As the importance of online virtual spaces increases due to COVID-19, interest in online virtual spaces using 4th industrial technology is increasing. Accordingly, the metaverse that combines virtual and real is becoming an issue. In the fashion industry, marketing using online is gradually increasing, and various attempts are being made by converging with the metaverse to provide new and enjoyable experiences to customers. This study looked at the impact of customer experience of a luxury fashion brand pop-up store on customer satisfaction, affective commitment and brand loyalty in a metaverse environment where utilization is increasing due to COVID-19 and technological development. For the analysis data of this study, a survey was conducted on the users who experienced the metaverse platform Zepeto's ' BVLGARI World'. As a result of examining the effect of the customer experience of a luxury fashion brand pop-up store on customer satisfaction, affective commitment, and brand loyalty in a metaverse environment, some of the customer experiences affect customer satisfaction, and the proposed hypothesis was partially accepted. In addition, it was confirmed that customer satisfaction affects affective commitment and brand loyalty, and affective commitment affects brand loyalty. In this study, we examine the impact of the customer experience of a luxury fashion brand pop-up store on customer satisfaction, affective commitment, and brand loyalty in the metaverse environment, and identify what is needed for more active convergence and activation of the metaverse and fashion brands. Also, we provide practical implications to people who involved in the metaverse and the fashion industry.

The difficulties in opening and closing a sport utility vehicle (SUV) tailgate is important aspect of JD (James David) power’s Initial Quality Survey (IQS) assessment, and affective quality has a big impact on the the success of thesedays products. The purpose of this study is to evaluate the perceived difficulty and satisfaction of customers by the opening and closing of the tailgate and to grasp the relationship between them and the opening and closing reaction force. The mechanical force required to open and close 42 domestic and overseas SUV tailgates was measured with the help of an auto company. In the experiment, 100 male drivers in their 20s to 50s evaluated perceived difficulty and satisfaction with opening and closing the tailgate. The results of the analysis showed that perceived difficulty and satisfaction were statistically different depending on the vehicle, but did not depend on the personal characteristics of the participants. The perceived difficulty and satisfaction regression model of tailgate opening and closing was developed by mechanical force variables and had a relatively high adjusted R2 ranging from 0.62 to 0.73. The models showed that the the initial close and open force, the difference between initial and maximum close force and the difference between initial and auto-fall angle should be small for the low perceived exertion and high satisfaction. In addition, the correlation analysis between IQS score of tailages and perceived difficulty and satisfaction showed that the IQS scores were more related to the perceived difficulty and satisfaction of closing than those of opening. The results of the study will be helpful to design and test mechanical open and close structure of SUV tailgates.

The study investigated the effect of the flipped class method implemented in a general English program in the tertiary level. The treatment variable of the experiment was a teaching method: a flipped class for the experimental group and a traditional class for the control group. A total of 13 class sessions were completed. The model of the experiment was a nested design with repeated measures. The dependent variables were positive affective experience, negative affective experience, class satisfaction, and language achievement. This study analyzed the data using factorial analysis, t-test, and repeated measures analysis of variance. The results showed that learners in the experimental group improved their positive experience during the treatment through statistically significant differences in pre-test and post-test scores; while the control group did not. The negative experience decreased at the end of the class in both groups. Although the mean differences were not statistically significant, the mean of the negative experience in the experimental group was lower than that in the control group. The class satisfaction was significantly different between the two groups. The experimental group improved language achievement on their final exam, while the control group’s mean decreased.