The impact of experience quality on customer loyalty: The mediating role of achievement of training and trust, with image of training as a moderating variable

This research examines and validates the theory of service-dominant logic through the co-creation process between service providers and training consumers by investigating the effects of experience quality on customer loyalty. The study posits that the achievement of training and trust mediate the relationship between experience quality and customer loyalty, while the image of the training institution moderates the impact of experience quality on customer loyalty. The population for this study comprises individuals who have participated in and successfully completed training programs organized by the Agency for Technological Assessment and Application (AAAT). Employing non-probability random sampling, a sample of 182 individuals was selected for survey administration. The research model was subsequently tested using SmartPLS. This study reveals that the quality of experience exerts a significant influence on customer loyalty. Furthermore, it identifies that the outcomes of training and the establishment of trust serve as mediators in the relationship between experience quality and customer loyalty. However, the research indicates that the image of the training institution does not moderate the effect of experience quality on customer loyalty. This study offers significant practical implications for marketing management, particularly in understanding the influence of experience quality on customer loyalty. The findings serve as a valuable reference for developing both theoretical and empirical models. This study is the first to advance the service-dominant logic theory by incorporating value-in-use, and it introduces the mediating roles of training achievement and trust, as well as the moderating role of the training institution's image. The research specifically examines the impact of experience quality on customer loyalty among consumers of the AAAT training institution.