本研究旨在探討英語補習班學生在三階段顧客旅程中的價值共創行為及其對忠誠度的影響。隨著教育服務強調顧客體驗，補習班服務具高度互動性與信任基礎，學生不再只是單純知識接受者，而是與業者共同創造價值的參與者。研究採取混合研究方法，透過問卷調查蒐集資料，並結合對高中英文補習學生之深度訪談，運用主題式分析法對訪談資料進行質性歸納，並與問卷結果交叉分析。分析結果顯示，在報名決策階段，學生主要透過親友推薦、試聽課等方式介入，對課程內容提出需求以增進信任；在課堂體驗階段，學生積極表達學習需求、參與課堂討論並與同儕互動，協助補習班即時調整教學內容，反映出課堂氛圍融洽且資源充足；在考試與課後階段，學生仍與補習班保持情感連結，例如將師資視為朋友、回訪母校分享經驗，或介紹同學報名。研究並發現，價值共創行為的參與程度與學生忠誠度呈正向關係，參與度較高的學生較傾向推薦補習班並持續選擇該服務。本研究的學術貢獻在於將顧客旅程與服務主導邏輯引入教育服務領域，揭示補教業學生參與互動的新角色與關鍵接觸點；實務上則建議補習班以學生為中心重新設計整體服務流程，強化資訊透明度與互動機制，藉此提升教學成效與學生忠誠度。

This study examines English cram school (tutoring center) students’ value co-creation behaviors across a three-stage customer journey and their impact on student loyalty. Education services place high emphasis on customer experience and are inherently interactive and trust-based; thus, students are not mere recipients of knowledge but active co-creators of educational value. Specifically, the study investigates co-creation behaviors at each phase of the journey: pre-enrollment (decision-making), in-class learning, and post-course stages. A mixed-methods approach was adopted, combining a structured questionnaire survey of high-school English cram students with in-depth interviews. Interview transcripts were thematically analyzed and integrated with survey findings to provide a comprehensive understanding of students’ co-creation behaviors.
Findings show that at the enrollment stage, students primarily engage through referrals from family/friends and trial lessons, often articulating their learning needs or course preferences to build confidence. In the classroom learning stage, students actively express needs, participate in discussions, and collaborate with peers; these behaviors enable the cram school to adjust teaching content and methods in real time, resulting in generally positive classroom atmosphere and abundant learning resources. At the examination/post-course stage, many students maintain emotional connections with the institution (for example, treating instructors as friends, returning to share experiences) and advocate for the school by recommending it to others.
Moreover, both interview and survey data indicate a positive relationship between co-creation frequency and loyalty. Students who frequently engage in co-creation activities (such as providing feedback or suggestions) are more likely to recommend the cram school and continue enrolling in its courses, as confirmed by a significant positive correlation between co-creation and loyalty measures. Theoretically, this research applies customer journey and service-dominant logic perspectives to the education context, revealing the evolving role of students as co-producers of educational value and identifying key touchpoints in the tutoring process. Practically, it suggests that cram schools should design student-centered service processes and interactive mechanisms (e.g. transparent information sharing and flexible resource arrangements) to facilitate co-creation, thereby improving learning outcomes and fostering long-term student loyalty.

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