The study empirically analyzed activism participants’ roles drawn from the lens of social media affordance and identified the activism opinion leaders based on the framework of network connectivity, message diffusion, and semantic relevancy through the case of the #Marchforourlives Twitter network, which has been rebranded as X. The study defines the #Marchforourlives Twitter network as a co-created activism network in collaboration with different degrees of contributors, such as the core advocates, the advocates, the supporters, and the amplifiers. The results showed that a very small number of tweets created by the core advocates played significant roles due to their extensive adoption by other participants, while many other original tweets were never mentioned or retweeted in the network. This study disclosed the extensive proportion of amplifiers as 95.13% among the examined participants. The study findings suggest that creating core agenda tweets with high amplifiability might be critical for successful hashtag activism to attract like-minded masses as networked protesters.
{"title":"Twitter and the Affordance: A Case Study of Participatory Roles in the #Marchforourlives Network","authors":"Miyoung Chong","doi":"10.3390/digital4030033","DOIUrl":"https://doi.org/10.3390/digital4030033","url":null,"abstract":"The study empirically analyzed activism participants’ roles drawn from the lens of social media affordance and identified the activism opinion leaders based on the framework of network connectivity, message diffusion, and semantic relevancy through the case of the #Marchforourlives Twitter network, which has been rebranded as X. The study defines the #Marchforourlives Twitter network as a co-created activism network in collaboration with different degrees of contributors, such as the core advocates, the advocates, the supporters, and the amplifiers. The results showed that a very small number of tweets created by the core advocates played significant roles due to their extensive adoption by other participants, while many other original tweets were never mentioned or retweeted in the network. This study disclosed the extensive proportion of amplifiers as 95.13% among the examined participants. The study findings suggest that creating core agenda tweets with high amplifiability might be critical for successful hashtag activism to attract like-minded masses as networked protesters.","PeriodicalId":512971,"journal":{"name":"Digital","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141819102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sara Cebrián Cifuentes, Empar Guerrero Valverde, Sabina Checa Caballero
ChatGPT has significantly increased in popularity in recent months because of its capacity to generate novel content and provide genuine responses to questions. Nevertheless, like all technologies, it is crucial to assess its limitations and features prior to implementing it into an educational setting. A major obstacle associated with ChatGPT is its tendency to produce consistent yet occasionally unreliable and inaccurate responses. Our study provides students with training in this area, and its objective was to analyse the opinion of those same university students studying education-related degrees regarding the efficacy of the usefulness of ChatGPT for their learning. We used a mixed methodology and two instruments for data collection: questionnaires and discussion groups. The sample comprised 150 university students pursuing degrees in teaching and social education. The results show that the majority of students are familiar with the technology but have not had any formal training in a university. They use this tool to complete academic assignments outside the classroom, and they emphasise the need for training in it. Furthermore, following the training, the students highlight an increase in motivation and a positive impact on the development of generic skills, such as information analysis, synthesis and management, problem solving, and learning how to learn. Ultimately, this study provides an opportunity to consider the implementation of educational training of this tool at the university level in order to ensure its appropriate use.
{"title":"The Vision of University Students from the Educational Field in the Integration of ChatGPT","authors":"Sara Cebrián Cifuentes, Empar Guerrero Valverde, Sabina Checa Caballero","doi":"10.3390/digital4030032","DOIUrl":"https://doi.org/10.3390/digital4030032","url":null,"abstract":"ChatGPT has significantly increased in popularity in recent months because of its capacity to generate novel content and provide genuine responses to questions. Nevertheless, like all technologies, it is crucial to assess its limitations and features prior to implementing it into an educational setting. A major obstacle associated with ChatGPT is its tendency to produce consistent yet occasionally unreliable and inaccurate responses. Our study provides students with training in this area, and its objective was to analyse the opinion of those same university students studying education-related degrees regarding the efficacy of the usefulness of ChatGPT for their learning. We used a mixed methodology and two instruments for data collection: questionnaires and discussion groups. The sample comprised 150 university students pursuing degrees in teaching and social education. The results show that the majority of students are familiar with the technology but have not had any formal training in a university. They use this tool to complete academic assignments outside the classroom, and they emphasise the need for training in it. Furthermore, following the training, the students highlight an increase in motivation and a positive impact on the development of generic skills, such as information analysis, synthesis and management, problem solving, and learning how to learn. Ultimately, this study provides an opportunity to consider the implementation of educational training of this tool at the university level in order to ensure its appropriate use.","PeriodicalId":512971,"journal":{"name":"Digital","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141647740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Animated videos have been used in education for many years, and their efficacy in enhancing student motivation, engagement, and performance has been evaluated and reported in many studies. The aim of this study is twofold. First, after examining seventy-seven research articles, this study will attempt to provide an updated comprehensive literature review on the topic for the last decade. The articles were obtained from Google Scholar and Scopus following a certain methodology (search keywords, inclusion and exclusion criteria). The articles were examined for aspects such as the educational fields in which animated videos have been utilized over the last ten years, the researchers’ countries, the types of animated videos, the software tools used to create the educational animations, the research methods employed, and the aims and findings of the studies. The second part of this paper will present animated videos produced by teachers together with their experiences from the development process and classroom use. This study concentrates on the software tools the educators chose to use and their perceptions about developing their own animations. Findings indicate that when animated videos are produced by teachers, their creativity is boosted, and their communication skills are enhanced.
动画视频已在教育领域应用多年，许多研究都对其在提高学生学习动机、参与度和学习成绩方面的功效进行了评估和报告。本研究的目的有两个。首先，在研究了七十七篇研究文章后，本研究将尝试对过去十年中有关该主题的文献进行全面回顾。这些文章是按照一定的方法（搜索关键词、纳入和排除标准）从 Google Scholar 和 Scopus 获取的。文章的研究内容包括：过去十年中使用动画视频的教育领域、研究者的国家、动画视频的类型、制作教育动画所使用的软件工具、所采用的研究方法以及研究的目的和结果。本文的第二部分将介绍教师制作的动画视频，以及他们在开发过程和课堂使用中的经验。本研究主要关注教育工作者选择使用的软件工具以及他们对自己制作动画的看法。研究结果表明，当教师制作动画视频时，他们的创造力得到了提高，沟通能力也得到了增强。
{"title":"Computer-Animated Videos in Education: A Comprehensive Review and Teacher Experiences from Animation Creation","authors":"A. Kleftodimos","doi":"10.3390/digital4030031","DOIUrl":"https://doi.org/10.3390/digital4030031","url":null,"abstract":"Animated videos have been used in education for many years, and their efficacy in enhancing student motivation, engagement, and performance has been evaluated and reported in many studies. The aim of this study is twofold. First, after examining seventy-seven research articles, this study will attempt to provide an updated comprehensive literature review on the topic for the last decade. The articles were obtained from Google Scholar and Scopus following a certain methodology (search keywords, inclusion and exclusion criteria). The articles were examined for aspects such as the educational fields in which animated videos have been utilized over the last ten years, the researchers’ countries, the types of animated videos, the software tools used to create the educational animations, the research methods employed, and the aims and findings of the studies. The second part of this paper will present animated videos produced by teachers together with their experiences from the development process and classroom use. This study concentrates on the software tools the educators chose to use and their perceptions about developing their own animations. Findings indicate that when animated videos are produced by teachers, their creativity is boosted, and their communication skills are enhanced.","PeriodicalId":512971,"journal":{"name":"Digital","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141653053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
By exploring the top three airports in Asia, this study explores the area of smart airport systems. With the goal of analyzing the significant elements of airport services that captivate travelers’ attention through online reviews and establishing a correlation between sentiment in reviews and numerical ratings given by travelers, the study analyzes what captivates travelers’ attention. Data mining, frequency analysis, sentiment analysis, and linear regression are employed in this study in order to analyze a dataset of 10,202 online reviews. The results indicate that the most common attributes of airport services significantly impact customer satisfaction, as well as how the sentiment expressed in online reviews correlates with the numerical ratings. A significant contribution of this study lies in its contribution to understanding the dynamics of customer satisfaction in the field of airport services as well as in identifying areas for improvement that could enhance the overall traveler experience in the burgeoning field of smart airports. In the context of smart airport systems, the analysis of exploratory and predictive data provides valuable insights into the optimization of airport operations, thus enriching the body of knowledge in this rapidly evolving area and providing the foundation for future research.
{"title":"Investigating Efficiency and Innovation: An Exploratory and Predictive Analysis of Smart Airport Systems","authors":"Angellie Williady, N. Handani, Hak-Seon Kim","doi":"10.3390/digital4030030","DOIUrl":"https://doi.org/10.3390/digital4030030","url":null,"abstract":"By exploring the top three airports in Asia, this study explores the area of smart airport systems. With the goal of analyzing the significant elements of airport services that captivate travelers’ attention through online reviews and establishing a correlation between sentiment in reviews and numerical ratings given by travelers, the study analyzes what captivates travelers’ attention. Data mining, frequency analysis, sentiment analysis, and linear regression are employed in this study in order to analyze a dataset of 10,202 online reviews. The results indicate that the most common attributes of airport services significantly impact customer satisfaction, as well as how the sentiment expressed in online reviews correlates with the numerical ratings. A significant contribution of this study lies in its contribution to understanding the dynamics of customer satisfaction in the field of airport services as well as in identifying areas for improvement that could enhance the overall traveler experience in the burgeoning field of smart airports. In the context of smart airport systems, the analysis of exploratory and predictive data provides valuable insights into the optimization of airport operations, thus enriching the body of knowledge in this rapidly evolving area and providing the foundation for future research.","PeriodicalId":512971,"journal":{"name":"Digital","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141660498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Data envelopment analysis (DEA), which is frequently used in efficiency analysis, has also been applied to the measurement of entrepreneurial efficiency for the attainment of desired values of macroeconomic indicators (such as the objectives of sustainable economic growth). For this application, DEA takes into account the economic, environmental, and social impact of entrepreneurship as the three dimensions of sustainability. This paper aimed to investigate the potential for a scalable (in diversity, equity, and inclusion dimensions) DEA application in sustainable entrepreneurship performance (SEP) assessment through three channels (assessing SEP without ESG activities; ESG→SEP; ESG (DEI)→SEP) and present an empirical study related to economic growth assessment and its environmental, social, and governance (ESG), and diversity, equity and inclusion (DEI) determinants across selected Western Balkans (WB) and European Union (EU) companies, based on the use of the proposed scalable DEA. It highlights how crucial a scalable nonparametric approach to macroeconomic efficiency analysis is and provides a more comprehensive perspective to the researchers on this issue. This study used a non-oriented DEA model with variable return-to-scale in a group of 60 WB and 60 EU companies, all of which adopted ICT/Blockchain (BC) technologies (the 11 ESG metrics). The annual corporate data was collected for seven years from 2017 until 2023. We projected the selected data to three country particularities (mass acceptance, adoption, and implementation of ICT/BC; mass labor force return from overseas; and ethnic, cultural, and religious particularities) and performed statistical analysis. Our findings estimate the influence of these three particularities on economic growth potential. In all countries’ cases, we found a statistically sound (significant, positive) correlation between ESG and SEP’s economic growth quality performance. Particularly, when corporate social and DEI initiatives mediate (channel III), SEP’s economic growth gains the best performance (+18%) in countries with ethnic, cultural, and religious particularities (BiH, NM), a +17% in countries enjoying massive labor force return from overseas (AL) and performs well in quality (particularly in the innovation and integrity) SEP performance success dimensions (all WB and EU countries). The proposed scalable DEA shows clearly, by performing an empirical analysis, which modern business (adopting ICT/BC) is the most effective in achieving sustainability projected to country particularities, helping corporate management to improve economic growth efficiency.
常用于效率分析的数据包络分析法（DEA）也被用于衡量创业效率，以实现宏观经济指标的预期值（如可持续经济增长目标）。在这一应用中，DEA 将创业的经济、环境和社会影响作为可持续性的三个维度加以考虑。本文旨在研究 DEA 在可持续创业绩效（SEP）评估中的可扩展（多样性、公平性和包容性维度）应用潜力，通过三个渠道（评估无 ESG 活动的可持续创业绩效；ESG→SEP；ESG（DEI）→SEP），并根据拟议的可扩展 DEA 的使用情况，对选定的西巴尔干（WB）和欧盟（EU）公司的经济增长评估及其环境、社会和治理（ESG）以及多样性、公平和包容（DEI）决定因素进行了实证研究。它强调了可扩展的非参数方法对宏观经济效益分析的重要性，并为研究人员提供了有关这一问题的更全面的视角。本研究在一组由 60 家世行公司和 60 家欧盟公司组成的小组中使用了具有规模回报可变性的无导向 DEA 模型，所有这些公司都采用了信息和通信技术/区块链（BC）技术（11 个 ESG 指标）。我们收集了从 2017 年到 2023 年的七年企业年度数据。我们将所选数据与三个国家的特殊性（ICT/BC 的大规模接受、采用和实施；大量劳动力从海外回流；民族、文化和宗教特殊性）进行了预测，并进行了统计分析。我们的研究结果估计了这三种特殊性对经济增长潜力的影响。在所有国家的案例中，我们发现 ESG 与 SEP 的经济增长质量表现之间在统计上存在良好（显著、正向）的相关性。特别是，当企业社会责任和企业发展倡议（渠道 III）起中介作用时，具有民族、文化和宗教特点的国家（波黑、北米）的经济增长表现最佳（+18%），劳动力大量从海外回流的国家（阿尔巴尼亚）的经济增长表现+17%，而在质量（特别是创新和诚信）方面，经济增长表现成功的国家（所有世行和欧盟国家）的经济增长表现也很好。通过实证分析，拟议的可扩展 DEA 清楚地表明，根据各国的具体情况，哪种现代企业（采用信息和通信技术/商业银行）在实现可持续发展方面最为有效，从而帮助企业管理层提高经济增长效率。
{"title":"The Use of DEA for ESG Activities and DEI Initiatives Considered as “Pillar of Sustainability” for Economic Growth Assessment in Western Balkans","authors":"Vasiliki Basdekidou, Harry Papapanagos","doi":"10.3390/digital4030029","DOIUrl":"https://doi.org/10.3390/digital4030029","url":null,"abstract":"Data envelopment analysis (DEA), which is frequently used in efficiency analysis, has also been applied to the measurement of entrepreneurial efficiency for the attainment of desired values of macroeconomic indicators (such as the objectives of sustainable economic growth). For this application, DEA takes into account the economic, environmental, and social impact of entrepreneurship as the three dimensions of sustainability. This paper aimed to investigate the potential for a scalable (in diversity, equity, and inclusion dimensions) DEA application in sustainable entrepreneurship performance (SEP) assessment through three channels (assessing SEP without ESG activities; ESG→SEP; ESG (DEI)→SEP) and present an empirical study related to economic growth assessment and its environmental, social, and governance (ESG), and diversity, equity and inclusion (DEI) determinants across selected Western Balkans (WB) and European Union (EU) companies, based on the use of the proposed scalable DEA. It highlights how crucial a scalable nonparametric approach to macroeconomic efficiency analysis is and provides a more comprehensive perspective to the researchers on this issue. This study used a non-oriented DEA model with variable return-to-scale in a group of 60 WB and 60 EU companies, all of which adopted ICT/Blockchain (BC) technologies (the 11 ESG metrics). The annual corporate data was collected for seven years from 2017 until 2023. We projected the selected data to three country particularities (mass acceptance, adoption, and implementation of ICT/BC; mass labor force return from overseas; and ethnic, cultural, and religious particularities) and performed statistical analysis. Our findings estimate the influence of these three particularities on economic growth potential. In all countries’ cases, we found a statistically sound (significant, positive) correlation between ESG and SEP’s economic growth quality performance. Particularly, when corporate social and DEI initiatives mediate (channel III), SEP’s economic growth gains the best performance (+18%) in countries with ethnic, cultural, and religious particularities (BiH, NM), a +17% in countries enjoying massive labor force return from overseas (AL) and performs well in quality (particularly in the innovation and integrity) SEP performance success dimensions (all WB and EU countries). The proposed scalable DEA shows clearly, by performing an empirical analysis, which modern business (adopting ICT/BC) is the most effective in achieving sustainability projected to country particularities, helping corporate management to improve economic growth efficiency.","PeriodicalId":512971,"journal":{"name":"Digital","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141670571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Algorithms, indispensable to understand Artificial Intelligence (AI), are omnipresent in social media, but users’ understanding of these computational processes and the way they impact their consumption of information is often limited. There is a need for Media and Information Literacy (MIL) research investigating (a) how MIL can support algorithm literacy (AL) as a subset of competences and with what working definition, (b) what competences users need in order to evaluate algorithms critically and interact with them effectively, and (c) how to design learner-centred interventions that foster increased user understanding of algorithms and better response to disinformation spread by such processes. Based on Crossover project research, this paper looks at four scenarios used by journalists, developers and MIL experts that mirror users’ daily interactions with social media. The results suggest several steps towards integrating AL within MIL goals, while providing a concrete definition of algorithm literacy that is experience-based. The competences and design considerations are organised in a conceptual framework thematically derived from the experimentation. This contribution can support AI developers and MIL educators in their co-design of algorithm-literacy interventions and guide future research on AL as part of a set of nested AI literacies within MIL.
算法是理解人工智能（AI）所不可或缺的，在社交媒体中无处不在，但用户对这些计算过程及其对信息消费的影响的理解往往有限。有必要开展媒体与信息素养（MIL）研究，调查：（a）媒体与信息素养如何支持算法素养（AL），将其作为能力的一个子集，并给出工作定义；（b）用户需要哪些能力才能批判性地评估算法并与之有效互动；以及（c）如何设计以学习者为中心的干预措施，促进用户加深对算法的理解，并更好地应对此类过程传播的虚假信息。基于交叉项目的研究，本文探讨了记者、开发人员和 MIL 专家使用的四种情景，这些情景反映了用户与社交媒体的日常互动。研究结果提出了将 AL 纳入 MIL 目标的几个步骤，同时提供了基于经验的算法素养的具体定义。这些能力和设计考虑因素被归纳到一个概念框架中，该框架以实验为主题。这一贡献可以支持人工智能开发人员和智能语言教育工作者共同设计算法素养干预措施，并指导未来对作为智能语言中嵌套人工智能素养一部分的 AL 的研究。
{"title":"Algorithm Literacy as a Subset of Media and Information Literacy: Competences and Design Considerations","authors":"D. Frau-Meigs","doi":"10.3390/digital4020026","DOIUrl":"https://doi.org/10.3390/digital4020026","url":null,"abstract":"Algorithms, indispensable to understand Artificial Intelligence (AI), are omnipresent in social media, but users’ understanding of these computational processes and the way they impact their consumption of information is often limited. There is a need for Media and Information Literacy (MIL) research investigating (a) how MIL can support algorithm literacy (AL) as a subset of competences and with what working definition, (b) what competences users need in order to evaluate algorithms critically and interact with them effectively, and (c) how to design learner-centred interventions that foster increased user understanding of algorithms and better response to disinformation spread by such processes. Based on Crossover project research, this paper looks at four scenarios used by journalists, developers and MIL experts that mirror users’ daily interactions with social media. The results suggest several steps towards integrating AL within MIL goals, while providing a concrete definition of algorithm literacy that is experience-based. The competences and design considerations are organised in a conceptual framework thematically derived from the experimentation. This contribution can support AI developers and MIL educators in their co-design of algorithm-literacy interventions and guide future research on AL as part of a set of nested AI literacies within MIL.","PeriodicalId":512971,"journal":{"name":"Digital","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141376700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Konstantinos Papadopoulos, Eleni Koustriava, Lisander Isaraj, Elena Chronopoulou, Flavio Manganello, Rafael Molina-Carmona
The objective of this qualitative investigation is to identify the assistive technology recognized by students with disabilities and to determine the assistive technology (software apps and devices) they require both at university and at home. A total of forty-two students, comprising 20 males and 22 females, were recruited from four different countries (Germany, Greece, Italy, and Spain) for participation in this study. The sample encompassed 10 students with visual impairments, 11 with hearing impairments, 11 with mobility impairments, and 10 with specific learning disabilities. Semi-structured interviews were conducted with the students either online or in person. Content analysis was employed to scrutinize the data obtained from these interviews. The outcomes of this analysis shed light on the assistive technology acknowledged, utilized, or desired by students with disabilities in both academic and domestic settings. The findings from this study carry practical implications for fostering inclusive and accessible education within higher education institutions, benefiting accessibility units/offices staff as well as teaching personnel.
{"title":"Assistive Technology for Higher Education Students with Disabilities: A Qualitative Research","authors":"Konstantinos Papadopoulos, Eleni Koustriava, Lisander Isaraj, Elena Chronopoulou, Flavio Manganello, Rafael Molina-Carmona","doi":"10.3390/digital4020025","DOIUrl":"https://doi.org/10.3390/digital4020025","url":null,"abstract":"The objective of this qualitative investigation is to identify the assistive technology recognized by students with disabilities and to determine the assistive technology (software apps and devices) they require both at university and at home. A total of forty-two students, comprising 20 males and 22 females, were recruited from four different countries (Germany, Greece, Italy, and Spain) for participation in this study. The sample encompassed 10 students with visual impairments, 11 with hearing impairments, 11 with mobility impairments, and 10 with specific learning disabilities. Semi-structured interviews were conducted with the students either online or in person. Content analysis was employed to scrutinize the data obtained from these interviews. The outcomes of this analysis shed light on the assistive technology acknowledged, utilized, or desired by students with disabilities in both academic and domestic settings. The findings from this study carry practical implications for fostering inclusive and accessible education within higher education institutions, benefiting accessibility units/offices staff as well as teaching personnel.","PeriodicalId":512971,"journal":{"name":"Digital","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141106396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Youji Fukuta, Yoshiaki Shiraishi, M. Hirotomo, M. Mohri
In the process of collecting evidence of activities and events in network devices, there are problems with content and storage, and we aim to solve the problems faced by network devices in network forensics. In this paper, we propose a simple method for solving the problems with content and storage in acquiring communication logs on end hosts, implement a sniffing tool that captures raw packets with communication event control, compare it with existing tools, and conduct experiments and considerations. Through these experiments and considerations, we confirmed that the proposed communication log acquisition method can be implemented on the end host, and that the problem can be solved by using a tool that implements the proposed method. Also, we confirmed that it can be applied to real-world communication log collection scenarios, and that it can coexist with existing systems and tools that collect communication logs.
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This article aims to explore, investigate, and determine the prerequisites that learners (students) should possess for participating in and being adequately benefitted from digital (robotics-enabled) K–12 STEM education offered through intuitive human–robot interaction. We selected 23 middle school mathematics and science teachers who received training on how to design, develop, and implement robotics-enabled lessons. The teachers then implemented robotics-enabled lessons in actual classroom settings, and separately responded to a survey based on their training, classroom experiences and observations, and self-brainstorming. We derived a set of prerequisite knowledge, skills, and abilities, including their relative importance for the students by analyzing the survey responses. The results showed that the students should not only possess prerequisite knowledge in the subject matter, but also possess behavioral, social, scientific, cognitive, and intellectual skills and abilities to participate in and receive benefits from robotics-enabled human–robot interactive digital STEM education. Out of the many prerequisites, the computational thinking ability of students was identified as one of the most required prerequisites to participate in robotics-enabled digital STEM education. To validate the derived prerequisites, teachers separately assessed the fulfillment of prerequisites by 38 participating students, and the results showed user acceptance, effectiveness, and suitability of the derived prerequisites set. We also identified a set of limitations of the studies and proposed action plans to enable students to meet the prerequisites. The results presented herein can help determine required instructional efforts and scaffolds before implementing robotics-enabled digital STEM lessons, and thus foster incorporating technology-enhanced (robotics-enabled) digital STEM education into K–12 curricula.
{"title":"Digital K–12 STEM Education through Human–Robot Interaction: Investigation on Prerequisites","authors":"S. M. M. Rahman","doi":"10.3390/digital4020023","DOIUrl":"https://doi.org/10.3390/digital4020023","url":null,"abstract":"This article aims to explore, investigate, and determine the prerequisites that learners (students) should possess for participating in and being adequately benefitted from digital (robotics-enabled) K–12 STEM education offered through intuitive human–robot interaction. We selected 23 middle school mathematics and science teachers who received training on how to design, develop, and implement robotics-enabled lessons. The teachers then implemented robotics-enabled lessons in actual classroom settings, and separately responded to a survey based on their training, classroom experiences and observations, and self-brainstorming. We derived a set of prerequisite knowledge, skills, and abilities, including their relative importance for the students by analyzing the survey responses. The results showed that the students should not only possess prerequisite knowledge in the subject matter, but also possess behavioral, social, scientific, cognitive, and intellectual skills and abilities to participate in and receive benefits from robotics-enabled human–robot interactive digital STEM education. Out of the many prerequisites, the computational thinking ability of students was identified as one of the most required prerequisites to participate in robotics-enabled digital STEM education. To validate the derived prerequisites, teachers separately assessed the fulfillment of prerequisites by 38 participating students, and the results showed user acceptance, effectiveness, and suitability of the derived prerequisites set. We also identified a set of limitations of the studies and proposed action plans to enable students to meet the prerequisites. The results presented herein can help determine required instructional efforts and scaffolds before implementing robotics-enabled digital STEM lessons, and thus foster incorporating technology-enhanced (robotics-enabled) digital STEM education into K–12 curricula.","PeriodicalId":512971,"journal":{"name":"Digital","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140984138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Iyad Almadani, Brandon Ramos, Mohammed Abuhussein, Aaron L. Robinson
Traditional methods for predicting sow reproductive cycles are not only costly but also demand a larger workforce, exposing workers to respiratory toxins, repetitive stress injuries, and chronic pain. This occupational hazard can even lead to mental health issues due to repeated exposure to violence. Managing health and welfare issues becomes pivotal in group-housed animal settings, where individual care is challenging on large farms with limited staff. The necessity for computer vision systems to analyze sow behavior and detect deviations indicative of health problems is apparent. Beyond observing changes in behavior and physical traits, computer vision can accurately detect estrus based on vulva characteristics and analyze thermal imagery for temperature changes, which are crucial indicators of estrus. By automating estrus detection, farms can significantly enhance breeding efficiency, ensuring optimal timing for insemination. These systems work continuously, promptly alerting staff to anomalies for early intervention. In this research, we propose part of the solution by utilizing an image segmentation model to localize the vulva. We created our technique to identify vulvae on pig farms using infrared imagery. To accomplish this, we initially isolate the vulva region by enclosing it within a red rectangle and then generate vulva masks by applying a threshold to the red area. The system is trained using U-Net semantic segmentation, where the input for the system consists of grayscale images and their corresponding masks. We utilize U-Net semantic segmentation to find the vulva in the input image, making it lightweight, simple, and robust enough to be tested on many images. To evaluate the performance of our model, we employ the intersection over union (IOU) metric, which is a suitable indicator for determining the model’s robustness. For the segmentation model, a prediction is generally considered ‘good’ when the intersection over union score surpasses 0.5. Our model achieved this criterion with a score of 0.58, surpassing the scores of alternative methods such as the SVM with Gabor (0.515) and YOLOv3 (0.52).
{"title":"Advanced Swine Management: Infrared Imaging for Precise Localization of Reproductive Organs in Livestock Monitoring","authors":"Iyad Almadani, Brandon Ramos, Mohammed Abuhussein, Aaron L. Robinson","doi":"10.3390/digital4020022","DOIUrl":"https://doi.org/10.3390/digital4020022","url":null,"abstract":"Traditional methods for predicting sow reproductive cycles are not only costly but also demand a larger workforce, exposing workers to respiratory toxins, repetitive stress injuries, and chronic pain. This occupational hazard can even lead to mental health issues due to repeated exposure to violence. Managing health and welfare issues becomes pivotal in group-housed animal settings, where individual care is challenging on large farms with limited staff. The necessity for computer vision systems to analyze sow behavior and detect deviations indicative of health problems is apparent. Beyond observing changes in behavior and physical traits, computer vision can accurately detect estrus based on vulva characteristics and analyze thermal imagery for temperature changes, which are crucial indicators of estrus. By automating estrus detection, farms can significantly enhance breeding efficiency, ensuring optimal timing for insemination. These systems work continuously, promptly alerting staff to anomalies for early intervention. In this research, we propose part of the solution by utilizing an image segmentation model to localize the vulva. We created our technique to identify vulvae on pig farms using infrared imagery. To accomplish this, we initially isolate the vulva region by enclosing it within a red rectangle and then generate vulva masks by applying a threshold to the red area. The system is trained using U-Net semantic segmentation, where the input for the system consists of grayscale images and their corresponding masks. We utilize U-Net semantic segmentation to find the vulva in the input image, making it lightweight, simple, and robust enough to be tested on many images. To evaluate the performance of our model, we employ the intersection over union (IOU) metric, which is a suitable indicator for determining the model’s robustness. For the segmentation model, a prediction is generally considered ‘good’ when the intersection over union score surpasses 0.5. Our model achieved this criterion with a score of 0.58, surpassing the scores of alternative methods such as the SVM with Gabor (0.515) and YOLOv3 (0.52).","PeriodicalId":512971,"journal":{"name":"Digital","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141022965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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