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The concept of touristic space is continually evolving, due to the advent of new technologies. Today, physical space and virtual space are interwoven, creating a phenomenon that can be described using the term ‘phygital’. The perception of touristic space as well as the interaction with it has been altered by phygital appearances and changing travel behaviour. While interaction with the touristic space previously only occupied a physical dimension, virtual information now enriches all stages of the customer journey (CJ). Hence, this chapter deals with new technologies, analysing their impact on the perception of touristic space for the traveller throughout the whole CJ. Thereby Augmented Reality and Virtual Reality are cited as examples of state-of-the-art technologies, which wield a direct perceptional impact, as they have the power to blend together one’s perception of real and virtual space.

Virtual reality technologies have given rise to a new breed of space travel, enabling touring of cosmic environments without leaving the Earth. These tours democratize participation in space tourism and expand its itineraries – reproducing while also altering the practices of tourism itself. The chapter explores the ways in which they alter modes of establishing “authentic” tourism destinations and experiences, rendering outer space into a stage for the performance of space travel, while themselves facilitating novel avenues for its social organization and technological assertion. Virtual space tourism not only reflects the progression and metamorphoses in tourist practice and production but also has the potential to influence both the aspirations and prospects of our space futures.

The purpose of this chapter is to examine the presence of abuse enacted through virtual mediums with a specific focus on how athletes can become the targets of online hate. The chapter introduces social media and explores the role it has played in the increasing reliance on virtual worlds. The impact of digital technology on sport in particular is framed in order to demonstrate how digital technologies are now a vital component in our consumption of sport. The primary focus of the chapter is on how virtual spaces can pose significant risk(s). Freedom of speech, shifting power and the lack of safety and regulation in virtual spaces are all presented. Finally, recommendations are made for future research in the area in order to develop understanding of abuse augmented by virtual environments and to develop the focus on virtual safeguarding in sport and beyond.

This chapter synthesises and discusses existing literature from the disciplines of sport, social media and abuse, with a view to understand and address prominent issues encountered by athletes in the virtual world.

By examining abuse through a sociological lens, this chapter focusses on the factors that promote or enable abuse to occur online (often without regulation). The types of abuse experienced in virtual spaces are legion and this adds to the complexity of policing and/or safeguarding online environments.

The chapter makes recommendations for a number of future areas of study that will extend the current understanding of abuse in virtual environments.

The chapter provides a synthesis of the emerging area of virtual abuse and its links to sociology as a discipline. It offers insight into power in virtual spaces as a critical frame of reference for understanding virtual interactions and parasocial relationships.

This chapter is about physicality in virtual space, where one generally does not expect to find any physicality according to research and literature. Here, working in virtual space includes interactions and cooperation through the mail, internet, Skype and video-conferencing. The authors use their own experience of collaborating and leading in a virtual project team. Their own personal accounts, impressions and insights reveal a story of organizational cooperation where physicality matters for developing relations and leadership in virtual space. The piece reveals how an aesthetic consciousness of self and others intensifies in virtual communication, especially in relation to the senses of seeing and listening. For instance, the authors describe perception of the self is possible on SKYPE in a way that is not possible in face-to-face meetings (allowing one to realize if one is not dressed ‘properly’). They argue it is important to identify the physical ‘digital self’ and realize the challenges of being fit to operate across time zones, having personal and public boundaries blurred, as well as the heightened sensitivity to imagine what is left out in a virtual relationship. The examples illustrate what kind of sensuous cues become central in virtual communication. The chapter brings forth the need to sensitize to the physicality and to develop skills to perceive and act on it.

Consumers are increasingly present in multiple spaces. For instance, many people choose to browse their smartphones for product reviews, while shopping at the traditional brick-and-mortar store. How is their presence affected in such scenarios? Can they be fully present in the store? How is their overall consumption experience impacted? This chapter addresses such questions and explores the nature and role of presence, which is defined as the “feeling of ‘being there’ in the present, the here and now of the physical or a virtual world” (Waterworth & Waterworth, 2006, p. 82).

Drawing on findings from different literatures (e.g., marketing, communications), a conceptual approach is used to identify the underlying components of presence and to explore how this construct relates to customer experience.

Preliminary assertions suggest that presence has a spatial structure. It is concerned with two distinctions. First, presence may vary depending on the level of physicality or virtuality. Second, presence may change based on whether someone is perceiving stimuli in the external environment (what is happening around us in the physical or virtual space) or is lost (i.e., absent) in the internal world of dreams, thoughts, and imaginations.

From a theoretical perspective, this research introduces the presence construct from communications to the marketing literature. Studying consumption experiences through the lens of presence contributes to our understanding of how they are affected by simultaneous activities of customers in physical and virtual spaces.

From a managerial perspective, marketers are encouraged to develop new strategies that account for customers’ presence in various spaces, in order to gain their attention.

The ability for learners to interact online via their avatars in a 3-D simulation space means that virtual worlds afford a host of educational opportunities not offered by other learning technology platforms, but their use also raises several pertinent issues that warrant consideration. This chapter reviews the educational use of virtual worlds from a design perspective. Virtual-world definitions are explored, along with their key educational characteristics. Different virtual-world environments are briefly contrasted, including Second Life, Active Worlds, Open Sim, and Minecraft. A wide variety of virtual-world uses in schools and universities are examined so as to understand their versatility. Key educational benefits of virtual worlds are distilled from the literature, such as the ability to facilitate 3-D simulations, role-plays, construction tasks, and immersive learning. Emergent issues surrounding the use of virtual worlds are also analyzed, including cognitive load, safety, and representational fidelity. One higher education and one school level vignette are provided in order to offer more detailed insight into the use of virtual worlds in practice. Recommendations for learning design and implementation are presented, based on the thematic analysis of contemporary virtual-worlds research.

This chapter will explore how assessment might look in next generation learning spaces where we have the potential to merge physical and virtual activities. Students now have ready access to a world of resources within their classroom and this fundamentally changes the nature of learning and assessment. The trend toward gamification of learning and assessment will be examined and the issue of assessment in new educational environments such as MOOCs will be explored. The impact of the semantic web (Web 3.0), where web objects and their context are all linked and objects have memory of how an individual student used them on previous occasions, will be discussed.

Next generation learning spaces encapsulate the affordances of both physical and virtual spaces and yet many assessment tasks are still designed as if students occupied only one of these spaces. Teachers will need to design more authentic, meaningful tasks that will engage students in using the full range of their capabilities and available resources, both physical and virtual. Students come together physically to engage in the social construction of their knowledge and can use the virtual spaces to broaden the social dimension of their learning environment.

Gamification of learning and assessment will require new approaches to defining tasks as teachers will need to decide how to incorporate diagnostic, formative, and summative assessment components within a more holistic educational environment. Game theory will be blended with learning theory in curriculum design and will result in the redesign of learning and assessment activities that are based on engagement (flow), user needs, and an evidence-centered design approach.

Social media provides a space for female athletes to create their own media (and advertising) in order to share their lives through stories presented online – a phenomenon, that to date has been ignored in traditional media spaces. Research suggests that athletes more broadly can take a more active role in their public presentation across a wide variety of platforms (Lebel & Danylchuk, 2012) and share more aspects of their identity than typically portrayed in mainstream media coverage (Sanderson, 2013, 2014). More specifically, virtual worlds have created platforms through which female athletes can share content and present themselves to fans or followers of sport in their own way and with relative freedom (Litchfield & Kavanagh, 2018). While it is acknowledged that social media can empower the female user, simultaneously, these spaces have proven to be hostile and can serve to oppress or marginalise individuals and groups (Kavanagh et al., 2016; Litchfield et al., 2018). An intersectional, third-wave feminist lens will be adopted in this chapter in order to examine such a dichotomy (Bruce, 2016). This approach will analyse the disjunction between the rise of the female ‘@thlete’ and their adoption of contemporary digital sporting spaces and the presence of a darker narrative permeating digital environments through highlighting the presence of online vitriol and intersectional abuse (racist, sexist, homophobic, etc.) that athletes may face while navigating lives online.

Through the examination of retail space, by the end of this chapter you should be able to demonstrate an understanding of:

The use of space within retailing.

Lefebrve’s spatial triad: perceived, conceived and lived within a retail context.

Disruption innovation and the use of retail space.