PL EN


Preferencje help
Widoczny [Schowaj] Abstrakt
Liczba wyników
2022 | z. 159 Human Resource Management - Current Issues and Challenges = Zarządzanie zasobami ludzkimi - aktualne Problemy i wyzwania | 215--228
Tytuł artykułu

Perception of Pandemic Illustrations in the Times of Homo Videns and Heightened Health Risks

Warianty tytułu
Języki publikacji
EN
Abstrakty
EN
Purpose: The objective of the article is to verify the degree of fulfilment (in the perception of recipients) of individual functions of pandemic illustrations. Secondly, the objective is to establish to what extent pandemic illustrations involve all modules of the so-called experience economy. Design/methodology/approach: As part of the research procedure, a CAWI questionnaire was used, and the study covered a representative sample of 1 000 adult Poles. The conclusions were related to the changes in the impact on the perception of homo videns during times of covid, which is particularly important in the conditions of current pro-health campaigns. Findings: The potential of pandemic illustrations has not been fully exploited. Pandemic illustrations fulfill a preventive function, i.e. they have a functional meaning. The deficits concern not only the use of the pandemic illustration functions, but also the experience modules they represent. Research limitations/implications: Survey research according to a questionnaire developed by the authors. No comparison possible, because pandemic illustrations only appeared in connection with COVID-19. Practical implications: Illustrations should find wider use in economic sciences due to their impact on the speed of acquiring knowledge, motivation and stimulating creativity. Social implications: Pandemic illustrations will generate not only economic but also sociocultural value in the form of: aesthetic, spiritual, social, historical, symbolic and authentic values. Originality/value: The research issues undertaken regarding pandemic illustrations include influencing their recipients through strategic experience modules (sensory module, emotional module, intellectual module, behavioural module and relational module).(original abstract)
Twórcy
autor
  • University of Economics in Katowice
  • University of Economics in Katowice
Bibliografia
  • 1. Avgerinou, M.D., Pettersson, R. (2011). Toward a Cohesive Theory of Visual Literacy. Journal of Visual Literacy, vol. 30, no. 2, pp. 1-19.
  • 2. Barsky, R.F.T., Kimball, J.M., Shapiro, M. (1997). Preference parameters and behavioral heterogeneity: an experimental approach in the health and retirement study. Quarterly Journal of Economics, 112(2), pp. 537-579.
  • 3. Beck, U. (2007). Weltrisikogesellschaft. Auf der Suche nach der verlorenen Sicherheit. Frankfurt am Main: Suhrkamp Verlag.
  • 4. Bourdieu, P. (1984). Distinction: a Social Critique of the Judgement of Taste. Routledge.
  • 5. Braden, R.A. (1993). Twenty-Five Years of the Visual Literature Research. Visual Literacy in the Digital Age: Selected Readings from the Annual Conference of the International Visual Literacy Association, 25rh, Rochester, New York, 13-17.10.1993, pp. 1-16.
  • 6. Cachero-Martinez, S., Vazquez-Casielles, R. (2017). Simulating Curiosity and Consumer Experience in a Retailer. American Journal of Industrial and Business Management, vol. 7, no. 4, pp. 473-486. https://www.scirp.org/html/11-2120929_75723.htm?pagespeed= noscript.
  • 7. Charness, G., Gneezy, U. (2012). Strong Evidence for Gender Differences in Risk-Taking. Journal of Economic Behaviour and Organization, vol., 83, iss. 1, June, pp. 50-58.
  • 8. Chłopicki, W., Brzozowska, D. (2021). Sophisticated humor against COVID-19: the Polish case. HUMOR, 34(2), pp. 201-227, https://doi.org/10.1515/humor-2021-0015.
  • 9. Cobey, K.D., Laan F., Stulp, G. (2013). Sex Differences Risk-Taking Behaviour among Dutch Cyclists. Evolutionary Psychology, April. https://doi.org/10.1177/ 147470491301100206.
  • 10. Dawkins, R. (1996). Selfish Gene. Warsaw: Prószyński i S-ka.
  • 11. Dohmen, T., Falk, A., Golsteyn, B., Hoffman, D., Sunde, U. (2018). Identifying the effect of age on willingness to take risk.
  • 12. Dohmen, T., Falk, A., Huffman, D., Sunde, U., Schupp, J., Wagner, G. (2011). Individual risk attitudes: Measurements, determinants and behavioural consequences. Journal of the European Economic Association, 9(3), pp. 50-52.
  • 13. Duchastel, P.C. (1978). Illustrating Instructional Text. Educational Technology, November.
  • 14. Ejgierd, N.P. (2010). Visual culture and education. Poznań: Transit Foundation.
  • 15. Eliasson, G., Foelster, S. (1990). The Knowledge-Based Information Economy. In: G. Eliasson. The Role of Knowledge in Economic Growth. Stockholm: IU.I.
  • 16. Flecha Ortiz, J., Santos Corrada, M., Lopez, E., Dones, V. (2021). Analysis of the use of memes as an exponent of collective coping during COVID-19 in Puerto Rico. Media International Australi, Vol. 178(1), pp. 168-181. doi: 10.1177/1329878X20966379.
  • 17. Gagne, E. (1985). The Cognitive Psychology of School Learning. Boston: Little, Brown and Company.
  • 18. Galea, S., Merchand, R.M., Lurie, N. (2020). The Mental Health Consequences of COVID-19 and Physical Distancing. The Need for Prevention and Early Intervention. JAMA, Internal Medicine, 180(6), pp. 817-818.
  • 19. Gálik, S. (2017). Influence of cyberspace on changes in contemporary education. Communication Today, Vol. 8, No. 1.
  • 20. Glaveanu, V.P., de Saint Laurent, C. (2021). Social Media Responses to the Pandemic: What Makes a Coronavirus Meme Creative. Front. Psychol. https://doi.org/10.3389/ fpsyg.2021.569987.
  • 21. Hussein, A.T., Aljamili, L.N. (2020). COVID-19 humor in Jordanian social media: A socio-semiotic approach. Heliyon, 6, pp. 2-12. https://doi.org/10.1016/j.heliyon.2020.e05696.
  • 22. Izard, C. (1991). The Psychology of Emotions. New York: Plenum.
  • 23. Jezierska, Z. (2020). The Cognitive and Emotional Characteristics of Memes Created at the Initial Stage of the Coronavirus Pandemic in 2020. Fabrica Societatis, No. 3, pp. 190-209. https://doi.org/10.34616/129172.
  • 24. Jones, B.F., Pierce, J., Hunter, B. (1989). Teaching students to construct graphic representations. Educational Leadership, Dec. 1988/Jan. 1989, pp. 20-25.
  • 25. Lemke, J.L. (1997). Cognition, Context, and Learning: A Social Semiotic Perspective. In: D. Kirshner, J.A. Whison (Eds.), Situated Cognition: Social, semiotic and psychological Perspectives. Mahwah, N.J.: Lawrance Erlbaum Associates.
  • 26. Lindstroem, M. (2005). Brand Sense. Build Powerful Brands through Touch, Taste, Smell, Sight, and Sound. New York: Free Press. https://doi.org/10.1108/sd.2006.05622bae.001.
  • 27. Lui, S., Lithopoulos, A., Zhang, Ch.-Q., Garcia-Barrera, Rhodes, R.E. (2021). Personality and perceived stress during COVID-19 pandemic: Testing the mediating role of perceived threat and efficacy. Personality and Individual Differences, vol. 168/, 11035. https://doi.org/10.1016/j.paid.2020.110351.
  • 28. Nelson, J.A. (2016). Not-So-Strong Evidence for Gender Differences in Risk Talking. Feminist Economics, vol. 22, iss. 2, pp. 114-142. https://doi.org/10.1080/ 13545701.2015.1057609.
  • 29. Plutchnik, R. (1980). Emotion: A Psychoevolutionary Synthesis. New York: Harper and Row. https://doi.org/10.1016/B978-0-12-558701-3.50007-7.
  • 30. Prokofiewa, N., Szczegłowa, J. (2021) Memes About Socially Significant Events as an Instrument for Social Consolidation. Press books, vol. 64, no. 3(247), pp. 9-27. https://doi.org/10.4467/22996362PZ.21.017.13882.
  • 31. Reckwitz, A. (2017). Discovering creativity. On the process of social aestheticization. Warsaw: National Cultural Center.
  • 32. Roberts, C., Zeegen, L. (2016). Fifty Years of Illustration, UK.
  • 33. Schmitt, B.H. (1999). Experiential Marketing: How to Get Customers to Sense, Feel, Think, Act and Relate to your Company and Brands. New York: Free Press.
  • 34. Schmitt, B.H. (2010). Experience Marketing: Concepts, Frameworks and Consumer Insights. Foundations and Trends in Marketing, vol. 5, no. 2, pp. 55-112. http://dx.doi.org/10.1561/1700000027.
  • 35. Schnetter, B. (2008). Towards visual sociology. Qualitative Sociology Review - Polish edition of Qualitative Sociology Review, vol. 4, no. 3, pp. 116-142.
  • 36. Stanisławski, R. (2017). Triangulation of research techniques in management science. Organization and Management, no. 4(178), pp. 103-120.
  • 37. Szulich-Kałuża, J. (2021). Visual Metaphors of the COVID-19 Pandemic in Internet Memes. Annals of Cultural Studies, vol. 12, no 3, pp 35-56. https://doi.org/10.18290/ rkult21123-2.
  • 38. Toth, M.A. (1980). Figures of thought. The use of diagrams in teaching sociology. Teaching Sociology, 7, pp. 409-424. https://doi.org/10.2307/1316973.
  • 39. Tracy, J.L., Robins, R.W. (2004). Show Your Pride: Evidence for a Direct Emotion Expression. Psychological Science, 1 March 2004, https://doi.org/10.1111/j.0956-7976.2004.01503008.x.
  • 40. Tynan, C., McKechnie, S. (2009). Experience marketing: a review and reassessment. Journal of Marketing Management, vol. 25, iss. 5-6, pp. 501-517. https://www.tandfonline.com/doi/abs/10.1362/026725709X461821.
  • 41. Winn, W. (1987). Charts, Graphs, and Diagrams in Educational Materials. The Psychology of Illustration, vol. 1. New York: Springer-Verlag, pp. 152-198.
  • 42. Zimbardo, P.G., Johnson, R.L., McCann, V. (2016). Schluesselkonzepte der Psychologie. Halbergmoos: Pearson.
Typ dokumentu
Bibliografia
Identyfikatory
Identyfikator YADDA
bwmeta1.element.ekon-element-000171658718

Zgłoszenie zostało wysłane

Zgłoszenie zostało wysłane

Musisz być zalogowany aby pisać komentarze.
JavaScript jest wyłączony w Twojej przeglądarce internetowej. Włącz go, a następnie odśwież stronę, aby móc w pełni z niej korzystać.