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2. Experience Staging

Effects of each of the

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Unformatted text preview: estigation of the effect of well- staged immediate experiences on transformational outcomes would seem to be an important topic. For example, can experience be so fully engaging or demanding that participants fail to notice that outcomes may be generalized to other settings? This issue of generalizing learning outcomes from speciྰc recreation encounters to more generalized spheres of life has been of particular interest in the challenge initiative literature (e.g., Miles & Priest, 1999) and in therapeutic applications of recreation (e.g., Wise, Ellis, & Trunnell, 2002). The role of intrinsic motivation and perhaps other motivation models in the co- creation of experiences is another area of research indicated by the model. The model, of course, implies that artistic and technical performance elements interact with a participant’s motivational state to determine experience. Perhaps investigation of this interaction effect will yield increases to the modest effect sizes that are so often reported in studies of the effect of staging strategies on speciྰc emotional and motivational states. An additional area of needed inquiry is explication of the speciྰc nature of experience outcomes. In this paper, our approach has been to refer to experience in a very broad range of phenomena: motivational and emotional states. We have not advocated for a speciྰc typology of such states that could be expected to co- vary with the technical and artistic performance factors in the model. As noted previously in this paper, numerous emotional, motivational, and attentional states have been the focus of investigations in parks, recreation, and tourism. Pine and Gilmore (1999) imply that two dimensions of outcomes are most centrally relevant to their construction of experience: absorption and immersion. Research is needed to signiྰcantly narrow the enormously broad parameters established through our reference to motivational and e...
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