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This chapter explores the approaches to digital representation of Australian Aboriginal art and visitor engagement in museum exhibition spaces from a digital design perspective. It discusses recent developments in the fields of digital representation of Aboriginal art, immersive exhibition design and visitor engagement. Through a case study of an immersive exhibition on Australian Aboriginal art in the National Museum of Australia, Canberra, this chapter identifies how Aboriginal art can be digitally represented by appropriate immersive technologies ranging from augmented realities [ARs] and virtual realities [VRs] to mixed reality [MRs] and extended reality [XRs] for enhancing visitors’ immersive digital experience. According to the analysis, the digital representation of Aboriginal artworks needs to be conducted practically, cognitively and ontologically based on understanding Australian Aboriginal history and culture. Visitors can engage with Aboriginal art stories meaningfully through immersive exhibitions through this holistic approach.

The chapters in this book focus on three main areas of innovation in teaching and learning in higher education today: virtual worlds, gaming, and simulation. Advancements in both digital technologies and learning theories are transforming the way we teach and learn and those advancements are refining our views of what it means to learn in the contemporary post-industrial age. Both individually and collectively, immersive technologies have become more popular as educational tools across a range of disciplines as a means for educators to engage students more deeply in the learning process. Biggs (2003) advocates deep learning – learning that entails active and devoted engagement with rigorous, high-quality learning activities that is also enjoyable and interesting for the learner.

This chapter addresses research on worker skill, technology, and control over the labor process by focusing on routine immaterial labor or knowledge work. Based on participant observation conducted among analytics workers at a digital publishing network, I find that analytics workers appear paradoxically autonomous and empowered by management while being bound by ever-evolving, calculative cloud-based information and communication technologies (ICTs). Workers appear free to “be creative,” while ever-evolving ICTs exert unpredictable control over work. Based on this finding, I argue that sociology’s tendency to take organizational boundaries and technological stability for granted hampers analyses of contemporary forms of work. Thus, sociologists of work must extend outward – beyond communities of practice, labor markets, and the state – to include the ever-evolving, infrastructural, socio-technical networks in which work and organizations are embedded. Additionally, research on the experience of immaterial labor suggests that ICTs afford pleasurably immersive experiences that bind workers to organizations and their fields. Complicating this emerging body of research, I find workers acutely frustrated by these unpredictable, ever-evolving, cloud-based ICTs.

This chapter highlights our survey that identifies faculty recommendations for incorporating emerging digital technologies to deliver eLearning content in online courses that help students learn more effectively. Results from the survey, which includes a sample of 478 online faculty at two higher education institutions, are presented.

In the findings of the survey, respondents identified several instructional technologies such as augmented reality (AR), virtual reality (VR), mixed reality (MR), and artificial intelligence (AI) as being on the cusp of changing learner engagement options and could soon become standard tools for the online course environment. While respondents predict an acceleration of new technology activity, they also caution that these technologies need a strong pedagogical foundation to match student needs and generate new use-learning real case scenarios.

This sentiment implies a more systematic approach to problem-solving that follows a process of identifying and refining multiple options to determine best practices for faculty preparation and staff development. The results of the survey included in this chapter are a directional means to help instructors and course designers explain what is relevant and exciting about techniques that can be employed and identify and use the emerging technological tools that enhance the delivery of instruction while meeting the ever-changing and dynamic needs of today’s learners.

Purpose: In March 2020, due to the global emergency ensuing from the COVID-19 pandemic, the Italian government closed all national museums, institutes and places of culture heritage and landscape. The shutdown highlighted the need to develop and implement digital solutions, especially through ICTs, to enhance the cultural heritage worldwide by allowing people to go on admiring it, albeit remotely. Numerous initiatives were promoted, such as virtual experiential tours, online collections and ad hoc social and digital programs, all of which contributed to the rich dialogue between people and culture. Although digital initiatives for using and enjoying the cultural heritage have been successfully developed and implemented, in Italy the process of digitalisation of cultural heritage and the services provided are still far from being completed. This chapter investigates the development and implementation of digital technologies in the museums located in the Campania Region in Southern Italy throughout the COVID-19 outbreak to identify and analyse the experiential strategies and initiatives developed through information communication technologies (ICTs) to face the emergency.

Design/Methodology/Approach: By adopting a qualitative methodology, using primary and secondary data sources through a manual content analysis, experiential strategies and initiatives employed by the Campania regional museums when using digital solutions have been identified and categorised.

Findings: Despite the effectiveness of digital initiatives, and the experiences investigated appear both significant and interesting, there is still a need to develop and implement new experiential strategies in this field.

Research Limitations: This study presents several limitations, mostly related to its qualitative explorative nature, but also because its results cannot be generalised.

Practical Implications: These first results outline the need to further develop innovative strategies and initiatives within the museums. The process of digitalisation of cultural heritage and the services provided are still far from completion, potentially providing wide margins of further evolution by means of further investments in technology innovation, to rethink and redesign the traditional management models for enhancing the cultural heritage through digital technology.

Originality: This study provides a portrait of museum experiences supported by digital technologies in a country which plays a crucial role in the field of international cultural heritage. The analysis can also usefully contribute to the existing literature due to the qualitative technique employed for carrying out the multiple case study.

Creating memorable tourism experiences (MTE) is vital to obtain sustained tourism visits. In the digital era, infusions of various digital technologies in tourism services without admitting tourist emotions could jeopardize the experience. Drawing from a Service-Dominant Logic (S-DL) perspective, this study explains the complexity of digital tourism experience in the service system view, highlighting the importance of emotions as resources. It is composed of actors' orchestrations, connected by shared emotions, and enabled by sensory stimuli facilitated by the digital tourism ecosystem throughout the tourism journey. This study proposes a Memorable Digital Tourism Experience (MDTE) framework by identifying the focal actors, recognizing the emotions, and determining the moderating role of sensory stimuli enabled by various novel technologies. At last, several agenda and practical guidelines are proposed on how to operationalize the framework and different methodologies to explore Memorable Digital Tourism Experience.

Education for sustainability has become the mechanism for creating a pool of graduates who can understand, appreciate, practice and support the achievement of Sustainable Development Goals (SDGs). In a world with diverse cultures, demographics, political ideologies, etc. faster progress towards sustainable development needs increased use of digital technologies. Integration of digital technologies like artificial intelligence (AI), metaverse, visualisation techniques, cloud computing, Internet of Things (IoT), open data repositories, geographic information system (GIS), etc. with classroom teaching can build awareness, skills, attitudes and values among students in the journey towards sustainable development and scale up the efforts towards the goals.

In this chapter, the authors have tried to bring out a list of digital technologies and the way in which they can be used in classroom teaching to ensure education for sustainability. It may be noticed that there are watertight compartments between those who know the SDGs and those with proficiency in technology. What is also needed is integration between both silos for mapping the digital technologies with the appropriate SDGs. The teachers in the higher education system need more exposure to understand and implement this integration.