Computer Entity-oriented Search Models in the Tourism Sector
Naglaa Saeed Shehata, Lecturer, Department of information system, Higher Institute for specific Studies, Heliopolis.
Asmaa Ibrahim ELhanfy, Lecturer, Department of Tourism Studies, Higher Institute for specific Studies, Heliopolis.
MSI Journal of AI and Technology | https://zenodo.org/records/17510387 | Page 01 to 16
Abstract
Entity-oriented search is an advanced type of search engine that moves beyond simple keyword matching to focus on retrieving information about specific tourism entities and their relationships. In the tourism sector, these entities are foundational and include hotels, attractions, cities, airports, airlines, and events.
The core objective of this search approach is to extract precise, structured information about these tourism entities and their interconnections from diverse sources such as databases, travel-related web texts, and social media. These search models are designed to provide users with comprehensive, structured results. This allows potential tourists to find detailed answers to complex queries, such as: “Which five-star hotels near the Burj Khalifa allow pets?”
Entity-oriented search engines rely on sophisticated techniques like Knowledge Graphs, semantic technologies, and machine learning algorithms to deeply understand the meaning of travel-related user queries. This ensures the delivery of highly accurate and personalized results, significantly enriching the experience of searching for trips and holidays.
Keywords: entity-oriented search, Knowledge Graphs, semantic technologies.
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Descriptive Statistical Results of a Sample of Professors and Students of the Lebanese University on the Use of Generative Artificial Intelligence
Prof. Hussein CHIBLE, Centre of Research, Documentation & Publications CRDP
Faculty of Tourism & Hospitality Management – Lebanese University.
MSI Journal of AI and Technology | https://zenodo.org/records/17509805 | Page 01 to 17
Abstract
This work presents a descriptive case study approach about the professors & students’ perspectives on generative artificial intelligence at the Lebanese university. The main objective of this study is to highlight the importance of AI tools in the educational context. The methodology proposed in this empirical study is based on an effective design of a questionnaire, filled out by 36 university professors & 96 students, in which their usage patterns, perceptions, challenges and recommendations regarding these technologies in education were explored. Findings reveal a high adoption rate of respondents from both professors and students having used Generative AI tools, predominantly ChatGPT. While a majority of them recognize the potential to enhance teaching and learning experiences and improve efficiency in academic tasks, using it mainly for research and generating ideas for assignments or exams, significant concerns persist. The most prominent issues include plagiarism and academic integrity, alongside the potential for over-reliance on AI to diminish students’ critical thinking skills. Concerns about the accuracy of AI-generated content were also notable. Despite these challenges, there is strong consensus that students should be permitted to use AI, but with the implementation of clear guidelines. Consequently, professors and students strongly advocated for institutional support, emphasizing the need to encourage AI usage with clear guidelines and to offer AI training programs for both professors and students. In conclusion, this research highlights that while professors and students are actively engaging with AI and see its benefits, they underscore the imperative for structured integration, robust training, and clear institutional policies to navigate its challenges and harness its potential responsibly within the academic environment.
Keywords: Generative AI, Professors, Students, Perceptions, Higher Education, AI Ethics, ChatGPT.
All articles published by MSIP are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of any MSIP article, including figures and tables.
For articles published under a Creative Commons CC BY 4.0 license, any part of the article may be reused for any purpose, including commercial use, provided that the original MSIP article is clearly cited.
Acceptance of Digital Technologies in Vocational and Technical Education: Survey Evidence from PTUK
Dr. Sonia Abdul Fattah Ibrahim Shehadeh, Academic staff member, Head of Diploma in Administrative and Financial Business Department, and head of Bachelor of Accounting and Auditing Department, Palestine Technical University Kadoorie, Ramallah
Branch – Palestine.
MSI Journal of AI and Technology | https://zenodo.org/records/17341146 | Page 01 to 28
Abstract
This study aimed to examine the acceptance level of digital technologies in vocational and technical education at Palestine Technical University – Kadoorie, focusing on the factors influencing students’ adoption and use of digital tools. A quantitative survey design was used, targeting students from various vocational and technical programs. A structured questionnaire measured key factors, including perceived usefulness, perceived ease of use, digital literacy, attitudes toward technology, and behavioral intention to use digital tools. The results showed a general high level of acceptance of digital technology among students, with statistically significant differences in gender, place of residence, and academic level. No statistically significant differences were found in terms of university degree and university. A detailed analysis indicated that third-year students and students residing in camps demonstrated the highest levels of acceptance, reflecting the influence of exposure, experience, and dependence on digital tools. Based on these findings, the researcher recommended strengthening digital literacy programs, ensuring equitable access to technology, systematically integrating digital tools into curricula, and providing targeted support for specific student groups. The study contributes to an understanding of the multiple factors that influence technology adoption in vocational and technical education and provides practical insights for policymakers and educators to support effective and sustainable digital integration.
Keywords: Digital Technologies, Technology Acceptance, Vocational Education, Technical Education, Palestine, Digital Literacy
All articles published by MSIP are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of any MSIP article, including figures and tables.
For articles published under a Creative Commons CC BY 4.0 license, any part of the article may be reused for any purpose, including commercial use, provided that the original MSIP article is clearly cited.
