{"id":3494,"date":"2025-06-12T17:37:47","date_gmt":"2025-06-12T17:37:47","guid":{"rendered":"https:\/\/microsites.bournemouth.ac.uk\/etourism-lab\/?p=3494"},"modified":"2025-06-12T17:37:47","modified_gmt":"2025-06-12T17:37:47","slug":"new-paper-published-on-immersive-metaverse-technologies-for-education-and-training-in-tourism-and-hospitality","status":"publish","type":"post","link":"https:\/\/microsites.bournemouth.ac.uk\/etourism-lab\/2025\/06\/12\/new-paper-published-on-immersive-metaverse-technologies-for-education-and-training-in-tourism-and-hospitality\/","title":{"rendered":"New paper published on “Immersive metaverse technologies for education and training in tourism and hospitality”"},"content":{"rendered":"
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Aldawsari, R.<\/a>,\u00a0Buhalis, D.<\/a>\u00a0and\u00a0Roushan, G.<\/a>\u00a0(2025), “Immersive metaverse technologies for education and training in tourism and hospitality”,\u00a0International Journal of Contemporary Hospitality Management<\/a><\/i>,\u00a0 https:\/\/doi.org\/10.1108\/IJCHM-01-2025-0126<\/a><\/p>\n
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Purpose<\/h3>\n
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The purpose of this study is to explore the potential for tourism and hospitality education and training through immersive metaverse learning. This study examines familiarity levels, perceived benefits and challenges and proposes a framework for metaverse adoption in education and training.<\/p>\n<\/section>\n<\/div>\n

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Design\/methodology\/approach<\/h3>\n
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Grounded in Diffusion of Innovation Theory, this qualitative study analyses 45 in-depth interviews with students and academics in Saudi Arabia. The thematic analysis identifies adoption stages and factors influencing metaverse readiness in tourism education.<\/p>\n<\/section>\n<\/div>\n

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Findings<\/h3>\n
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While metaverse can enhance engagement in skill development, it may also include barriers such as accessibility, data privacy and technical readiness. Adoption varies by generation and digital proficiency. Younger students and early-career academics embrace its experiential benefits, while senior academics cite cost, infrastructure and complexity concerns. This study develops a DOI-based framework to evaluate metaverse adoption in tourism education.<\/p>\n<\/section>\n<\/div>\n

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Research limitations\/implications<\/h3>\n
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The findings of this study are context-specific and qualitative. Future research should validate the proposed model across different educational and cultural contexts using longitudinal and mixed-method approaches.<\/p>\n<\/section>\n<\/div>\n

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Practical implications<\/h3>\n
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The metaverse Integration Framework provides actionable guidance for educators, policymakers and institutional leaders. This study supports phased integration, risk mitigation and alignment with governance structures, while addressing issues such as digital equity, funding and compliance.<\/p>\n<\/section>\n<\/div>\n

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Social implications<\/h3>\n
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Metaverse technologies offer opportunities to democratise access to high-quality, immersive education, particularly in under-resourced or remote regions, thereby enhancing employability and workforce resilience.<\/p>\n<\/section>\n<\/div>\n

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Originality\/value<\/h3>\n
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This research contributes to the literature on metaverse adoption in tourism and hospitality training and education by introducing a DOI theory-informed framework. The findings of this study offer theoretical insights that bridge technology adoption models with educational practice, providing a foundation for future digital education and training research.<\/p>\n<\/section>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Aldawsari, R.,\u00a0Buhalis, D.\u00a0and\u00a0Roushan, G.\u00a0(2025), “Immersive metaverse technologies for education and training in tourism and hospitality”,\u00a0International Journal of Contemporary Hospitality Management,\u00a0 https:\/\/doi.org\/10.1108\/IJCHM-01-2025-0126 Purpose The purpose of this study is to explore… Read more » about New paper published on “Immersive metaverse technologies for education and training in tourism and hospitality”<\/span><\/a><\/p>\n","protected":false},"author":327,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-3494","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"acf":[],"_links":{"self":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/etourism-lab\/wp-json\/wp\/v2\/posts\/3494","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/etourism-lab\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/etourism-lab\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/etourism-lab\/wp-json\/wp\/v2\/users\/327"}],"replies":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/etourism-lab\/wp-json\/wp\/v2\/comments?post=3494"}],"version-history":[{"count":1,"href":"https:\/\/microsites.bournemouth.ac.uk\/etourism-lab\/wp-json\/wp\/v2\/posts\/3494\/revisions"}],"predecessor-version":[{"id":3495,"href":"https:\/\/microsites.bournemouth.ac.uk\/etourism-lab\/wp-json\/wp\/v2\/posts\/3494\/revisions\/3495"}],"wp:attachment":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/etourism-lab\/wp-json\/wp\/v2\/media?parent=3494"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/etourism-lab\/wp-json\/wp\/v2\/categories?post=3494"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/etourism-lab\/wp-json\/wp\/v2\/tags?post=3494"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}