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The development of efficient and reliable online assessments has become increasingly important in the digital era. We developed a 10-min online word reading assessment of global English based on the existing paper-and-pencil version of our English silent word reading test. The test includes two parts, namely, random word recognition and contextual word reading. A total of 889 participants (437 children and 392 adults; 62.7% female) took part in the study. They were from various regions including mainland China, Hong Kong SAR, Macau SAR, Poland, the United States, and the Philippines. Reliability and validity analyses on various demographics samples (by age and country/region of origin) demonstrated that the WordSword Test is highly reliable and valid (e.g., the correlation of this test with other English reading measures were above.80). Education level was positively correlated with test performance, while the correlations between age and test performance were not consistent. Ninety-seven children participants also took the paper-and-pencil version of the WordSword Test. The correlation between performances on the online and paper-and-pencil versions of the test was.879, one year apart. With more children and adults taking the WordSword Test, we ultimately hope to establish norms by area, grade level, and age. [ABSTRACT FROM AUTHOR]

Background: Artificial Intelligence (AI) literacy is a crucial part of digital literacy that all individuals should possess in today's technologically advanced world. Despite the potential benefits that AI education offers, little research has been done on how to teach AI literacy to children. Objectives: This study aimed to fill that gap by investigating how children were engaged in AI literacy activities that are supported by intelligent agents. These activities were implemented in a Hong Kong kindergarten with a class of six 5‐year‐olds (Mage = 62.83 months, SD = 2.91) over a 6‐week period. Methods: The study gathered data from multiple sources, including classroom observations, teacher interviews, and documents/artefacts. Results and Conclusions: The results showed that children could learn about AI through interaction with intelligent agents in embodied learning contexts. The findings of this study have implications for the broader field of digital technology education, particularly in the context of early childhood education. Lay Description: What is already known about this topic: Artificial Intelligence (AI) literacy is essential in today's world.Little research exists on engaging young children in learning AI literacy. What this paper adds: Technology‐enhanced embodied learning approach affords multimodality in enabling young children's learning with AI‐related agents.Project‐based learning and real‐life examples can enhance children's learning. Implications for practice and/or policy: Early exposure to AI can help children navigate the increasingly digital world.Practical approaches, such as embodied and multimodal learning, seem to be effective.Teachers can enhance children's digital learning by using pedagogical strategies like project‐based learning and real‐life examples. [ABSTRACT FROM AUTHOR]

In order to improve the analysis effect of traditional arts and crafts, this paper analyzes traditional arts and crafts combined with digital technology, builds an intelligent analysis system to improve the digital processing effect of traditional arts and crafts, and takes the Guangdong-Hong Kong-Macao Greater Bay Area as an example to verify the system effect. In order to improve the accuracy of subsequent image alignment and defect detection, this paper compares the effects of the pixel-level edge detection algorithm and the subpixel-level edge detection algorithm and finally selects the subpixel-based edge detection algorithm to extract the edge of the image. In addition, this paper compares the traditional defect detection algorithm through research and experiment and proposes an improved image phase difference method according to the actual situation. The experimental research shows that the traditional arts and crafts intelligent analysis system based on digital technology proposed in this paper has a very good effect. At the same time, with the support of this system, the intelligent analysis of traditional arts and crafts in the Guangdong-Hong Kong-Macao Greater Bay Area can be carried out efficiently. [ABSTRACT FROM AUTHOR]

To support young children's learning during the coronavirus 2019 (COVID‐19) pandemic, preschool educators in Hong Kong were required to teach with digital technologies. In this study, 1035 educators from 169 preschools reported their views and practices in an online survey, which we examined via multilevel mixed‐response analysis and thematic analysis. More than half of the respondents (53%) expected future online teaching to continue, and only 11% of educators believed that parents would reject this form of delivery. Administrators and teaching assistants were more likely than teachers to expect online preschool teaching to continue in the future. In addition, respondents with existing online platform experience, who taught the upper levels of preschool, or incorporated specific teaching practices (eg, after the online lesson, they assessed children and assigned homework tasks), were more likely than others to expect online teaching in the future. Many of these respondents also reported (a) difficulty with engaging their children when online and (b) inadequate support from parents for learning activities, which reduced the respondents' perceived likelihood of future online teaching. Administrators and teaching assistants were more likely than teachers to believe that parents would accept online teaching in the future. Respondents who felt they had inadequate training to teach online, children in families with inadequate technical skills and parents who believed that online lessons harmed children's well‐being, were less likely than others to believe that parents would accept online teaching in the future. These educators believed that online learning communities could connect parents and schools and foster interaction that could help align with educator's support for children's learning needs. Practitioner notesWhat is already known about technology integration for young children during COVID‐19COVID‐19 led to the closure of many schools, requiring teachers to teach online.Barriers to integrating technologies in preschool settings existed before the pandemic.Online teaching can support students' learning, but few studies have examined technology integration for preschoolers at home during a pandemic.What this paper addsThis paper adds new data on schooling during a pandemic. During the closures, preschool teachers applied two major online teaching approaches: (a) digital content interaction and (b) online human interaction.Technology integration was added to provide evidence of how teachers applied online learning resources for young children during COVID‐19.During closures, teachers often delivered learning resources via digital‐mediated learning platforms, but they were less likely than other educators to expect online teaching in the future.Educators who perceived greater engagement of children or support from parents were more likely to expect online teaching in the future.Implications for practice and/or policyThis study showed that some preschool teachers integrated technology into their teaching during a pandemic, and future studies can explore how to facilitate or extend this integration after the pandemic.This study showed the need for more interactive online teaching preparation to address young children's learning needs.Some teachers were responsive to feedback from children and monitored their learning during the online teaching process. [ABSTRACT FROM AUTHOR]

• Examine the use of metaverse for transportation and logistics operations. • Establish an AI supported digital technological framework. • Propose and discuss future research areas. In the digital age, supported by disruptive technologies such as artificial intelligence (AI), blockchain (BC), digital twins (DT), and extended reality (ER), the use of metaverse for real-world operations has emerged. In this paper, we examine the use of metaverse for transportation and logistics operations. To be specific, we first examine the related literature by a selective critical review. Then, we discuss how the use of metaverse can facilitate transportation operations with some relevant cases such as the metaverse project of MTR (from Hong Kong). We establish an AI supported digital technological framework, called the ABCDE framework, for transportation and logistics companies to adopt with their use of metaverse. Finally, we propose and discuss several important future research areas. To the best of our knowledge, this is the first study which comprehensively examines the use of metaverse for transportation and logistics operations. The theoretical framework also lays the foundation for future studies. The findings and insights provide constructive and helpful guidance to both practitioners and academics on the future development of the topic. [ABSTRACT FROM AUTHOR]

In the 2019 Anti-Extradition Law Amendment Bill resistance movement, Hong Kong netizens used a popular digital platform known as LIHKG (連登) as a communicative center to exchange time-based information, express outrage or solidarity, and assemble decentered actions of agitation. There was an implied sense that LIHKG was facilitating a "wild" mode of politics oriented toward agitation, disturbance, and chaos. This paper examines its "wild politics" and asks: how might we trace the evolution of a complex political vernacular capable of creating a chaotic form of organizing, and what did this vocabulary tell us about the latent meanings, desires, and identity-making of the networked protesters? Utilizing the LDA topic-modelling method, we analyzed a large corpus of discussion threads on LIHKG to develop a customized domain-specific thematic repertoire, and revealed a "language in the wild" as part of a cultural archive that embodied the netizens' ambivalent hopes. [ABSTRACT FROM AUTHOR]

• Algorithms affect practices of reading and writing as well as broader patterns of language use, communication and consumption. • This paper describes a participatory project, in which university students explored their 'folk beliefs' about algorithms. • The participants articulated six metaphors through which they and their classmates understand how algorithms work • Engaging learners in 'folk beliefs' about algorithms can contribute to critical online reading practices. Most accounts of the way digital technologies have changed practices of reading and writing have focused on surface aspects of digital texts (such as hypertextuality, multimodality and the development of new registers). There are, however, less visible aspects of digital communication environments that have had an equally profound effect on reading and writing – namely the algorithms that lie behind texts that monitor the actions of readers and writers and alter the form and content of the texts they are exposed to. Algorithms have the potential to affect not just local communication practices, but also broader social practices, as they work to encourage and reinforce patterns of language use, communication and consumption. This paper describes the results of a two-year long participatory project, in which university students in Hong Kong and the United Kingdom explored the communication and inference forming practices they engage in when interacting with algorithms. The participants articulated six primary metaphors through which they and their classmates understand how algorithms work: (1) Algorithm as agent; (2) Algorithm as authority; (3) Algorithm as adversary; (4) Algorithm as communicative resource; (5) Algorithm as audience; and (6) Algorithm as oracle. Engaging learners in articulating the 'folk beliefs' that govern people's interaction with algorithms, it is argued, can contribute to the development of the kinds of digital literacies they will need to better understand the ways algorithms affect the kinds of information they are exposed to, the kinds of inferences they form about this information, and the ways their own acts of reading and writing can be used by algorithms to manipulate them. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic, an exceptional crisis, sparked the introduction of new digital infrastructure to halt the novel coronavirus's spread. This paper explores how such digital infrastructure's impact might reverberate over the long term, by comparing Singapore, Hong Kong, and mainland China's utilization of digital technology in response to the 2003 SARS outbreak, and their responses to the 2020 COVID-19 pandemic. We find that advancements in digital technology since 2003 have boosted governments' surveillance and segregation abilities substantially—most dramatically so in China. Even though some of these new digital interventions are ostensibly designed to be temporary ones to address the needs of the immediate crisis, we argue that the resultant extensions of state power experienced during COVID-19 are likely to have profound long-term effects because they fundamentally affect sociopolitical contexts, institutional capabilities, and digital cultures. We also find that the extent to which governments can extend digital surveillance and segregation abilities during the pandemic is contingent on their respective sociopolitical, institutional, and digital cultural contexts. • COVID-19 pandemic sparked calls for a new digital infrastructure. • We compare 2003 SARS outbreak to COVID-19 pandemic. • New digital technologies increased governments' ability to surveil and segregate. • Their impact on surveillance and segregation will persist post COVID-19. [ABSTRACT FROM AUTHOR]