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Competencies and Values for Education 4.0
Published in Manpreet Singh Manna, Balamurugan Balusamy, Kiran Sood, Naveen Chilamkurti, Ignisha Rajathi George, Edutech Enabled Teaching, 2023
In this automated ecosystem, concepts transacted to learners deem to develop their skills of analyzing, critical thinking, and synthesizing to craft a new piece of knowledge with the smithereens of relevant topics presented to them (Heinrichs, 2016; Watulak et al., 2011). Students develop the skills not only to skim the semantic content text but also to scan latent meanings underpinning the concept (Ananiadou & Claro, 2009). The interactive association of the facilitator and learner with the technology, to incorporate the participatory culture is advancing (Jenkins et al., 2009). Remote access to virtual classes on social media and mobile teaching has motivated education stakeholders to synchronize with digital proficiency. Along with classroom transition of knowledge, teachers need to upgrade their learner's technological competencies.
Augmenting Emerging Hospitality Services: A Playful Immersive Experience to Foster Interactions among Locals and Visitors
Published in International Journal of Human–Computer Interaction, 2023
Catia Prandi, Valentina Nisi, Chiara Ceccarini, Nuno Nunes
As the world becomes increasingly interconnected, new and emerging technologies shape the landscape of tourism and hospitality (Azouri et al., 2016; Momani, 2012). The hospitality sector’s core competency is all about creating connections (connecting people, places and cultures), and emerging trends in information and communication technology (ICT) can play a crucial role (Hughes & Moscardo, 2019; Sharma et al., 2021). Indeed, the widespread diffusion of mobile devices has provided new opportunities to access multiple sources of information in a ubiquitous, location-based and continuously connected fashion, changing the way we experience tourism-related services (Cuomo et al., 2021; Karanasios et al., 2015; Kim & Kim, 2017). All this information exchange is leveraged by a participatory culture that underlies practices such as user-generated content, social media sharing and creation, and crowdsourcing (Briciu & Briciu, 2020; Phi & Dredge, 2019; Tomaž & Walanchalee, 2020). The digital exchange of information not only impacts how people plan a trip, but also provides emerging opportunities in how we access tourism services (Cuomo et al., 2021). In this light, the tourism and hospitality sector is embracing extended reality and immersive technologies, including virtual reality (VR) and augmented reality (AR), offering innovative services and playful experiences, both in situ (exploiting location-based technologies) or remotely. These experiences provide virtual representations of touristic places, with the final aim to increase the likelihood to physically visit such sites in the future (Chirisa et al., 2020; Dionisio et al., 2018; Jarratt, 2020; Kwok & Koh, 2020; Loureiro et al., 2020; Rahimizhian et al., 2020; Škola et al., 2020). Extended reality can, in fact, facilitate tourists in accessing valuable information and increasing their knowledge about touristic destinations while enhancing the tourist experience with different level of entertainment, such as playfulness, inspiration, liveliness, collectivity and surprise (García-Crespo et al., 2009; Kounavis et al., 2012; Olsson et al., 2013). While such immersive technologies have been strongly exploited in the Cultural Heritage context, they have not been explored as extensively in the context of hospitality services.