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This research paper aimed to investigate the affordances of using virtual reality (VR) in teaching culture among in-service teachers of teaching Persian to speakers of other languages (TPSOL) in Iran.

This qualitative case study, conducted at two Iranian universities, used purposeful sampling to select 34 eligible in-service Persian teachers from a pool of 73. Data collection used an open-ended questionnaire and interviews.

Before the TPSOL in-service training workshop, teachers expressed their reservations regarding the use of VR to teach culture in TPSOL courses. The emerged themes were “skepticism toward effectiveness,” “practicality concerns,” “limited awareness of VR applications,” “technological apprehension” and “prevalence of traditional teaching paradigms.” During the post-workshop interview, it was discovered that the teachers’ perceptions of VR in teaching culture had undergone a positive shift. The workshop generated emergent themes that reflected positive perceptions and affordances for using VR to teach culture in TPSOL, including “enhanced cultural immersion,” “increased student engagement,” “simulation of authentic cultural experiences,” and “facilitation of interactive learning environments.”

One primary limitation is the lack of prior experience with VR for teaching practices in real-world classrooms among the participants. While the study aimed to explore the potential of VR in enhancing pedagogical approaches, the absence of participants with prior exposure to VR in educational contexts may impact the generalizability of the findings to a broader population. Additionally, the study faced practical constraints, such as the unavailability of sufficient facilities in the workshop. As a result, the instructor had to project the VR cont7ent on a monitor, potentially diverging from the immersive nature of true VR experiences. These limitations offer opportunities for future research to refine methodologies and gain a more comprehensive understanding of the implications of integrating VR into teaching practices.

Extensive research has been conducted on the effectiveness of VR in language education. However, there is a significant gap in research on TPSOL, which is considered a less commonly taught language. This study aims to address this gap by exploring the use of VR in the TPSOL through the lenses of in-service teachers. As part of a larger investigation, this qualitative inquiry focuses on the perceptions of in-service teachers about VR, with a particular emphasis on the cultural understanding of the Persian language.

In recent years, there has been significant interest in adopting XR (extended reality) technologies such as VR (virtual reality) and AR (augmented reality), particularly in retail. However, extending activities through reality-mediation is still mostly believed to offer an inferior experience due to their shortcomings in usability, wearability, graphical fidelity, etc. This study aims to address the research gap by experimentally examining the acceptance of metaverse shopping.

This study conducts a 2 (VR: with vs. without) × 2 (AR: with vs. without) between-subjects laboratory experiment involving 157 participants in simulated daily shopping environments. This study builds a physical brick-and-mortar store at the campus and stocked it with approximately 600 products with accompanying product information and pricing. The XR devices and a 3D laser scanner were used in constructing the three XR shopping conditions.

Results indicate that XR can offer an experience comparable to, or even surpassing, traditional shopping in terms of its instrumental and hedonic aspects, regardless of a slightly reduced perception of usability. AR negatively affected perceived ease of use, while VR significantly increased perceived enjoyment. It is surprising that the lower perceived ease of use appeared to be disconnected from the attitude toward metaverse shopping.

This study provides important experimental evidence on the acceptance of XR shopping, and the finding that low perceived ease of use may not always be detrimental adds to the theory of technology adoption as a whole. Additionally, it provides an important reference point for future randomized controlled studies exploring the effects of technology on adoption.

The purpose of this study is to conduct a systematic literature review of the adoption of immersive marketing technology (IMT) in terms of strategic planning of its adoption, resource requirements and its implications and challenges.

This study categorizes and contextualizes qualitative approaches to evaluate the literature, with Scopus databases serving as the primary source of 90 selected articles in the areas of information technology, business and marketing strands. Theme analysis was carried out using thematic techniques and grounded approach principles to facilitate thematic coding and generate theme analysis.

The analysis was supported by the three concepts of business flexibility, agility and adaptability, which were drawn as a strategy for IMT adoption. The findings presented three main themes: proactive flexibility, responsive agility and reactive adaptability that enable business owner–managers to craft a strategy for IMT adoption.

The novel contribution of this study is the inclusion of key implications related to IMT as a starting point of the next level of innovative marketing for all academics, practitioners and business owner–managers.

This research paper aims to investigate the predictors and outcomes of immersive technology adoption in tourism.

PLS-SEM is used for data collected from tourists visiting the UAE and Egypt to examine predictors and consequences of adoption.

It is revealed that perceived ease of use, enjoyment, immersion, usefulness and attitude towards technology predict immersive technology adoption. It is also revealed that the adoption affects tourists’ perceived value and engagement, which, in turn, affects tourists’ satisfaction and loyalty.

The study has integrated a research model that combines both antecedents and consequences of immersive technology adoption where few empirical investigations were revealed to draw conclusions on this research area. Also, missing relations have been included and tested in the research model.

The rapid advancement of Education Technology (EdTech) offers promising opportunities for educational institutions to integrate sustainable business practices into their operations and curriculum. The integration of EdTech into sustainability education has emerged as a powerful tool to promote environmental awareness, foster sustainable behavior, and address the pressing challenges of climate change and resource depletion. This chapter explores the growing significance of EdTech in sustainability education, analyzing its potential to cultivate a generation of environmentally conscious and responsible global citizens. It also aims at identifying and examining the most prominent emerging EdTech tools specifically designed to promote sustainability in educational settings. Furthermore, it aims to comprehend the institutional elements that have successfully incorporated and expanded the utilization of EdTech tools to promote enduring business practices. Additionally, the chapter addresses the challenges and obstacles faced by educational institutions in adopting and implementing these technologies and propose strategies to overcome these barriers.

Many educators are increasingly acquainting themselves and becoming adept with interactive technologies like augmented reality and virtual reality. Some of them are also looking forward to using Metaverse applications, as they want to benefit from its immersive three-dimensional capabilities. Therefore, the purpose of this study is to critically review the extant literature to investigate how, why, where and when the Metaverse can be used for educational purposes. This study also discusses opportunities, challenges and risks related to this disruptive technology.

A Preferred Reporting Items for Systematic Reviews and Meta-Analyses rigorous protocol is used to search, extract, scrutinize and synthesize content from high-impact articles focused on the use of the Metaverse technology in the realms of education. Afterwards, this study theorizes on the costs and benefits of using this interactive technology with students.

A number of researchers are already experimenting with virtual technologies that are very similar to the Metaverse, in different contexts. This research indicates that most students are lured by immersive multi-sensory three-dimensional environments as well as by virtual reality applications that could simulate real-life situations and provide engaging experiences with virtual representations of people, places and objects. On the other hand, this study reveals that educators ought to consider the potential pitfalls of the Metaverse, including privacy breaches and security risks, as well as possible addictions and the development of mental health issues, among others.

Students and educators can use the Metaverse to catapult themselves in a simulated digital universe that could reconfigure their sensory inputs, definitions of space, time and points of access to information. This research calls for the development of regulatory instruments, including sound principles, guidelines and procedures that are intended to safeguard and protect Metaverse users.

This contribution implies that there is scope for educators to continue developing the Metaverse’s virtual spaces to improve their students’ motivations, aptitudes and learning outcomes. This study clarifies that the use of the Metaverse in education can create infinite possibilities to enhance their knowledge, competences and abilities through its immersive applications. Yet this paper also raises awareness about possible challenges in the short term as well on other risks associated to the prolonged use of this captivating technology.

Despite the significance of the construction industry to the nation's economic growth, there is empirical evidence that the sector is lagging behind other industries in terms of productivity growth. The need for improvements inspired the industry's stakeholders to consider using emerging technologies that support the enhancement. This research aims to report augmented reality applications essential for contractors' productivity improvement.

This study systematically reviewed academic journals. The selection of journal articles entailed searching Scopus and Web of Science databases. Relevant articles for reviews were identified and screened. Content analysis was used to classify key applications into six categories. The research results were limited to journal articles published between 2010 and 2021.

Augmented reality can improve construction productivity through its applications in assembly, training and education, monitoring and controlling, interdisciplinary function, health and safety and design information.

The research provides a direction for contractors on key augmented reality applications they can leverage to improve their organisations' productivity.

The purpose of this study is to determine what technological strategies were used within each of the phases of the ADDIE framework when developing content for professional training. The study also examined the affordances of those technologies in training.

A PRISMA systematic review methodology (Moher et al., 2015) was utilized to answer the four questions guiding this study. Specifically, the PRISMA extension Preferred Reporting Items for Systematic Reviews and Meta-Analysis for Protocols (PRISMA-P, Moher et al., 2015) was used to direct each stage of the research, from the literature review to the conclusion. In addition, the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA principles; Liberati et al., 2009) are used to guide the article selection process.

The findings reveal that the majority of the studies were in healthcare (36%) and education (24%) and used an online format (65%). There was a wide distribution of ADDIE used with technology across the globe. The coding for the benefits of technology use in the development of the training solution revealed four trends: 1) usability, 2) learning approaches, 3) learner experience and 4) financial.

This systematic review only examined articles published in English, which may bias the findings to a Western understanding of how technology is used within the ADDIE framework. Furthermore, the study examined only peer-review academic articles from scholarly journals and conferences. While this provided a high level of assurance about the quality of the studies, it does not include other reports directly from training providers and other organizations.

These findings can be used as a springboard for training providers, scholars, funders and practitioners, providing rigorous insight into how technology has been used within the ADDIE framework, the types of technology, and the benefits of using technology. This insight can be used when designing future training solutions with a better understanding of how technology can support learning.

This study provides insight into the uses of technology in training. Many of these findings and uses of technology within ADDIE can also transfer to other aspects of society.

This study is unique in that it provides the scholarly community with the first systematic review to examine what technological strategies were used within each of the phases of the ADDIE structure and how these technologies provided benefits to developing a training solution.

Industry 4.0 is exacerbating the need for offsite construction (OSC) adoption, and this rapid transformation is pushing the boundaries of construction skills towards extensive modernisation. The adoption of this modern production strategy by the construction industry would redefine the position of OSC. This study aims to examine whether the existing skills are capable of satisfying the needs of different OSC types.

A critical literature review evaluated the impact of transformative technology on OSC skills. An existing industry standard OSC skill classification was used as the basis to develop a master list that recognises emerging and diminishing OSC skills. The master list recognises 67 OSC skills under six skill categories: managers, professionals, technicians and trade workers, clerical and administrative workers, machinery operators and drivers and labourers. The skills data was extracted from a series of 13 case studies using document reviews and semi-structured interviews with project stakeholders.

The multiple case study evaluation recognised 13 redundant skills and 16 emerging OSC skills such as architects with building information modelling and design for manufacture and assembly knowledge, architects specialised in design and logistics integration, advanced OSC technical skills, factory operators, OSC estimators, technicians for three dimensional visualisation and computer numeric control operators. Interview findings assessed the current state and future directions for OSC skills development. Findings indicate that the prevailing skills are not adequate to readily relocate construction activities from onsite to offsite.

To the best of the authors’ knowledge, this research is one of the first studies that recognises the major differences in skill requirements for non-volumetric and volumetric OSC types.

This paper uses the complex proportionality assessment (COPRAS) method to examine the driving factors of Industry 4.0 (I4) technologies for lean implementation in small and medium-sized enterprises (SMEs).

Adopting I4 technology is imperative for SMEs seeking to maintain competitiveness within the manufacturing sector. A thorough understanding of the driving factors involved is required to support the implementation of I4. For this objective, the multi-criteria decision-making (MCDM) tool COPRAS was used to efficiently analyze and rank these driving elements based on their importance. These factors can help small and medium-sized firms (SMEs) prioritize their efforts and investments in I4 technologies for lean implementation.

This study evaluates and prioritizes the nine I4 factors according to the perceptions of SMEs. The ranking offers significant insights into the factors SMEs consider more accessible and effective when adopting I4 technologies.

The author's original contribution is to examine I4 driving factors for lean implementation in SMEs using COPRAS.