The implications of generative artificial intelligence in academic research and higher education in tourism and hospitality

• Tarik Dogru ^[1] ; Nathana Line ^[1] ; Lydia Hanks ^[1] ; Fulya Acikgoz ^[2] ; Je' Anna Abbott ^[3] ; Selim Bakir ^[4] ; Adiyukh Berbekova ^[10] ; Anil Bilgihan ^[5] ; Ali Iskender ^[6] ; Murat Kizildag ^[7] ; Minwoo Lee ^[3] ; Woojin Lee ^[7] ; Sean McGinley ^[1] ; Makarand Mody ^[8] ; Irem Onder ^[9] ; Ozgur Ozdemir ^[11] ; Courtney Suess ^[12]
  1. [1] Florida State University

     Florida State University

     Estados Unidos

     
  2. [2] University of Bristol

     University of Bristol

     Reino Unido

     
  3. [3] University of Houston

     University of Houston

     Estados Unidos

     
  4. [4] Auburn University

     Auburn University

     Estados Unidos

     
  5. [5] Florida Atlantic University

     Florida Atlantic University

     Estados Unidos

     
  6. [6] Western Carolina University

     Western Carolina University

     Township of Cullowhee, Estados Unidos

     
  7. [7] University of Central Florida

     University of Central Florida

     Estados Unidos

     
  8. [8] Boston University

     Boston University

     City of Boston, Estados Unidos

     
  9. [9] University of Massachusetts System

     University of Massachusetts System

     City of Boston, Estados Unidos

     
  10. [10] University of Hawaiʻi at Mānoa, Honolulu, HI, USA
  11. [11] University of Nevada Las Vegas, Las Vegas, NV, USA
  12. [12] Texas A and M University, College Station, TX, USA

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• Localización: Tourism economics: the business and finance of tourism and recreation, ISSN 1354-8166, Vol. 30, Nº. 5 (Agosto), 2024, págs. 1083-1094
• Idioma: inglés
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• Resumen

  • The purpose of this study is to critically review the effect of generative artificial intelligence (GAI) tools on higher education and research in the tourism and hospitality (TH) field. This manuscript identifies capabilities and implications of these GAI applications through a theoretical lens. GAI adoption in TH education can facilitate personalized learning experiences, enhance the technological competence of students, and foster a more diverse and inclusive learning environment. For academic research, GAI-enabled technologies may revolutionize data collection, analysis, and writing in a myriad of ways. However, there are multiple ethical and legal concerns associated with adoption that must be considered. At the end of this paper, we propose ten discussion questions aimed at stimulating conversation about adoption of GAI tools in TH education and research.