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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]

ABSTRACT This paper examines the transnational and translocal experiences of the Rohingya in India, a stateless, refugee community forcibly displaced from Myanmar, onward migrants from Bangladesh, who currently occupy a legally precarious space in India. Drawing on approximately 90 interviews conducted with refugees, community leaders and NGOs across three Indian cities, along with informal group discussions and field notes, this paper makes two arguments that shed light on the complex, multi‐factorial ways in which networks are rebuilt in displacement as well as the emerging characteristics of Rohingya onward migration in Asia. First, that early generations of Rohingya in India leveraged translocal network building spaces and encounters to rebuild their networks with others in the community and create translocal networks of care and support with local civil society actors, cementing the notion of a ‘Rohingya refugee community’ in India. Second, that the gradual internationalisation of the Rohingya crisis as well as the transnationalisation of the Rohingya diaspora in the last decade through multiple waves of displacement, onward migration and resettlement schemes has prompted a shift towards multi‐sited transnationalism, particularly reflected in the emergence of multi‐sited transnational families, digital transnational spaces among younger refugees and extended diasporic networks. [ABSTRACT FROM AUTHOR]

Given that feedback is increasingly digital and multimodal, there is a pressing need to prepare L2 writing teachers to give multimodal feedback. Yet the notion of multimodal feedback appears underrepresented in extant research on teacher feedback literacy and it is often equated as multimedia feedback. To make feedback relevant to multiplicity in feedback‐giving modes and technologies, as well as diversity in student backgrounds and composing practices, this paper proposes the construct of multimodal feedback literacy as an important part of teacher feedback literacy. Grounded in social semiotic of multimodality, this paper elucidates the notions of feedback design, feedback affordance, feedback orchestration, and feedback ensemble as essential dimensions of multimodal feedback literacy. We argue that the development of multimodal feedback literacy entails competences in recognizing the affordances of multiple feedback‐giving modes, designing coherent feedback ensembles through orchestrating multiple feedback‐giving modes with apt intermodal relations, and managing feedback ensemble as motivated and accumulative. A framework for L2 writing teachers to develop multimodal feedback literacy in relation to a complex and recursive process of being, doing, and becoming is also developed. Implications and challenges are then discussed. [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]

Adaptive learning technologies are closely related to learners' self‐regulatory processes in individual and collaborative learning. This study presents the outcomes of a systematic literature review of empirical evidence on adaptive learning environments to foster self‐regulation and shared regulation of learning in collaborative settings. We provide an overview of what and how adaptive technologies have been used to understand and promote self‐regulated learning in collaborative contexts. A search resulted in 38 papers being analysed. Specifically, we identified the seven main objectives (feedback and scaffolding, self‐regulatory skills and strategies, learning trajectories, collaborative learning processes, adaptation and regulation, self‐assessment, and help‐seeking behaviour) that the adaptive technology research has been focusing on. We also summarize the implications derived from the reviewed papers and frame them within seven thematic areas. Finally, this review stresses that future research should consider developing a converging theoretical framework that would enable concrete monitoring and support for self‐regulation and socially shared regulation of learning. Our findings set a baseline to support the adoption and proliferation of adaptive learning technology within self‐regulated learning research and development. Practitioner notesWhat is already known about this topic By providing personalized and learner‐centric adaptive learning environments (ADLEs), adaptive learning technology can support and foster self‐regulated learning (SRL) practices.It is possible to create a more student‐centred and effective learning environment by combining adaptive learning and collaborative learning.Socially shared regulatory activities can involve planning, monitoring, controlling and reflecting on a group's learning processes.What this paper adds Provides a systematic literature review of empirical evidence on ADLEs, SRL and socially shared regulation of learning (SSRL) in collaborative contexts.Summarizes the insights on (S)SRL through ADLEs in collaborative learning.Identifies challenges and opportunities for ADLEs to support (S)SRL in collaborative learning.Implications for practice and/or policy Learning analytics and educational technology researchers will be able to use the systematic review as a guide for future research.Learning analytics and educational technology practitioners will be able to use the systematic review as a summary of the field's current state. [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]

A growing yet fragmented debate addressing digital nomadism has recently emerged across different disciplines, including management, organizational behavior, and mobility studies. However, the intersection between digital nomadism and leisure and tourism activities remains blurred. Integrating existing theoretical assessments, this conceptual paper scrutinize digital nomadism from a tourism and leisure perspective, and attempts to provide a broader understanding of this phenomenon. The paper repositions digital nomads in the center of tourism and travel discourse by describing their key characteristics, mobility motives, destination selection process, and critical features, singling them out from conventional business/leisure tourists. This paper significantly contributes to an emerging stream of tourism research addressing digital nomadism as an emerging lifestyle market and provides timely practical implications for policymakers and industry practitioners. [ABSTRACT FROM AUTHOR]

This paper introduces Education Platform for Equivalent Resistance (EDUPERES) and Gamification of Equivalent Resistance (GAMERES), two different parts of a new computer aided education platform with interactive and imaginative design and game elements, which have been created during 4 years. In Vocational School of Transportation of Eskişehir Technical University, electrical circuit analysis is a compact course which exhaustively yet quickly covers all the DC and AC circuit concepts. During the course, it is observed that some students have difficulties in some basic capabilities such as calculation of equivalent resistance of either a standard or a compact circuit, dividing currents, and so on. More sadly, this inability spreads to the rest of the semester. This study aims to overcome this issue through a smart interactive education platform and gamification. The first part, that is, EDUPERES visualizes and animates the solutions of electrical circuits. To make the students exercise circuit questions, it provides an interface which simulates the comfort of using paper and pencil. This platform is powered by a smart algorithm to watch almost all of the actions of the students and to give prompt warnings. It allows students to transform the shapes of compact circuits during circuit reduction. The second part, that is, GAMERES imaginatively converts the circuit questions into action, competition, shooter, puzzle, and maze games. Via box plots and Mann–Whitney–Wilcoxon nonparametric tests, it is shown that EDUPERES and GAMERES can significantly increase students' learning. The success of EDUPERES and GAMERES is discussed with regard to previous studies and gamers' motivations. [ABSTRACT FROM AUTHOR]

To the detriment of liberal democracy, governments have struggled to prevent the exploitation of personal data for voter manipulation in the digital era. Laws pertaining to political microtargeting are often piecemeal and tend to derive from a combination of laws on electoral advertising and privacy. Evidence indicates that this approach is insufficient to curtail microtargeting. However, little is known about the regulation of microtargeting outside of the European and US contexts within which the bulk of anti‐microtargeting research has been undertaken. Accordingly, this paper aims to shed light on the preparedness of the law in Australia and New Zealand to mitigate the potential harms of political microtargeting. A comparative analysis of legislation pertaining to microtargeting is therefore undertaken using a blended approach of comparative law and content analysis. This paper: (1) identifies current legislation relevant to microtargeting in Australia and New Zealand; (2) assesses patterns of similarity and difference between each country's laws in relation to microtargeting; and (3) evaluates the preparedness of current legislation to curtail microtargeting in an evolving social media landscape. It finds that in both countries, legislation is sufficiently robust to mitigate microtargeting in some limited circumstances, but a cohesive regulatory approach is needed to constrain the most insidious microtargeting operations. [ABSTRACT FROM AUTHOR]

Background: This paper describes the experience of conducting a co‐researched project with people with learning disabilities in Madrid, Spain, during the COVID pandemic and lockdown. I discuss the advantages and limitations of working online and challenges encountered while coordinating and facilitating the research. Methods: Our research project was on the impact of COVID on the lives of people with learning disabilities, which the eight co‐researchers chose. As part of my PhD, I offered my services as researcher to work together with persons with learning disabilities. Eight people took up my offer. We worked together from January 2021 to March 2022 virtually and I recorded this experience. I have written the paper, but as part of my co‐researcher agreement, I have shared my reflections and work with my co‐researchers, and we have co‐written a section to share our findings. Findings: In this paper, I discuss the advantages and limitations of working online, challenges I encountered while coordinating and facilitating the research and the work together. Remote work enabled the group to work on a biweekly basis and with members from different parts of Madrid. It saved people time and effort getting around town, yet we had to introduce express times and spaces to socialise and create a working relationship that is less natural than during in‐person interactions and breaks. During our fieldwork, we found that the pandemic had spurred the access to digital devices and programmes, but people may still be reliant on their environment, carers or supporters to facilitate it. I included a section written with my co‐researchers, in which we reflect together on the experience of working online and how we reached out to their peers during our fieldwork. We identified limitations due to our online research methodology such as lack of owning a digital device, the difficulties having access to a private space from which to connect online and the joy of meeting other people to exchange experiences. Conclusion: Human rights based participatory research can be done online. There are different ways of overcoming barriers to participation. However, there are people with no access to the internet or without digital skills that are being excluded and we must ensure that we reach out to them as well. Accessible summary: I did an online participatory research project with 8 people with learning disabilities from Spain using Zoom. Participatory research means taking part and being involved in the decisions on how the research is done.I discuss online way to make decisions, share power and control over the research, have some social connection in the group, and give information.I show that people with learning disabilities can work remotely but need more opportunities to learn digital skills. Digital skills are the skills to use technological devices, e.g., a smartphone, a tablet or a computer.Digital skills were very important during the pandemic and the lockdown, for example knowing how to find and use information and stay safe online and how to communicate with others over the internet.Participatory research projects need to support co‐researchers to learn new skills and apply them. The researchers need to be creative to make the online work engaging. [ABSTRACT FROM AUTHOR]

The goal of this paper is to explain why digital innovation is so important in business organizations in order to survive in Industry 4.0. The study helps to understand the new era of Industry 4.0 and the importance of introducing digital innovation into organizations. A systematic review of the literature and studies on Industry 4.0 and digital innovation were synthesized to find answers to the research questions. To improve their manufacturing industry, organizations have implemented digital technologies such as augmented reality, robotic sensing, artificial intelligence, cloud computing, cyber physical systems, and remote sensing technologies. These technologies focused on automating logistics and supply chain systems, improving manufacturing system performance, and simplifying automated production systems. Because digital innovations save time and energy, employees can devote more time and energy to creative and innovative activities. Organizations should plan to implement digital technology in order to keep the environment healthy and sustainable while meeting the demands of customers, consumers, and the Industry 4.0 dimension. [ABSTRACT FROM AUTHOR]

Digital technology and artificial intelligence technology have built an open sharing environment of intellectualization. For start‐ups, which are restricted by their own limited resources, it is wise to take inbound open innovation as a strategy to get external advanced technical information quickly. However, how to match technology resources obtained from outside with the organisation's demand is still a problem for entrepreneurial teams and entrepreneurial researchers. Based on the literature review of existing research and considering entrepreneurial teams' demand to deal with the challenges, this paper firstly analyses the relationship between entrepreneurial teams' inbound open innovation strategy and the innovative use of information technology by individuals in teams of start‐ups and based on the Identity Theory to explore the mechanism of IT identity on the relationship mentioned above. Lastly, the paper further analyses two types of team authorisation (structural empowerment and psychological empowerment) that play different moderating roles in the relationship of inbound open innovation, IT identity and the innovative use of information technology by individuals in teams. Using 238 survey data from entrepreneurial teams with linear regression analysis, we found that IT identity moderates the relationship between inbound open innovation and individual new IT technology exploration positively, and team psychological empowerment has further moderated the relationship between inbound open innovation and the innovative use of information technology by individuals in teams positively, while team structure empowerment plays an inverted U‐shaped moderation. This study has certain guiding significance for entrepreneurial teams to take advantage of digitalised opportunities, and it also has important value for innovation and digitalisation research. [ABSTRACT FROM AUTHOR]

Central to the concept of Student Voice is the communication of student feedback to educators. Feedback can assume a great variety of forms, and effectiveness and appropriacy of different feedback methods may vary. This research investigates student perceptions of two traditional feedback methods-pen-and-paper questionnaires and oral question-and-answer reports-compared against feedback obtained through the use of three digital technology tools (Socrative, TodaysMeet and Google Drive). The findings suggest that the use of digital technologies in Student Voice contexts is likely to be highly effective due to the overwhelming positive attitude of students towards these tools. [ABSTRACT FROM AUTHOR]

Facial emotion recognition (FER) represents a significant outcome of the rapid advancements in artificial intelligence (AI) technology. In today's digital era, the ability to decipher emotions from facial expressions has evolved into a fundamental mode of human interaction and communication. As a result, FER has penetrated diverse domains, including but not limited to medical diagnosis, customer feedback analysis, the automation of automobile driver systems, and the evaluation of student comprehension. Furthermore, it has matured into a captivating and dynamic research field, capturing the attention and curiosity of contemporary scholars and scientists. The primary objective of this paper is to provide an exhaustive review of FER systems. Its significance goes beyond offering a comprehensive resource; it also serves as a valuable guide for emerging researchers in the FER domain. Through a meticulous examination of existing FER systems and methodologies, this review equips them with essential insights and guidance for their future research pursuits. Moreover, this comprehensive review contributes to the expansion of their knowledge base, facilitating a profound understanding of this rapidly evolving field. In a world increasingly dependent on technology for communication and interaction, the study of FER holds a pivotal role in human‐computer interaction (HCI). It not only provides valuable insights but also unlocks a multitude of possibilities for future innovations and applications. As we continue to integrate AI and facial emotion recognition into our daily lives, the importance of comprehending and enhancing FER systems becomes increasingly evident. This paper serves as a stepping stone for researchers, nurturing their involvement in this exciting and ever‐evolving field. [ABSTRACT FROM AUTHOR]

Purpose: Low response rates remain a challenge for collecting patient‐reported outcome measures (PROMs). This review aimed to identify and synthesise the strategies to increase PROM response rates in orthopaedic populations or settings that have been evaluated in the peer‐reviewed literature. Such a synthesis can guide future research and provide a structure for future implementation evaluations. Methods: We completed a scoping review of English‐language articles in peer‐reviewed journals published from 1 January 2013 to 30 October 2023 in PubMed, Embase via Ovid, and Scopus. Eligible articles had a primary focus on patients with orthopaedic conditions and/or described activities in an orthopaedic practice setting and had to present numeric data on response rates for (a) two or more strategies or (b) before and after a specific strategy. Results: Across 27 papers, the largest category of evaluated strategies was 'administration modality' (n = 16). Other categories of strategies included 'administration setting' (n = 5), 'manual effort' (n = 5), 'reminder' (n = 4), 'invitation' (n = 3), 'automation' (n = 3), 'education and training' (n = 3), 'measure characteristic' (n = 3), 'incentive' (n = 2), and 'administration frequency' (n = 1). Eighteen of 23 studies that completed significance testing identified a significant difference in favour of an intervention, but there were mixed findings across studies within categories. Conclusion: Opportunities exist to evaluate categories of strategies beyond the technical modality of administration (e.g. paper vs. electronic) to increase response rates. Additionally, the review findings highlight the need for increased standardisation of terminology and improved specification of strategies and response rate outcomes for systematic implementation evaluations and cross‐institutional comparisons. [ABSTRACT FROM AUTHOR]

This paper brings into dialogue recent critical scholarship on smart cities and geographies of the future by examining how city dwellers encounter normative visions of the future supplied by government actors under smart urbanisation. I focus specifically on the prosaic but significant ways in which people (re)interpret and (re)produce urban futures in and through their everyday affective and material engagements with digital technologies. Drawing on ethnographic fieldwork and semi‐structured interviews, I discuss the extent to which state‐promulgated imaginings of digital urban futures projected by electronic payment infrastructures are negotiated by urban inhabitants in Singapore, at both the levels of the individual and the collective. Although there is a tendency in Urban Studies to read the smart city as depoliticising, the findings in this paper suggest that urban dwellers' lived encounters with digital urban futures are characterised and bound up with politics. Furthermore, this paper casts attention on forms of negotiation that emerge not from grassroots movements and/or democratic activism that have so far attracted social and cultural geographers working on the future, but everyday lived practice around the digital. Such a fine‐grained, practice‐based approach productively foregrounds emancipatory potential for reworking and reimagining normative digital urban futures. Equally importantly, it takes seriously the diverse and uneven future‐making capacities of urban inhabitants in the digitally mediated city, contributing to ongoing projects that seek to develop a globally oriented alternative smart urban agenda for cities and urban spaces in the 21st century. This paper brings into dialogue recent critical scholarship on smart cities and geographies of the future by examining how city dwellers encounter normative visions of the future supplied by government actors under smart urbanisation. Drawing on ethnographic fieldwork and semi‐structured interviews, it discusses the extent to which state‐promulgated imaginings of digital urban futures projected by electronic payment infrastructures are negotiated by urban inhabitants in Singapore, at both the levels of the individual and the collective. [ABSTRACT FROM AUTHOR]

In order to solve the huge impact of the digital information age on many technical and industrial fields, a periodic fast search genetic algorithm is proposed. Based on the reconnaissance mission, this paper introduces the common allocation strategy into mission planning, and constructs the mathematical model of multi unmanned aerial vehicle (UAV) cooperative reconnaissance mission planning decision‐making. The proposed periodic fast search genetic algorithm is used to solve the problem of multi UAV cooperative reconnaissance mission planning. In 2020, the industry growth rate of global UAV technology expenditure was as high as 30.6%, and the compound growth rate of UAV in China reached 63.5%, which is enough to see the great prospect of the integrated development of UAV technology and different industries. The experiment evaluates the log verification module of UAV by comparing the two data structures of Merkle tree and linear, and the time and memory overhead of storing and verifying logs, which shows the effectiveness of the log verification scheme in this paper. [ABSTRACT FROM AUTHOR]

The integration of Digital Twin technology in small and medium‐sized enterprises (SMEs) has brought forth a transformative paradigm in engineering practices. This paper presents a comprehensive overview of the use of Digital Twin in SMEs and its implementation of advanced digital technologies in an engineering context. The paper highlights key benefits, such as the ability to simulate, analyze, and predict the behavior of products or processes before their physical instantiation. By leveraging advanced modeling and simulation techniques, SMEs can efficiently explore multiple design iterations, identify potential issues, and optimize engineering solutions without costly physical prototyping. Furthermore, the paper discusses integrating other advanced digital technologies, such as the Internet of Things (IoT) and Artificial Intelligence (AI), with Digital Twin to create intelligent and interconnected systems. The implementation of Digital Twin technology in SMEs extends beyond product design to encompass various aspects of the product lifecycle, fostering efficiency, accuracy, and innovation. However, challenges such as data integration, cybersecurity, and skill requirements are addressed. With proper planning and investment, SMEs can unlock the full potential of Digital Twin technology to gain a competitive edge in the dynamic engineering domain. In conclusion, this paper demonstrates that the use of Digital Twin in SMEs and its integration with advanced digital technologies revolutionizes engineering practices. By offering virtual representations of physical assets and processes, Digital Twin enables SMEs to make informed decisions, optimize performance, and drive innovation. As the technology evolves, it becomes an indispensable tool for SMEs seeking to thrive in the ever‐evolving engineering landscape. [ABSTRACT FROM AUTHOR]

What distinguishes deception from manipulation? Cohen (Australasian Journal of Philosophy, 96, 483 and 2018) proposes a new answer and explores its ethical implications. Appealing to new cases of "non‐deceptive manipulation" that involve intentionally causing a false belief, he offers a new definition of deception in terms of communication that rules out these counterexamples to the traditional definition. And, he leverages this definition in support of the claim that deception "carries heavier moral weight" than manipulation. In this paper, I argue that these cases of "non‐deceptive manipulation" are even more prevalent than Cohen suggests—especially in the digital world. Thus, if his moral claim were correct, a lot of what is happening on the internet these days would constitute moral improvement over old‐fashioned deception. Fortunately, we are not forced to accept this counterintuitive conclusion. Cohen's definition must be rejected because it incorrectly rules out clear instances of deception. In this paper, I defend a definition of deception in terms of evidence that does correctly distinguish between deception and non‐deceptive manipulation. Moreover, it does not support Cohen's claim that deception is morally worse than other forms of manipulation. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic showed that new digital tools played a major role in the design, implementation, and evaluation of policies aimed at containing and defeating the virus. However, relying on digital tools should not undermine the role of experts in the policy process. This paper answers the following question as means of examing the relationship between technology and expertise: To what extent has the introduction of technology‐assisted tools complemented and empowered health experts to provide more effective policy advice? By answering this question, the paper investigates the opportunities and challenges of technology‐backed sources of 'policy knowledge' as 'advisory assistants' of conventional expert communities in the policy processes. Drawing on a case study from a developing country, I demonstrate how the introduction of the 'Wiqaytna' mobile application in Morocco facilitated reporting of higher risk locations and provided operational feedback for 'the scientific committee' enabling them to deliver more efficient and effective actions against COVID‐19, despite the underlying technical and ethical problems associated with the use of such tools. Points for practitioners: Increasing interest and deployment of technology tools, such as artificial intelligence in the public policy and administration, means that a proper understanding and use of technology assisted tools is crucial for the delivery of smooth and effective public policy.The role of human experts remains indispensable in the policy process, but technology assisted tools can be utilised to speed up implementation processes and help give policy feedback. [ABSTRACT FROM AUTHOR]

Background: In response to issues identified by community healthcare professionals (HCPs), including difficulty in routinely recording electrocardiograms (ECGs) at the time of their assessments with the population of patients referred to as 'housebound', one National Health Service (NHS) Trust adopted the mobile ECG technology; KardiaMobile™, supported by the Academic Health and Science Network (AHSN), in 2017–2018. The use and uptake of this technology were evaluated and are reported in this paper. Methods: A cross‐sectional, mixed‐methods online survey was conducted from August 2021 to October 2021. The respondents were a convenience sample of HCPs using KardiaMobile™ to detect atrial fibrillation (AF) with their patients; all were employed by one, predominantly rural NHS trust. Descriptive methods were used to analyse the quantitative data, whilst a reflexive approach to thematic analysis was chosen to analyse the qualitative data (Braun & Clarke, 2019, Qualitative Research in Sport, Exercise and Health, 11, 589). Results: A total of 33 surveys were completed, with a response rate of 8.8%. All respondents recognised the potential value of KardiaMobile™ for their work. Nineteen respondents (57.6%) reported having a shared understanding of the purpose of KardiaMobile™. Nineteen respondents (57.6%) agreed sufficient training and resources are provided to enable staff to implement KardiaMobile™. Qualitative data analysis found four overarching themes, with six sub‐themes. Conclusion: KardiaMobile™ is a feasible means to detect AF in higher‐risk patients, particularly those living remotely or classed as 'housebound'. Respondents in this survey indicated a desire for further training and input on the appropriate use of digital and mobile devices for AF care in a community setting. Incomplete integration of device‐collected heart rhythm data into the patient electronic health record was identified as a barrier to greater adoption of digital health devices for community HCPs. No Patient or Public Contribution: Not required as it is a service evaluation from the perspective of HCPs using KardiaMobile™ technology. [ABSTRACT FROM AUTHOR]

This paper explores the potential of Convergence Innovation (CI) as an effective catalyst for dealing with the COVID‐19 pandemic and devising a trajectory toward a sustainable post‐crisis future. It offers novel perspectives on sustainable innovation approaches that can enhance organizational performance and extend beyond it. The paper makes significant contributions to both the theoretical and practical aspects of innovation. It illustrates the impact of market forces in the context of the Fourth Industrial Revolution (4IR) and Digital Technologies (DT), highlighting the significance of sustainable innovation for organizational prosperity and individual welfare. Convergence Innovation is explained as a self‐regulating ecosystem that promotes and goes beyond value creation. Different technologies in the ecosystem enhance CI's sensing capabilities for fluctuations in market forces and facilitate the transmission of data for decision‐making. The study recommends splitting off the S‐curve of innovation and the life cycle of competitive intelligence, as the S‐curve of CI tends to be shorter in the digital age. This paper provides managers with a new framework for thinking about innovation and its role in achieving sustainable business success. By embracing CI, managers can create more agile and adaptable organizations that are better positioned to navigate the complex and rapidly changing world of the digital age. [ABSTRACT FROM AUTHOR]

The impact of digital technologies on the environmental and economic sides of sustainability has received considerable attention. In contrast, the societal implications are quite under‐researched. Through a systematic literature review, we describe the current status of the research on the impacts that digital technologies have on social sustainability. We pay particular attention to methods used for assessing and measuring these impacts. One positive observation made from our descriptive (bibliometric) analysis is that there is an increasing interest in social sustainability. Our content analysis identified four categories, namely "Area of Impact," "Approach to technology," "Measured/Measurable Effect," and "Measuring Methods", accumulating 30 labels, which we use to classify the papers at study. A quite common label is "Jobs" as the area of impacts, whereas the least used label in the approach to technology category is "Cyber‐security," signaling that few papers that investigate the impacts of digital technologies on social sustainability consider their security and privacy implications. Other gaps that we expose are the lack of empirical data as well as the lack of mathematical modeling when measuring the effects of digital technologies, with direct experiments appearing very seldom in the literature. In an attempt to provide a guide for future research, we identify five general research gaps, listing 20 specific research questions, and propose a structuring procedure for articles on social implications of digital technologies to be produce in a more systematic manner. [ABSTRACT FROM AUTHOR]

Digitalization and greening are key themes in global development, the manufacturing industry, as a major sector of energy consumption and carbon emissions, is in urgent need of transformation to realize energy conservation and emission reduction, digital transformation provides an opportunity for its green development. However, whether digital transformation can restrain the carbon emission intensity (CEI) of enterprises is still controversial. Based on the data of China's A‐share manufacturing listed companies from 2013 to 2020, this paper uses fixed effect model and intermediary effect model to explore the relationship between digital transformation and enterprise CEI and the influence path. the results show that: (1) Digital transformation has significantly reduced the CEI of manufacturing enterprises. (2) Mechanism analysis indicates that green technological innovation and resource allocation efficiency play a chain mediating role in this relationship. (3) Heterogeneity analysis shows that the carbon emission reduction effect of digital transformation is more significant when enterprises belong to an energy‐intensive manufacturing industry or face strong environmental regulations and industry competition. The analysis of this paper not only deepens enterprises' understanding of digital transformation and green development but also provides a policy basis for China to advocate the coordinated development of the digital economy and green economy. [ABSTRACT FROM AUTHOR]

Neil Fligstein's Conceptions of control have multiple theoretical origins in the institutional, political, and cultural perspectives of the new economic sociology. However, conceptions of control as a key concept of market structure have not systematically been formulated in Fligstein's works, remaining insightfully but relatively fragmentally. This paper summarizes the normative, power, and cognitive dimensions of conceptions of control, respectively corresponding to market agreement, dominant relationship and common understanding. On this basis, this paper provides a clear definition of conceptions of control. Additionally, this paper summarizes the formation of the conceptions of control and its change, distinguishes the differences between conceptions of control and other related concepts, and presents the evolution of the concept that has taken place in subsequent studies, as well as the criticisms to which it has been subjected. This paper suggests that this concept needs to be expanded in terms of the connotation of market actors, the role of government, and the forms of existence. Conceptions of control provide a concise conceptual tool for analyzing market transformation. We believe that the market changes triggered by the new business formats in the digital economy era will be more frequent, and conception of control will have a broader application prospect. [ABSTRACT FROM AUTHOR]

This paper engages theoretical principles from critical human geography, media and communication studies, and development literature to present a research trajectory that unpacks the influence of digital platforms in representing and mediating distant suffering. Critiques of aid and development communication have long focused on concerns around the representation of the Global South as an 'Othered' space; powerful and deeply problematic geographical imaginaries become embedded within contemporary dominant discourses of aid and development. As significant sources of aid and development imaginaries, how civil society has mediated distant suffering has been subject to much critique. However, the rapid transition towards engagement with digital platforms necessitates an extension of critical considerations about representation and mediation. For example: what impact do digital platforms, their knowledge politics and representational capabilities have on imaginaries of distant suffering? Digital platforms (such as websites and other social media platforms) are situated within and constituted by (and through) a 'digital knowledge politics'. These platforms and their mediations still exist within broader social practices and processes, and therefore remain entrenched within the power relations between Global North and Global South. This poses significant questions regarding the role digital platforms (and their representational capabilities) play in producing and mediating representations of distant strangers and their places. Moreover, further gaps within existing research emerge regarding how digital platforms can inform how (and indeed if) the public respond to such discourses. Through identifying key interdisciplinary intersections between critical human geographies and media and communication studies, this paper considers research trajectories that extend critical examinations of the role that digital platforms play in producing and representing aid and development imaginaries. [ABSTRACT FROM AUTHOR]

This paper explores the understudied question of how the number of product features that a digital platform complementor adds to a product is associated with its performance. Specifically, by integrating consumer behaviour literature into platform research, this paper focuses on three key performance dimensions considered as important for digital platform complementors. Considering the distinctive characteristics of digital platforms, this paper conceptualizes how additional features affect consumer acquisition, consumer retention, and product monetization of a digital platform complementor. This research question is empirically examined in the context of a health and fitness mobile platform in the US Apple iOS App Store, and the panel data analyses are complemented with a randomized online experiment to mitigate endogeneity concerns and lend further credence to the findings. This paper enhances platform research by unravelling an underexplored yet essential topic—how many features a digital platform complementor should include to achieve superior performance and by distinguishing among various key performance measurements on digital platforms. [ABSTRACT FROM AUTHOR]

Digital technology is an important tool to smooth the dual circulation. This paper empirically examines the impact of digital technology on the enterprise dual circulation and its mechanism based on the data of enterprises in ZGC from 2013 to 2019. It shows that digital technology can significantly promote enterprise dual circulation, and this conclusion still holds after a series of robustness tests. Mechanisms analyzed found that digital technology promotes enterprise dual circulation by unclogging blockages in the production, distribution, circulation, and consumption chain. Further research found that digital technology facilitates NSOEs more significantly than SOEs. Meanwhile, the application of e‐commerce, big data, cloud computing, mobile Internet, Internet finance, and Internet of Things promote more obviously compared with intelligent hardware. This paper provides micro‐empirical evidence that digital technologies smooth the dual circulation. [ABSTRACT FROM AUTHOR]

Background: Globally, it is estimated that one in three adults live with two or more long‐term conditions (multiple long‐term conditions, MLTCs), that require self‐management. People who experience socioeconomic deprivation face significant health inequalities due to a range of interrelated characteristics that lead to a lack of resources and opportunities. Previous research with underserved populations indicate low levels of trust towards primary care providers and potential barriers for developing patient‐healthcare professional relationships. The purpose of this paper is to explore the barriers and facilitators to self‐managing MLTCs, amongst people who experience socioeconomic deprivation. Methods: Semistructured one‐to‐one interviews with adults (n = 28) living in London and Sheffield, United Kingdom with MLTCs who are experiencing socioeconomic deprivation. Participants were recruited through general practices, community channels and social media. Data were analysed in NVivo using reflexive thematic analysis methods. Findings: Four analytical themes were developed: (1) challenges in accessing healthcare services, financial assistance, and cultural awareness; (2) empowerment and disempowerment through technology, including digital exclusion, and use of technology; (3) impact and causes of exclusion on self‐management, including social isolation, area‐based and economic exclusion, and health‐related stigma and (4) adapting self‐management strategies, including cost‐effective, and culturally/lifestyle appropriate strategies. Conclusions: Future health interventions and services need to be developed with consideration of the combined complexities of managing MLTCs while experiencing socioeconomic deprivation. Increased awareness in practitioners and commissioners of the complexities surrounding the lives of people experiencing socioeconomic deprivation, and the need for targeted strategies to promote self‐management of MLTCs are of great importance. Patient or Public Contribution: A patient advisory group contributed to all stages of the study, including providing important feedback on study documents (topic guides and recruitment materials), as well as providing critical insights surrounding the interpretation of interview data. [ABSTRACT FROM AUTHOR]

Once HDR displays were developed, a constant question persisted about how much dynamic range is needed for display. If one uses physical scene luminances or human visual system threshold detections to answer this question, the needed ranges are unachievable at exorbitant cost, and likely to remain so for decades. Therefore we designed studies to find the range that is preferred by human observers, and for suprathreshold appearances. Two studies address the diffuse reflective regions, and a third study tested preferences of highlight regions. Test images were specifically designed to test these limits without the perceptual conflicts that usually occur in these types of studies. For the diffuse range, we found displays capable of a dynamic range between 0.1 and 650 cd/m2 match the average preferences. However, to satisfy 90% of the population, a dynamic range from 0.005 to ∼3,000 cd/m2 is needed. Since a display should be able to produce values brighter than the diffuse white maximum, as in specular highlights and emissive sources, the highlight study concludes that the average preferred maximum luminance for highlight reproduction satisfying 50% of viewers is ∼2,500 cd/m2. This value increases to marginally over 20,000 cd/m2 when catering to 90%. Though there is some variability in preferred brightness between certain demographics, the call for a more capable display is still evident, as preferred luminances found in this study exceed even the best of consumer displays today. [ABSTRACT FROM AUTHOR]

This paper explores participation trends in interventions that promote self‐evaluation exercises on the effective use of digital technologies in schools. We use a unique dataset consisting of 83,185 respondents from 924 Spanish schools that used SELFIE, a tool based on self‐reflection questionnaires that capture different dimensions of school's digital capacity. We benefit from a natural experiment situation caused by the parallel use of SELFIE by two groups of schools. The first group was externally selected as part of a representative sample of Spanish schools. Conversely, the second group voluntarily decided to use SELFIE as a diagnostic tool for a subsequent self‐evaluation exercise. Moreover, a subset of schools were located in regions where authorities embedded SELFIE in broader digitalisation programmes. By comparing these groups, it is shown that schools that decide to participate in SELFIE voluntarily are those with a lower initial digitalisation level. It is also found that the promotion of the use of SELFIE as part of public interventions can increase participation but mainly attracts digitally advanced schools. In conclusion, policy interventions aiming to develop the digital capacity of schools need to plan how to reach those schools that need it more in order to be more equitable. Practitioner notesWhat is already known about this topicResearch has shown the existence of a Matthew effect in the usage of digital technologies in education.The promotion of schools self‐evaluation exercises on digital education is a common policy intervention that is growing in importance.There is a surprising lack of attention to the inequitable effects that programmes aiming to incorporate technologies in educational institutions may generate.What this paper addsThis paper investigates the self‐selection trends and (un)equity effects of SELFIE, an EU programme designed to prompt schools' self‐evaluations of digital capacity.When schools decide autonomously, schools with low digital capacity levels tend to participate in SELFIE more.Incorporation of SELFIE into broader public programmes enlarges participation in SELFIE.Incorporation of SELFIE into broader public programmes over‐attracts digitally advanced schools.Implications for practice and/or policyPublic policies promoting self‐evaluation exercises on school digital capacity in schools might be a good way for upscaling these exercises.However, these policies should be carefully designed to reduce inequalities and reach these schools that need digitalisation more. [ABSTRACT FROM AUTHOR]

Background: Multitasking while reading is a commonplace activity. Many studies have been conducted examining the effect of multitasking on reading comprehension and times. The purpose of this meta‐analysis is to consolidate the empirical findings on reading comprehension and times in order to understand the overall effect of multitasking on reading. Characteristics of the reading situation, comprehension assessment and the secondary task were examined to determine if they varied the effect of multitasking. Methods: A systematic search of studies on multitasking and reading was conducted. Only studies that used random assignment and had participants reading independently were included. This screening yielded 22 independent studies (20 reports) that met inclusion criteria, with 20 studies on reading comprehension and 9 studies on reading times. Most of the studies involved adults reading expository texts. Results: Based on robust variance estimation analyses, multitasking had a negative effect on reading comprehension (g = −0.28, p =.002). The effect was similar after outliers were removed (g = −0.26, p =.001). Based on moderator analyses, this negative effect may only occur when time was limited because the reading pace was controlled by the experimenter (g = −0.54, p <.001) as there was not a reliable effect when reading was self‐paced (g = −0.14, p =.10). Multitasking during reading lead to longer reading times (g = 0.52, p <.001). Conclusions: Multitasking during reading is detrimental to reading comprehension when time is limited. When readers control their own pace of reading, multitasking lengthens the time for the reading task. Therefore, multitasking while reading is less efficient than focusing attention on the primary task of reading. Highlights: What is already known about this topicMultitasking during reading is commonplace.Human cognitive resources are limited.Many studies exist on reading while multitasking. What this paper addsOverall effect for multitasking on reading comprehension is negative.Multitasking when reading time is limited is detrimental to comprehension.Multitasking has a greater negative effect when reading from paper than screens.Self‐paced reading times are longer when multitasking. Implications for theory, policy or practiceMultitasking while reading is an inefficient practice.Students should be encouraged to focus on reading a text. [ABSTRACT FROM AUTHOR]

Reducing food waste is essential if we want to create a more sustainable food system, which is why halving per capita food waste by 2030 has been included in the UN Sustainable Development Goals. The main aim of this paper is to demonstrate that by using digital tools to monitor food provisioning and management within canteens, it is possible to achieve a more sustainable food service management within industrial companies and to reduce the overall quantity and environmental impacts of food preparation and consumption thus achieving economic benefits. Longitudinal 2018 and 2019 data collected from the canteen of a major Italian food production company were analyzed. The results showed that the amount of food lost and wasted has decreased over time, reaping important environmental benefits and illustrating specific differences between the food lost in meal preparation and the food left on employees' plates. It is therefore important to implement education initiatives and to use digital tools to share food‐related data collected within companies among both employees and kitchen and catering staff in order to raise awareness of their behavioral strengths and weaknesses. From this perspective, new interventions at both kitchen and customer/worker levels are introduced and discussed. [ABSTRACT FROM AUTHOR]

During the aircraft conceptual design phase, many different design options need to be explored and compared in a short time frame. To speed up this process, efforts have been made in the past decades to digitalize parts of the design process, with a focus on the automation of the repetitive and non‐creative tasks inherent to the iterative design process. Whilst many of the newly developed methodologies focus on specific parts of the design process, a holistic model‐based design framework, incorporating the latest design technology developments, is lacking. To fill this gap, this paper presents the latest version of the Design and Engineering Engine (DEE) framework, originally proposed in the early 2000s and progressively matured through the experience of several international research collaborations. The DEE enables the setup and execution of Multidisciplinary Design Analysis and Optimization (MDAO) problems for aircraft (sub)systems, leveraging the automated, rule‐based modeling capabilities offered by Knowledge‐Based Engineering (KBE) and recent developments in the automatic formulation and integration of MDAO workflows. While the traditional MDAO process focuses on a given product architecture, the DEE allows also architectural design studies and makes use of Model‐Based Systems Engineering (MBSE) principles to address the whole design process, from requirements modeling up to the automatic verification of the requirements. In practice, the DEE provides a single conceptual framework or template from which specific design framework instances can be formulated and executed, according to the user's needs. This paper describes the DEE architecture and its implementation concepts. Furthermore, it demonstrates the application of the DEE template to four different scenarios, ranging from a simple requirement verification study, up to the simultaneous synthesis and optimization of an aircraft system and its production process, including multiple system architecture options. [ABSTRACT FROM AUTHOR]

A core challenge in modern systems engineering is executing the Digital Transformation to produce Digital Engineering (DE) products that meet traditional program needs. Model Based Systems Engineering (MBSE) focuses the formal application of models to support the systems engineering process, but is often difficult to apply in practice due to a lack of a well‐defined methodology. This paper first introduces an openly available MBSE methodology concentrating on a development process for system architecture models, a style guide defining how the process steps are executed, and a validation suite which serves as a tool to help execute development. Then, this paper describes the experience in applying this process to a DoD program developing a space‐based sensor system to a Critical Design Review (CDR) level of maturity. Real‐life successes and lessoned learned are described through model metric data pulled directly from the SysML development model. This paper concludes by identifying opportunities for future research/work from which to further build the DE/MBSE capabilities of the model. [ABSTRACT FROM AUTHOR]

Via a multiple case study of work in microfinance institutions in India, this paper reports on the experiences of field officers and branch managers following work digitalisation. It identifies and explains an intriguing post‐digitalisation paradox of reported increased job satisfaction and tighter technological control diminishing branch managers' work‐life balance. The paradox draws attention to the significance of context in workers' experiences of mobile digital technologies (MDTs) and contradicts previous studies on workers' positive experiences of adopting MDTs: the workers in this study did not experience greater autonomy or flexibility but reported enhanced employment security and status. The paper also adds to literature on employment relations following work digitalisation by revealing powerful enforcement of technological control, with 'WhatsApp' identified as a key managerial tool used for surveillance and discipline, and worker resistance at the margins. [ABSTRACT FROM AUTHOR]

It is well known that the properties of micro LED display have the higher contrast ratio, higher brightness, high reliability, and much faster response time than conventional LCD and OLED displays. We demonstrate a prove of concept (POC) pico‐projector prototype with a F/0.9 camera lens, and green micro LED panel, and digital driving board. The lumen output from POC pico‐projector is only about 1 Lumen. We calculate that if the POC pico‐projector prototype is with much higher brightness, larger size micro LED panel, plus micro lens array, and three panels optical system, it should be able to achieve 500~600 Lumen pico‐projector. [ABSTRACT FROM AUTHOR]

Digital transformation impacts firms' competitiveness mainly on innovation, efficiency, cost reduction, and impacts global value chains on specialization, geographic scope, governance, and upgrading. According to literature, the impacts of digital transformation over firms' competitiveness, while presenting a more prominent role over more "classical" advantages, present a majority of positively signed impact directions, being, on average, beneficial to the firms that implement such transformations. Industrial processes' digitalization links global value chains' four main dimensions by increasing the firm's focus on more specific value chain activities (specialization) and international expansion opportunities (geographic scope) activity. In parallel, industrial digital transformation is also motivating firms to expand into upstream activities across the value chains (upgrading) and impacting significantly at GVCs' strategy (governance) due to the emergence of digital platforms, disrupting former competitive settings into new networked "extended business ecosystems." [ABSTRACT FROM AUTHOR]

The year 2022 marks the ten‐year anniversary of the White House's Big Data Research and Development Initiative. While this initiative, and the others it spawned, helped to advance the many facets of data intensive research and discovery, obstacles and challenges still exist. If left unaddressed these obstacles will persist and at a minimum limit the potential of what can be achieved by harnessing the many new ways to collect, analyze, and share data and the insights that can be drawn from them. The opportunities and challenges related to Big Data in agriculture touch on all aspects of the general research data lifecycle; from instruments used to gather data, to advanced digital platforms used to store, analyze, and share data, and the innovative insights from using advanced computational methods. The eight papers included in this special issue were chosen in part because they highlight both the challenges and the opportunities that come from all stages of the data lifecycle common across agricultural research and development. These papers grew out of several workshops made possible by the support of the Midwest Regional Big Data Hub, which is sponsored by the National Science Foundation. Core Ideas: New data generators, data platforms, and analytical methods make the promises of Big Data as relevant as ever.Data intensive agricultural Research & Development is raising ownership and privacy concerns, especially by private stakeholders.Sustained agricultural innovation requires a pipeline of new solutions to address data ownership and privacy issues. [ABSTRACT FROM AUTHOR]

Background: Digital‐first assessments leverage the affordances of technology in all elements of the assessment process: from design and development to score reporting and evaluation to create test taker‐centric assessments. Objectives: The goal of this paper is to describe the engineering, machine learning, and psychometric processes and technologies of a test security framework (part of a larger ecosystem; Burstein et al., 2021) that can be used to create systems that protect the integrity of test scores. Methods: We use the Duolingo English Test to exemplify the processes and technologies that are presented. This includes methods for actively detecting and deterring malicious behaviour (e.g., a custom desktop app). It also includes methods for passively detecting and deterring malicious behaviour (e.g., a large item bank created through automatic generation methods). We describe the certification process that each test administration undergoes, which includes both automated and human review. Additionally, we describe our quality assurance dashboard which leverages psychometric data mining techniques to monitor test quality and inform decisions about item pool maintenance. Results and Conclusions: As assessment developers transition to online delivery and to a design approach that places the test taker at the centre, it becomes increasingly important to take advantage of the tools and methodological advances in different fields (e.g., engineering, machine learning, psychometrics). These tools and methods are essential to maintaining the security of assessments so that the score reliability is sustained and the interpretations and uses of test scores remain valid. Lay Description: What is known about this topic?: As more and more testing programmes transition to test taker‐centric administrations, effective measures to prevent cheating and protect content are critical to ensure the validity and integrity of scores.Two of the most common forms of cheating in online testing are (a) having someone other than the person who has registered take the test, and (b) stealing content and providing it to others to assist them in achieving a higher score. What does this paper add?: In designing a test taker‐centric digital‐first assessment, a test security framework must inform decisions from end‐to‐end (i.e., registration, onboarding, communications regarding test taker behaviours, test preparation and practice, test administration, and post‐administrative activities including scoring).Security is safeguarded through active and passive design methods; active methods include having test takers attest that they will follow the rules governing testing and informing them that they will be videoed during testing; passive methods include a computer adaptive design that limits item exposure and test overlap rates, development of a large item pool using automated item generation, and applying artificial intelligence to review test administration videos to flag unauthorized behaviours for human review. Implications: With more educational and assessment programmes transitioning to online digital models, the paper presents a comprehensive review of security issues and identifies an integrated approach for preventing cheating and other unauthorized behaviours. [ABSTRACT FROM AUTHOR]

The proliferation of digital platforms in sub‐Saharan Africa (SSA) has increased job opportunities for informal businesses. However, the technological affordance of digital platforms in SSA has received very little attention in literature review. This paper presents an analytical review of the technological affordances of digital platforms in SSA. We adopted a systematic literature review methodology that entailed gathering evidence from relevant literature and digital platforms in three countries in SSA (South Africa, Nigeria, and Kenya). Three research questions focusing on (i) critical issues of discussion on digital platforms in SSA and their distribution; (ii) understanding the technological affordances of digital platforms in SSA; and (iii) assessing the extent to which the technological affordances digital platforms can address the challenges of the informal sector in SSA drove the investigation. The study developed an affordances criteria framework, the first of its kind, to evaluate digital platforms affordances in SSA. Our findings revealed the key topics that have gained researchers' attention so far and digital platforms distribution in SSA. We also found that most digital platforms in SSA currently lack affordances that support multimodal interface and native language contents, limiting their accessibility to persons with minimal digital literacy. Most platforms also lack support for public/private partnerships. The lack of critical affordances that match the profile of the informal sector in SSA makes existing digital platforms incapable of addressing many critical challenges of the informal sector. These challenges include low literacy levels, minimal/lack of government support, lack of electricity or expensive power supply, expensive internet connectivity, and health and safety issues. However, existing digital platforms can reasonably address the absence of social protection, lack of formalization, and poor operational infrastructure. As a contribution, this paper offers a new perspective on the technological affordances of digital platforms in SSA. It also provides insight into the imperatives for designing inclusive and accessible digital platforms for the informal sector in SSA. [ABSTRACT FROM AUTHOR]

This article introduces the special issue in Human Resource Management featuring employer branding and talent acquisition. We provide a brief history of talent acquisition and introduce an employer branding approach to this process, especially emphasizing the potential of this approach for building competitive advantage. The challenges of employer branding on social media in the digital age are also highlighted. We then introduce the five papers contained in this issue, each representing a variety of levels of analysis, theoretical perspectives, environmental contexts, and methodological and design approaches to scholarly investigations on this topic. Our introduction concludes with a list of research questions characterizing an agenda for future research based aroundthe themes of (i) macro contextual effects; (ii) strategic employer branding; (iii) psychology and processing of employer brands; (iv) role the time; and (v) methods and approaches. [ABSTRACT FROM AUTHOR]

The number of scientific publications about serious games has exponentially increased, often surpassing human limitations in processing such a large volume of information. Consequently, the importance of frameworks for summarising such fast‐expanding literature has also grown. This paper draws a panorama of serious game research streams, focusing on higher education in engineering and management. The research design involves a systematic review using PRISMA guidelines, along with bibliometric and content analyses. The sample comprises 701 documents collected from both Scopus and Web of Science databases. For supporting bibliometric analyses, Bibliometrix and Biblioshiny tools are employed. In addition, a coding schema is developed for in‐depth analysis of 701 documents selected according to the inclusion criteria. In short, the literature on serious games for engineering and management education grows more rapidly than modern science, following a globalised, collaborative and context‐based trajectory. The results reveal five main research streams: game design guidelines, game design cases, game experiment guidelines, game experiment cases and generalists. These streams are summarised in a proposed framework. Cross‐tabulation and statistical analyses conducted in SPSS Statistics identify the key relationships amongst the research streams. Finally, opportunities to investigate serious games for sustainable development education arise, and there is a need for future efforts to formalise the framework classification algorithm. Practitioner notesWhat is already known about this topic Scientific production related to Serious Games (SGs) has grown exponentially in a globalised manner. It reflects the interest from various domains, particularly the field of sustainability in management.Literature reviews on SGs have emphasised various topics, including the acceptance of simulations and games as effective methods of teaching and learning. The role of technology‐enhanced games and simulations in the context of digital transformation in education and the emergence of sustainability as a promising field for future SGs research are also highlighted.The literature has introduced three categories for empirical research on SGs: (1) game presentation, (2) game evaluation and (3) game effectiveness. It has also highlighted methodological rigour as a common challenge across studies.What this paper adds Scientific research on SGs in Engineering and Management Higher Education (EMHE) experiences exponential and significantly faster growth compared to modern science in a globalised and collaborative manner. This growth reveals the scarcity of experts in this area and attracts the attention of various fields, particularly in the realm of sustainability.Thematic trajectories indicate a decline in discussions regarding users' perceptions of SGs and their validity as educational tools. They also demonstrate consistency in discussions about SGs design, and the potential of sustainability emerges as a promising area for future SGs in EMHE.A comprehensive framework composed by five primary research streams connects game design cases and guidelines, game experiment cases and guidelines and generalists. This framework can serve as a lens for future context‐based literature reviews, and the relationships amongst its streams reinforce the idea that the field can benefit from increased methodological rigour in experiments.Implications for practice and/or policy This review offers categorised supplementary material in which educators can discover a variety of artefacts for application in their specific educational contexts. Designers can access guidelines for enhancing the design of innovative games. Researchers can access guidelines for more effective evaluation of their artefacts across various contexts. Finally, policymakers can explore numerous experiments to inform decisions related to technology‐enhanced innovations in the classroom. [ABSTRACT FROM AUTHOR]

The paper reviews the evolution of Interactive Management, later referred to as Structured Democratic Dialogue, starting from the early 1970s up to this date. The authors propose a generational classification scheme consisting of five periods based primarily on whether some or all stages of the process were implemented synchronously or asynchronously and whether the participants' presence was physical, virtual or hybrid. Other aspects such as modifications in the steps of the process; the evolution of the software; domains of applications; file management; methods of collecting or recording contributions, votes, clarifications and preparation of reports; and key players are also considered and reported within the context of the primary scheme. The paper considers key advances achieved at each generational stage in terms of process or software, discusses associated challenges and concludes with a view towards the future of the emerging fifth generation. [ABSTRACT FROM AUTHOR]

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Background Study: The research discusses the need for a paradigm shift in engineering education current practices to accommodate the digital native students. The paper emphasizes the importance of integrating disruptive technologies, namely Virtual Reality (VR) through Head Mounted Displays VR (HMD VR) and Desktop Based VR (DB VR) and comparing it with the traditional teaching methods. The research focuses on second‐year undergraduate students enrolled in a concrete structures course. Objectives: The objective of the study is to analyse the impact of DB VR and HMD VR on students' motivation, performance and workload in comparison with traditional 2D drawings. The study also aims to investigate how simulation sickness and system usability could impact students' motivation and performance when interpreting concrete structures. Methods: The study divided second‐year civil engineering students into three groups, 2D, DB VR and HMD VR. The performance and motivation levels of students were assessed based on the number of mistakes identified and an intrinsic motivation survey. Furthermore, data on system usability and simulation sickness were collected. Spearman rank correlation was conducted to analyse the relationships between the variables tested. Results: The results have shown that students' motivation and performance were much higher when using VR in general and HMD VR specifically, students' efficiency and accuracy were also observed. On the other hand, usability was found to be moderately correlated with motivation, with students rating HMD VR as the most usable approach. A moderate inverse correlation was observed between simulation sickness and motivation, indicating that higher simulation sickness led to lower motivation levels. Conclusion: The study concludes that integrating VR in general, DB VR, or HMD VR into a concrete structures course for undergraduate students can significantly improve students' performance and motivation. Furthermore, enhancing usability of any of the methods used can also improve the performance and motivation. On the other hand, simulation sickness inversely affects motivation and performance, therefore, VR developers and educators should not neglect it. Lay Description: What is already known about the topic: Traditional teaching methods in engineering education require improvement.Integrating digital technologies into engineering education enhances performance.Digital technologies can potentially enhance motivation. What this paper adds: Compares traditional teaching methods for concrete structures interpretation with virtual reality.Establishes correlations between motivation, performance and usabilityIntroduces how desktop‐based VR and head‐mounted display VR can produce varying results. Implications for practice and/or policy: Decision‐makers can use the information to integrate updated pedagogy into engineering curricula.Allows for further exploration of different digital technologies that can be used for concrete structure interpretation.Allows instructors to introduce virtual reality in their courses. [ABSTRACT FROM AUTHOR]

In the last two decades, there has been a global movement towards pedagogies that create more inclusive school environments in order to meet the needs of diverse learners. One such approach is Universal Design for Learning (UDL), which foregrounds the design of flexible and accessible learning experiences for all, regardless of learner characteristics. Technology is a key enabler in this. To date, much of the research on UDL has focused on its impact in higher education, with less evidence available on the use of UDL within second‐level education. This systematic literature review of n = 15 empirical studies selected from a wide‐ranging search that returned an initial result of n = 1253 explores how the affordances of digital technology have been harnessed for UDL enactment at second level. The findings show that, to date, empirical research at second level has focused mostly on the easy wins within the UDL principle of Representation, where educators offer choice about how learners access content. However, there is a clear gap in UDL research on the use of technologies to support the Engagement and Action & Expression principles of UDL, supporting student self‐regulation and self‐assessment, and on technology‐mediated communication and collaboration. The paper highlights the potential for future cross‐pollination of research in educational technology with UDL. Practitioner NotesWhat is already known about this topicUniversal Design for Learning has been extensively researched in higher education and special education contexts but much less so at K‐12, in particular at second level.Technology offers many affordances that can provide choice and variation in the learning process, which can be harnessed in a UDL approach.The transformative potential of technology in educational contexts was not fully realised pre‐COVID.The COVID pandemic saw an acceleration in technology adoption for learning, but it remains to be seen whether technology is being deployed to complement or transform existing practices.What this paper addsThis paper clearly identifies which affordances of technology are commonly deployed in UDL implementations, particularly noting the provision of choice through multi‐media options for Representation and expression.There is a clear gap in UDL research on the use of technologies to support self‐regulation and self‐assessment, (eg, peer, teacher and automated feedback tools) and on technology‐mediated communication and collaboration.The UDL literature does not address the potential negative impacts of technology within the learning context or the short‐lived nature of positive impacts (novelty effect).Implications for practice and/or policyWhile technology affords great opportunities for choice and Engagement, the design of the learning experience must take priority, availing of technology as needed.There are great opportunities for cross‐pollination of research at the forefront of educational technology and universal design to address any gaps in technology use in UDL implementations. [ABSTRACT FROM AUTHOR]

Despite the numerous attempts to engage teachers on a practical level with evidence-informed pedagogies, there is little empirical research that maps the journey, from the inception to the implementation and practical applications, of a research centre within a school with the aim of embedding evidence-informed practice within the school. This paper will seek to address this empirical gap by providing the case study of one school that set up such a centre. Data for this paper was collected through 10 interviews and 42 questionnaires with staff at the school as well as by outlining the case study of how the centre came to be. Our preliminary findings suggest that for a centre for evidence-informed practice to be successful there needs to be a clear direction from senior management and give time for engagement, teachers can be sceptical of research which can be too opaque and jargonistic and the job of the researchers should concentrate on making everything accessible but not simplistic. We also found that a centre for evidence-informed practice can be best utilised for creating partnerships and collaborations with other schools, it can enhance the digital education capacity of teaching staff and should provide a diversity of resources to cater to the various interests and needs of the teaching body. Despite the uniqueness of the case study, we argue that findings can aid schools that are thinking of embarking on a similar process and provide ideas of how this can be done successfully. [ABSTRACT FROM AUTHOR]