/Findings: The results indicate that all dimensions of customer experience sensory, emotional, and social have a positive and significant influence on consumers repurchase intentions. This underscores the critical role of customer experience in fostering brand loyalty.Conclusions: Sensory experience, emotional experience, and social experience significantly influence the repurchase intention of skincare consumers in Bandar Lampung, especially when combined with Islamic economic principles that emphasize ethics, fairness, and customer welfare. By implementing these values-based marketing strategies, skincare brands can increase customer loyalty and satisfaction sustainably.Limitations: The study acknowledges certain limitations, including the focus on a specific product and location, which may affect the generalizability of the findings. Additionally, the research highlights the need for further exploration of how Islamic ethical principles can be integrated into marketing strategies to enhance customer experiences.Contributions: This study contributes to understanding how sensory, emotional, and social experiences influence consumers repurchase intention of skincare products in Bandar Lampung. In addition, this study highlights the role of Islamic economic principles in forming ethical and loyalty-oriented marketing strategies.

Providing users with a differentiated experience of a product by using emotional experiences is playing an important role in product innovation. Analyzing emotional experience factors and making them reflect specifically on products is an important factor in achieving differentiated competitiveness. The purpose of this study is to analyze the factors of the emotional user experience of wireless earphone, which has recently increased in sales volume. To carry out the study, we analyzed the preferences for the way wireless earphones are worn and the buying factors of wireless earphones from 56 users. And we analyzed the difference of four dimensions of user experience of wireless earphone and wired earphone by using AttrakDiff. Studies have shown that users prefer simple types of wearing, and price and wearing styles are most likely to affect their purchases. It also found that wireless earphones transmit creative and intelligent images. This study holds the greatest significance in analyzing the factors associated with the emotional user experience of wireless earphones.

This article examines the emotional, intellectual, physical, aesthetic, artistic, and creative experiences of students at SMAN 10 Malang City. Students are directly involved in various creative experiences, producing works of art. Their real experiences directly benefit their lives. Learning mural art in the Cultural Arts subject allows students to interact with their technical abilities and environmental conditions. Murals are works of art that use drawing or painting techniques on permanent walls, walls or large surfaces. The purpose of this study is to examine the process of painting murals, considering that learning activities are believed to increase the intelligence of students, because the learning process involves cognitive, affective and psychomotor. The research method uses qualitative descriptive, the data used is student actions in the process of creating murals for class XII MIPA D students for the 2018-2019 school year. The analytical tools are observing, observing and recording student activities, as well as analyzing the work produced. The results of the study show that mural work is an alternative for teachers to increase students' creativity which is varied, namely 1) creative ideas, 2) reflection of students' emotional experiences, and 3) responsiveness to space.

The perception of a destination’s gender – characterized by traits of femininity or masculinity – plays a pivotal role in shaping tourists’ experiences and behavior toward the place. The primary objective of this study is to investigate the causal relationships between destination gender (femininity and masculinity), tourists’ emotional experiences, and destination attachment, utilizing the Stimulus-Organism-Response (S-O-R) framework and attachment theory. Consequently, the study investigates the mediating role of tourists’ emotional experience in the relationship between destination gender and destination attachment. Since European tourists are among the most frequent international visitors to Istanbul, a major tourist destination in Türkiye, data were collected from 503 European tourists in the city. The findings reveal that the perceived characteristics of destination gender, including femininity and masculinity, significantly impact both destination attachment and tourists’ emotional experiences. Furthermore, tourists’ emotional experiences mediate the relationship between destination gender and attachment. The study is anticipated to benefit destination management organizations by encouraging them to integrate destination gender into their marketing strategies and guide the emotions they aim to evoke in their target audiences.

This study examined the association of the experience of emotion and somatic changes. The study compared reported somatic changes generally experienced when anxious with the actual association of the experience of emotion and somatic changes as measured during a specific event. Emotions were measured as both general negative emotion as well as specific emotions: anger, disgust, fear, sadness and shame. Participants were volunteers from a Victorian university who agreed to watch a video depicting the dramatisation of child abuse. Throughout the video, participants indicated their experience of emotion. Measures were also taken throughout the procedure of facial expression and Galvanic Skin Response (GSR). In order to examine emotional-congruence, subjects were divided into three groups. These groups were divided according to the congruence of subjects' experienced emotion with autonomic changes and facial expressivity. Groups were divided separately for each of the emotion types. Where there was little difference between the reported experience of emotion and that, which would have been expected from the observed somatic changes, the subject was deemed to be in the Congruent Group. Subjects whose reported experience of emotion was greater or less than would be expected from observed somatic changes were allocated to the Over-reporter and Under-Reporter Groups respectively. This data was then compared to participants' reports of the number of somatic symptoms usually experienced when anxious. It was found that participants who under-report the experience of general negative-emotion compared with their observed somatic changes (both GSR and facial expressivity) had lower trait-somatic-anxiety (reported fewer somatic symptoms usually experienced when anxious). There was no significant difference between the Congruent Group and Over-Reporter Group.;The Under-Reporter Groups had significantly lower trait-somatic-anxiety than the Congruent Group when emotional-congruence was defined by fear and GSR, anger and GSR and sadness and facial expressivity. The actual association of shame and disgust with either somatic change, sadness with autonomic change and anger and fear with facial expressivity was unrelated to the number of somatic symptoms reported to be usually experienced when anxious. The results supported the idea that subjective reports of the number of somatic symptoms reported to be usually experienced when anxious reflect the actual association of somatic change and experience, but with limitations. The actual association of experience of fear with autonomic change seems to reflect the number of somatic symptoms reported to be usually experienced when anxious more than other emotions. Further for those for whom the experience of anger and negative-emotion has a greater association with somatic change, there was a greater number of somatic symptoms reported to be usually experienced when anxious. This would suggest that some people have a greater association of some experiences of emotion and somatic change. Furthermore, while there is an association between reported somatic changes generally experienced when anxious with the actual association of the experience of emotion and somatic changes as measured during a specific event, this was dependant on the association of the emotion types rather than being generalised for all emotions.

With the rapid development of the immersive service scenarios, the practical problems of the tourism industry have gradually undergone qualitative changes, and the core contradiction has changed from the simple "tourism attraction" to the more complex "tourism experience quality" problem. In the process of "immersive experience", "emotion" plays a powerful guiding role in the immersive scenarios design, guiding tourists to real-time interaction, immersive and emotional resonance. Therefore, emotional experience has become the key in the development of immersive service scenarios. This study collects the data of tourists in Wenheyou through a questionnaire of tourists' emotional experience test, and discusses the tourists' emotional experience needs, effects and improvement strategies under the background of the three-stage characteristics of immersive scenarios and emotional interaction. Tourists' emotional experience and Word frequency by ROST CM (ROST Content Mining System) 6.0, was employed for data analysis. The study elucidates that within the Wenheyou immersive service scenarios, the physical service environment, cultural stimuli, and service products serve as primary catalysts for fostering positive emotional experiences among tourists. Drawing on psychological theories and utilizing the PANAS (Positive Affect and Negative Affect Schedule) scale and Robert Plutchik's emotion wheel model, the research delves into tourists' emotional experiences within the Wenheyou immersive service scenarios. It identifies key factors shaping positive and negative emotional experiences, offering valuable insights for service enterprises to enhance tourists' emotional quality.

As an important component of the travel experience, tourists’ emotional experience plays a key role in tourists’ satisfaction and behavioral intentions. This research starts from two perspectives of on-site emotional experience and memory emotional experience and combines the emotional profile with the individual’s spatial and temporal activities to understand the individual’s travel experience more deeply. This study takes the Emperor Qinshihuang’s Mausoleum Site Museum as a case study, obtains multi-source research data through offline field investigation and online web crawlers, and explores tourists’ emotional experiences from two perspectives of on-site emotion and memory emotion. This study draws the emotional map of tourists in the scenic area based on the characteristics of the types of emotional experience and the law of time and space in the scenic area.

Longitudinal study of emotional experiences, grief and depressive symptoms in women and men after miscarriage

This chapter begins by arguing that English as a second language (ESL) teachers’ emotional experiences constitute “what teachers feel” and should be an essential part of their teacher cognition. It then argues that ESL teachers’ interactions with the school community, such including students, colleagues and administrators, play a fundamental role in their emotional experiences and in shaping the way ESL teachers do their work. Current research on ESL teacher education is reviewed to demonstrate these links. Moreover, with the support of empirical findings from the literature, the chapter discusses ways in which ESL teachers respond to their emotional experiences and the challenges they face within their professional relationships with the school community. Based on the discussion, the chapter generates implications for ESL teacher education in fostering productive emotional experiences and supporting teachers in dealing with their emotional experiences and the subsequent challenges.