66 research outputs found
AI in Learning: Designing the Future
AI (Artificial Intelligence) is predicted to radically change teaching and learning in both schools and industry causing radical disruption of work. AI can support well-being initiatives and lifelong learning but educational institutions and companies need to take the changing technology into account. Moving towards AI supported by digital tools requires a dramatic shift in the concept of learning, expertise and the businesses built off of it. Based on the latest research on AI and how it is changing learning and education, this book will focus on the enormous opportunities to expand educational settings with AI for learning in and beyond the traditional classroom. This open access book also introduces ethical challenges related to learning and education, while connecting human learning and machine learning. This book will be of use to a variety of readers, including researchers, AI users, companies and policy makers
Insiders\u27 Guide to the Student Academic Conference: 11th Annual SAC
Minnesota State University Moorhead Student Academic Conference abstract book
AI in Learning: Designing the Future
AI (Artificial Intelligence) is predicted to radically change teaching and learning in both schools and industry causing radical disruption of work. AI can support well-being initiatives and lifelong learning but educational institutions and companies need to take the changing technology into account. Moving towards AI supported by digital tools requires a dramatic shift in the concept of learning, expertise and the businesses built off of it. Based on the latest research on AI and how it is changing learning and education, this book will focus on the enormous opportunities to expand educational settings with AI for learning in and beyond the traditional classroom. This open access book also introduces ethical challenges related to learning and education, while connecting human learning and machine learning. This book will be of use to a variety of readers, including researchers, AI users, companies and policy makers
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Game Appropriation: Where does the gamer fit?
The socio-technological transformation of digital games means that they are no longer single-player, co-located game experiences but instead are multiplayer socially-oriented ones (e.g. World of Warcraft). This change underpins the central concern of this thesis, to understand game appropriation and the intrinsically motivating nature of gaming. Game appropriation is defined as the broad incorporation of Massively Multiplayer Online Role-Playing Games (MMORPGs) into gamers’ daily practices, including the nature of their gameplay. Gaming is not viewed as a set of defined moments of participation but as a dynamic activity, directly interrelated with a gamers’ everyday life. Therefore, a broad perspective on motivation and gaming is adopted, incorporating not only reinforcing aspects of game design but also acknowledging the role of the social context and the gamer as an individual during gameplay.
The findings of three studies showed that game design, social interaction and gamers’ psychological characteristics uniquely interplay to support game appropriation. The key findings are: (i) Flexible game design is a prerequisite for game appropriation; multiple game structures enable the creation of collaborative and competitive relationships and contribute to innovative forms of play; (ii) Diverse forms of social interaction, within and around gameplay, define the nature of game appropriation; (iii) The role of the gamer in game appropriation is critical. The gamer as an individual is the agent defining the distinct social forms of play when shaping the game experience, underpinned by certain psychological characteristics. While gamers with higher trait emotional intelligence (trait EI) play for social interaction per se, those with lower trait EI make purposive use of sociality in order to progress and succeed in the game. Similarly, on a needs scale (Basic Psychological Needs Scale) lower scorers on autonomy are more prone to competitive and instrumental social gaming practices; (iv) The process of game appropriation is progressively developed, influenced by the type of in-game activities and novel game features, trait EI scores and the presence of other gamers in the game.
In summary, game appropriation, being game-specific, begins with the interaction between the gamer and a flexible game design and becomes socially negotiated within a community of gamers. The final social configuration -instrumental or social per se- is influenced by certain psychological characteristics of gamers as individuals
An investigation of innovation and knowledge creation in virtual worlds
The Internet and World Wide Web have had, and continue to have, an incredible
impact on our civilization. These technologies have radically influenced the way
that society is organised and the manner in which people around the world
communicate and interact. The structure and function of individual, social,
organisational, economic and political life begin to resemble the digital network
architectures upon which they are increasingly reliant. It is increasingly difficult
to imagine how our ‘offline’ world would look or function without the ‘online’
world; it is becoming less meaningful to distinguish between the ‘actual’ and the
‘virtual’. Thus, the major architectural project of the twenty-first century is to
“imagine, build, and enhance an interactive and ever changing cyberspace” (Lévy,
1997, p. 10). Virtual worlds are at the forefront of this evolving digital landscape.
Virtual worlds have “critical implications for business, education, social sciences,
and our society at large” (Messinger et al., 2009, p. 204).
This study focuses on the possibilities of virtual worlds in terms of
communication, collaboration, innovation and creativity. The concept of
knowledge creation is at the core of this research. The study shows that scholars
increasingly recognise that knowledge creation, as a socially enacted process,
goes to the very heart of innovation. However, efforts to build upon these insights
have struggled to escape the influence of the information processing paradigm of
old and have failed to move beyond the persistent but problematic
conceptualisation of knowledge creation in terms of tacit and explicit knowledge.
Based on these insights, the study leverages extant research to develop the
conceptual apparatus necessary to carry out an investigation of innovation and
knowledge creation in virtual worlds. The study derives and articulates a set of
definitions (of virtual worlds, innovation, knowledge and knowledge creation) to
guide research. The study also leverages a number of extant theories in order to
develop a preliminary framework to model knowledge creation in virtual worlds.
Using a combination of participant observation and six case studies of innovative
educational projects in Second Life, the study yields a range of insights into the
process of knowledge creation in virtual worlds and into the factors that affect it.
The study’s contributions to theory are expressed as a series of propositions and
findings and are represented as a revised and empirically grounded theoretical
framework of knowledge creation in virtual worlds. These findings highlight the
importance of prior related knowledge and intrinsic motivation in terms of
shaping and stimulating knowledge creation in virtual worlds. At the same time,
they highlight the importance of meta-knowledge (knowledge about knowledge)
in terms of guiding the knowledge creation process whilst revealing the diversity
of behavioural approaches actually used to create knowledge in virtual worlds
and. This theoretical framework is itself one of the chief contributions of the study
and the analysis explores how it can be used to guide further research in virtual
worlds and on knowledge creation. The study’s contributions to practice are
presented as actionable guide to simulate knowledge creation in virtual worlds.
This guide utilises a theoretically based classification of four knowledge-creator
archetypes (the sage, the lore master, the artisan, and the apprentice) and derives
an actionable set of behavioural prescriptions for each archetype. The study
concludes with a discussion of the study’s implications in terms of future
research
The Proceedings of the 23rd Annual International Conference on Digital Government Research (DGO2022) Intelligent Technologies, Governments and Citizens June 15-17, 2022
The 23rd Annual International Conference on Digital Government Research theme is “Intelligent Technologies, Governments and Citizens”. Data and computational algorithms make systems smarter, but should result in smarter government and citizens. Intelligence and smartness affect all kinds of public values - such as fairness, inclusion, equity, transparency, privacy, security, trust, etc., and is not well-understood. These technologies provide immense opportunities and should be used in the light of public values. Society and technology co-evolve and we are looking for new ways to balance between them. Specifically, the conference aims to advance research and practice in this field.
The keynotes, presentations, posters and workshops show that the conference theme is very well-chosen and more actual than ever. The challenges posed by new technology have underscored the need to grasp the potential. Digital government brings into focus the realization of public values to improve our society at all levels of government. The conference again shows the importance of the digital government society, which brings together scholars in this field. Dg.o 2022 is fully online and enables to connect to scholars and practitioners around the globe and facilitate global conversations and exchanges via the use of digital technologies. This conference is primarily a live conference for full engagement, keynotes, presentations of research papers, workshops, panels and posters and provides engaging exchange throughout the entire duration of the conference
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