ICT and gamified learning in tourism education: a case of South African secondary schools

Tourism is often introduced as a subject in formal education curricula because of the increasing and significant economic contribution of the tourism industry to the private and public sector. This is especially the case in emerging economies in Asia and Africa (Hsu, 2015; Mayaka & Akama, 2015; Cuffy et al., 2012). Tourism in South Africa – which is the geographical setting of this research – is recognised as a key economic sector. At secondary level, tourism has been widely introduced at schools throughout South Africa since 2000 and has experienced significant growth (Umalusi, 2014). Furthermore, information and communication technology (ICT) has rapidly penetrated public and private sectors of the country. ICT affords novel opportunities for social and economic development, and this has especially been observed in the fields of both tourism and education (Anwar et al., 2014; Vandeyar, 2015). Yet, the many uses and implications of ICT for tourism education in South Africa are unclear and under-theorised as a research area (Adukaite, Van Zyl, & Cantoni, 2016). Moreover, engagement has been identified as a significant indicator of student success in South Africa (Council for Higher Education, 2010). Lack of engagement contributes to poor graduation rates at secondary and tertiary institutions in South Africa (Strydom et al., 2010; Titus & Ng’ambi, 2014). A common strategy to address lack of student engagement is introducing game elements into the learning process: the so-called gamification of learning (Kapp, 2012). The majority of research in this field has been conducted in more economically advanced and developed regions, and there is a paucity of research in emerging country contexts. It is argued that gamification can be effectively utilised also in these contexts to address learner engagement and motivation. This study aims to contribute in this respect: firstly, by investigating the extent to which ICT supports tourism education in South African high schools through the lenses of Technology Domestication Theory (Habib, 2005; Haddon, 2006) and Social Cognitive Theory (Bandura, 1977). Secondly, the study aims to examine gamified learning acceptance within tourism education in a developing country context. The research assimilates three separate studies. Study 1. The Role of Digital Technology in Tourism Education: A Case Study of South African Secondary Schools The study was designed as an exploratory analysis, based on 24 in-depth interviews (n=24) with high school tourism teachers and government officials. An analysis reveals that teachers recognize ICT as essential in exposing students to the tourism industry. This is especially the case in under-resourced schools, where learners do not have the financial means to participate in tourism activities. However, ICT is still limited in its integration as a pedagogical support tool. The major obstacles toward integration include: technology anxiety, lack of training, availability of resources, and learner resistance to use their personal mobile devices. Study 2. Raising Awareness and Promoting Informal Learning on World Heritage in Southern Africa. The Case of WHACY, a Gamified ICT-enhanced Tool The goal of the study was to present the World Heritage Awareness Campaign for Youth (WHACY) in Southern Africa. A campaign was dedicated to raise awareness and foster informal learning among Southern African youth about the heritage and sustainable tourism. The campaign employed an online and offline gamified learning platform, which was supported by a dedicated website, Facebook page, wiki and offline materials. In one year of operation the campaign reached more than 100K audience. For the evaluation of the campaign, a mixed methods approach was used: focus groups with students (n=9), interviews (n=19) and a survey with teachers (n=209). The study attempted to assess user experience in terms of engagement and conduciveness to learning and explored the possibility of a gamified application to be integrated into the existing high school tourism curriculum. The perspectives of South African tourism students and teachers were here considered. Study 3. Teacher perceptions on the use of digital gamified learning in tourism education: The case of South African secondary schools. The study is quantitative in nature and investigated the behavioural intention of South African tourism teachers to integrate a gamified application within secondary tourism education. Data collected from 209 teachers were tested against the research model using a structural equation modelling approach. The study investigated the extent to which six determined predictors (perceptions about playfulness, curriculum relatedness, learning opportunities, challenge, self-efficacy and computer anxiety) influence the acceptance of a gamified application by South African tourism teachers. The study may prove useful to educators and practitioners in understanding which determinants may influence gamification introduction into formal secondary education

E-learning on tourism destinations. The case of Ticino Switzerland Travel Specialist course

While Information and Communication Technologies have offered Destination Management Organizations the possibility of reaching tourists and prospects in a direct way, dis-intermediating such communication, they can also provide a suitable platform for involving travel agents and better preparing them to sell a specific destination through ad-hoc designed e-learning courses. This paper presents one such online course –Ticino Switzerland Travel Specialist (TSTS)– published by the tourism office of Ticino, a Swiss canton, in order to train travel agents on the destination itself. While the goals and structure of the course are briefly outlined, the evaluation process is described in detail, especially when it comes to the experiences and perspectives of participants. Results show that e-learning courses play an important role in the different strategies used by professionals in order to obtain knowledge about a destination and that those who finish the course and getthe TSTS certificate are more likely to study in the office, also investing working hours. As a consequence of doing the course, more than half the participants visited the destination’s official website, discussed the destination itselfwith their colleagues, and suggested the course to colleagues

Religious Pilgrimage: Experiencing Places, Objects and Events

This article explores the concept of the Eventization of faith (Pfadenhauer, 2010) through application of three case studies, to identify learning that might be applied to a traditional pilgrimage destination, such as Jerusalem. This Holy City is held sacred by the three Abrahamic religions, and faith-based tourism is central both to the Holy Land and to the city of Jerusalem (Leppakari & Griffin, 2017). This paper builds on research that identifies processes and models that provide insight into the developing concept of the eventization of faith. The work examines outcomes from three different perspectives: - The impact of traditional church-led pilgrimages to places in the Holy Land, on participants and their local church communities. - The successful eventization of the Lindisfarne Gospels as part of their release to Durham University in 2013, and the impact on local historical, cultural and religious identity and heritage (Dowson, 2019). - The shared pilgrimage experience of thousands of Christian women participating in the annual Cherish Conference in Leeds, Yorkshire, held in a secular event venue (Dowson, 2016). In analysing these three case study examples, this paper aims to identify factors that might enhance our understanding of the concept of eventization of faith. Utilising face to face interviews and online survey results, the research focuses on the aspects of community, identity and authenticity. Events enable shared experiences in a faith context (Lee et al., 2015), and so this research develops a model that captures and expresses approaches that might encourage pilgrimages to traditional destinations, through the medium of events, adding insight into the development of the academic concept of Eventization of Faith

Terrorism, Tourism and Religious Travellers

Curiously, while tourism is cited as the world’s largest industry (UNWTO, 2016), it is simultaneously a fragile industry that is highly vulnerable to the impact of the ongoing threat of terrorism. Internationally, terrorism influences the tourist mind-set in a number of ways, in particular it creates fear for travellers and causes economic and social impacts to change the behaviour of people and dissuade them from visiting certain places in the world. Thus, the impact of terrorism has caused tremendous damage to the travel industry. A number of countries which previously depended quite heavily on the tourism industry are suffering in terms of economic development. This paper discusses critical issues related to terrorism, that are faced by travellers to religious and sacred sites. The paper will illustrate the impact of recent terrorism phenomena upon travellers in two ways: first, the potential personal hazards to travellers caused by terrorist incidents; second, the impacts caused by stringent anti-terrorism laws and security measures, to travellers while they are in transit

The role of digital technology in tourism education: A case study of South African secondary schools

This paper discusses how Information and Communication Technology (ICT) supports tourism teaching in South African secondary schools. The researchers conducted an in-depth case study with 24 participants. An analysis reveals that teachers recognise ICT as essential in exposing students to the tourism industry. This is especially the case in under-resourced schools, where learners do not have the financial means to participate in tourism activities. However, ICT is still limited in its integration as a pedagogical support tool. The major obstacles toward integration include: technology anxiety, lack of training, availability of resources, and learner resistance to use their personal mobile devices

Teacher perceptions on the use of digital gamified learning in tourism education: The case of South African secondary schools

With the global diffusion of digital gaming, there is an increasing call to establish to what extent games and their elements could be harnessed for learning and education. Most research in this field has been conducted in more economically advanced and developed regions, and there is a paucity of research in emerging country contexts. It is argued that gamification can be effectively utilised in these contexts to address learner engagement and motivation. The study investigated the extent to which six determined predictors (perceptions about playfulness, curriculum fit, learning opportunities, challenge, self-efficacy and computer anxiety) influence the advocacy to accept a gamified application by South African tourism teachers. Tourism education was selected for empirical study because of its popularity in developing countries and where the economy heavily depends on the sector. However, it is a highly under researched area. Data was obtained from 209 tourism teachers, and was tested against the research model using a structural equation modelling approach. Findings reveal that the constructs of perceived playfulness, curriculum fit have a positive, direct impact on the construct of behavioural intention. The exogenous constructs of challenge, learning opportunities, self-efficacy and computer anxiety have an indirect effect on behavioural intention via perceived playfulness or curriculum fit. The study may prove useful to educators and practitioners in understanding which determinants may influence the introduction of gamification into formal secondary education