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Ahmadi, S., De Vos, S., Qesja, B., Soleimani, S., Harris, J., Lipnickas, G....Cormack, J. (N/A). The phygital education paradigm: Blended learning and its impact on student experiences in sport and dance education. Journal of Macromarketing. N/A

S. Ahmadi et al.,  "The phygital education paradigm: Blended learning and its impact on student experiences in sport and dance education", in Journal of Macromarketing, vol. N/A, N/A

@article{ahmadiN/A_1776757689885,
	author = "Ahmadi, S. and De Vos, S. and Qesja, B. and Soleimani, S. and Harris, J. and Lipnickas, G. and Haykal, K.-A. and Brochado, A. and Hill, S. R. and Rajic, S. and Cormack, J.",
	title = "The phygital education paradigm: Blended learning and its impact on student experiences in sport and dance education",
	journal = "Journal of Macromarketing",
	year = "N/A",
	volume = "N/A",
	number = "",
	doi = "10.1177/02761467261424251",
	url = "https://journals.sagepub.com/home/JMK"
}

TY  - JOUR
TI  - The phygital education paradigm: Blended learning and its impact on student experiences in sport and dance education
T2  - Journal of Macromarketing
VL  - N/A
AU  - Ahmadi, S.
AU  - De Vos, S.
AU  - Qesja, B.
AU  - Soleimani, S.
AU  - Harris, J.
AU  - Lipnickas, G.
AU  - Haykal, K.-A.
AU  - Brochado, A.
AU  - Hill, S. R.
AU  - Rajic, S.
AU  - Cormack, J.
PY  - N/A
SN  - 0276-1467
DO  - 10.1177/02761467261424251
UR  - https://journals.sagepub.com/home/JMK
AB  - This exploratory study advances the phygital customer experience literature by introducing the Digitalization Physicalization Customer Experience (DPCX) framework, to holistically examine CX in 2 phygital contexts. Qualitative insights from twenty interviews conducted with field hockey athletes and professional jazz students uncover extrinsic-intrinsic value blends (efficiency/self-actualization, hedonistic/social value, efficiency/safety value, capability/perceived effort, self-empowerment, autonomy and personalization) and highlights human connectors (service providers/instructors) and human peers (consumer connectors/students), as pivotal in shaping affective, symbolic, and utilitarian relationship bonds. Findings reveal digital tools sustain but rarely initiate strong peer bonds, while in-person interaction remains critical for emotional and sensory engagement. This research also established that the quality of efficient time-flow enhances the practicality pillar by minimizing cognitive friction and maximizing goal progression; qualities of active participation and positive valence served as essential ‘building blocks’ of the sociability pillar, creating the conditions for meaningful educational exchange in the phygital context. Similarly, across two phygital contexts, this study established that affectivity pillar can be enhanced via positive valence and heightened dimensionality; whereas sensory engagement (sensoriality pillar) can be created through rich dimensionality and novel ordinariness qualities. Moreover, immersivity pillar (seamless transition) appeared to be maintained through uninterrupted time-flow and a consistent, engaging narrative (dimensionality quality). Last, individual contextual factors (learning style, digital fluency) influence phygital touchpoint effectiveness, with sequencing alignment between digital and physical components emerging as a key success factor.
ER  -