Mapping Technological Futures: Anticipatory Discourse Through Text Mining
It addresses how social media discourse shapes public perceptions of technological futures, which is relevant for researchers and policymakers, but is incremental in applying existing text mining methods to new data.
This study analyzed 1.5 million posts from key opinion leaders on social media to examine anticipatory discourse about emerging technologies like AI, identifying 100 topics that reflect optimistic visions and influence societal debates, with Hope dominating over Anxiety in discussions.
The volatility and unpredictability of emerging technologies, such as artificial intelligence (AI), generate significant uncertainty, which is widely discussed on social media. This study examines anticipatory discourse surrounding technological futures by analysing 1.5 million posts from 400 key opinion leaders (KOLs) published on the X platform (from 2021 to 2023). Using advanced text mining techniques, including BERTopic modelling, sentiment, emotion, and attitude analyses, the research identifies 100 distinct topics reflecting anticipated tech-driven futures. Our findings emphasize the dual role of KOLs in framing \textit{present futures} -- optimistic visions of transformative technologies like AI and IoT -- and influencing \textit{future presents}, where these projections shape contemporary societal and geopolitical debates. Positive emotions such as Hope dominate, outweighing Anxiety, particularly in topics like ``Machine Learning, Data Science, and Deep Learning,'' while discussions around ``Climate Change'' and ``War, Ukraine, and Trump People'' elicit \textit{Anxiety}. By framing technologies as solutions to societal challenges, KOLs act as mediators of societal narratives, bridging imagined futures and current realities. These insights underscore their pivotal role in directing public attention with emerging technologies during periods of heightened uncertainty, advancing our understanding of anticipatory discourse in technology-mediated contexts.