Purpose
This paper aims to research, identify and discuss the benefits and overall role of big data and artificial intelligence (BDAI) in the tourism sector, as this is depicted in recent literature.
Design/methodology/approach
A systematic literature review was conducted under the McKinsey’s Global Institute (Talwar and Koury, 2017) methodological perspective that identifies the four ways (i.e. project, produce, promote and provide) in which BDAI creates value. The authors enhanced this analysis methodology by depicting relevant challenges as well.
Findings
The findings imply that BDAI create value for the tourism sector through appropriately identified disseminations. The benefits of adopting BDAI strategies include increased efficiency, productivity and profitability for tourism suppliers combined with an extremely rich and personalized experience for travellers. The authors conclude that challenges can be bypassed by adopting a BDAI strategy. Such an adoption will stand critical for the competitiveness and resilience of existing established and new players in the tourism sector.
Originality/value
Besides identifying the benefits that BDAI brings in the tourism sector, the research proposes a guidebook to overcome challenges when introducing such new technologies. The exploration of the BDAI literature brings important implication for managers, academicians and consumers. This is the first systematic review in an area and contributes to the broader e-commerce marketing, retailing and e-tourism research.
Abstract. Research on collaborative learning has emphasized the need for providing flexible yet supportive tools to teachers in order to design collaborative learning tasks. In our work we present a next step in our pattern-based approach demonstrating how educators' ideas can provide the basis for adaptation patterns which, in turn, can be expressed in IMS-LD modeling language. In this paper we present representative and selective design case studies exemplifying the implementation of the core specification of an Adaptation Pattern (Input, Rules, Model and Output) on the basis of using tools compliant to IMS-LD. We analyze what is necessary for implementing an adaptation pattern and discuss the benefits of the pattern-based approach. Finally, we highlight what issues would be important toward integrating the adaptation pattern capabilities in LD compliant tools for collaborative learning design.
The public sector, private firms, business community, and civil society are generating data that are high in volume, veracity, and velocity and come from a diversity of sources. This type of data is today known as big data. Public administrations pursue big data as “new oil” and implement data-centric policies to collect, generate, process, share, exploit, and protect data for promoting good governance, transparency, innovative digital services, and citizens’ engagement in public policy. All of the above constitute the Government Big Data Ecosystem (GBDE). Despite the great interest in this ecosystem, there is a lack of clear definitions, the various important types of government data remain vague, the different actors and their roles are not well defined, while the impact in key public administration sectors is not yet deeply understood and assessed. Such research and literature gaps impose a crucial obstacle for a better understanding of the prospects and nascent issues in exploiting GBDE. With this study, we aim to start filling the above-mentioned gaps by organizing our findings from an extended Systematic Literature Review into a framework to organise and address the above-mentioned challenges. Our goal is to contribute in this fast-evolving area by bringing some clarity and establishing common understanding around key elements of the emerging GBDE.
The public sector, private firms, business community, and civil society are generating data that is high in volume, veracity, velocity and comes from a diversity of sources. This kind of data is known as big data. Public Administrations (PAs) pursue big data as “new oil” and implement data-centric policies to transform data into knowledge, to promote good governance, transparency, innovative digital services, and citizens’ engagement in public policy. From the above, the Government Big Data Ecosystem (GBDE) emerges. Managing big data throughout its lifecycle becomes a challenging task for governmental organizations. Despite the vast interest in this ecosystem, appropriate big data management is still a challenge. This study intends to fill the above-mentioned gap by proposing a data lifecycle framework for data-driven governments. Through a Systematic Literature Review, we identified and analysed 76 data lifecycles models to propose a data lifecycle framework for data-driven governments (DaliF). In this way, we contribute to the ongoing discussion around big data management, which attracts researchers’ and practitioners’ interest.
Abstract. In this article we present a framework for the integration of external and independent software components into IMS-LD (Learning Design) based courses that cater for adaptivity. Our framework comprises a design specification and an implementation of adaptations in CSCL (computer-supported collaborative learning) oriented and standards based architecture. The architecture allows combining existing research on explicit representations of collaborative learning processes (i.e. learning designs) with the availability of existing and tested collaborative learning tools (e.g. a forum in a virtual learning environment (VLE), an agent, a service or even a software component that provides a specific functionality). The architecture allows controlling the learning tools either by a human or a pedagogical agent and thus enables adaptive interventions to the flow of the learning activity. A mediator component is the key element in the proposed architecture. To prove the soundness of the architecture and the flexibility of its implementation example scenarios are illustrated. In these scenarios IMS-LD based modeling and Coppercore engine are used to implement adaptations by setting IMS-LD properties according to input from an external Moodle forum tool. The whole process is mediated by an integration component provided to the teacher as a Moodle resource. Finally, we highlight what would be important issues toward integrating the adaptation pattern capabilities in IMS-LD compliant tools for collaborative learning design.
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