Retailing 4.0 and Technology-Driven Innovation: A Literature Review

The paper analyzes the contribution of technology for boosting innovation within the retail industry. The study focuses on the main areas of innovation for retailers, both in the relationships with suppliers and the final demand. With reference to vertical relationships (for supplying activities), the key innovation areas are those of technology based interaction tools, joint management of supplying activities, and E-sourcing. In the relations with consumers, technology is stimulating innovation on checkout technologies, dynamic in-store pricing, electronic and mobile payments, augmented reality, artificial intelligence-supported devices, and self-service technologies

Digital and Spatial Education Intertwining in The Evolution of Technology Resources for Educational Curriculum Reshaping and Skills Enhancement

The aim of this research is to deepen how digital education has been intertwined with spatial education throughout the evolution of technology resources. In the last years, the user experience has been improved by open-source, collaborative user-generated, and immersive content – starting from multimedia/hypermedia architectures to synthetic learning environments. This research analyses which spatial design principles have influenced multimedia/hypermedia, collaborative web 2.0 interfaces, and more recently the synthetic environments of virtual worlds. The evolution of technology resources supports the hypothesis of a continuous intertwining between digital and spatial education since multimedia/hypermedia architectures, in which spatial knowledge may play a significant role in web-based design according to individual differences in hypermedia fruition, prior knowledge in the field, and personal experience in web-based instruction. In collaborative user-generated content technology, visual presentation facilitates learning co-construction and spaces are intended as synchronous and asynchronous virtual knowledge spaces of communication. In 3D virtual learning environments, spatial interaction is really developed and may open full accessibility to further studies on digital and spatial education. In the joined field of learning and ICT, the main scope of digital technology knowledge sharing, and re-shaping, is the enhancement of digital skills based on experiences in educational activities and the re-thinking of the nature and the format of educational curriculum to implement more experiences in the digital – and, possibly, spatial – fields

Radio-frequency ID and human tagging: newer coercions

Technological innovation continually shifts boundaries of possibilities and at the same time challenges ethical dimensions. Radio Frequency Identification (RFID) technology challenges both what is possible and what is ethical. On this basis, this paper incorporates an analysis of RFID development and provides penetrating insight concerning the ethical issues society faces and will face. Attention is given to the burgeoning and challenging field of human-centred RFID technology and its impact on the individual’s privacy, safety, civil liberty and on society in general. The paper briefly outlines the history of RFID and identifies three broad themes concerning the application of RFID tags for the purpose of human “branding”. In particular, the social rights impact of implants in humans, the potential and actual damage of implants to the physical health of the person, and the ownership, use and miss-use of information collected through implant technology, act as the central themes. In conclusion, the authors identify the critical areas surrounding human branding that require research and public deliberation

Digital and Spatial Education Intertwining in The Evolution of Technology Resources for Educational Curriculum Reshaping and Skills Enhancement

The aim of this research is to deepen how digital education has been intertwined with spatial education throughout the evolution of technology resources. In the last years, the user experience has been improved by open-source, collaborative user-generated, and immersive content – starting from multimedia/hypermedia architectures to synthetic learning environments. This research analyses which spatial design principles have influenced multimedia/hypermedia, collaborative web 2.0 interfaces, and more recently the synthetic environments of virtual worlds. The evolution of technology resources supports the hypothesis of a continuous intertwining between digital and spatial education since multimedia/hypermedia architectures, in which spatial knowledge may play a significant role in web-based design according to individual differences in hypermedia fruition, prior knowledge in the field, and personal experience in web-based instruction. In collaborative user-generated content technology, visual presentation facilitates learning co-construction and spaces are intended as synchronous and asynchronous virtual knowledge spaces of communication. In 3D virtual learning environments, spatial interaction is really developed and may open full accessibility to further studies on digital and spatial education. In the joined field of learning and ICT, the main scope of digital technology knowledge sharing, and re-shaping, is the enhancement of digital skills based on experiences in educational activities and the re-thinking of the nature and the format of educational curriculum to implement more experiences in the digital – and, possibly, spatial – fields

Teacher Technology Education for Spatial Learning in Digital Immersive Virtual Environments

The aim of this research is to deepen how teacher technology education can be designed to enhance spatial education, which is intertwined with digital education. The evolution of technology resources can actually sustain spatial learning. In the last years, the user experience has been improved by open-source, collaborative user-generated, and immersive content of synthetic learning environments. This research analyses which spatial design principles have influenced the virtual worlds of digital immersive virtual learning environments. In 3D virtual learning environments spatial interaction is really developed and may open full accessibility to further studies on digital and spatial education. In the joined field of learning and ICT, the main scope of digital technology knowledge sharing, and re-shaping, is the enhancement of digital skills based on experiences in educational activities and the re-thinking of the nature and the format of educational curriculum to implement more experiences in the digital—and, possibly, spatial—fields