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ChatGPT has been receiving mounting research attention recently. However, its application and challenges to adopt for tourism and hospitality businesses remain relatively unexplored. To address this research gap, this study aims to systematically assess the application of ChatGPT and its challenges within the domain of tourism and hospitality.

This study conducts bibliometric and content analyses of papers retrieved from Web of Science and Scopus. Particularly, it systematically reviewed the tourism and hospitality research to identify critical applications of ChatGPT in the context of tourism and hospitality. In addition, this study identified challenges associated with the application of ChatGPT in this context.

It has been revealed that the use of generative artificial intelligence (AI), such as ChatGPT, in tourism and hospitality research is ascending, with an opportunity to advance the existing knowledge in customer service research. In addition, the results suggest an ongoing interest in assessing the role of AI and language modeling for tourism education and human resource management.

The results are constrained by the used search keywords and electronic databases. Additionally, this study covered only papers published in English. However, the findings shed light on existing knowledge concerning ChatGPT’s transformative potential, identify areas for further exploration and offer guidelines for practice in the tourism and hospitality industry. The findings also revealed various challenges that various stakeholders should keep a closer eye on to ensure the effective and safe use of ChatGPT accordingly.

This study initiates a discussion on ChatGPT’s role in tourism and hospitality and underscores the importance of comprehensive AI integration within the sector.

近年来, ChatGPT受到了越来越多的研究关注。然而, 它在旅游和酒店业中的应用及其面临的挑战仍然相对未被探索。为填补这一研究空白, 本研究系统评估了ChatGPT在旅游和酒店业中的应用及其挑战。

本研究通过对从Web of Science（WoS）和Scopus检索的文献进行文献计量分析和内容分析。特别是, 系统回顾了旅游和酒店业的研究, 以识别ChatGPT在这一背景下的关键应用, 并识别了与其应用相关的挑战。

研究揭示了生成式人工智能（如ChatGPT）在旅游和酒店业研究中的应用日益增多, 为推动客户服务研究的现有知识提供了机会。此外, 研究结果表明, 对人工智能和语言建模在旅游教育和人力资源管理中的作用存在持续的兴趣。

本研究开启了对ChatGPT在旅游和酒店业中作用的讨论, 并强调了在该行业中全面整合人工智能的重要性。

本研究受限于所用的搜索关键词和电子数据库。此外, 本研究仅涵盖了英文论文。然而, 研究结果揭示了关于ChatGPT变革潜力的现有知识, 确定了进一步探索的领域, 并为旅游和酒店业实践提供了指导。研究还揭示了各利益相关者应密切关注的各种挑战, 以确保ChatGPT的有效和安全使用。

Tourists must possess technological competence, as technology becomes increasingly ubiquitous in travel. However, few studies have investigated tourists’ technological competence (TTC). Thus, this study aims to develop a valid and reliable scale for measuring TTC.

In the development of the scale, the authors first reviewed the literature and consulted experts to formulate an initial set of items. The items were then reduced using exploratory factor analysis, and the measures were validated through confirmatory factor analysis. Two distinct sets of data were collected to develop and validate the TTC scale.

The final scale has 21 items and five factors: searching and booking for travel information online, using self-service systems, operating VR/AR technologies, using apps for travel and using technology at tourist destination. After analyzing the reliability, construct validity, criterion-related validity and known-group validity, the TTC scale has been established as a measurement tool with acceptable reliability and validity.

The authors proposed the concept of technological competence in tourists and developed a scale to measure it. In addition to filling research gaps, understanding the items relating to TTC can help promote tourism education in the digital and technological age and provide reference for those developing technological services at tourist destinations.

随着科技在旅行中的应用普及, 游客必须具备科技使用能力。然而, 关于游客科技使用能力（TTC）的研究很少。因此, 本研究开发了一个有效可靠的量表来衡量TTC。

在量表的开发中, 我们首先回顾了文献, 并咨询专家, 制定了一组初始测量项目。然后通过探索性因素分析缩减项目, 并通过验证性因素分析验证了测量。我们收集了两组不同的数据来开发和验证TTC量表。

最终的量表包含21个项目和5个因子：在线搜索和预订旅行信息, 使用自助服务系统, 操作虚拟现实/增强现实技术, 使用旅行应用程序, 以及在旅游目的地使用科技。在分析可靠性、构造效度、标准相关效度和已知群体效度后, TTC量表已被确定为具有可接受的可靠性和效度的测量工具。

我们提出了游客的科技使用能力概念, 并开发了一个用于衡量的量表。除了填补研究空白外, 了解与游客科技使用能力相关的项目可以帮助推动数字化和技术时代的旅游教育, 并为那些开发旅游目的地科技服务的人提供参考。

This paper aims to investigate participants’ motivations and perceptions of a field trip. Specifically, this paper examines if and how students’ perceptions change with time and it explores the main factors for ensuring success in an experiential learning tourism program.

The study gathered and compared data collected in two points in time – immediately at the end of the experience and two months afterward. T-tests for paired samples were used to examine potential differences in perceptions and principal component analysis was used to identify the key factors determining the success of the experience.

The findings indicate that there are various motivations behind participation and that time barely affects perceptions of the experience. Furthermore, three factors emerged as important for meeting expectations, namely, social and professional connections, learning and traditional yet engaging teaching.

While the outcomes are useful, they need to be thoughtfully applied because of the small data set. It is important to repeat similar investigations to allow more certainty in the propositions formulated. Furthermore, future studies should evaluate a broader variety of outcomes to determine whether perceptions remain constant. The implications are that educators and destination managers can easily apply these conclusions for the benefit and the findings can inform other field trips and broader experiential initiatives.

Despite research on learning outcomes and perceptions of experiential learning having expanded considerably, a fundamental question that remains unanswered is how perceptions of such experiences change and, consequently, when the most appropriate time is to assess participant perceptions.

研学旅游与体验式学习：学生对田野实践的认知

摘要

本文的研究目的是为了探讨学生对于研学旅游中田野实践的参与动机和观念。特别地, 本文检验了学生的观念是否以及如何随时间变化, 并探讨了影响体验式研学旅行项目成功实施的关键因素。

该研究在两个时间点收集数据, 一是在完成体验式学习之后立即进行数据收集, 二是在两个月后再次进行数据收集。研究主要采用配对样本T检验来检验认知的潜在差异, 采用主成分分析法来识别影响该体验能否成功的关键因素。

研究结果表明, 参加体验式研学旅行的人们有着不同的动机, 时间基本不影响参与者对研学体验的认知。此外, 三个因素显得十分重要：社交和专业联系、学习、传统的参与式教学。

尽管本研究的结果有重要的实践价值, 但由于样本量相对较小, 需要谨慎应用此研究结果。本研究认为, 有必要在未来的研究中进行类似的重复研究, 以确保所得出的结论具有稳健性。此外, 未来的研究应当考虑更多的结果, 从而判断参与者的认知是否稳定。本文的研究意义有三：教育工作者以及旅游目的地经理人可以轻松应用这些结论来盈利, 可以启发其他类型的田野实践, 启发更一般的体验式学习项目。

近来, 虽然关于体验式学习成效、体验式学习认知的研究迅速增加, 但一个尚未被解答的根本性问题是：体验式学习的认知是如何变化的, 因此, 在哪个时间点去评估参与者的认知是最合适的？

Turismo educativo y aprendizaje experimental: percepciones de los estudiantes sobre las excursiones

El propósito de este estudio es investigar las motivaciones y percepciones de un viaje de campo. Específicamente, en este articulo se examina si las percepciones de los estudiantes cambian con el tiempo y se determinan los principales factores para asegurar el éxito de un programa de aprendizaje experimental de turismo.

El estudio reunió y comparó datos recopilados en dos puntos en el tiempo – directamente después de la experiencia y dos meses después. Se aplico la prueba “t” para muestras emparejadas para examinar las posibles diferencias en las percepciones y se utilizó el análisis de componentes principales para identificar los factores clave que determinan el éxito de la experiencia.

los resultados indican que hay varias motivaciones detrás de la participación y que el tiempo prácticamente no afecta las percepciones de la experiencia. Además, tres factores surgieron como fundamentales para cumplir con las expectativas de los estudiantes: conexiones sociales y profesionales, aprendizaje y enseñanza tradicional pero dinámica.

Si bien los resultados son útiles, deben aplicarse cuidadosamente debido al pequeño conjunto de datos. Es importante repetir investigaciones similares para permitir mayor certeza en las proposiciones formuladas. Además, los estudios futuros deberían evaluar una variedad más amplia de resultados para determinar si las percepciones permanecen constantes. Las implicaciones son que los educadores y los gerentes de destino pueden aplicar fácilmente estas conclusiones para beneficio y los hallazgos pueden informar otras excursiones e iniciativas experimentales más amplias.

Si bien la investigación sobre percepciones del aprendizaje experimental se ha ampliado considerablemente, una pregunta fundamental que queda sin respuesta es cómo cambian las percepciones de tales experiencias y, en consecuencia, cuándo es el momento más apropiado para evaluar las percepciones de los participantes.