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研究生:李蕙羽
研究生(外文):Hui-Yu Lee
論文名稱:體驗行銷對補習班課程購買意願之影響
論文名稱(外文):The Effect of Experiential Marketing on Purchase Intention of Tutorial Course
指導教授:李正文李正文引用關係
指導教授(外文):Cheng-Wen Lee
學位類別:碩士
校院名稱:中原大學
系所名稱:國際經營與貿易研究所
學門:商業及管理學門
學類:貿易學類
論文種類:學術論文
論文出版年:2017
畢業學年度:105
語文別:英文
論文頁數:75
中文關鍵詞:補習班體驗行銷體驗價值學習滿意度教學口碑購買意願
外文關鍵詞:Tutorial schoolExperiential marketingExperiential valueLearning satisfactionTeaching word-of-mouthPurchase intention
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萬般皆下物唯有讀書高的升學觀念深植於台灣人民心中,加上政府反復無常的教育改革,使得學生入學的過程更加複雜,所面臨的同儕競爭壓力更大。在種種因素之下,大部分台灣學生選擇了參與補習班的方式,以取得更高的成績,進入更好的學校。為了因應這龐大的市場需求,截至2016年止,全國登記立案補習班數量已達18493家,數量遠超過台灣街頭無處不在的三大超商總數(9500家)。然而,現在台灣社會面臨少子化危機,直接衝擊補習班的招生率,因此在同業龐大的競爭壓力下,如何取得優勢,對補習班而言是個重要的課題。
過去補習班多半採用發放傳單、小講義或是製造排隊報名的名師熱潮等招生方式,然而近期有越來越多的補習班重視體驗行銷,持續地開放免費的試聽課程,想要藉此增加消費者的課程購買意願。本研究主要探討消費者在購買補習班課程時,體驗行銷是否會影響體驗價值、學習滿意度及教學口碑,進而影響其購買意願。
本研究透過網路問卷方式總共回收382份有效問卷,並以結構方程是為主要研究方法。研究結果顯示體驗行銷對體驗價值、學習滿意度及教學口碑有正向影響;體驗價值、學習滿意度及教學口碑對課程購買意願有正向影響。
The concept of “enter good school” is deeply rooted in Taiwanese mind coupled with the government''s vagaries of education reform, which make the process of student enrollment is more complicated and the greater pressure on peer competition. These reasons have most of the Taiwanese students decide to participate in the tutorial school. In order to cope with this huge market demand, as of 2016, the number of registered tutorial school has reached 18,493. It is far more than the number of the convenience store (9500) in Taiwan. However, Taiwanese society now faces to low birth rate crisis. It will direct impact on the enrollment rate of the tutorial school. Therefore, under a great pressure in the tutorial industry, how to obtain a competitive advantage is an important issue for each tutorial school.
Before most of the tutorial school use flyers and handouts to attract students; however, now there are more and more tutorial school value on experiential marketing. This study investigates whether experiential marketing will affect customer purchase intention of tutorial course through experiential value, learning satisfaction and teaching word-of-mouth.
This study collected 382 valid questionnaires by online open questionnaire, and the structural equation modeling (SEM) analysis was the main research method. The results show that experiential marketing has a positive effect on experiential value, learning satisfaction and teaching word-of-mouth. Experience value, learning satisfaction and teaching word-of-mouth have a positive effect on the purchase intention of course.
中文摘要 I
Abstract II
誌謝 III
Table of Content IV
List of Table VII
List of Figure VIII
Chapter 1 Introduction 1
1.1 Research Background and Motivation 1
1.2 Research Purpose 3
1.3 Research Procedure 4
Chapter 2 Literature Review and Hypotheses 6
2.1 Tutorial Education 6
2.2 Experiential Marketing 8
2.2.1 Experience 8
2.2.2 Experiential Marketing 9
2.2.3 Strategic Experiential Modules and Experience Providers 11
2.3 Experiential Value 13
2.3.1 Value 13
2.3.2 Experiential Value 13
2.3.3 The relation between experiential marketing and experiential value 15
2.4 Learning Satisfaction 16
2.4.1 Satisfaction 16
2.4.2 Satisfaction Measure 17
2.4.3 Learning Satisfaction 18
2.4.4 The relation between experiential marketing and learning satisfaction 19
2.5 Teaching Word-of-Mouth 20
2.5.1 Word-of-Mouth 20
2.5.2 Teaching Word-of-Mouth 21
2.5.3 The relation between experiential marketing and teaching word-of-mouth 21
2.6 Purchase Intention of Course 22
2.6.1 The relation between experiential value and purchase intention of course 22
2.6.2 The relation between learning satisfaction and purchase intention of course 23
2.6.3 The relation between teaching word-of-mouth and purchase intention of course 24
Chapter 3 Research Methodology 26
3.1 Research Framework 26
3.2 Variables Measurement and Operational Definition 28
3.3 Research Design and Data Collection 29
3.3.1 Questionnaire Design 29
3.3.2 Data Collection and Object 32
3.4 Reliability Analysis 33
Chapter 4 Results and Analysis 34
4.1 Descriptive Statistics Analysis 34
4.1.1 Demographic Analysis 34
4.1.2 The experience in tutorial school 36
4.2 Correspondence Reliability 38
4.3 Confirmatory Factor Analysis (CFA) 38
4.4 Validity Analysis 39
4.5 Pearson Product-Moment Correlation Coefficient 41
4.6 Structural Equation Modeling Analysis 43
4.6.1 Structural Model Analysis 43
4.6.2 Structural Equation Model to Validate Hypotheses Test 45
Chapter 5 Conclusion and Suggestions 48
5.1 Conclusion 48
5.1.1 The dimension of experiential marketing 48
5.1.2 The dimension of experiential value 49
5.1.3 The dimension of learning satisfaction 49
5.1.4 The dimension of teaching word-of-mouth 49
5.1.5 The dimension of purchase intention of course 50
5.1.6 The effect of experiential marketing on experiential value, learning satisfaction and teaching word-of-mouth 50
5.1.7 The effect of experiential value, learning satisfaction and teaching word-of-mouth on purchase intention of course 51
5.2 Managerial Implications 51
5.3 Limitations and Future Research 53
References 54
Appendix 64
List of Table
Table 3-1 The operational definition………………………………………………...……..28
Table 3-2 Questionnaire……………………………………………………………..…..…..30
Table 4-1 Descriptive Statistics I………………………………………………......…..……35
Table 4-2 Descriptive Statistics II…………………………………………………....……..37
Table 4-3 Analysis of Reliability and Validity…………………………………………...…40
Table 4-4 Analysis of the Difference between AVE and Squared Correlation……...……41
Table 4-5 Pearson Product-Moment Correlation Coefficient…………………..……...…42
Table 4-6 Result of Model Fit……………………………………….…………………...…44
Table 4-7 Hypotheses Test Analysis………………………………………......…………….46 
List of Figure
Figure 1-1 Research Procedure……………………………………………………....………5
Figure 2-1 Typology of experiential value……………………………………….……..…..14
Figure 3-1 Research Framework…………………………………………………...………27
Figure 4-1 Results of SEM Analysis…………………………………………….…...……..47
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