Introduction

The term “metaverse” was first introduced by Neal Stephenson in 1992, and the idea of its implementation became a transformative era for education, tourism, and other branches. This new digital convergence, whereby integrated extended reality (XR) technologies (e.g., augmented reality (AR) and virtual reality (VR)) offer new opportunities both within lifelong learning and the very applied sector of immersive tourism experiences (Kye et al. 2021; Min and Cai 2022). This has further urged the response to the needs provoked by COVID-19, further highlighting the potential of the metaverse for the education and tourism sectors (Raaper and Brown 2020).

A new expression of lifelong learning—that is continuous, self-propelled pursuit of gaining knowledge for whatever reason, personal or professional—finds new life in the metaverse. The cyberworld transcends settings and provides learners with immersive, interactive learning experiences that enhance cognitive development and providing experiential learning (Guo and Gao 2022; Lee and Hwang 2022). The shift the pandemic has enforced in relation to digital modalities has therefore fast-tracked metaverse applications into the classroom, signaling their potential to underpin a more student-centered, constructivist educational paradigm (Ferrão et al. 2021; van der Stappen et al. 2019). This article outlines the application of the metaverse in tourism education to be employed in the simulation of real-life scenarios through an innovative approach that supports improved learning outcomes through enriched, interactive content. Some of these systems are controlled virtual environments free from any spatial constraints that allow students practical insights into complex tourism concepts (Chiao et al. 2018; Jang et al. 2021). This is notwithstanding the fact that in the education and tourism sub-sectors, the adoption of these technologies is hindered by issues related to technological infrastructure, content relevance, and perceived usefulness (Barrett et al. 2021; Chang et al. 2018; Chen et al. 2018). Extended Technology Acceptance Model (TAM) is a useful framework that identifies the motivations and attitudes of users toward emerging technologies, including perceived playfulness (Akçayır and Akçayır 2017; El Archi and Benbba 2023). By enabling the metaverse in ways that this would become integral to students’ lives, educators are encouraged to leverage this digital milieu to enhance educational experiences. The metaverse does not create a distinct line of difference between education and entertainment; offering immersive engagement that enriches the learning process (Manzoor 2019).

In addition, the transforming potential of the metaverse on perceptions of social race, gender, and physical disability promotes educational and training inclusion (Duan et al. 2021; Parmaxi 2020). Among such are the studies that have proven the potential in the metaverse for language learning, nursing education, and the possibility of delivering equivalent learning experiences through applications in immersive VR (Lopes et al. 2021).

This research examines the complex relationship between the metaverse and educational and tourism technologies, considering both social and technological issues and the readiness to adopt these technologies in educational practices and tourism training. It aims to identify the determinant factors for adopting and using metaverse technologies within these sectors, contributing to discussions on digital transformation in education and tourism (Deloitte 2018; Jung et al. 2020). This study offers a comprehensive perspective by reviewing the broader implications and navigating the digital discourse around metaverse technologies in China’s educational and tourism sectors. It provides a unique lens to explore the convergence of education and tourism as a research platform for lifelong learning. This research seeks to exploit the metaverse’s potential as a transformative tool in both sectors, offering insights into public perception, technological advancement, and necessary policy considerations for successful integration. This study will contribute to the emerging body of knowledge on digital innovation and its societal impacts, particularly the role of the metaverse in education and tourism.

Literature review

The metaverse and lifelong learning

The metaverse idea has been “tremendously huge” in the academic discussion, particularly regarding lifelong learning and education. Now, the term metaverse is a sci-fi term, which has been rebranded by a new generation of techno-entrepreneurs, referring to the summary of technologies such as augmented and virtual reality, together with blockchain, in creating an even and interactive space (Bell et al. 2019; Wang et al. 2023). In this digital milieu, lifelong learning extends beyond traditional educational institutions (Wang et al. 2024). In the metaverse, the lifelong learning activity continues beyond the narrowed institutional aims of education and turns into the continuum of personalized, experience-based, sequenced learning activities meeting individual learners’ needs and preferences (Abukhousa 2023; Suh and Ahn 2022). Educational theorists have made continuous efforts to promote learning environments that require the active involvement of learners. This principle seems to be well applied in the metaverse, whereby the learners engage in constructivist learning, building knowledge through exploration and interaction in virtual spaces. For instance, Mustafa and Khan (2022) conducted a study that showed the use of VR and AR technologies inside the metaverse brought about improved learning outcomes due to better engagement and motivation (Mustafa and Khan 2022). It does, however, raise several issues related to digital literacy, accessibility, and the digital divide when applied to lifelong learning. Recent research findings by Park et al. (2019) and McGarr (2020) have emphasize the need for learners to possess adequate digital literacy to navigate the metaverse effectively (McGarr 2020; Park et al. 2019). The continued challenge further notices the continued problem related to equity and access, where learners are not able to have an equal chance even in accessing the necessary technology (Greenhow and Lewin 2016; Shi and Wan 2024).

Metaverse in tourism education

This is an application for metaverse in tourism education whereby students are allowed to virtually practice how the industry would present them with its complexities. It has been argued that the metaverse is so interactive, providing realistic simulations of tourist environments, giving students pragmatic and practical learning experiences, not easy to stage in classroom settings (Tsai 2022; Zhou and Yan 2023). This may take a simulated form in which students are “teleported” to virtual tourist sites that are rich, contextually meaningful environments for learning and exercise of cultural heritage-based language skills (Bekele and Champion 2019). The same was found in previous study that stress an utmost importance view that experiential learning in tourism education can be provided by immersive technologies and close the gap between theory and practical usage of gained knowledge (Kwon 2019). In addition, as argued by Sigala (2020) and Zhou and Yan (2023), some of the researchers have stated that the metaverse may allow marketing and management for tourism more creatively and innovatively to help students prepare for changing demands (Sigala 2020; Zhou and Yan 2023).

Some of these challenges that hold back the adoption of metaverse technologies in tourism education include challenges. On a technical level, high-performance computing requirements and cybersickness have been identified as potential barriers to more extensive utilization (Buhalis et al. 2023; Ribeiro-Navarrete et al. 2021). Further, whether this education will be effective in the metaverse or not will critically depend on the learning design experiences and a given level of the educators’ capability to integrate technologies into the curriculum (Guttentag 2010; Kye et al. 2021; Zhou 2022).

Analytical frameworks in social media discourse

Semantic Network Analysis (SNA) emerges as an advanced tool for navigating the convoluted terrain of social media discourse. Rooted in the representation of keywords as nodes and associations between them as links, SNA reveals the complex network of discussions and thematic clusters. This analysis is crucial for understanding discussions on China’s Weibo platform about educational tourism and the metaverse. It is a methodology that not only reflects keyword frequency but also their relational importance of terms within dialogs, offering a lens into the collective digital consciousness (Han and Kim 2021; Intralink 2018).

Centrality analysis, a key aspect of SNA, measures the influence of individual terms using various metrics—degree, closeness, betweenness, and eigenvector centrality. Each metric highlights different facets of a term’s prominence, from frequency to its role in connecting thematic threads (Fronzetti Colladon et al. 2019). For example, a term with a high degree of centrality is frequent in discourse, suggesting a focal concept or topic. Concurrently, terms with high betweenness centrality might signal bridging concepts that link disparate ideas, indicating their role in the spread of information. When multiple centrality values metrics are high, the word or concept becomes a lynchpin within the network, highlighting its importance in the discourse (Ban and Kim 2019; Lochmiller 2018).

Comparative discourse analysis further refines this approach by juxtaposing sentiment, perception, and opinion across different cultural and social media contexts. Dynamics unique to China’s digital milieu, as revealed by Weibo’s data, are laid against a global backdrop. By comparing Weibo data with global perspectives, unique dynamics of Chinese public interaction with the metaverse are revealed, revealing undercurrents of sentiment that could elude a mono-cultural approach. This integrative use of SNA and comparative discourse analysis elucidates how public dialog evolves in response to digital advancements, transforming complex sentiment webs into an understandable network of discourse.

Public sentiment toward technological advancement

The Metaverse, a burgeoning virtual world, presents exciting possibilities for educational tourism. However, public attitudes toward this technological innovation are nuanced, shaped by perceptions of both benefits and concerns. By examining academic literature and social media narratives, we can gain insights into how this sentiment is constructed and evolves.

Potential benefits include increased accessibility for people with disabilities or geographical limitations (Shao and Lee 2020), immersive experiences beyond physical constraints (Dwivedi et al. 2022), and environmentally friendly travel are often cited as potential benefits. Social media platforms showcase enthusiastic narratives around virtual tours of iconic landmarks, wildlife encounters, and even space exploration, often highlighting the appeal of such experiences. Besides, Privacy and security vulnerabilities in the metaverse raise concerns about data breaches and identity theft (Wang et al. 2023). Additionally, concerns regarding social influence and the potential for addiction to virtual experiences (Dwivedi et al. 2022; Saneinia et al. 2022) find resonance in social media discussions, with calls for responsible Metaverse development and ethical user engagement.

In the context of educational tourism, transparent data practices and inclusive dialogs are important; like Weibo as a platform to integrate cultural nuances within China’s digital landscape. Such an understanding of cultural-technological interplay is essential for bridging the perceptual gap and fostering adoption.

Firstly, cultural factors like collectivism and guanxi (relational networks) permeate online behavior (Guo and Zhang 2010; Luo et al. 2021). This manifests on Weibo through the emphasis on group interactions and information dissemination within trusted networks (Zhao and Liu 2015). Similarly, China’s rapid mobile technology adoption (He 2022; Rahman and Aldhaban 2015) translates to Weibo’s widespread mobile engagement.

Now, the Metaverse enters the scene, presenting a new frontier for cultural expression and digital interaction. Dwivedi et al. (2022) highlight the Metaverse’s potential for diverse experiences, potentially resonating with the Chinese appetite for online community building and entertainment. However, concerns around data privacy and public surveillance (Jiang and Fu 2018) must be addressed, particularly within the culturally specific context of information control in China.

Exploring Weibo as a platform for Metaverse engagement can offer valuable insights. Wang et al. (2017) demonstrate how emotions and gender dynamics influence information sharing, suggesting ways to understand user preferences and behaviors in the metaverse (C. Wang et al. 2017). Examining how cultural values manifest in virtual environments on Weibo could provide valuable data for shaping inclusive and culturally sensitive Metaverse experiences.

Therefore, the complex network of Weibo interconnected, which intertwines Chinese cultural identity with technology, can inform discerning public attitudes toward Metaverse for educational tourism, reflected in social media narratives. This understanding is crucial for shaping an inclusive Metaverse that resonates with the cultural realities of the Chinese digital citizens.

Research gaps

While offering adequate enlightenment, the metaverse applications in lifelong and tourism education research literature have yet to explicitly address some social and technological concerns related to their adoption. Fewer studies focus on public perception of the metaverse in relation to its major kind of lifelong learning, especially within the special digital environment of China. In addition, further detailed analysis is lacking with respect to how they guide policy and practice development for their respective sector in integrating metaverse technologies.

The purpose of this paper is, thus, to fill this gap by exploring the complex relations of metaverse technologies with their application in the lifelong learning and tourism education environment, which will be considered as one of the major lifeworld’s types. This paper examines the complex social and technical issues that arise in guiding educators and policymakers in the integration of emergent technologies. Therefore, this research reviews public opinion on the cultural and educational implications of the metaverse through analyzing social media discourse, particularly from China’s Weibo platform. This research will continue to promote discussions on the topic of digital transformation in education and the tourism industry, with an even stronger understanding of opportunities and threats that are involved due to the metaverse.

Methodology

The methodology portion of this paper provides a thorough explanation of the data collection, preprocessing, and analysis methodologies used for conducting Semantic Network Analysis (SNA) and sentiment analysis on Weibo postings about metaverse tourism. Weibo, a prominent social media network similar to Twitter but exclusive to China, was chosen for its extensive usage and its crucial role in shaping public conversation. This platform provides a vast collection of content created by users, showcasing a diverse range of public opinions and trends on many subjects.

The data-gathering phase lasted for 1269 days, starting on January 2, 2020, and ending on June 23, 2023. This specific timeframe was carefully selected to include the entire process of talks occurring prior to, during, and following significant developments in metaverse technology and their integration into industries such as tourism and education. The search for relevant postings was conducted using four meticulously chosen keywords: “元宇宙” (Metaverse), “元宇宙旅游” (Metaverse tourism), “元宇宙环境” (Metaverse environment), and “元宇宙平台” (Metaverse platform). The objective was to encompass a wide array of subjects discussed in the metaverse discourse.

The SocialSensor platform, an automated web crawling system, was employed to effectively collect a substantial amount of data. The selection of this platform was based on its exceptional ability to handle extensive datasets and its remarkable accuracy in identifying and excluding non-original content. The filtering process was crucial in order to guarantee that the dataset consisted solely of genuine Weibo postings, thereby preserving the validity and pertinence of the data.

During the preprocessing stage, multiple procedures were conducted to ready the data for analysis. The entire text data was transformed to lowercase in order to establish a consistent representation of terms. To boost data clarity, a comprehensive cleaning process was conducted to eliminate URLs, stopwords, punctuations, special characters, and user remarks, thereby reducing noise. To prevent data duplication, synonyms were merged, and traditional Chinese characters were transformed into their simplified versions to maintain consistency throughout the dataset. In order to enhance the emphasis on pertinent terminology, generic and unspecified words were also eliminated. The input text was subjected to tokenization and lemmatization using the “jieba” tool, a well-established software for segmenting Chinese text. This program divides the text into meaningful units and lowers words to their base forms while maintaining their semantic integrity.

In order to do Semantic Network Analysis, semantic matrices were created using a sliding window technique. This involved recording word co-occurrences within a window of five words. This method measured the intensity of connections between pairs of words by considering their closeness to each other. Subsequently, the Gephi software was employed to visually represent these semantic networks, clearly illustrating the complex connections and pinpointing pivotal nodes and theme groupings within the data. In Gephi, we conducted modularity analysis and network density calculation to evaluate the structure and connection of the network. Centrality measures, such as Degree and Eigenvector Centrality, were calculated to identify the most influential terms and their roles in connecting different sections of the network.

The process of sentiment analysis was conducted using TextMind, a powerful technology specifically developed for the intricate analysis of Chinese social media posts. This program employs sentiment analysis to assign sentiment scores to each post, categorizing them into positive, negative, or neutral classifications. The overall sentiment was subsequently calculated by normalizing these ratings across the entire dataset.

The combination of findings from Semantic Network Analysis and sentiment analysis yielded a comprehensive and subtle comprehension of public attitudes and discussions regarding metaverse tourism on Weibo. This extensive methodology clarified the main ideas and their connections, and provided a valuable understanding of the emotional nuances in the discussions, so enhancing the study’s results.

This study employs semantic network analysis (SNA) to explore the hidden themes of social media discussions, through which the researchers can grasp the principal dimensions of public perceptions toward the metaverse in educational tourism. SNA is a popular branch in computerized content analysis, which can supplement traditional human-coded content analysis by enhancing reliability and overcoming the crude categorization of the analytic framework (Danowski 1993; Doerfel and Barnett 1999). Rooted in the cognitive paradigm and the linguistic theory of frame semantics, SNA extracts latent semantic structures by analyzing concept associations (Calabrese et al. 2019). Therefore, we can identify the importance of words in an interrelated approach instead of a technology perspective and comprehend discussion themes arising from emerging clusters of concepts.

The research question for this study is “Assessment of the social and technological concerns of Metaverse tourism in the public view and it's educational implications to develop public policies to respond these concerns.”

Data collection

Social media is suitable for conducting comparative studies and enables researchers to obtain miscellaneous digital traces (including multilingual social media posts) unobtrusively (van Atteveldt and Peng, 2018).

In this study, the selected social media platform is Weibo. One of China’s leading social media service providers, chosen as the representative of Chinese social media. Weibo has been lauded as the Chinese equivalent of Twitter. Additionally, it is worth noting that this platform boasts a substantial user base, thereby playing a significant role in fostering the development of civil society and the public sphere within the context of China (Luo et al. 2021). Weibo’s user-generated posts have the potential to predict Metaverse users and indicate public reactions as well as social effects. The time range has been considered from Jan 2, 2020, to June 23, 2023 (1269 days or 3 years, 5 months, 22 days).

Weibo posts will be retrieved. An automated web crawling platform named SocialSensor (SocialSensor, n.d.) was adopted to collect qualified posts. Only the original Weibo posts will be kept to eliminate replicated and redundant information, which may dilute the genuine public perceptions (Calabrese et al. 2020). Given the unique feature of Chinese words, four search terms were assigned, including “Metaverse” “Metaverse tourism,” “Metaverse environment” and “metaverse platform”.

Analytic strategies

In this section, I will analyze the Weibo corpus in the subsequent three steps.

Step 1: First, it will be performed preprocessing on the corpora, including converting the posts to lowercase for term unification, removing URLs, stopwords, punctuations, special characters, and mentioned users. It also will be merged synonyms and ruled out syntactic function words for accuracy.

Lemmatization will be conducted afterward, which outperformed stemming for it would not collapse derivationally related words (e.g., “organized” to “organize” rather than “organ”) (Maier et al. 2018).

Tokenization will be adopted on the processed corpora; words with frequencies above the mean frequency in each corpus were saved in the analysis. A widely used natural language package named “jieba” will be applied to handle the Weibo posts in the Python programming environment.

Step 2: It will be implemented semantic matrices generation from the processed corpora. Danowski (1993) argued that word pair link strength could be operationalized as the number of times each word occurs with another when it comes to co-occurrence measurement. Miller (1956) and Cowan (2016) congruously suggested that the number of chunks a person can process in memory is five (Cowan 2016; Miller 1956). Hence, words that occurred within a five-word window will be considered linked, and the co-occurrence frequency of each word pair will be accumulated. This task will be also fulfilled in Python.

Step 3: In the third step, an open-source network analysis software Gephi will be used to visualize the semantic networks (Leonard et al. 2004). Given the corpora’s large size, the top 100 words by frequency will be included in the network visualization. It will be carried out modularity analysis in Gephi to detect semantic clusters and calculated network statistical indicators to measure words’ importance.

Three measures will be considered following Hanneman and Riddle’s (2005) suggestions.

Measure 1: Network density measures interconnectedness by dividing total edges by potential edges, indicating interconnectedness.

Measure 2: Degree refers to the number of edges connecting each word, providing a straightforward assessment of each word’s centrality

Measure 3: Eigenvector centrality is another way to gauge centrality by finding the most central words based on the network’s overall structure.

These three network evaluation metrics were widely used in former semantic network studies (Calabrese et al. 2020; Featherstone et al. 2020).

Sentiment analysis can unveil the overall attitudes toward Metaverse tourism. In addition, sentiment analysis is crucial to capture the public’s reaction toward an emerging new digital world in the tourism industry. An automated sentiment analysis tool will be selected for the posts. For the Weibo corpus, the TextMind software developed by the Chinese Academy of Sciences works in analyzing Chinese social media posts with enough reliability and validity (Gao et al. 2013). It will be applied to analyze rumor-related Weibo posts concerning the Metaverse world.

Text preprocessing and data preparation

During the preliminary stage of the inquiry, the dataset is carefully preprocessed. The process entailed the careful elimination of inactive words, punctuation marks, special characters, and emojis. Moreover, to improve the coherence and relevance of the text, a process of synonym integration was undertaken. This involved consolidating phrases such as “旅游” (tourism), “观光” (sightseeing), and “游览” (visiting). A deliberate effort was made to transform traditional Chinese characters into their simplified equivalents. Given the unique characteristics of microblogging data, which is predominantly centered around celebrity-driven content, it is advisable to remove frequently used terms related to celebrities. Similarly, unnecessary and repetitive lexical elements such as “my,” “really,” and “today” are expunged. The “jieba” program, a widely recognized tool for Chinese word segmentation, is utilized to divide the processed data into understandable tokens. Afterward, tokens that had frequencies higher than the predetermined average (which was found to be 22.37 occurrences within the Weibo corpus) were selected and kept for further analysis. Through a methodical and precise approach, a comprehensive set of 24,202 legitimate tokens was generated, with a combined frequency of 222.03.

Semantic graph construction and analysis

The sliding window technique was employed to initiate the development of a network of associations between tokens. In this undertaking, the scope of the sliding window was established to include a span of five words. The undirected graph that emerged from the analysis was subsequently evaluated using node degree and Eigenvector centrality measures. By thoughtfully employing the Gephi program, we conducted an examination of semantic clustering. This stage enabled the evaluation of the significance of words and resulted in the analysis of modularity.

Additionally, our inquiry explored the utilization of sentiment analysis as a method to extract subtle attitudes regarding the metaverse. The determination of the overall sentiment of the group was guided by a comprehensive examination of textual sentiment across a significant amount of data. In this study, the StructBERT model was utilized, which is a well-known framework for text sentiment analysis referenced in the arXiv preprint arXiv:1908.04577. The sentiment scores for each microblog entry were provided by this model, which was trained using various datasets such as bdci, dianping, jd binary, and Waimea-10k. As a result, the ratings were standardized in order to infer the overall attitude of the microblogging community toward the metaverse phenomena.

Result

The semantic network analysis (SNA) of Weibo data has unearthed a rich tapestry of insights into the complex landscape of discussions surrounding metaverse tourism in China. The application of SNA allowed for a deep exploration of the underlying facets of these conversations, revealing the primary themes and dimensions of public opinions pertaining to metaverse tourism and its educational implications. Furthermore, this SNA has provided an understanding of the interconnections between concepts and the overall sentiments that permeate these discussions.

At the heart of this analysis is the research question to evaluate the social and technological concerns associated with Metaverse tourism and its educational implications as perceived by the general public. And the aim is to formulate effective policies that address these concerns.

The findings from the SNA and sentiment analysis offer a nuanced perspective on metaverse tourism in China. In this research, two different analyses were conducted. The first one is Semantic Network Analysis (SNA) and the second one is Sentiment Analysis. The SNA results emphasize the centrality of technology and its interplay with cultural, economic, and conceptual dimensions. The sentiment analysis results underscore the complex range of emotions and attitudes within the public discourse, reflecting both optimism and concern.

These SNA and sentiment analysis results collectively provide a comprehensive picture of the social and technological drivers and concerns surrounding metaverse tourism in China. They serve as a foundation for the formulation of effective policies that address these concerns while harnessing the potential of the metaverse to enhance the educational tourism sector.

These results of this study can inform the development of public policies that promote the responsible and sustainable integration of the metaverse into the educational tourism sector.

Semantic network analysis results

The examination of the results is summarized in Table 1. It is evident that the collective sum of 24,198 words is comprised of the top 30 nodes, as assessed by degree. The sliding window strategy, utilized to uncover correlations, yielded a significant total of 5,093,724 word associations. The nodes demonstrate an average degree of 421.00. Interestingly, the graph exhibits a degree of 0.017, but the minimum degree value observed among the top 30 terms is far greater, reaching 7404. This finding highlights the characteristic of the network that there is a significant number of edges linking a restricted set of nodes, hence suggesting a clear centrality. This is emphasized in Fig. 1, where a significant share of edges converges on conspicuous nodes.

Table 1 The top 30 central words in the overall semantic networks.
Full size table
Fig. 1: The semantic network visualization of metaverse tourism discussions on Weibo.
figure 1

Note: words extracted from the Weibo corpus have been translated into English for the purpose of facilitating comparison. Certain Chinese words have the potential to equate to two distinct English terms. All words are written in lowercase.

Full size image

A crucial aspect of the analysis involved the creation of a subgraph, which consisted of the top 100 nodes ranked by their degree. As depicted in Fig. 1, revealed a highly interconnected network characterized by a density score of 0.99. This indicates that there is a high degree of interconnectedness among almost all pairs of words within this particular subset. The strategic strategy employed in the study involved assigning weights to the semantic network, with the weights of the edges being determined based on the frequency of occurrence of “word pairs.” Furthermore, the diameters of the nodes were modified by their corresponding degrees. Significantly, the attention was directed toward terms that surpass the average weight of 136.65, in order to assure the inclusion of crucial relationships. The graph was enhanced by including specific terms, namely “MR” (Mixed Reality), “虚拟现实” (Virtual Reality), and “游客” (Tourists). Out of the total of 103 nodes, which consisted of 5 isolated nodes, it is selected the most prevalent phrases (“metaverse,” “video,” and “microblogging”) in order to maintain the integrity of the network (Jiang and Fu 2018).

The graph displayed nodes of different sizes based on their degrees, with the thickness of the edges indicating the strength of co-occurrence links. The investigation of modularity identified five separate semantic subgroups, each characterized by a unique color. The subgroups consisted of the discourse centered around technology, the conceptual domain of the metaverse, considerations related to markets and products, the emerging realm of digital assets, and the complex interplay between culture and progress. The aforementioned subdivisions, as succinctly outlined in Table 2, successfully encompassed the intricacies of themes, prevalent word associations, and relative contributions within the semantic network.

Table 2 The network association.
Full size table

The central nodes in the semantic network indicate their pivotal roles in shaping the discourse. The term “Metaverse” (元宇宙) emerged as the most central and influential node, underlining its significance as a focal point in the debate. This phrase acts as a linchpin in scholarly discourse and is intricately linked with foundational concepts such as “World” (世界), “Universe” (宇宙), “Digital” (数字), and “China” (中国). These nodes collectively underscore the technological, global, and digital dimensions of metaverse tourism, emphasizing China’s significant role in defining this emerging domain.

The prominence of “Sci-Tech” (科技), “Technology” (技术), and “Development” (发展) underscores the central importance of technological advancements in the realm of metaverse tourism. This aligns with the core focus of the research, as technological issues form a substantial portion of public discourse. The significant centrality of these terms implies that technological matters play a critical role in shaping public perceptions and influencing policy considerations.

The various themes within the discussions on metaverse tourism are encapsulated by the subgroups in the semantic network, namely “Technology-related,” “Concept,” “Market and Product,” “Digital Assets,” and “Culture and Development.” These clusters collectively illustrate the multifaceted nature of these discussions. They encompass the intricate interplay between technological progress, economic considerations, cultural preservation, and societal advancement within the metaverse tourism domain.

The SNA results reveal that the metaverse is not just a technological phenomenon but a multidimensional concept that encompasses culture, economy, and innovation. “Metaverse” (元宇宙) stands at the epicenter of these discussions, reflecting its significance in shaping the discourse. This centrality suggests that the metaverse is not just a buzzword but a concept deeply embedded in the collective consciousness.

The prominence of “Sci-Tech” (科技), “Technology” (技术), and “Development” (发展) underscores the critical role of technological progress in metaverse tourism. It indicates that technology is not just an enabler but a driver of change in tourism and its educational sector. Policymakers need to recognize the pivotal role of technology in shaping the future of tourism and invest in research and development to stay at the forefront of innovation.

The subgroup analysis reveals the multifaceted nature of metaverse tourism discussions. The “Technology-related” cluster highlights the need for a regulatory framework that keeps pace with technological advancements. The “Concept” cluster underscores the importance of educating the public about the metaverse’s potential and risks. The “Market and Product” cluster signals opportunities for branding and content creation. The “Digital Assets” cluster calls for the protection of intellectual property in the metaverse. The “Culture and Development” cluster emphasizes the integration of cultural heritage into virtual experiences.

Comprehensive analysis of specific themes identified in the SNA

These assessments demonstrate the diverse consequences of the metaverse in many areas, emphasizing its potential to bring about significant changes in education and tourism.

Technology-related cluster

The discussion within the technology-related cluster focuses on the fundamental aspects of the metaverse, with a particular emphasis on the roles of Virtual Reality (VR) and Augmented Reality (AR). These technologies offer immersive experiences that are transforming fields such as tourism and education by allowing the modeling of real-world situations. Blockchain technology is notable for its ability to ensure the security of transactions and preserve the authenticity of digital assets. The infrastructure offered by different platforms and applications is essential, as it enables the smooth integration and operation of these sophisticated technologies. The significance of virtual reality (VR) and augmented reality (AR) implies that educational institutions should contemplate integrating these technologies to cultivate captivating and efficient learning environments. Furthermore, the utilization of blockchain technology could effectively protect the integrity of digital certificates and academic records, hence reducing instances of fraudulent activities. An illustrative example is Xreal, a Chinese firm that specializes in augmented reality (AR) technology. Xreal has successfully created lightweight AR glasses that are utilized in educational environments, such as the Beijing Institute of Technology, to facilitate the teaching of intricate ideas by means of interactive 3D models. This example demonstrates the profound impact that immersive technologies may have on improving educational experiences and proposes a transition toward curricula that incorporate sophisticated technological training to equip students for future jobs related to technology.

Conceptual cluster

This cluster focuses on the philosophical dimensions of the metaverse, examining the point where virtual and physical realities intersect. The issue centers around the genuineness and distinctive value propositions of virtual encounters in comparison to interactions in the physical world. The phrase “Virtual World” is commonly used to refer to the development of unique and separate worlds that provide experiences that are not possible in the physical world. The educational implications entail a possible transition toward hybrid learning environments that integrate both virtual and physical components in order to optimize learning results. An example of this is the Palace Museum in Beijing, which employs virtual reality (VR) technology for conducting virtual tours. This has proven to be particularly beneficial during the COVID-19 epidemic since it enables people from around the world to enter the Forbidden City and combines educational experiences with the preservation of cultural heritage (Liu et al. 2023).

Market and product cluster

This cluster focuses on the economic opportunities within the metaverse, specifically highlighting how companies and businesses can leverage this emerging virtual world for advertising, introducing new products, and improving customer interaction. The metaverse is seen as a novel domain for fostering innovation in product development and facilitating worldwide market expansion. Alibaba’s implementation of VR shopping on its platforms exemplifies the potential of virtual environments to transform customer experience and interaction (Yang 2023). This technology offers a vivid and immersive shopping experience, leading to a substantial increase in user engagement and sales. This transition indicates that the metaverse has the potential to become a crucial space for economic activities, providing fresh prospects for branding and market growth.

Digital assets cluster

The conversations surrounding digital assets, specifically Non-Fungible Tokens (NFTs), emphasize their increasing importance in the economic realm of the metaverse. NFTs facilitate the possession of distinct digital assets, which has significant ramifications for industries such as education and tourism. For instance, Baidu used its blockchain platform, Xuperchain, to oversee and control digital assets such as NFTs, hence enabling the emergence of novel digital economic systems. The educational and tourism industries can utilize these technologies to generate income from information and experiences, by selling digital instructional materials and virtual assets, thereby establishing new sources of revenue and business models.

Cultural and development cluster

This cluster highlights the metaverse’s ability to promote cultural interchange and growth, namely through virtual tourism that allows users to discover other cultures and historical locations worldwide. These experiences foster global comprehension and admiration, bolstering the preservation of culture and promoting educational tourism. Tencent’s utilization of digital technology in restoring cultural heritage, such as the Great Wall of China, serves as a prime example of how these technologies may be employed to safeguard and advance cultural heritage (Jiang and Phoong 2023). These projects not only expand global access to cultural learning but also enhance educational programs by incorporating immersive technologies to offer profound, culturally enriched learning experiences.

Table 3, encapsulates the themes identified in the SNA, associated key terms, detailed case studies, and the implications of each theme, providing a clear and concise overview of the comprehensive analysis.

Table 3 Overview of the comprehensive analysis.
Full size table

Sentiment analysis results

The sentiment analysis conducted in this study uncovered that 56.78% (n = 81,311) of the Weibo posts conveyed a positive sentiment, while 43.21% (n = 61,871) expressed a negative attitude. Significantly, this demarcation was achieved through the implementation of a positive threshold of 0.9, highlighting the prevailing opinions of the microblogging community regarding the concept of the metaverse.

The sentiment distribution reveals a balanced divergence of opinions within the public discourse on metaverse tourism and its educational implications. The presence of an almost equal number of positive and negative sentiments indicates a polarized and multifaceted interaction between optimistic outlooks and apprehensions about the incorporation of the metaverse into the tourism industry. This duality is a reflection of the complex nature of the metaverse, where the promises of enhanced experiences coexist with concerns about privacy, security, and societal impacts.

Furthermore, the sentiment analysis unveiled the emotions and attitudes expressed within the discussions. Positive sentiments often revolved around excitement, anticipation, and the potential for novel experiences that the metaverse could bring to the tourism and educational sectors. These positive sentiments suggest a prevailing sense of enthusiasm and optimism among users.

Conversely, negative sentiments were often linked to apprehensions about data privacy, digital addiction, and ethical concerns. Users expressed reservations about the potential misuse of personal information and the impact of metaverse tourism on physical tourism destinations. These negative sentiments reflect a heightened awareness of the challenges and potential pitfalls associated with the metaverse.

In summary, the sentiment analysis underscores the need for a balanced and thoughtful approach to the development of metaverse tourism. It highlights the importance of addressing concerns while harnessing the excitement and opportunities that the metaverse offers. The results of this sentiment analysis provide valuable insights for policymakers, industry stakeholders, and researchers seeking to navigate the evolving landscape of the metaverse in educational tourism.

The balanced distribution of positive and negative sentiments in the sentiment analysis reflects the diversity of viewpoints within the public discourse on metaverse tourism. This diversity is an opportunity for policymakers to engage with different stakeholders and address their concerns.

The positive sentiments reveal an appetite for innovation and new experiences. They suggest that the public is open to the possibilities that the metaverse can offer to enhance educational tourism. Policymakers can leverage this enthusiasm to promote investment in metaverse tourism and its implications and foster collaboration between the public and private sectors.

The negative sentiments, on the other hand, highlight areas of concern. Data privacy, digital addiction, and ethical issues are at the forefront of these concerns (Xiao et al. 2024). Policymakers need to address these concerns through comprehensive regulations and ethical guidelines. Ensuring data protection, combating digital addiction, and promoting responsible use of the metaverse are critical steps in building public trust.

Discussion

This is a quest-based learning from the metaverse in regard to tourism and the unique Chinese digital cultural and social landscape that plays a role in tourism as part of lifelong learning. Data from a semantic network, together with sentiment analysis, is able to contribute to the complex dynamics through the provision of valuable insight into issues related to the perception of the metaverse by the public, most specifically its implications on education about tourism. Those will be critical insights for understanding at the intersection of technology, culture, and education within the rapidly changing digitized discourses taking place in China.

The Semantic Network Analysis (SNA) revealed significant technology-related terms. It is through these terms that the technologically advanced metaverse in tourism is centralized to human life as one of the great and highly rated forms of learning. This finding agrees with the works of Yaw Obeng and Coleman (2020) and Sukhdeve (2021), which insist on the importance of technological infrastructure in the penetration and implementation of innovations in digital education (Sukhdeve 2021; Yaw Obeng and Coleman 2020). The prominence of terms like ‘Sci-Tech,’ ‘Technology,’ and ‘Development’ underscores how the metaverse is perceived as a technological frontier with the latent capability to overhaul education in tourism through immersive, interactive learning experiences. Additionally, the mention of “Culture” and “Humanity” to the discourse seems to have connotations that recognize the capacity of the metaverse for augmentation in the aspects of cultural and humanistic within the metaverse in relation to tourism lifelong learning. This assertion is shared in a study by Domínguez-Quintero et al. (2020), where it is also observed that heritage and human interactions are of equal importance to the authentic, meaningful experiences of tourism (Domínguez-Quintero et al. 2020). Then, metaverse tourism could integrate cultural elements for a larger understanding of cultures throughout the world as an input toward increasing the educational value of tourism itself as a tool for lifelong learning. The results from the Sentiment Analysis painted a relatively balanced distribution of polarity, achieving a nuanced public opinion toward the metaverse in tourism education. Positive sentiments emanate from enthusiasm and optimism as an express echo of the findings of Li et al. (2021) for digital innovations with great potentials in finding ways to identify and add more value to educational experiences (Li et al. 2021). The growing enthusiasm for such novel and immersive learning opportunities suggests an overall recognition not only of tourism as an extension of leisure but, most powerfully, as a critically vital medium of education and personal growth that people naturally desire. Conversely, negative sentiments focus on challenges and fears related to data privacy, digital addiction, and ethical issues associated with incorporating the metaverse in education. This is in line with the study by Nusi and Zaim (2023), who brought out the need to strengthen the element of ethics and security in developing platforms for digital learning (Nusi and Zaim 2023). Technologies in the metaverse should be carefully and responsibly implemented, in particular in countries like China, where digital surveillance and issues of privacy belong to the highest concern (Wang et al. 2023).

Compared with findings made against the cultural, social, and economic context of China, this study provides deeper insight into the complex dynamics that affect public perception of the metaverse in tourism education. With massive internet penetration and a burst of digital platforms, China seems ready for the integration of the metaverse in education (He, 2022). Simultaneously, the social texture of the country, imprinted with collectivist values and immense respect for education, influences how technological innovations are perceived and adopted (Chen et al. 2019).

The balanced sentiment toward the metaverse reflects an even society between the eagerness to grab the opportunities in educational digital innovation and the cautioning for its pitfalls. It is this dualistic tendency that has been molding the policy attitude of China vis-à-vis nuanced technology: All the euphoria for progress is well-balanced with social and ethical concerns (Xiao et al. 2024). Further, the focus on “Culture” and “Humanity” of the metaverse in the discourse with the people’s vision shows the direction of the metaverse to promote cultural understanding and humanistic education that can be aligned with the Chinese government’s points (X. Chen and Lu, 2024). This points toward metaverse tourism education not only as a source of knowledge but also a tool in building global citizenship and cultural appreciation.

Theoretical implications

The results of this study make a substantial contribution to the theoretical comprehension of the metaverse’s function in tourism education and lifelong learning. The study emphasizes the metaverse as a medium that has the potential to bring about significant changes in education. It provides fresh insights into how digital technology, culture, and education connect. This is consistent with the theoretical frameworks of tourism in the metaverse (Tsai, 2022), digital pedagogy (Choi et al. 2022), and cultural competency in education (Lin et al. 2021).

Experiential learning in the metaverse

The metaverse functions as a novel setting for experiential learning, offering immersive events that facilitate the acquisition of knowledge through sensory engagement and active involvement. This aligns with Kolb’s Experiential Learning Theory (1984), which highlights the importance of learning through direct experience, thoughtful observation, conceptual thinking, and active exploration. The metaverse enhances this process by providing interactive virtual tourism environments where learners can fully engage with the topic.

Digital pedagogy and curriculum design

The study showcases the capacity of the metaverse to enhance digital pedagogy. By incorporating the metaverse into tourism education, instructors can utilize digital advancements to enhance learning results. This phenomenon challenges conventional ideas about physical participation in tourism activities and urges educators to revise curricula to include immersive virtual experiences.

Cultural competence in virtual worlds

Emphasizing cultural aspects in the context of tourist education in the metaverse can improve learners’ cultural proficiency. This study builds upon the research conducted by James A. Banks in the field of intercultural education by demonstrating the ways in which virtual worlds can promote cultural awareness and enhance understanding (Chen 2024). These talents are becoming more and more sought after worldwide, highlighting the need to focus on their development.

Practical implications

The study’s practical implications offer essential insights for educators, policymakers, and industry experts in the fields of tourism and education. Integrating the metaverse strategically into tourism education can greatly improve lifetime learning experiences.

Curriculum integration

Educators are advised to incorporate metaverse technologies into their teaching methods by using creative educational practices. Virtual simulations of tourism destinations, cultural heritage sites, and tourism management situations offer students immersive and valuable learning experiences. This equips students with the necessary skills and knowledge to meet the changing requirements of the tourist industry.

Equitable education and digital literacy

The Edu-Metaverse has the potential to narrow the educational gap between urban and rural communities by offering immersive and interactive virtual learning environments. This contributes to the reduction of educational disparities and guarantees equal access to excellent education for all pupils. Policymakers must to formulate standards to guarantee equitable access and ethical utilization of technology, with a focus on enhancing infrastructure development and promoting digital literacy.

Collaborative and immersive learning

Virtual Teaching Communities (VTCs) in the metaverse can facilitate both real-time and self-paced learning. These communities enable individualized tutoring, social engagement, and immersive learning opportunities. For instance, utilizing the metaverse platform, a physics laboratory can offer students immersive and contextually relevant learning opportunities, enabling them to perform experiments in a highly immersive setting.

Emotional and social support

The metaverse has the capability to offer emotional and social assistance by employing digital avatars that replicate intelligent educators and pupils. This promotes a feeling of being fully present and involved, which is essential for learning to be effective. Avatars can also enhance the overall educational experience by facilitating the generation of new information through intelligent interactions.

Industry collaboration and innovation

The tourism business might collaborate with higher education institutions to develop genuine virtual experiences. This not only facilitates the education of aspiring professionals but also enhances public consciousness of the cultural, social, and economic aspects of tourism. Utilizing the metaverse as a platform for marketing tourism and customer involvement has the potential to stimulate growth and foster innovation.

Policy recommendations

Based on this research view of the metaverse in the context of tourism education and public perception in China, several policy recommendations can be proposed. It is meant to guide the responsible and effective integration of the metaverse into tourism education, since the huge potential of the metaverse as a principal form of lifelong learning does.

Enhance digital infrastructure and accessibility

Key terms exposed from the Semantic Network Analysis that many were given prominence by the technology-related terms pointing toward the need for strong digital infrastructure in support of educational applications over the metaverse. Accordingly, policies should prioritize investing in high-speed internet and cutting-edge computing facilities to enable educational institutions to maximize the benefits of the metaverse. The digital divide should also be addressed by government initiatives to ensure the technologies are taken as a level playing ground for access in the metaverse: a platform for tourism education.

Allocating government funding to enhance digital infrastructure, namely by investing in high-speed internet and state-of-the-art computing facilities, with a special focus on the educational and tourism sectors (Pei and Cheng 2024). The intention of this initiative is similar to China’s “New Infrastructure” Plan, which focuses on investing in 5G networks and AI technology to improve connectivity in rural schools (Shi and Wan 2024). Partnerships between the government and business sectors could accelerate these progressions, guaranteeing that institutions own essential technologies like virtual reality (VR) and augmented reality (AR).

Develop digital literacy programs

Indeed, the sentiment analysis has shown that there is a fine balance of feelings in regard to the metaverse: excitement is offset by fears of data privacy and digital overdose. Policymakers in such a context may rather opt for comprehensive digital literacy programs to give citizens the right tools to benefit more from digital advances. Such programs would equip learners to be active and effective participants in the metaverse, secure, developing a user base that is educated and responsible. In addition to this, digital literacy should also instill among people the requirement of critical thought over digitized ethical considerations surrounding virtual reality and knowledge over issues on data privacy.

Implementing nationwide initiatives focused on digital literacy to educate residents about the benefits and risks linked with metaverse technologies. These programs would prioritize online safety and ethical digital practices, taking inspiration from Singapore’s Digital Readiness Blueprint. The implementation process may entail the creation of educational curricula, the execution of media campaigns, and collaboration with technology businesses to offer training on digital skills and safety (Wadhar et al. 2023).

Foster ethical standards for metaverse content

Keeping in view the relevancy and ethical use of the metaverse, this really sets an important purpose for devising and making sure ethical standards for the content of virtual environments relating to education. The standards should make sure that metaverse applications in tourism education are informative, sensitive to culture, immersive, and can protect individuals’ privacy. Content will be created and guidelines for educators will help stay focused on the integrity of education without letting any baseless or inappropriate information be passed on.

Establishing rigorous ethical guidelines for metaverse material to foster cultural awareness and uphold privacy rights (Xiao et al. 2024). An option is to create a model based on the European Union’s General Data Protection Regulation, modifying its principles to suit the particular requirements of the metaverse. An all-encompassing set of regulations might be established, along with a certification program for developers and a specialized organization to oversee and ensure compliance with these standards.

Support collaborative initiatives between education and industry

This study accentuates that the metaverse can revolutionize tourism education with prospects for immersive experiences with activities closely simulating those within the real-world tourism environment. In this regard, the policy encourages a closer relationship between the education sector and the tourism industry. These partnerships could develop possibilities for developing virtual internships, industry-oriented training modules, and project development that would help to bond better with the world of theory and practice in reality in the field of tourism (Technology and East 2024).

Promoting partnerships between educational institutions and the tourism industry to develop engaging educational experiences. A good example is the collaboration between Tsinghua University and Huawei in the creation of virtual reality teaching material. Funding for these projects could be provided through tax benefits, the establishment of partnerships between industry and academia, and the implementation of internship programs that use metaverse technologies.

Promote research and development in metaverse applications

The policy framework should have provisions for offering incentives for research and development in metaverse applications, so the country does not lag behind in upgrading itself with advancements in technologies in relation to education and tourism. For instance, the use of computer science, education, tourism studies, and cultural studies in interdisciplinary research projects could allow for funding to develop more interesting, educational, and culturally enriching virtual experiences. Such initiatives not only would raise the standard of quality of tourism education but also contribute to the larger knowledge base for education applications of emerging technologies.

Emphasizing the allocation of resources toward research and development for exploring novel uses of metaverse technology in industries such as education and tourism. By studying South Korea’s investment in digital education technology, similar efforts could result in creative applications that enhance learning results. Possible forms of support could encompass government-funded research and development initiatives, academic grants, and the creation of innovation centers tailored for emerging businesses (Viloria-Núñez et al. 2023).

Implement policies for sustainable and responsible metaverse use

The policy should be directed toward encouraging the implementation of energy efficiency technologies and sensitizing the environmental footprint that comes with digital activities. Responsible usage policies may also try to counter concerns regarding digital addiction by giving guidance for balanced usage of both virtual and real experiences.

Advocating for energy-efficient solutions and balanced digital experiences to promote the sustainable and responsible use of metaverse technologies. This policy draws ideas from Japan’s Green IT Promotion Council and proposes the establishment of comparable councils, the formulation of guidelines for the use of energy-efficient technology, and the initiation of public health campaigns to combat digital addiction. Additionally, it aims to promote environmentally responsible practices in the development of metaverse infrastructure.

Conclusion

This study aims to investigate the growing significance of the metaverse in the overlap between tourism education and lifelong learning, specifically in the cultural, social, and digital context of China. Conducting an in-depth investigation of social media conversations using semantic network and sentiment analysis, it revealed the intricate perceptions and attitudes about the incorporation of metaverse technologies in tourism education. The findings illuminate the complex nature of this integration, highlighted by a well-balanced combination of optimism and concerns among the public. These insights establish a basis for comprehending the potential of the metaverse as a powerful tool in reshaping tourism education as a crucial component of lifelong learning. According to this study, the metaverse is a platform that goes beyond standard educational limits and allows for immersive and interactive experiences. It offers distinct chances for experiential learning in the field of tourism. In this digital field, learners can discover virtual tourism locations, interact with cultural heritage in new and unique ways, and gain practical skills by simulating real-world settings. Incorporating these technologies into tourist education is in line with modern pedagogical ideas that prioritize active learning, student involvement, and the cultivation of critical thinking abilities. Nevertheless, the excitement surrounding these technological developments is dampened by valid apprehensions over data privacy, digital dependency, and the ethical application of technology. These concerns emphasize the necessity of a cautious and deliberate approach to incorporating the metaverse into educational environments. This highlights the significance of establishing a secure, all-encompassing, and fair digital learning setting that upholds personal privacy and encourages responsible utilization of technology. Moreover, the results of the study indicate that the metaverse has the capacity to promote cultural comprehension and worldwide consciousness among learners. The metaverse can boost learners’ cultural competency by offering virtual access to other cultures and global destinations, thereby preparing them for the globalized character of the tourist business. This facet of the metaverse is in accordance with the objectives of lifelong learning, which aims to provide individuals with the knowledge, abilities, and mindsets required for personal and professional growth throughout their lifetimes.

Ultimately, incorporating the metaverse into tourist education presents a significant opportunity to advance the objectives of continuous learning By utilizing the immersive and interactive features of this digital platform, educators can offer learners comprehensive and captivating learning experiences that equip them for the demands and possibilities of the tourist sector in the 21st century. Nevertheless, in order to fully exploit this capacity, it is imperative to confront the technological, ethical, and social issues linked to the utilization of the metaverse in education. The study’s findings offer useful insights for educators, policymakers, and industry experts who are interested in incorporating the metaverse into tourist education. These insights will help ensure that the integration of the metaverse positively adds to individuals’ lifelong learning journeys.

Besides, implementing pilot studies to evaluate the efficacy of metaverse applications in education can yield significant insights. Subject-specific metaverse platforms, such as those designed for language learning or vocational training, can effectively showcase the practical advantages and difficulties involved. These platforms can serve as exemplary models for wider adoption.

Future research should also incorporate longitudinal studies to assess the enduring effects of metaverse-supported schooling. The empirical results obtained from this research will aid in the enhancement of theoretical frameworks and practical implementations, guaranteeing a constant enhancement and adjustment of metaverse technologies in the field of education.