The road to learning “who am I” is digitized: A study on consumer self‐discovery through augmented reality tools
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Today, digital tools offer multiple avenues for consumers to learn about themselves. Self‐discovery or knowing “who am I” is fundamental to our everyday experience. However, there is a paucity of research that investigates the “how and why” of self‐discovery, made possible by technological advancements. Adopting the theoretical tenets of extended self, possible selves, storied selves, and the twin metaphors of self and identity, we follow a multimethod qualitative approach to explore consumer self‐discovery in the context of AR‐based makeup and grooming apps and filters. We establish a framework for AR‐facilitated self‐discovery by analyzing the data obtained via Netnography and 22 in‐depth interviews. The findings suggest that digital tools enable the discovery of previously unknown facets of the consumers' self‐concept. Theoretically, this study demystifies the process of technology‐enabled self‐discovery, which is related to better life decisions and consumer well‐being. Brands may apply these insights to inculcate the discovery components into the AR design, which can facilitate the adoption of new products. Finally, this study highlights the possible challenges to be avoided to ensure consumer well‐being while using AR‐enabled digital tools.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it