Advertising and Integrated Communication

The purpose of this report is to critically discuss and analyse the use of virtual and augmented reality and its application and uses in educational tourism. The report takes a systematic approach to discuss background to virtual reality, augmented reality, and educational tourism. Further, the report discusses the use of virtual reality and augmented reality in educational tourism followed by critical discussion. Lastly, the report discusses areas for future research in the field followed by a conclusion. Virtual reality can be defined as computer-stimulated reality that uses technology to replicate some real world or imaginary environment, and allows users to interact with the environment (Huang et al., 2016). It involves exact replication of elements of real world elements with synthesized 3D materials and proper collaboration of all the sensory inputs to initiate user engagement. First hint of virtual reality had come from the world of science fiction. In the year 1935, Stanley G. Weinbaum wrote a short story named "Pygmalion's Spectacles". This was the first book, where the concept of virtual reality was first explored. It explored a goggle-based virtual reality system along with holographic record of fictional experience. It included touch and smell. The use of virtual reality concept can be seen in training perspective. It allows the professionals to conduct training in regards to a virtual environment. Virtual reality can also be used in video game for creating graphics and sou nds. Augmented reality is the use of computer generated sensory inputs that is used to augment or supplement the real world elements of the environment for better user experience (Fino et al., 2013). It uses visualization techniques that superimpose computer-generated data such as text, graphics, video, audio, GPS data and other multi-media formats over the real worldview. Therefore, it enhances the user’s perception of the reality and the surrounding environment (Han et al., 2013). In the year, 1968, Ivan Southerland had developed first the system of head mounted display. In this system, augmented display was used by the mean of generated graphic for demonstrating simple wireframe drawing. Augmented reality is effectively used in architecture for visualizing building project. It can also be used in visual art and education and video games.   Educational tourism is carefully planned in combination with site visit and hands-on learning opportunities, which provide clear learning objectives for students.  A proper guide in educational tourism can assist students in gaining leisure activities as well as different learning objectives. Virtual reality is gaining huge popularity in the tourism sector, especially in the field of educational tourism. Virtual reality is being used for destination promotion and for educational purposes. It allows users to experience various conditions that no longer exist now such as pre-historic earth; moreover, it can also be used to experience space travel or walking through the museum, fort or any other simulated reality from the home. It has also made it possible to experience and learn through culture, environment and local community of various destinations across the world in a time efficient and economical manner (Tussyadiah et al., 2016). Augmented reality is used in educational tourism to enhance the experience of the users by providing sensory inputs of the real world. In educational tourism, it can be used to enhance user’s experience by providing real time information about the location and its features. This technology is being extensively used in educational tourism by providing tourists simulations of historical events, places and objects. Further, with the use of audio and video sensory inputs, users can live and experience the history that once existed. It also helps stimulate experiences such as viewing extinct animals, fragmented artefacts, and cultural experiences from history (Guerra et al., 2015). Tourism has always been regarded as means of gaining knowledge and new experiences. The learning gained through the virtual and augmented reality improves learning retention. Virtual reality enables the users to explore and experience various locations such as beaches, museums, or places of historic importance with a persuasive and interactive purview that can be viewed on a computer at home (Buhalis & Yovcheva, 2013). Both virtual and augmented reality provides compelling educational environment. These technologies have revolutionized the educational tourism as it provides a means to stimulate both mental and physical activities with the help of stimulated interactions with the unfamiliar contents. It is used to impart knowledge about the various subjects such as history, aerospace and the likes by providing firsthand experience to the users (Yovcheva et al., 2012). One such application of augmented reality is the use of interactive digital storytelling techniques that has been applied in various museums in order to enhance their educational potential. Further, it has been observed that both virtual reality and augmented reality techniques aids tourist organization and professionals to reach a wider audience and deliver more informed knowledge through better multi-media contents. Therefore, it helps the tourists to access valuable information, thereby increasing their knowledge regarding a tourist attraction or destination in an entertaining manner (Kounavis et al., 2012). Although, it has been established that virtual and augmented reality techniques plays an important role in educational tourism, however, it is still in the development stages and requires better infrastructures such as inter platform operability of virtual reality and augmented reality applications and better internet facilities. Moreover, future researches also need to explore the influence of advance technologies on the overall experience and learning outcomes of users. The researchers are to find more scope to apply these concepts on user’s overall experience and learning outcomes (Chung et al., 2015). From the above discussion, it can be concluded that virtual reality and augmented reality technologies provides one of the most powerful and effective means for participative learning. In the educational tourism sector, these technologies can be employed to recreate history or project future world in a digital format. This can be used in the educational tourism to provide simulated and interactive learning experiences. Buhalis, D., & Yovcheva, Z. (2013). Augmented Reality in Tourism: 10 Unique Applications Explained.  Digital Tourism Think Tank Reports and Best Practice. Retrieved May,  13, 2013. Chung, N., Han, H., & Joun, Y. (2015). Tourists’ intention to visit a destination: The role of augmented reality (AR) application for a heritage site.Computers in Human Behavior,  50, 588-599. Fino, E. R., Martà ­n-Gutià ©rrez, J., Fernà ¡ndez, M. D. M., & Davara, E. A. (2013). Interactive tourist guide: connecting web 2.0, augmented reality and QR codes.  Procedia Computer Science,  25, 338-344. Guerra, J. P., Pinto, M. M., & Beato, C. (2015). Virtual reality-shows a new vision for tourism and heritage.  European Scientific Journal. Han, D. I., Jung, T., & Gibson, A. (2013). Dublin AR: implementing augmented reality in tourism. In  Information and Communication Technologies in Tourism 2014  (pp. 511-523). Springer International Publishing. Huang, Y. C., Backman, K. F., Backman, S. J., & Chang, L. L. (2016). Exploring the Implications of Virtual Reality Technology in Tourism Marketing: An Integrated Research Framework.  International Journal of Tourism Research,  18(2), 116-128. Kounavis, C. D., Kasimati, A. E., & Zamani, E. D. (2012). Enhancing the tourism experience through mobile augmented reality: Challenges and prospects.  International Journal of Engineering Business Management,  4. Sie, L., & Patterson, I. (2015). Understanding the relationship between motivations and experiences of older Australian travellers through educational tourism.  CAUTHE 2015: Rising Tides and Sea Changes: Adaptation and Innovation in Tourism and Hospitality, 708. Tussyadiah, I., Wang, D., & Jia, C. H. (2016). Exploring the Persuasive Power of Virtual Reality Imagery for Destination Marketing. Yovcheva, Z., Buhalis, D., & Gatzidis, C. (2012). Smartphone augmented reality applications for tourism.  e-Review of Tourism Research (eRTR),  10(2), 63-66.

Heart of Darkness Essay Example | Topics and Well Written Essays - 500 words

Heart of Darkness - Essay Example Kurtz is repeatedly described as mad and this madness had its sources in two important things: a) intellect/genius and b) unbridled power. Perhaps Marlow gave one of the best explanations for madness within Kurtz when he tries to understand the sources of depths of madness that he noticed in Kurtz. It is where he overcomes with this deep urge to kill Kurtz because the man looked just so extraordinarily inhuman: "Soul! If anybody has ever struggled with a soul, I am the man. And I wasn't arguing with a lunatic either. Believe me or not, his intelligence was perfectly clear-concentrated, it is true, upon himself with horrible intensity, yet clear; and therein was my only chance-barring of course, the killing him there and then, which wasn't so good, on account of the unavoidable noise. But his soul was mad. Being alone in the wilderness, it had looked within itself, and, by heavens! I tell you, it had gone mad. He struggled with himself, too. I saw it,-I heard it. I saw the inconceivable mystery of a soul that knew no restraint, no faith, and no fear, yet struggling blindly with itself." (144-145) This passage makes one thing clear. Kurtz was not a lunatic. His soul was the center of his corruption and his senseless antics. The man had lost faith, fear and anything else that could keep a watchful eye on his soul. Marlow testifies in favor of Kurtz's clear thinking.

Buyer Behaviour Analysis - The Psychology of Buying Coursework - 2

Buyer Behaviour Analysis - The Psychology of Buying - Coursework Example The marketing strategy utilised by Mercedes-Benz is mainly customer based. The company reviews the changes in the needs and preference of the customers with respect to technological advancement (Finkbeiner, 2006, p.242). The major products of Mercedes Benz have customization to fit the exact customer needs. This is because; the company produces cars with high focus on a particular group of personalities in their mind. For example, the convertibles mainly target the young while larger models have specific production for official use. The company mainly specialises in the production of highly stable tracks, buses, coaches and luxury automobiles. The company history in producing quality cars puts it among the best automobile companies in the world alongside BMW, Toyota and Audi (Finkbeiner, 2006, p.244). The company’s products are mainly common among the presidents of different countries because of the reputable history in the manufacture of safest cars in the world. Mercedes Benz mainly focuses on a particular group of consumers ranging from businesspersons, managers, celebrities, politicians and the general population. This implies that each product from Mercedes Benz mainly meets the needs of a given group of consumers. Initially, the company did not face much competition across the world in terms of Luxury cars, coaches and buses. This is not applicable in the modern market since competition has increased tremendously, as a result, of the emergence of new vehicle manufacturers such as Ford and Toyota (Finkbeiner, 2006, p.241). Consumer behaviour has a definition as the consumer’s trends when buying a particular product in terms of the factors such as their needs, perceptions, attitudes, motivation and choice. Various aspects in which the product the consumer intends to purchase mainly determine consumer behavior. For example, a customer may have an interest in buying a car for luxury purposes while another