# Student eXperience: A Systematic Literature Review
## 5 Answering the Research Questions
### RQ3: What Methods Are Used to Evaluate (Undergraduate) SX?
Unlike most studies, they adopt the experiential marketing view, which uses the SERVQUAL scale as the basis for measuring students' evaluations of HEI products or services. In their work, students' experiences attributes related to brand image perception, such as in classroom sensations and behaviors, affective experiences, and relationships, were analyzed [100]. As mentioned in Section 5.2, the factors that organizations focus on when analyzing the experience of the students are institutional and learning engagement. These are commonly evaluated together, with the related \"student experience\" to be used as a reference for future students regarding \"good\" places to study [101]. Thus, the focus on engagement is usually presented as a market focus. Regarding engagement, several studies have used their own measurement scales. This is the case in the work of [PERSON] and [PERSON], where the Student Experiential and Engagement Value Index (SEVI) is used [74]. In this way, it is evident that the use of different measurement tools, with different approaches to students' experience, can be particularized to the analysis of specific SX factors. Similarly, [PERSON] and [PERSON] have studied how students perceive elements that challenge them to develop skills, awareness, and confidence. To accomplish this, they utilized the NSSE. As a result of their work, information has been provided to improve students' experiences, focused on three categories of high importance: \"Academic experience\"; \"Social experience\", and \"Campus environment\" [76]. [PERSON] et al. studied the perception and engagement of higher education students of and with the various tangible and intangible services provided by their HEIs. For this work, they used the College Student Experiences Questionnaire (CSEQ) [121], which is intended to measure the quality of SX. The findings of this study show that students with disabilities experience less satisfaction with intangible services. This shows how the experience and perceptions of students vary depending on factors inherent to the students' lives [102]. [PERSON] and [PERSON] investigated the factors that influence the institutional commitment (IC) of students, especially in online education. To do this, they relied on the College Persistence Questionnaire (CPQ) [103]. In their work, aspects of students' experiences were identified as predictors of IC [104]. In this way, the existence of a relationship between the SX and the IC is clear. In the work of [PERSON] et al., the development of an SX survey was reported, which highlights the aspects that influence SX. In the authors' words, this survey helps HEIs staff to \"identify the extent to which student engagement is maximized\" [105]. This again shows the relationship between students' experiences and their engagement. [PERSON] and [PERSON] analyzed the importance of student expectations and engagement regarding HEIs during their transition stage. For this, they analyzed the student journey by identifying key touchpoints for online students in transition [89]. The holistic approach to SX has the drawback of being more difficult to assess. As we incorporate more elements to ensure an adequate approach to genuine students' experience, the analysis becomes complex. If we add to this problem the specificity of each student journey, we find ourselves, according to [PERSON], in a situation in which no survey or questionnaire can give a certain account of the genuine experiences of students [97]. [PERSON] and [PERSON], analyzing the value in SX, mention that the student satisfaction measurement should be holistic, and not one dimensional, or analyzed only at the \"end of an experience\" [58]. In their study it was determined that the student-staff partnerships may enhance value in the students' experiences. This statement complements the ideas that we have raised in previous sections, where the interpersonal relationships of students (bothinside and outside the classroom) directly contribute to their engagement and satisfaction.