Search

Rarely any study investigates how information gatekeeping through the solutions and services enabled by algorithms, hereafter referred to as algorithmic technologies (AT), creates negative consequences for the users. To fill this gap, this state‐of‐the‐art review analyzes 229 relevant articles from diverse academic disciplines. We employed thematic analysis to identify, analyze, classify, and reveal the chain reactions among the negative consequences. We found that the gatekeeping of information (text, audio, video, and graphics) through AT like artificial intelligence (e.g., chatbots, large language models, machine learning, robots), decision support systems (used by banks, grocery stores, police, etc.), hashtags, online gaming platforms, search technologies (e.g., voice assistants, ChatGPT), and Web 3.0 (e.g., Internet of Things, non‐fungible tokens) creates or reinforces cognitive vulnerability, economic divide and financial vulnerability, information divide, physical vulnerability, psychological vulnerability, and social divide virtually and in the offline world. Theoretical implications include the hierarchical depiction of the chain reactions among the primary, secondary, and tertiary divides and vulnerabilities. To mitigate these negative consequences, we call for concerted efforts using top‐down strategies for governments, organizations, and technology experts to attain more transparency, accountability, ethical behavior, and moral practices, and bottom‐up strategies for users to be more alert, discerning, critical, and proactive. [ABSTRACT FROM AUTHOR]

Big data refers to extremely large data generated at high volume, velocity, variety, and veracity. The nurse scientist is uniquely positioned to leverage big data to suggest novel hypotheses on patient care and the healthcare system. The purpose of this paper is to provide an introductory guide to understanding the use and capability of big data for nurse scientists. Herein, we discuss the practical, ethical, social, and educational implications of using big data in nursing research. Some practical challenges with the use of big data include data accessibility, data quality, missing data, variable data standards, fragmentation of health data, and software considerations. Opposing ethical positions arise with the use of big data, and arguments for and against the use of big data are underpinned by concerns about confidentiality, anonymity, and autonomy. The use of big data has health equity dimensions and addressing equity in data is an ethical imperative. There is a need to incorporate competencies needed to leverage big data for nursing research into advanced nursing educational curricula. Nursing science has a great opportunity to evolve and embrace the potential of big data. Nurse scientists should not be spectators but collaborators and drivers of policy change to better leverage and harness the potential of big data. [ABSTRACT FROM AUTHOR]

Avoiding financial losses requires preventing catastrophic oil‐filled power transformer breakdowns. Continuous online transformer monitoring is needed. The authors use paper insulation to evaluate transformer health for continuous online transformer monitoring. The study suggests a new artificial intelligence method for estimating paper insulation residual life in oil‐immersed power transformers. The four artificial intelligence models use backpropagation‐based neural networks to predict paper insulation lifespan. Four primary transformer insulating paper failure indices—degree of polymerisation, 2‐furfuraldehyde, carbon monoxide, and carbon dioxide—form the basis of these models. Each model, including the backpropagation‐based neural networks, estimates paper insulation life using one failure index, along with moisture and temperature data. Optimisation techniques enhance hidden layer neurons and epoch count for improved performance. Results are validated against literature‐based life models, establishing a precise input–output correlation. This method accurately predicts the remaining useable life of power transformer paper insulation, enabling utilities to take proactive measures for safe and efficient transformer operation. [ABSTRACT FROM AUTHOR]

Reviews have long been recognized as among the most important forms of scientific communication. The rapid growth of the primary literature has further increased the need for reviews to distill and interpret the literature. This review on Reviews and Reviewing: Approaches to Research Synthesis encompasses the evolution of the review literature, taxonomy of review literature, uses and users of reviews, the process of preparing reviews, assessment of review quality and impact, the impact of information technology on the preparation of reviews, and research opportunities for information science related to reviews and reviewing. In addition to providing a synthesis of prior research, this review seeks to identify gaps in the published research and to suggest possible future research directions. [ABSTRACT FROM AUTHOR]

The article discusses the need for improvement in the peer review system for evaluating submitted manuscripts. The authors propose a new system to track the outcomes of rejected manuscripts, allowing for a better understanding of their "fates." They suggest that authors should report to the journal that finally accepted their manuscript where it was previously rejected. This system aims to increase transparency in the academic publication world and improve the evaluation skills of reviewers, editors, and journals. [Extracted from the article]

This article discusses OpenAI's ChatGPT, a generative pre‐trained transformer, which uses natural language processing to fulfill text‐based user requests (i.e., a "chatbot"). The history and principles behind ChatGPT and similar models are discussed. This technology is then discussed in relation to its potential impact on academia and scholarly research and publishing. ChatGPT is seen as a potential model for the automated preparation of essays and other types of scholarly manuscripts. Potential ethical issues that could arise with the emergence of large language models like GPT‐3, the underlying technology behind ChatGPT, and its usage by academics and researchers, are discussed and situated within the context of broader advancements in artificial intelligence, machine learning, and natural language processing for research and scholarly publishing. [ABSTRACT FROM AUTHOR]

The article presents a perspective on the controversial role of ChatGPT in medical writing, particularly emphasizing that human involvement is crucial in sections requiring a personal touch, like the Opinion or Discussion sections of articles. Topics include the potential drawbacks of relying on AI for non-native English speakers, the importance of developing writing skills through personal effort, and the appropriate use of ChatGPT as a tool for polishing already drafted manuscripts.

Artificial intelligence is more present than ever, both in our society in general and in science. At the center of this development has been the concept of deep learning, the use of artificial neural networks that are many layers deep and can often reproduce human‐like behavior much better than other machine‐learning techniques. The articles in this collection are some recent examples of its application for X‐ray photon science and crystallography that have been published in Journal of Applied Crystallography. [ABSTRACT FROM AUTHOR]

This Editorial introduces a Special Issue of papers from the SEE International Conference RADAR 2019, which took place in Toulon, France, 23–27 September 2019. The papers are expanded versions of ones that were judged in the reviewing process to be of the highest quality and relevance. Benefitting from the unique location of the conference centre on the French Riviera, the conference was given the theme 'Sensing from sea to space', attracting nearly 400 attendees from 26 countries from all over the world (Figure 1). Engineers and researchers coming from private or public sector (universities and laboratories) shared their knowledge and experience on radar topics of common interests from physics to signal processing, from sensor validation to system design, and also on emerging technologies based on artificial intelligence; all topics being supported by 200 papers presented either in oral (150 papers in 36 sessions), or poster sessions (50 papers). Figure 2 shows the range of topics of the papers. 1 FIGURE: Conference attendees by country 2 FIGURE: Conference paper topics [ABSTRACT FROM AUTHOR]

The article discusses the use of chatbot technology in the field of microscopy. The authors, Filip Braet and David Poger, highlight the potential benefits of chatbots in providing access to academic information and datasets. However, they also acknowledge the challenges and ethical considerations associated with using this technology in research. The authors share their experiences working with chatbots and express curiosity about the future role of AI in microscopy. They emphasize the importance of responsible and ethical use of AI in research and education. [Extracted from the article]

The article provides a preview of forthcoming papers accepted for publication in the Health Information and Libraries Journal. Topics include the effectiveness of citation searching in urgent and emergency care configuration studies, an alternative screening approach for Google Search in systematic reviews, and the analysis of health information seeking behavior among adolescents.

An editorial is presented the journal's success with an impact factor of 3.0 and offers readers an extensive collection of publications in critical care nursing research; it discusses the capabilities and limitations of large language models (LLMs) in research, presents various research articles with diverse topics and methodologies, emphasizing the use of LLMs in healthcare research, and highlights the importance of domain-specific expertise when utilizing LLMs.

Artificial intelligence (AI) and natural language processing technologies have fuelled the growth of Pedagogical Conversational Agents (PCAs) with empathic conversational capabilities. However, no systematic literature review has explored the intersection between conversational agents, education and emotion. Therefore, this study aimed to outline the key aspects of designing, implementing and evaluating these agents. The data sources were empirical studies, including peer‐reviewed conference papers and journal articles, and the most recent publications, from the ACM Digital Library, IEEE Xplore, ProQuest, ScienceDirect, Scopus, SpringerLink, Taylor & Francis Online, Web of Science and Wiley Online Library. The remaining papers underwent a rigorous quality assessment. A filter study meeting the objective was based on keywords. Comparative analysis and synthesis of results were used to handle data and combine study outcomes. Out of 1162 search results, 13 studies were selected. The results indicate that agents promote dialogic learning, proficiency in knowledge domains, personalized feedback and empathic abilities as essential design principles. Most implementations employ a quantitative approach, and two variables are used for evaluation. Feedback types play a vital role in achieving positive results in learning performance and student perceptions. The main limitations and gaps are the time range for literature selection, the level of integration of the empathic field and the lack of a detailed development stage report. Moreover, future directions are the ethical implications of agents operating beyond scheduled learning times and the adoption of Responsible AI principles. In conclusion, this review provides a comprehensive framework of empathic PCAs, mostly in their evaluation. The systematic review registration number is osf.io/3xk6a.Practitioner notesWhat is already known about this topicEmotions play a pivotal role in shaping the interaction process, making it essential to consider them when designing methodological strategies or learning tools.Empathic Pedagogical Conversational Agents (PCAs) have emerged as a crucial approach for enhancing and personalizing the learning experience (24/7) for pupils and supporting human teachers in their teaching process.Despite the creation of numerous empathic PCAs, there is a scarcity of Systematic Literature Reviews (SLRs) on their application in the educational field, particularly concerning the integration of emotional abilities in combination with the competencies of each subject.What this paper addsIt offers new insights into the design principles underlying the integration of the empathic field.It reviews different approaches for incorporating students' prior knowledge in real time.It provides a comprehensive and up‐to‐date overview of the research designs used for implementation, including quantitative, qualitative and mixed methods.It examines the factors that influence the effectiveness of empathic PCA in teaching and learning.It evaluates the types of feedback that enhance the impact of the empathic field on learning outcomes.Implications for practice and/or policyIt is crucial to grasp the topics that this paper introduces in order to effectively integrate new learning tools into any context.Techno‐pedagogical designers seeking to gain insights into empathic PCAs will find immense value in this SLR, as it comprehensively covers each stage of the process.For future research endeavours, this study offers a wealth of ideas to draw upon, enabling researchers to address the challenges outlined and explore new avenues of investigation. [ABSTRACT FROM AUTHOR]

In the field of railway infrastructure maintenance, timely and accurate detection of component anomalies is crucial for safety and efficiency. This paper presents the Cascade Region‐based convolutional neural network with Predefined Proposal Templates (CR‐PPT), an innovative method for railroad components inspection in complex railway infrastructure using edge‐computing devices. Unlike previous systems, CR‐PPT employs a series of predefined templates that enable it to detect both the presence and missing elements within various fastening systems. Our experimental analysis pinpoints the most effective network configurations for CR‐PPT. Furthermore, the paper examines CR‐PPT's proficiency in zero‐shot learning and fine‐tuning, highlighting its adaptability to new fastening systems. We have developed an optimized inference pipeline on NVIDIA Jetson AGX Orin, significantly enhancing its applicability for railway inspection practices. Field blind tests validate the model's high precision and efficiency, greatly reducing the time and labor required for inspections. The findings highlight CR‐PPT's potential as an efficient and robust tool for track health assessment, marking a notable progression in the integration of AI and computer vision in rail track inspection. [ABSTRACT FROM AUTHOR]

Aim: Artificial intelligence, especially ChatGPT, has been used in various aspects of medicine; however, whether ChatGPT can be used in case report writing is unknown. This study aimed to provoke discussion and provide a platform for it. Methods: I wrote a theoretical case report where cyst aspiration cured a twisted ovarian cyst (Manuscript 4). I tasked ChatGPT with generating case reports by inputting information at three different levels: (1) key message and case profile, (2) addition of key introduction information (including known facts and problems to be solved), and (3) further addition of main discussion points. These inputs resulted in the creation of Manuscripts 1–3, which were subjected to analysis. Manuscript 3, generated by ChatGPT with the deepest information input, was compared with Manuscript 4, the human‐authored counterpart. Results: With the least information, Manuscript 1 can stand on its own, but its content is superficial. The more detailed data input, the more readable and reasonable the manuscripts become. A human‐written manuscript involves personal experience and viewpoints other than obstetrics‐gynecology. Conclusions: Better input produced more reasonable and readable case reports. Human‐written paper, compared with ChatGPT‐generated one, can involve "human touch." Whether such human touch enriches the case report awaits further discussion. Whether ChatGPT can be used in case report writing, and if it can, to what extent, should be worthy of further study. I encourage every doctor to form their own stance towards ChatGPT use in medical writing. [ABSTRACT FROM AUTHOR]

The article explores the use of large language models (LLMs) and artificial intelligence (AI) in academia and research. LLMs are AI programs that can generate content in response to human language questions and have various applications in research. While LLMs offer benefits such as improved productivity, they also pose risks, including the potential for fraudulent research papers. Journals have implemented policies to address the use of AI in manuscripts, and efforts are being made to detect papers with unacknowledged LLM use. However, detecting AI-generated text can be challenging for human reviewers, and current software programs designed to detect AI-generated text have variable performance. The academic publishing industry is working on developing its own AI detectors, but their availability is limited. Ensuring the appropriate use of AI in research is crucial for maintaining the integrity of healthcare research. [Extracted from the article]

Background: Lung cancer has the highest mortality rate among malignancies globally. In addition, due to the growing number of smokers there is considerable concern over its growth. Early detection is an essential step towards reducing complications in this regard and helps to ensure the most effective treatment, reduce health care costs, and increase survival rates. Aims: To define the most efficient and cost‐effective method of early detection in clinical practice. Materials and Methods: We collected the Information used to write this review by searching papers through PUBMED that were published from 2021 to 2024, mainly systematic reviews, meta‐analyses and clinical‐trials. We also included other older but notable papers that we found essential and valuable for understanding. Results: EB‐OCT has a varied sensitivity and specificity—an average of 94.3% and 89.9 for each. On the other hand, detecting biomarkers via liquid biopsy carries an average sensitivity of 91.4% for RNA molecules detection, and 97% for combined methylated DNA panels. Moreover, CTCs detection did not prove to have a significant role as a screening method due to the rarity of CTCs in the bloodstream thus the need for more blood samples and for enrichment techniques. Discussion: Although low‐dose CT scan (LDCT) is the current golden standard screening procedure, it is accompanied by a highly false positive rate. In comparison to other radiological screening methods, Endobronchial optical coherence tomography (EB‐OCT) has shown a noticeable advantage with a significant degree of accuracy in distinguishing between subtypes of non‐small cell lung cancer. Moreover, numerous biomarkers, including RNA molecules, circulating tumor cells, CTCs, and methylated DNA, have been studied in the literature. Many of these biomarkers have a specific high sensitivity and specificity, making them potential candidates for future early detection approaches. Conclusion: LDCT is still the golden standard and the only recommended screening procedure for its high sensitivity and specificity and proven cost‐effectiveness. Nevertheless, the notable false positive results acquired during the LDCT examination caused a presumed concern, which drives researchers to investigate better screening procedures and approaches, particularly with the rise of the AI era or by combining two methods in a well‐studied screening program like LDCT and liquid biopsy. we suggest conducting more clinical studies on larger populations with a clear demographical target and adopting approaches for combining one of these new methods with LDCT to decrease false‐positive cases in early detection. [ABSTRACT FROM AUTHOR]

Preparing preservice teachers (PSTs) to be able to notice, interpret, respond to and orchestrate student ideas—the core practices of responsive teaching—is a key goal for contemporary science and mathematics teacher education. This mixed‐methods study, employing a virtual reality (VR)‐supported simulation integrated with artificial intelligence (AI)‐powered virtual students, explored the frequent patterns of PSTs' talk moves as they attempted to orchestrate a responsive discussion, as well as the affordances and challenges of leveraging AI‐supported virtual simulation to enhance PSTs' responsive teaching skills. Sequential analysis of the talk moves of both PSTs (n = 24) and virtual students indicated that although PSTs did employ responsive talk moves, they encountered difficulties in transitioning from the authoritative, teacher‐centred teaching approach to a responsive way of teaching. The qualitative analysis with triangulated dialogue transcripts, observational field notes and semi‐structured interviews revealed participants' engagement in (1) orchestrating discussion by leveraging the design features of AI‐supported simulation, (2) iterative rehearsals through naturalistic and contextualized interactions and (3) exploring realism and boundaries in AI‐powered virtual students. The study findings provide insights into the potential of leveraging AI‐supported virtual simulation to improve PSTs' responsive teaching skills. The study also underscores the need for PSTs to engage in well‐designed pedagogical practices with adaptive and in situ support. Practitioner notes What is already known about this topic Developing the teaching capacity of responsive teaching is an important goal for preservice teacher (PST) education. PSTs need systematic opportunities to build fluency in this approach. Virtual simulations can provide PSTs with the opportunities to practice interactive teaching and have been shown to improve their teaching skills. Artificial intelligence (AI)‐powered virtual students can be integrated into virtual simulations to enable interactive and authentic practice of teaching. What this paper adds AI‐supported simulation has the potential to support PSTs' responsive teaching skills. While PSTs enact responsive teaching talk moves, they struggle to enact those talk moves in challenging teaching scenarios due to limited epistemic and pedagogical resources. AI‐supported simulation affords iterative and contextualized opportunities for PSTs to practice responsive teaching talk moves; it challenges teachers to analyse student discourse and respond in real time. Implications for practice and/or policy PSTs should build a teaching repertoire with both basic and advanced responsive talk moves. The learning module should adapt to PSTs' prior experience and provide PSTs with in situ learning support to navigate challenging teaching scenarios. Integrating interaction features and AI‐based virtual students into the simulation can facilitate PSTs' active participation. What is already known about this topic Developing the teaching capacity of responsive teaching is an important goal for preservice teacher (PST) education. PSTs need systematic opportunities to build fluency in this approach. Virtual simulations can provide PSTs with the opportunities to practice interactive teaching and have been shown to improve their teaching skills. Artificial intelligence (AI)‐powered virtual students can be integrated into virtual simulations to enable interactive and authentic practice of teaching. What this paper adds AI‐supported simulation has the potential to support PSTs' responsive teaching skills. While PSTs enact responsive teaching talk moves, they struggle to enact those talk moves in challenging teaching scenarios due to limited epistemic and pedagogical resources. AI‐supported simulation affords iterative and contextualized opportunities for PSTs to practice responsive teaching talk moves; it challenges teachers to analyse student discourse and respond in real time. Implications for practice and/or policy PSTs should build a teaching repertoire with both basic and advanced responsive talk moves. The learning module should adapt to PSTs' prior experience and provide PSTs with in situ learning support to navigate challenging teaching scenarios. Integrating interaction features and AI‐based virtual students into the simulation can facilitate PSTs' active participation. [ABSTRACT FROM AUTHOR]

A key goal of educational institutions around the world is to provide inclusive, equitable quality education and lifelong learning opportunities for all learners. Achieving this requires contextualized approaches to accommodate diverse global values and promote learning opportunities that best meet the needs and goals of all learners as individuals and members of different communities. Advances in learning analytics (LA), natural language processes (NLP), and artificial intelligence (AI), especially generative AI technologies, offer potential to aid educational decision making by supporting analytic insights and personalized recommendations. However, these technologies also raise serious risks for reinforcing or exacerbating existing inequalities; these dangers arise from multiple factors including biases represented in training datasets, the technologies' abilities to take autonomous decisions, and processes for tool development that do not centre the needs and concerns of historically marginalized groups. To ensure that Educational Decision Support Systems (EDSS), particularly AI‐powered ones, are equipped to promote equity, they must be created and evaluated holistically, considering their potential for both targeted and systemic impacts on all learners, especially members of historically marginalized groups. Adopting a socio‐technical and cultural perspective is crucial for designing, deploying, and evaluating AI‐EDSS that truly advance educational equity and inclusion. This editorial introduces the contributions of five papers for the special section on advancing equity and inclusion in educational practices with AI‐EDSS. These papers focus on (i) a review of biases in large language models (LLMs) applications offers practical guidelines for their evaluation to promote educational equity, (ii) techniques to mitigate disparities across countries and languages in LLMs representation of educationally relevant knowledge, (iii) implementing equitable and intersectionality‐aware machine learning applications in education, (iv) introducing a LA dashboard that aims to promote institutional equality, diversity, and inclusion, and (v) vulnerable student digital well‐being in AI‐EDSS. Together, these contributions underscore the importance of an interdisciplinary approach in developing and utilizing AI‐EDSS to not only foster a more inclusive and equitable educational landscape worldwide but also reveal a critical need for a broader contextualization of equity that incorporates the socio‐technical questions of what kinds of decisions AI is being used to support, for what purposes, and whose goals are prioritized in this process. [ABSTRACT FROM AUTHOR]

This study investigated the added value of real‐time adaptive feedback on seventh graders' performances in tablet‐based geometry learning. To isolate the effects of the medium (ie, tablet) from those of the feedback, three groups were compared: paper‐and‐pencil, pen‐based tablet without feedback and pen‐based tablet with feedback. The feedback was provided by a tutoring system based on an artificial intelligence that automatically interpreted students' pen strokes on the screen. A total of 85 French students drew three geometric shapes, either on paper or on a tablet, and then performed a transfer task on paper. Results showed that using a tablet without feedback did not improve learning but seemed to enhance interest in the task compared to the paper‐and‐pencil group. Students in the tablet with feedback group performed significantly better than the other two groups on learning, as well as on transfer. This study was the first to combine media comparison and added‐value approaches to test the effects on students' geometry performances of using a new educational app on a pen‐based tablet in a naturalistic classroom environment. Results showed that it was not the medium used but the intelligent tutoring system‐based feedback that improved students' performance. Our data therefore indicate that artificial intelligence is a promising way of providing learners with real‐time adaptive feedback in order to improve their performances. Practitioner notesWhat is already known about this topic Previous meta‐analyses have investigated the effects of tablet‐based learning.Tablet computers have been proven to increase students' motivation.Yet, the influence of tablet computers on learning outcomes remains inconclusive.Other studies show that certain features of environments, such as feedback, have positive effects on learning.What this paper adds Most of the previous studies adopted a media comparison approach (paper‐ vs. tablet‐based instruction).We combine this approach with an added‐value approach by adding or not real‐time AI‐based feedback.Results showed that tablet use increased children's interest but not their learning outcomes.Feedback improved children's performance in a training task and a later transfer paper task.Implications for practice and/or policy Tablet computers can promote students' interest in the task during geometry instruction.App features play a critical role in improving students' learning.Specifically, IA‐based adaptive feedback helps children to perform better on a geometry task. [ABSTRACT FROM AUTHOR]

This paper presents a comprehensive review of the most recent papers and research trends in the fields of wind energy and artificial intelligence. Our study aims to guide future research by identifying the potential application and research areas of artificial intelligence and machine learning techniques in the wind energy sector and the knowledge gaps in this field. Artificial intelligence techniques offer significant benefits and advantages in many sub‐areas, such as increasing the efficiency of wind energy facilities, estimating energy production, optimizing operation and maintenance, providing security and control, data analysis, and management. Our research focuses on studies indexed in the Web of Science library on wind energy between 2000 and 2023 using sub‐branches of artificial intelligence techniques such as artificial neural networks, other machine learning methods, data mining, fuzzy logic, meta‐heuristics, and statistical methods. In this way, current methods and techniques in the literature are examined to produce more efficient, sustainable, and reliable wind energy, and the findings are discussed for future studies. This comprehensive evaluation is designed to be helpful to academics and specialists interested in acquiring a current and broad perspective on the types of uses of artificial intelligence in wind energy and seeking what research subjects are needed in this field. [ABSTRACT FROM AUTHOR]

We live in an age of artificial intelligence (AI). Open AI, an American artificial intelligence organization, claims that generative chatbots are here to stay. Although computer technology remains unevenly distributed, the presence of AI continues to be felt in many areas of daily life. Further, AI development happens in few countries whose cultural practices and beliefs tend to be embedded in AI output and functionality. Western and Global North perspectives tend to dominate conversations about AI. How might AI technology function equitably in an ethno‐racially and linguistically diverse world? This paper explores intersections of technology, coloniality, and bias to contextualize the user‐experience for individuals in groups characterized as high, medium, and low‐resourced languages. For whom does AI function in our globalizing world? Engaging with this question through a languacultural (Agar, 1994) lens, I employ a language and culture perspective to guide inquiry into AI’s output and impact, based on a children’s storybook. Specifically, I deploy Kenyan, Indonesian, and Taiwanese languacultural perspectives of three participants in a culturally cognizant reading (Washington, 2023) of a product of chatbot‐human composing, ‘Alice and Sparkle’, a children’s book illustrated by MidJourney and co‐authored by ChatGPT and Ammaar Reshi. Overall, through scrutiny of encoded cultural tropes and values inscribed within text and images, this paper proposes considerations for literacy pedagogy and research that stem from a pursuit of inclusive AI. [ABSTRACT FROM AUTHOR]

This paper presents a multidimensional view of AI's role in education, emphasising the intricate interplay among AI, analytics and human learning processes. Here, I challenge the prevalent narrow conceptualisation of AI as tools in Education, exemplified in generative AI tools, and argue for the importance of alternative conceptualisations of AI for achieving human–AI hybrid intelligence. I highlight the differences between human intelligence and artificial information processing, the importance of hybrid human–AI systems to extend human cognition and posit that AI can also serve as an instrument for understanding human learning. Early learning sciences and AI in Education Research (AIED), which saw AI as an analogy for human intelligence, have diverged from this perspective, prompting a need to rekindle this connection. The paper presents three unique conceptualisations of AI: the externalisation of human cognition, the internalisation of AI models to influence human mental models and the extension of human cognition via tightly coupled human–AI hybrid intelligence systems. Examples from current research and practice are examined as instances of the three conceptualisations in education, highlighting the potential value and limitations of each conceptualisation for human competence development, as well as the perils of overemphasis on approaches that replace human learning opportunities with AI tools. The paper concludes with advocacy for a broader approach to AIED that goes beyond considerations on the design and development of AI and includes educating people about AI and innovating educational systems to remain relevant in an AI ubiquitous world. [ABSTRACT FROM AUTHOR]

There has been surge in the usage of Internet as well as social media platforms which has led to rise in online hate speech targeted on individual or group. In the recent years, hate speech has resulted in one of the challenging problems that can unfurl at a fast pace on digital platforms leading to various issues such as prejudice, violence and even genocide. Considering the acceptance of Artificial Intelligence (AI) and Natural Language Processing (NLP) techniques in varied application domains, it would be intriguing to consider these techniques for automated hate speech detection. In literature, there have been efforts to recognize and categorize hate speech using varied Machine Learning (ML) and Deep Learning (DL) techniques. Hence, considering the need and provocations for hate speech detection we aim to present a comprehensive review that discusses fundamental taxonomy as well as recent advances in the field of online hate speech identification. There is a significant amount of literature related to the initial phases of hate speech detection. The background section provides a detailed explanation of the previous research. The subsequent section that follows is dedicated to examining the recent literature published from the year 2020 onwards. The paper presents some of the hate speech datasets considered for hate speech detection. Furthermore, the paper discusses different data modalities, namely, textual hate speech detection, multi‐modal hate speech detection and multilingual hate speech detection. Apart from systematic review on hate speech detection, the paper also implement several multi‐label models to compare the performance of hate speech detection by employing classic ML technique namely, Logistic Regression and DL technique namely, Long Short‐Term Memory (LSTM) and a multiclass multi‐label architecture. In the implemented architecture, we have derived two new elements to quantify the hatefulness and intensity of hatred to improve the results for hate speech detection using Indonesian tweet dataset. Empirical Analysis of the model reveals that the implemented approach outperforms and is able to achieve improved results for the underlying dataset. [ABSTRACT FROM AUTHOR]

Background: Cancer, a disease with a high mortality rate, poses a great threat to patients' physical and mental health and can lead to huge medical costs and emotional damage. With the continuous development of artificial intelligence technologies, deep learning‐based cancer image segmentation techniques are becoming increasingly important in cancer detection and accurate diagnosis. However, in segmentation tasks, there are differences in efficiency between large and small objects and limited segmentation effects on objects of individual sizes. The previous segmentation frameworks still have room for improvement in multi‐scale collaboration when segmenting objects. Purpose: This paper proposes a method to train a deep learning segmentation framework using a feature pyramid processing dataset to improve the average precision (AP) index, and realizes multi‐scale cooperation in target segmentation. Objective: Pan‐Cancer Histology Dataset for Nuclei Instance Segmentation and Classification (PanNuke) dataset was selected to include approximately 7500 pathology images with cells from 19 different types of tissues, including five classifications of cancer, non‐cancer, inflammation, death, and connective tissue. Methods: First, the method uses whole‐slide images in the pan‐cancer histology dataset for nuclei instance segmentation and classification (PanNuke) dataset, combined with the mask region convolutional neural network (Mask R‐CNN) segmentation framework and improved loss function to segment and detect each cellular tissue in cancerous sections. Second, to address the problem of non‐synergistic object segmentation at different scales in cancerous tissue segmentation, a scheme using feature pyramids to process the dataset was adopted as part of the feature extraction module. Results: Extensive experimental results on this dataset show that the method in this paper yields 0.269 AP and a boost of about 4% compared to the original Mask R‐CNN framework. Conclusions: It is effective and feasible to use feature pyramid to process data set to improve the effect of medical image segmentation. [ABSTRACT FROM AUTHOR]

Background: AI can positively influence teaching by offering support for classroom management, creating inclusive learning environments, enhancing digital skills, personalizing teaching methods, and strengthening teacher‐student relationships. Objectives: This quantitative research study investigates the opportunities, difficulties, and consequences of incorporating AI into teacher education. Methods: Data were collected through structured questionnaires from 202 college students and 68 staff members. The analysis was conducted using SPSS software. Results: The study provides a novel contribution by its thorough investigation of the diverse effects of AI on teacher education. It offers beneficial perspectives on the possible benefits and challenges, illuminating the far‐reaching changes that AI could bring to the terrain of learning and instruction and teaching methods in the time yet to come. The research sought to assess the effect of AI adoption in teacher education across five main dimensions: (i) its influence on teaching support and classroom management, (ii) its role in creating inclusive and accessible learning environments, (iii) its contribution to improving teachers' digital literacy and computer skills, and enhancing access to digital teaching resources, (iv) its positive influence on identifying students' learning styles and facilitating the adoption of diverse teaching methods, and (v) its role in strengthening teacher‐student relationships through improved interactions. Conclusion: The findings elucidate the promising opportunities that AI presents in the field of teacher education, along with the obstacles that require resolution for the effective fusion of AI educational settings. Lay Description: What is currently known about this topic?: AI has the potential to enhance various aspects of teaching, including classroom management and personalizing teaching methods.Incorporating AI into education has garnered significant interest due to its perceived benefits in improving learning outcomes. What does this paper add?: This paper provides a comprehensive investigation into the effects of AI adoption in teacher education, highlighting both the opportunities and challenges associated with its implementation.It offers insights into how AI can influence different dimensions of teaching, such as classroom management, learning environment inclusivity, and teacher‐student relationships. Implications for practice/or policy: The findings of this study underscore the importance of integrating AI into teacher education programs to leverage its potential benefits in enhancing teaching practices.Policymakers and educators should consider the implications of AI adoption in education and develop strategies to address challenges while maximizing the advantages of AI technologies in teaching and learning. [ABSTRACT FROM AUTHOR]

Background: Behavioural intention (BI) has been predicted using other variables by adopting the technology acceptance model (TAM). However, few studies have examined whether BI can predict learning performance. Objectives: The present study used an extended TAM to investigate whether students' BI is a predictor of their listening learning performance (LLP) through vocabulary learning performance (VLP) in the context of mobile vocabulary‐assisted listening learning by using two mobile learning tools. Methods: A total of 129 college students with a pre‐intermediate level of English were recruited as participants, and a 10‐week mobile vocabulary‐assisted, listening‐learning course was conducted in 2022. In each task of this course, the students had to learn target words from a listening passage on Quizlet and then engage in listening activities on Randall's ESL Cyber Listening Lab. Quantitative responses obtained through an online questionnaire were analysed through partial‐least‐squares structural equation modelling. Results: The analysis results indicated that BI significantly predicted LLP through VLP. Perceived ease of use (PEU) and perceived usefulness (PU) were significant antecedents of BI. However, PEU did not significantly predict PU because of the difficulty of navigating between the two technological tools used in this study. The extended model demonstrated its effectiveness in explaining listening learning performance, as evidenced by an explained variance (R2) of 69%. Conclusion: The extended model validates the influence of BI on learning performance and it can also draw teachers' focus toward the significance of enhancing students' BI to improve their listening learning performance. Pedagogical implications based on the results are provided in this paper. Lay Description: What is already known about this topic?: TAM was used to study learners' acceptance of mobile‐assisted language learning.TAM incorporates latent variables to explore mobile‐assisted language learning.Investigating factors influencing BI is a primary research focus in extended TAM literature.Mobile tools could improve listening learning and vocabulary retention. What this paper adds to that: Learning performance was considered as a dependent variable in an extended TAM.BI might predict students' learning performance in vocabulary and listening in an extended TAM.Teachers used two mobile tools to design mobile vocabulary‐assisted listening tasks.Pre‐learning the target words facilitate students' listening learning performance. Implications for practice and/or policy: We show the importance of BI on predicting listening learning performance.The impact of BI on other factors became another focus of TAM research.Results highlight pre‐learning target words' importance for better listening performance.Existing mobile tools improve listening performance, avoiding new system development. [ABSTRACT FROM AUTHOR]

Smooth interaction with a disaster‐affected community can create and strengthen its social capital, leading to greater effectiveness in the provision of successful post‐disaster recovery aid. To understand the relationship between the types of interaction, the strength of social capital generated, and the provision of successful post‐disaster recovery aid, intricate ethnographic qualitative research is required, but it is likely to remain illustrative because it is based, at least to some degree, on the researcher's intuition. This paper thus offers an innovative research method employing a quantitative artificial intelligence (AI)‐based language model, which allows researchers to re‐examine data, thereby validating the findings of the qualitative research, and to glean additional insights that might otherwise have been missed. This paper argues that well‐connected personnel and religiously‐based communal activities help to enhance social capital by bonding within a community and linking to outside agencies and that mixed methods, based on the AI‐based language model, effectively strengthen text‐based qualitative research. [ABSTRACT FROM AUTHOR]

Conversational user interfaces (CUI), including voice interfaces, which allow users to converse with computers via voice, are gaining wide popularity. VoiceBots allow users to receive a response in real‐time, regardless of the communication device. VoiceBots have been explored in fields such as customer service to automate repetitive queries and help reduce redundant tasks; however, they have not been widely applied in the classroom. This study aimed to explore the effects of VoiceBot implementation on student learning. A pre‐test–post‐test design was implemented with 65 participating undergraduate students in multimedia programming who were randomly allocated to scenarios representing a 2 × 2 design (experimental and control cohorts). Data were collected using an academic achievement test and semi‐structured interviews, which allowed for a more in‐depth analysis of the students' experiences with the VoiceBot. The results showed that how the VoiceBot was applied positively influenced student learning in the experimental cohort. Moreover, the focus group data demonstrated that the VoiceBot can be a valuable assistant for students and could be easily replicated in other courses. To the best of our knowledge, this study was the first to use VoiceBot to engage undergraduate students in Ghana, thus contributing to the growing literature stream on the development of VoiceBots to improve student learning experiences. This study elucidates the design process using a zero‐coding technique, which is considered a suitable approach for educational institutions with limited resources. Practitioner notes What is already known about this topic Conversational user interfaces (CUIs), including voice interfaces, have gained popularity and are used to interact with computers through natural language. VoiceBots have been utilised in various fields such as customer service to automate tasks and reduce redundancy. Instant messaging systems such as WhatsApp and Telegram have been used for communication in educational contexts. Advances in artificial intelligence (AI) and natural language processing (NLP) have led to significant improvements in voice‐enabled CUIs (VoiceBots). Existing studies indicate that chatbots affect students' motivation, learning experiences, and achievements; however, research on using VoiceBots for learning improvement is limited. What this paper adds A VoiceBot was introduced as an assistant to facilitate learning in a multimedia programming course. The study used an experimental design with an experimental cohort using a WhatsApp group platform equipped with a zero‐coding VoiceBot and a control cohort without the bot. The study found that students interacting with VoiceBot demonstrated better learning achievement than the control group. The study also provides clear suggestions on integrating VoiceBots into educational institutions. Implications for practice and/or policy The study's findings suggest that VoiceBots can play a significant role in improving student learning achievements, especially in subjects such as multimedia programming. Educational institutions could establish learning design and technology centres with subject matter experts to integrate VoiceBots effectively into the learning process. Instructors must possess adequate technological proficiency to engage students with VoiceBots and targeted in‐service training may be necessary. Future research can explore VoiceBot use across various academic domains and levels of education, analyse the impact of usage patterns on learning outcomes, and assess its long‐term effects on student engagement and motivation. What is already known about this topic Conversational user interfaces (CUIs), including voice interfaces, have gained popularity and are used to interact with computers through natural language. VoiceBots have been utilised in various fields such as customer service to automate tasks and reduce redundancy. Instant messaging systems such as WhatsApp and Telegram have been used for communication in educational contexts. Advances in artificial intelligence (AI) and natural language processing (NLP) have led to significant improvements in voice‐enabled CUIs (VoiceBots). Existing studies indicate that chatbots affect students' motivation, learning experiences, and achievements; however, research on using VoiceBots for learning improvement is limited. What this paper adds A VoiceBot was introduced as an assistant to facilitate learning in a multimedia programming course. The study used an experimental design with an experimental cohort using a WhatsApp group platform equipped with a zero‐coding VoiceBot and a control cohort without the bot. The study found that students interacting with VoiceBot demonstrated better learning achievement than the control group. The study also provides clear suggestions on integrating VoiceBots into educational institutions. Implications for practice and/or policy The study's findings suggest that VoiceBots can play a significant role in improving student learning achievements, especially in subjects such as multimedia programming. Educational institutions could establish learning design and technology centres with subject matter experts to integrate VoiceBots effectively into the learning process. Instructors must possess adequate technological proficiency to engage students with VoiceBots and targeted in‐service training may be necessary. Future research can explore VoiceBot use across various academic domains and levels of education, analyse the impact of usage patterns on learning outcomes, and assess its long‐term effects on student engagement and motivation. [ABSTRACT FROM AUTHOR]

A core focus of self‐regulated learning (SRL) research lies in uncovering methods to empower learners within digital learning environments. As digital technologies continue to evolve during the current hype of artificial intelligence (AI) in education, the theoretical, empirical and methodological nuances to support SRL are emerging and offering new ways for adaptive support and guidance for learners. Such affordances offer a unique opportunity for personalised learning experiences, including adaptive interventions. Exploring the application of adaptivity to enhance SRL is an important and emerging area of research that requires further attention. This editorial introduces the contributions of seven papers for the special section on adaptive support for SRL within digital learning environments. These papers explore various themes related to enhancing SRL strategies through technological interventions, offering valuable insights and paving the way for future advancements in this dynamic area. [ABSTRACT FROM AUTHOR]

Training to run is not straightforward since without proper personalised supervision and planning, people will not improve their performance and will increase the risk of injuries. This study aims to identify the different factors that influence running training programmes, examining the benefits, challenges or limitations of personalised plans. Moreover, this study explores how multimodal, immersive and artificial intelligence technologies can support personalised training. We conducted an exploratory sequential mixed research consisting of interviews with 11 running coaches from different countries and a survey of 12 running coaches. Based on the interviews and survey analysis, we identified and extracted relevant factors of the training process. We identified four relevant aspects for running training: physical, technical, mental and body awareness. Using these aspects as a reference, we derived a framework using a bottom‐up approach. This framework proposes multimodal, immersive and artificial intelligence technologies to facilitate personalised running training. It also allows coaches to personally guide their athletes on each aspect. Practitioner notesWhat is already known about this topic Running is a popular sport that provides health benefits and is practised by many people around the world.Training is a process that enables athletes to improve their development in various aspects of their sport; in the case of running, it helps them to increase their speed and endurance.Personalised training supports the needs and abilities of athletes, by helping them to achieve their potential through individualised activities or programmes.Sports science research indicates that personalised training can be improved by applying technology to tackle its challenges and limitations.What this paper adds We show that personalising the training requires not only focusing on the runners' physical condition but also on their mental, technical and body awareness aspects, where each of them has a different adaptation to training.We show that multimodal and immersive technologies offer suitable and portable ways to measure and target the mental and body awareness aspects during running training.Implications for practice and/or policy This paper presents a list of factors, measures and devices that coaches can use to plan and design their training sessions in a more personalised manner.This study can serve as a foundation for future research that aims to identify and target the various factors that influence the learning and training of sports. [ABSTRACT FROM AUTHOR]

Previous research showed that the parents acknowledged the technology's benefits for their young children's learning, however, they are still worried about the extended screen time, lack of physical activity and lack of social interactions. To address these concerns, we developed Kid Space to enable pedagogically appropriate technology use for children in early childhood education by combining various sensing technologies with a multi‐modal conversational artificial intelligence system that can interact with children, understand individual progress and provide personalised learning experiences. To understand the impact of Kid Space on the parents' initial concerns about technology use by their young children, we conducted a multi‐method user study: (1) a quasi‐experimental design and (2) formative research method using an exploratory case study with a set of children and their parents experiencing Kid Space in their homes. The results show that after experiencing Kid Space with their children, the parents felt significantly less concerned about screen time, social interactions and physical activity and reported positive perceptions towards pedagogical value of Kid Space. Detailed analysis on the multi‐modal data quantitatively and qualitatively validated why Kid Space alleviated these concerns. Future research is needed to validate long‐term educational value of Kid Space and generate insights for improvement for next iterations. Practitioner notesWhat is already known about this topic Play‐based learning is critical for young children's education, but digital games create major concerns around extended screen time, lack of physical activity and lack of social interactions.Blending digital and physical spaces could support pedagogically appropriate technology use for young children. Towards this end, there are some exemplary studies in the state–of‐the‐art reporting positive educational outcomes as an effect of utilising such spaces. However, none of these studies supported children's most natural mode of communication in their interactions with the systems—speaking.Pedagogical conversational agents (PCAs) are promising, but they are tricky when it comes to young children's speech because of unique technical challenges resulted from how children use language and communicate with digital systems.What this paper adds To our best knowledge, Kid Space is one of the earliest implementations of a PCA with a multi‐modal artificial intelligence (AI) system utilising physical and digital learning manipulatives for maths learning with a focus on early childhood education. The key contributions of this paper are (1) the design and development of an end‐to‐end multi‐modal system enabling Wizard‐of‐Oz experimentation for initial evaluations with users, (2) the creation of a multi‐modal, in‐the‐wild labelled dataset with children–agent, children–parent and children–physical/digital space interactions enabling advancements for AI components for later evaluations with users and (3) the generation of rich insights from an initial research study on user perceptions and engagement as well as actionable findings to improve Kid Space experiences for next iterations and inform key design features for similar systems.Implications for practice and/or policy The results of the study implied a set of areas for improvement—or design features—for Kid Space and other similar pedagogical conversational systems developed for children's home usages: (1) easier setup and usage with optimised setup size addressing diverse space limitations at homes, (2) minimised latency between Oscar (the conversational pedagogical agent) and child interactions (eg, adding multimodal dialogue system to reduce the need for a human wizard), (3) more advanced personalisation, social (including more verbal interactions) and pedagogical skills for Oscar with increased contextual awareness (eg, sending children's engagement), (4) scalability and higher visual quality of content with diverse games and learning outcomes, (5) parental control features over Kid Space platform and Oscar (eg, time limit, content, etc.) and (6) accessibility features (eg, captions turned on for multilingual children) and support for neurodiversity. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) and machine learning (ML) pose a challenge for achieving science that is both reproducible and replicable. The challenge is compounded in supervised models that depend on manually labeled training data, as they introduce additional decision‐making and processes that require thorough documentation and reporting. We address these limitations by providing an approach to hand labeling training data for supervised ML that integrates quantitative content analysis (QCA)—a method from social science research. The QCA approach provides a rigorous and well‐documented hand labeling procedure to improve the replicability and reproducibility of supervised ML applications in Earth systems science (ESS), as well as the ability to evaluate them. Specifically, the approach requires (a) the articulation and documentation of the exact decision‐making process used for assigning hand labels in a "codebook" and (b) an empirical evaluation of the reliability" of the hand labelers. In this paper, we outline the contributions of QCA to the field, along with an overview of the general approach. We then provide a case study to further demonstrate how this framework has and can be applied when developing supervised ML models for applications in ESS. With this approach, we provide an actionable path forward for addressing ethical considerations and goals outlined by recent AGU work on ML ethics in ESS. Plain Language Summary: Artificial intelligence and machine learning can make it hard to do science in a way that can be repeated. This can mean redoing a study in the exact same way to see if you can get the same or similar results (reproducibility) or trying to use the same study design on a new problem to see if the results are the same or similar (replicability). These types of scientific repetitions is important for developing robust knowledge, but is hard to do with certain types of machine learning that rely on data that were categorized by researchers. The researchers have to make decisions and categorize their data, which the machine learning algorithm then uses as a guide to make its own decisions. Generally, there is not enough information shared by the researchers about how these decisions were made to repeat the science or evaluate how good it is. In this paper, we provide a way to address these shortcomings. The approach and example we offer illustrates how to (a) create a rulebook that can be shared for how to make decisions and (b) quantitatively measure how consistent the researchers are at using that rulebook to make their decisions. Key Points: We provide a rigorous hand labeling procedure to improve the replicability and reproducibility of supervised machine learning (ML)Our case study and step‐by‐step guide clearly outline how the procedure can be appliedThe procedure is an actionable path forward for addressing ethical considerations and goals for ML development in Earth systems science [ABSTRACT FROM AUTHOR]

Power system protection and asset management present persistent technical challenges, particularly in the context of the smart grid and renewable energy sectors. This paper aims to address these challenges by providing a comprehensive assessment of machine learning applications for effective asset management in power systems. The study focuses on the increasing demand for energy production while maintaining environmental sustainability and efficiency. By harnessing the power of modern technologies such as artificial intelligence (AI), machine learning (ML), and deep learning (DL), this research explores how ML techniques can be leveraged as powerful tools for the power industry. By showcasing practical applications and success stories, this paper demonstrates the growing acceptance of machine learning as a significant technology for current and future business needs in the power sector. Additionally, the study examines the barriers and difficulties of large‐scale ML deployment in practical settings while exploring potential opportunities for these tactics. Through this overview, insights into the transformative potential of ML in shaping the future of power system asset management are provided. [ABSTRACT FROM AUTHOR]

This paper combines artificial intelligence deep learning technology to optimize the wine making process of mango wine. Moreover, in view of the shortcomings of traditional electronic nose data processing methods, a deep learning method based on SSAE‐BPNN is proposed for electronic nose data processing. In addition, according to the characteristics of automatic learning features, this paper uses a deep learning method based on SSAE‐BPNN to simplify the process of traditional data processing methods. Finally, this paper constructs an electronic nose system that can be used to identify mango wine making characteristics, and enhances the effect of electronic nose recognition through deep learning. Through the analysis, it can be seen that the mango wine making process optimization method based on artificial intelligence deep learning technology proposed in this paper has a certain effect, and it has optimized the traditional mango wine making process. [ABSTRACT FROM AUTHOR]