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Purpose This study aims to investigate the impact of virtual tours on the engagement and travel intentions of older adults, emphasizing the role of emotional and informative content. It aims to enhance travel confidence and reduce stress among older travelers, fostering inclusive tourism through advanced avatar technology. Design/methodology/approach Using two between-subjects experiments, this research compares the effects of emotion-driven and knowledge-centric virtual tours on older adults. It explores the mediating role of travel confidence and stress reduction, along with the moderating influence of positive psychological cues on engagement and travel intentions. Findings The results highlight the potential of technology in promoting inclusive tourism. Emotionally engaging virtual tours significantly increase travel intentions among older adults by boosting confidence and alleviating stress, with positive psychological cues enhancing these effects. Practical implications This study offers valuable insights for tourism industry stakeholders by suggesting the development of avatar-based virtual tours tailored to the emotional and cognitive needs of older travelers. This approach could create more accessible and satisfying tourism experiences for older travelers. Originality/value This study extends the socioemotional selectivity theory to the realm of metaverse travel, providing a novel perspective on the emotional and cognitive engagement of older adults in the metaverse. This underscores the importance of inclusive technology in addressing the needs of older travelers.
Purpose This study aims to investigate the impact of virtual tours on the engagement and travel intentions of older adults, emphasizing the role of emotional and informative content. It aims to enhance travel confidence and reduce stress among older travelers, fostering inclusive tourism through advanced avatar technology. Design/methodology/approach Using two between-subjects experiments, this research compares the effects of emotion-driven and knowledge-centric virtual tours on older adults. It explores the mediating role of travel confidence and stress reduction, along with the moderating influence of positive psychological cues on engagement and travel intentions. Findings The results highlight the potential of technology in promoting inclusive tourism. Emotionally engaging virtual tours significantly increase travel intentions among older adults by boosting confidence and alleviating stress, with positive psychological cues enhancing these effects. Practical implications This study offers valuable insights for tourism industry stakeholders by suggesting the development of avatar-based virtual tours tailored to the emotional and cognitive needs of older travelers. This approach could create more accessible and satisfying tourism experiences for older travelers. Originality/value This study extends the socioemotional selectivity theory to the realm of metaverse travel, providing a novel perspective on the emotional and cognitive engagement of older adults in the metaverse. This underscores the importance of inclusive technology in addressing the needs of older travelers.
This study investigates how engagement (E), foreign language enjoyment (FLE), and ambiguity tolerance (AT) exert mediation/moderation in metaverse-based foreign language learning (FLL). Featuring augment/simulation-based experiences and self-fulfillment/external-control-oriented mechanics, metaverse provides virtualized interactive circumstances involving individuals’ embodied presence/behaviors, aligning with FLL that emphasizes social interaction. Based on the quantified survey data, partial least squares structural equation modeling (PLS-SEM) analyses investigate the significance and positivity of the mediation/moderation relations. According to the results, E exerts fully positive mediation in the effect of intrinsic motivation (IM) on learning effectiveness (LE), FLE exerts partially positive mediation in the effect of classroom social climate (CSC) on E, and AT exerts negative moderation in the positive effect of E on LE. Notably, FLE exerts insignificant mediation in the effect of growth mindset (GM) on E. Therefore, efficient metaverse-based FLL requires synergies of affective factors, i.e., intrinsic motivation, perceptions of classroom social climate, moderate degrees of ambiguity tolerance, and engagement, for sustainable and long-term language learning progress in virtual interactive experiences. At the theoretical level, the findings extend the FLL-related models and advance the understanding of FLL. At the practical level, the findings provide references for more efficient metaverse implementations in FLL.
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