Cultural tourism is regarded as a key contributor for economic growth in various destinations. While increasing awareness and interest of different cultures play a key role, technology has made information and interaction at these sites more accessible and engaging. An increasing amount of research is being conducted around the potential and implementation of AR and VR technology to enhance the visitor experience. However, limited theoretical knowledge has been developed on how these need to be designed to facilitate forming memorable experiences at cultural tourism sites. This study discusses elements affecting the visitor experience and discusses how AR and VR should be designed to contribute to enhancing the experience and making it memorable from a theoretical perspective. Further research recommendations are outlined that suggest the use of complementing research methodologies to better understand the nature of experiences in order to design AR and VR application more purpose-specifically.
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In this research, we investigate consumer responses to technology-enhanced storytelling marketing via augmented digital humans in two different contexts. We test the role of an augmented digital human stimulus as a moderator for storytelling satisfaction in a technology-enhanced retail complex. Building on visual perception theory and information processing theory, the findings from our study reveal sequential links between the four realms of experience economy theory in a mixed reality environment and subsequent effects on storytelling satisfaction, which in turn are boosted by digital human storytelling. Overall, our findings reveal that digital human storytelling is an effective long-term marketing strategy in technology-enhanced environments.
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Teacher knowledge guides a teacher's behaviour in the classroom. Teacher knowledge for technology education is generally assumed to play an important role in affecting pupils' learning in technology. There are an abundant number of teacher knowledge models that visualise different domains of teacher knowledge, but clear empirical evidence on how these domains interact is lacking. Insights into the interaction of teacher knowledge domains could be useful for teacher training. In this study, the hypothesised relations between different domains of teacher knowledge for technology education in primary schools were empirically investigated. Subject matter knowledge, pedagogical content knowledge, attitude, and self-efficacy were measured with tests and questionnaires. Results from a path analysis showed that subject matter knowledge is an important prerequisite for both pedagogical content knowledge and self-efficacy. Subsequently, teachers' self-efficacy was found to have a strong influence on teachers' attitude towards technology. Based on the findings in this study, it is recommended that teacher training should first of all focus on the development of teachers' subject matter knowledge and pedagogical content knowledge. This knowledge will positively affect teachers' confidence in teaching and, in turn, their attitude towards the subject. More confidence in technology teaching and a more positive attitude are expected to increase the frequency of technology education, which consequently increases teaching experience and thereby stimulates the development of teachers' pedagogical content knowledge. This circle of positive reinforcement will eventually contribute to the quality of technology education in primary schools.
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