Purpose The use of “special events” as an attractor for destinations in the smart tourism paradigm has been suggested as one element of an effective destination strategy. This study aims to create new understandings of this potentiality by exploring an event from a participant perspective in smart tourism contexts by creating a model integrating factors impacting the smart event experience. Design/methodology/approach The authors conducted five online focus groups by using Facebook secret groups to engage spectators of an international sports event. Discussions focussed on the digital event experience with particular reference to the event app. A subsequent interpretative phenomenological analysis facilitated the examination of how people make sense of this digital phenomenon and the impact on the overall event experience. Findings The findings demonstrate an increasing demand for real-time event integrative information, with more immersive and augmented experiences often sought by users. This has significant implications for the management of the digital event experience for all event stakeholders. Research limitations/implications This study is limited in its analysis of the smart event experience because of the use of a purposive sample from the International NW200 Event in Northern Ireland, which may limit the generalisability of research findings. Originality/value The study therefore, meets a critical gap in existent literature by providing the first event experience model in a smart tourism context and presenting the interlocking elements through the 4P’s (people, processes, personalisation and places) and 7R’s (rituals, realms, realities, renewal, review, relational and resourcing) of digital event experience.
Purpose Advances in artificial intelligence (AI) natural language processing may see the emergence of algorithmic word of mouth (aWOM), content created and shared by automated tools. As AI tools improve, aWOM will increase in volume and sophistication, displacing eWOM as an influence on customer decision-making. The purpose of this paper is to provide an overview of the socio technological trends that have encouraged the evolution of informal infulence strategies from WOM to aWOM. Design/methodology/approach This paper examines the origins and path of development of influential customer communications from word of mouth (WOM) to electronic word of mouth (eWOM) and the emerging trend of aWOM. The growth of aWOM is theorized as a result of new developments in AI natural language processing tools along with autonomous distribution systems in the form of software robots and virtual assistants. Findings aWOM may become a dominant source of information for tourists, as it can support multimodal delivery of useful contextual information. Individuals, organizations and social media platforms will have to ensure that aWOM is developed and deployed responsibly and ethically. Practical implications aWOM may emerge as the dominant source of information for tourist decision-making, displacing WOM or eWOM. aWOM may also impact online opinion leaders, as they may be challenged by algorithmically generated content. aWOM tools may also generate content using sensors on personal devices, creating privacy and information security concerns if users did not give permission for such activities. Originality/value This paper is the first to theorize the emergence of aWOM as autonomous AI communication within the framework of unpaid influence or WOM. As customer engagement will increasingly occur in algorithmic environments that comprise person–machine interactions, aWOM will influence future tourism research and practice.
The purpose of this paper is to develop a framework for enhancing student engagement through active learning and design thinking workshops online. The COVID-19 pandemic has increased the need for digital engagement exponentially, yet the important experiences of collaborative and active learning (AL) have become more challenging to facilitate and support in circumstances of remote access during classes. As such, design thinking (DT) online presented a unique opportunity to explore this collaborative approach to engaging in user-centred design and design innovation. To explore a specific curriculum design dilemma and validate the methodology adopted, online DT workshops were conducted with two different cohorts of students toward co-creating more student-centred forms of learning in two digital marketing (DM) courses. The approach was guided by the POLARIS active learning framework to embed the framework’s seven perspectives (Purpose, Objectives, Learning landscape, Activities and assessment, Resources, Inter-relation with stakeholders, and Student engagement) which were considered to better enhance student engagement in an online learning environment. Using the framework proposed, which additionally integrates Quadruple Helix Model (QHM) actors, would facilitate further DT innovation towards co-creating new value in digital marketing pedagogy, curriculum design, and beyond.
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