EU’s antitrust policy against U.S. based big tech: Protecting European consumers from Google Search and Amazon e-books

The focus of this research paper is to address the state of competition in the European high-tech industry from the perspective of its main beneficiaries, the consumers. This is done by assessing the antitrust policy of the European Commission against U.S. based multinationals, the “big tech”. By choosing Google and Amazon as the representative firms, I draw upon recent antitrust cases and secondary literature related to the Android Operating system and Amazon e-books to examine whether the European Commission’s antitrust authorities have acted in a way that improves consumer welfare. The analysis of the arguments for and against government intervention is executed through competing antitrust doctrines: Chicago and Ordoliberal approach. I find that in both cases, the business practices under scrutiny have pro-competitive rationale that can bring benefits to consumers. I do not find direct evidence that the EU’s antitrust policy would be used to protect European companies from foreign competition

Using Information Communications Technologies to Implement Universal Design for Learning

The purpose of this paper is to assist Ministries of Education, their donors and partners, Disabled Persons Organizations (DPOs), and the practitioner community funded by and working with USAID to select, pilot, and (as appropriate) scale up ICT4E solutions to facilitate the implementation of Universal Design for Learning (UDL), with a particular emphasis on supporting students with disabilities to acquire literacy and numeracy skills. The paper focuses primarily on how technology can support foundational skills acquisition for students with disabilities, while also explaining when, why, and how technologies that assist students with disabilities can, in some applications, have positive impacts on all students’ basic skills development. In 2018, USAID released the Toolkit for Universal Design for Learning to Help All Children Read, section 3.1 of which provides basic information on the role of technologies to support UDL principles and classroom learning. This paper expands upon that work and offers more extensive advice on using ICT4E1 to advance equitable access to high quality learning. Like the UDL toolkit, the audience for this guide is mainly Ministries of Education and development agencies working in the area of education, but this resource can also be helpful for DPOs and non-governmental organizations (NGOs) wishing to pilot or spearhead ICT initiatives. Content for this paper was informed by expert interviews and reviews of field reports during 2018. These included programs associated with United Nations, Zero Project, World Innovation Summit, UNESCO Mobile Learning Awards, and USAID’s All Children Reading: A Grand Challenge for Development. Relevant case studies of select education programs integrating technology to improve learning outcomes for students with disabilities were summarized for this document

Effects of user experience on user resistance to change to the voice user interface of an in‑vehicle infotainment system: Implications for platform and standards competition

This study examines the effects of user experience on user resistance to change—particularly, on the relationship between user resistance to change and its antecedents (i.e. switching costs and perceived value) in the context of the voice user interface of an in-vehicle infotainment (IVI) system. This research offers several salient findings. First, it shows that user experience positively moderates the relationship between uncertainty costs (one type of switching cost) and user resistance. It also negatively moderates the association between perceived value and user resistance. Second, the research test results demonstrate that users with a high degree of prior experience with the voice user interface of other smart devices exhibit low user resistance to change to the voice user interface in an IVI system. Third, we show that three types of switching costs (transition costs, in particular) may directly influence users to resist a change to the voice user interface. Fourth, our test results empirically demonstrate that both switching costs and perceived value affect user resistance to change in the context of an IVI system, which differs from the traditional IS research setting (i.e. enterprise systems). These findings may guide not only platform leaders in designing user interfaces, user experiences, and marketing strategies, but also firms that want to defend themselves from platform envelopment while devising defensive strategies in platform and standards competition

Benefitting from the Grey Literature in Software Engineering Research

Researchers generally place the most trust in peer-reviewed, published information, such as journals and conference papers. By contrast, software engineering (SE) practitioners typically do not have the time, access or expertise to review and benefit from such publications. As a result, practitioners are more likely to turn to other sources of information that they trust, e.g., trade magazines, online blog-posts, survey results or technical reports, collectively referred to as Grey Literature (GL). Furthermore, practitioners also share their ideas and experiences as GL, which can serve as a valuable data source for research. While GL itself is not a new topic in SE, using, benefitting and synthesizing knowledge from the GL in SE is a contemporary topic in empirical SE research and we are seeing that researchers are increasingly benefitting from the knowledge available within GL. The goal of this chapter is to provide an overview to GL in SE, together with insights on how SE researchers can effectively use and benefit from the knowledge and evidence available in the vast amount of GL