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Title

Proposal of Experience Sharing Service Value Co‑
creation model (ESSVC)

Author(s)Dong, Wooseok; Shirahada, Kunio; Kosaka,
Michitaka

Citation

2012 9th International Conference on Service
Systems and Service Management (ICSSSM): 774‑778

Issue Date

2012‑07

Type

Conference Paper

Text version

author

URL

http://hdl.handle.net/10119/10918

RightsThis is the author's version of the work.
Copyright (C) 2012 IEEE. 2012 9th International
Conference on Service Systems and Service
Management (ICSSSM), 2012, 774‑778. Personal useof this material is permitted. Permission fromIEEE must be obtained for all other uses, in any
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Description

Japan Advanced Institute of Science and Technology

Ｐroposal of Experience Sharing Service Value Cocreation Model (ESSVC)
Wooseok Dong, Kunio Shirahada and Michitaka Kosaka
School of Knowledge Science
Japan Advanced Institute of Science and Technology
Ishikawa, Japan
dreampharos@gmail.com

Abstract— We propose a service model in this paper with cocreation value and experience value sharing. According to thelegacy service theories, a service provider has to provide
successful service based on fixed factors and an explicit scenario.
Then, clients decide on the service value when they have received
the service. If the service is successfully finished, the entire
process for providing the service is also done. Finally, the clients
leave the service stage. Our main aim is to consider the ‘dynamic’service co-creation value after providing a service. The service
value has to change as time goes by. The service value alsochanges because of interactive sharing with closely related people.
We propose a new service model for sharing the dynamic
experience value using information technology (Web2.0, Social
network, Smart device). We also present its application to
Korean language education.
Keywords- Service science; service value; experience value; cocreation; experience sharing; The Experience Economy; Korean
Education supporting system; SNSI.

INTRODUCTION

The importance of services has been focused on in various
fields in the 21st century [1], [2]. Service science has become acommon thread in the information and knowledge industries.
Various new proposals have recently been actively proposedin service research, such as Service Dominant Logic (SDL)(Lusch & Vargo (2006)) [3], persona marketing (Pruitt &Adlin (2007)), and service as a theater (Fisk & Grove & John
(2008)) [4]. These new concepts related to service are basedon the idea of “value in use”. How a person who receives a
service recognizes the value of the received service has been
discussed. That is, all the discussions on service values
provided for various services are important in the service
industry.
In general, the value of a provided service is different
depending on the situation (human characteristics, place,time, cost, etc.). In particular, human desires influence thecreation of the value of a service, and are created throughhis/her experiences. Even when an identical service isprovided, the service value can be different depending on
his/her experience. The “value-in-use” concept in SDL
should be discussed taking into account the relationshipbetween the service value and experience. So far, theimportance of experience in business has been discussed inmany literatures [5]. However, to the best of our knowledge,
there is no previous research offering a theoreticalframework for service value creation and human experience.
We propose the concept of Experience Sharing Service
Value Co-Creation (ESSVC) in this paper. This concept
claims the importance of sharing the customers’ experiences
for creating a high service value. By using the concept, we
propose a new framework for service value creation based on
the customers’ experiences. We consider service value
creation as the continuous service value co-creation throughthe sharing of customers’ and service providers’ experiences.
This framework is built by repeating those steps that
continuously create new services and new experiences one
after the other. In addition, IT technologies can be used forsupporting the implementation of this framework. We
demonstrate the effectiveness of this new framework using acase study of the Korean language education service in Japan.
The customers’ requirements for a Korean language education
service are different from those of English. The students wantto have good experiences through the Korean language
education service. Our new concept has demonstrated to besuitable for this requirement.
II.

USER’S VALUE OF KOREAN LANGUAGE EDUCATIONFirst, we conducted a questionnaire survey on the user’s
satisfaction and value of the Korean language education
service. This questionnaire was completed by 84 people fromthree Korean language classes in Ishikawa city in October,
2011.
A. Analysis results of KoreanLanguage Education Service
According to the survey, 63% of the students answered ‘notsatisfied’ about the current Korean language education service.
The 1st reason is that the service did not match their hope tomake Korean friends (46%). The 2nd reason is high tuition fees(33%), and the 3rd is their desire to have clear and accurate
curriculums (14%). The other reasons stated wereinconvenient locations and lack of fun expression usageopportunities or expressions that didn’t match their needs(7%).
In addition, 86% of people are studying Korean because
they are interested in Korean pop culture, such as drama,
singers, and actors. More specifically, they are studying
Korean to make Korean friends or speak Korean with Korean
entertainers. This means that they want to have an‘experiences’-based education service for attaining their goals.
This is different from the motivation for other foreign
language education, such as English, for studying languages ata university or in business.

We propose a new service value co-creation model based onthese factors that can take into account the shared experiencesamong the students, which change according to the times andtheir personal experiences.
III.

PROPOSAL OF ESSVC MODEL

The service science theory has changed from Goods
Dominant Logic (GDL) to Service Dominant Logic (SDL). In
addition, the service theater framework (Fisk, Grove, and John
(2008)) and the experience economy (RINE and Gilmore(1999)) were proposed for representing services by using
metaphors from theater or stage.

B. Maintaining Integrity of Specification
We found 2 types of learners from the results of the survey,
which have different interests in Korean content according totheir generation. Women from 10 to 30 years old like K-POP
and Korean singers and those from 40 to 60 prefer Korean
dramas and actors. We define two Persona models based onthese results, and designed an education service for satisfying
learners.
C. Importance of experience based co-creation value in
Korean language education service.
We found through interviews with students in Korean
education classes that they want to have education contents thatcan be used in real-life situations. They also want to increase
their Korean language skills through real experiences based on
the education contents. The results of our survey showed that
more than 80% of the students thought that their experienceswith Korean language were useful for increasing their language
skills and achieving their goals. So, the service providers of
Korean language education have to take into consideration theopportunities they provide in their services for improving theservice value of their Korean language education.

A. Position of ESSVC with legacy service theories
In GDL, the service is explained based on some goods.
However, SDL describes intangible services with “value inuse”. Also, a service provider has to consider the co-creation
value with the customers. The service value also relates tomany different factors, such as the place, person, price, andperformance. Then, the service theater framework and theexperience economy explain the service using metaphors fromthe theater. In this framework, a stager (service provider) has toprepare a scenario and stage to satisfy a guest (client) anddesigns a service based on the experiences using the five senses,
and shows the performance to the guest. The guests are
surprised at the good performance, and attain experience values
from their satisfaction and memory. As a result, the guest
positively changes their life scene from these experience values.
The ESSVC model merged SDL with the experience economy
theory (Fig. 1).

D. Changing and sharing of experience value
The most significant finding from the results of ourinterviews with students was the need to change theirexperience values according to two factors, which are thelearning periods and sharing something (DVD, CD, and Talk)
between other students who have similar interests.
Concerning the first factor, the students who study Korean
for two years typically provide values based their hobby, suchas watching Korean dramas or K-POP stars. However, thosestudying over three years have changed their values forlearning Korean. In particular, the changed value is abstract.
For example, they said that they could value their experiencesof love, family, happiness, and laughter while watching
Korean dramas or studying Korean pop culture. The second
factor shows that almost all the students share the value of
their own experiences from Korean contents and information
with others. They create new experience values through sharedexperience values while going on Korean trips or going to KPOP concerts together.
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Fig. 1 Positioning of ESSVC
B. Basic concept of ESSVC
Legacy theories have focused on the service scene provided
to the customers. In addition, the service provider has toprepare a stage and a process (or a scenario in the service
theater theory) for a service value using a co-creation based on
the needs of the clients. If the client is satisfied, the service thatthe service provider provided to the client is successful.
However, if the client is not satisfied, this means that theservice provider fails to make a co-creation value. The client
leaves the stage after of the entire service process has finished.
We take into consideration both the direct and indirect
service fields in this paper. We focus on the dynamic value
after providing a service in the indirect service field. The
experience value has to change as time goes by. We suggest theextension of the service stage and a new service providing
process for supporting and sharing the changed co-creation
value after providing a service without restrictions of a place
and time. Therefore, we present the process for value cocreation considered experience sharing on the indirect service
stage among a service provider (Provider), service user (user)and service guest (guest).
The proposed ESSVC model is shown in Fig. 2. The
process in this figure is explained as follows.
•

Step one (Experience generation): This step is typicalservice providing. A provider sets up a direct stage forthe service providing, and a user gets an experiencevalue from using the service. The user can invite guests
into the direct stage. In this step, the user gets a feelingof satisfaction. The provider also gets knowledge about
how to provide the service and what the user wants.
The guest can get indirect experience about theprovided service through the user.

•

Step two (Growing experience value using IT
technology): After step one, the provider has to set up
an indirect stage to increase the service value from theuser’s experience. The indirect stage can be supported
by information technology such as SNS, Web2.0,
smart device, etc. This step provides the customers
with opportunities for sharing their experience values
using IT technology.

••

Step three (Identification of user experience value):
The providers identify the customers’ needs as theconcepts from step two. These concepts are idealistic
and there is potential for creating a co-creation value
between the user and guest based on them.
Step four (Designing new service based on experiencevalue): Provider designs a new service based on theconcepts that can sympathize with the user and guest.
Then, return to step one and repeat.

This process is a spiral model (Fig. 2) for the co-creation
value using the user’s experience and dynamic value among
the service stakeholders. In Fig. 2, the horizontal axis shows
two service stages, the direct and indirect service stages. The
vertical axis is related to the service stakeholders from each
step.

Direct service field

Experience generation
through provided service

Indirect service field

Growing experience value
using IT technology

CustomerSpirally
development

Service
ProviderDesigning new service
based on experience value

Identification ofuser experience value

Fig. 2 ESSVC model
C. Components of ESSVCIn this chapter, we describe the ESSVC model and its
components (Fig. 3). The ESSVC model has three components,
two service stages, three players, and four pools. These
components are related to each other in the ESSVC model andits spiral process in Fig. 2. This relationship is shown in Fig. 3.

Fig. 3 Relation between ESSVC model's factors
1) Service stages: On the service stage, all the players are
involved in value co-creating. We define two types of service
stages based on where the service is provided.
a) Direct service stage: On the direct service stage, theexperience value is created through real action.
b) Indirect service stage: When the service providing isfinished, all the players can share their experience values on
this service stage.
2) Players: The stager, actor, and guest voluntarily doactions for co-creation on the stage.
a) Stager: The stager has to design the service and stage
for service providing. In general, the stager is called by aservice provider or a senario writer. The stager is a service
provider.
b) Actor: The actor is the main player on the stage. Theyuse services using their five sences, and create a experiencevalue. Also, the actor co-creates a new service value throughvalue sharing with the stager and guest. They expresses

Table 1 Relationship between ESSCV Process and IT system.

themselves to a guest or an audience. The actor is a realcustomer.
c) Guest: Guest is not a ‘regular actor’ but a ‘potential
actor’ at the moment of service provision. Generally, a guest
has a friendly relationship with the actor, and was invited tojoin the service by the actor. The guest can view a service
providing scene with an actor on the service stage and cangain indirect experience and information about the service.
3) Pools: The pools are warehouses for storing and sharing
experiences, knowledge, knowhow, and information that is
made from each ESSVC process. in addition, when moving to
the next step in the process, the pools become the input data
warehouses. There are four pools , the experience pool,concept pool, service pool, and value pool.
a) Experience pool: This pool contains the experiencevalues from all the players experiences.
b) Concept pool: This pool contains the service concepts
for co-creating a service value among several players. The
concepts are an abstraction, an imagination, and a notion. For
example, ‘love’ and ‘happy’ can be concepts for designing aservice.
c) Service pool: The service pool includes various
services that are designed with a concept in customer’s mind.

d) Value pool: The value pool contains the experiencevalues created by the players. It also includes the ‘stories’ thatchanged the values and their processes.
IV.

PROPOSAL OF KOREAN LANGUAGE EDUCATION SERVICEBASED ON ESSVC

A. Study of legacy Korean language education service
A legacy Korean education service is composed of threeparts: the teaching materials, the e-learning system, and thelecture. However, all these factors are not combined based on
the students’ satisfaction. In addition, as presented in Sec. II, it
does not take into consideration the dynamic changing valuethat changes after learning. All the learning contents alreadyhave been created by the provider and are just provided to
students. We enhance the Korean language education service
based on users’ experiences,, and propose a new Korean
language education service based on ESSVC model with thisbackground in mind.
B. Structure and scenario of new Korean language
education service based on ESSVCIn this section, we present a scenario on how to progress inthe creation of a new Korean language education service basedon the ESSVC model (Table 1). We also describe the systemand structure for the Korean education service provision usingthe ESSVC model in Fig. 4. The ESSVC process in Fig. 2 canbe described as follows.
Step one (Experience generation): The stager prepares thestages (direct and indirect) and provides the Korean education
services through not only the education contents but also aplace for experiencing Korean culture. The stager can use IT
technologies for providing suitable services based on theservice pool. For example, there are open source platforms
such as the Learning Management System (LMS) or Contents
management system (CMS), or even podcasts for providing
and supporting the education contents on the direct stage. The
actor learns the Korean language on the direct stage, and gains
experience, such as feelings, thinking, and the results fromlearning Korean. They can also invite guests. The guests also
gain experience with the actor. These experience values areused to create the experience pool.
Step two (Increasing the experience value using IT
technology): After service provision (experience or learning
about Korean contents), the actor and guest spontaneously
share their experience values on a Social Network Service(SNS) using multimedia. The posting data become the ‘story’for experience value sharing, and maintain their value as time
passes. All the players freely communicate, and create a value
pool by sharing in the experience pool.
Step three (Identification of user experience value): From thevalue pool, the actor and guest show how they sympathize withthe story and value. For example, one of the actors posts theirown feelings after watching of a Korean drama, and the otheractors or guests can present their ‘sympathy’ using manymethods: comments, the like button, a link share, chatting, ormaking a new posting. The stager has to analyze this sympathy
information and create a new ‘concept pool’ that can be thepotential co-creation values for designing new services.
Step four (Designing a new service based on the experiencevalues): The stager designs a new service based on the newconcepts. The actors can learn Korean continuously using the
new service that was designed based on the sympathy concept.
A guest is also expected to become a new actor in the newservice. Then, everything returns to step one.

Fig. 4 New Korean education system structure based on
ESSVC
V.

CONCLUSION

We discussed experience value sharing for creating
dynamic co-creation values, and proposed the ESSVC modelwith information technology in this paper. We also presented a
new Korean education service based on the ESSVC model. We
also demonstrated that the ESSVC model is suitable for Korean
language education services in Japan.
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