ABSTRACT Scientific advances in genetic analysis have been made possible in recent years by technical developments in computational biology, or bioinformatics. Bioinformatics has opened up the human genome to diverse analyses involving automated laboratory hardware and machine learning algorithms and software. As part of an emerging field of social genomics, recent educational genetics studies using big data have begun to raise challenging findings linking DNA to predicted life outcomes. Bioinformatic technologies and techniques including ‘genome-wide association’ and ‘polygenic scoring’ are producing (...) new kinds of genetic biodata and expert knowledge for rethinking the upbringing and education of children. This article takes as an empirical opening a recent epistemic and ethical controversy over the use of biodata to make genetic predictions about educational, socio-economic and life outcomes, detailing the forms of expert knowledge and technologies involved these predictions, and exploring the social and ethical implications of data-intensive bioinformatics. (shrink)

In Utopias, Dolphins and Computers Mary Midgley brings philosophy into the real world by using it to consider environmental, educational and gender issues. From "Freedom, Feminism and War" to "Artificial Intelligence and Creativity," this book searches for what is distorting our judgement and helps us to see more clearly the dramas which are unfolding in the world around us. Utopias, Dolphins and Computers aims to counter today's anti-intellectualism, not to mention philosophy's twentieth-century view of itself as futile. Mary Midgley explains (...) the point of philosophy: how to do it, why it is needed, what difficulties confront it and what topics need its attention. (shrink)

This study investigates the ethical awareness of computer use among undergraduate computer science students at two public Malaysian universities. One hundred and fifty-nine students were asked to evaluate the code of ethics pertaining to computer ethics. A comparison of undergraduate computer science students between two public universities was done to determine the level of ethical awareness of computer use. Independent Samples t-tests for differences were performed across four distinct groups: university, gender, age, and duration of (...) computer use. The results of the tests conducted indicate that the ethical awareness of computer use of the students differ most significantly on the basis of the university itself. There were minimal differences across gender, age and duration of computer use. This suggests that computer ethics awareness training is needed for university users. The results are discussed and the implications for studies in an educational context are outlined. (shrink)

Our synthetic review of the relevant and related literatures on the ethics and effects of using AI in education reveals five qualitatively distinct and interrelated divides associated with access, representation, algorithms, interpretations, and citizenship. We open our analysis by probing the ethical effects of algorithms and how teams of humans can plan for and mitigate bias when using AI tools and techniques to model and inform instructional decisions and predict learning outcomes. We then analyze the upstream divides that feed (...) into and fuel the algorithmic divide, first investigating access and then representation. After that, we analyze the divides that are downstream of the algorithmic divide associated with interpretation and citizenship. At present, lacking ongoing reflection and action by learners, educators, educational leaders, designers, scholars, and policymakers, the five divides collectively create a vicious cycle and perpetuate structural biases in teaching and learning. However, increasing human responsibility and control over these divides can create a virtuous cycle that improves diversity, equity, and inclusion in education. We conclude the article by looking forward and discussing ways to increase educational opportunity and effectiveness for all by mitigating bias through a cycle of progressive improvement. (shrink)

In the new era, it is almost impossible to imagine a modern person without the information and communication technologies that fill his life. These technologies permeate all areas of activity, and education is no exception. Despite the huge number of research papers distributed on Twitter integrated into the fields of Education, there is a deficiency and lack of content analysis research papers. Thus, the search was conducted on the three major databases such as Web of Science, Scopus and (...) the EBSCO with the keywords selected as “Twitter in Education”, the study thus was based on content analysis. All studies published on Web of Science, Scopus and the EBSCO were statistically analyzed according to the frequencies and percentages. The distribution of the studies was analyzed regarding the publication years, document type, subject areas, organizations, authors, languages, countries/territories, and the research methods. The findings of this study reveal the importance of Twitter in Education, especially in medicine, social sciences and computer sciences. The findings of this study also highlighted the considerable growth of popularity over the years. (shrink)

Why do the big philosophical questions so often strike us as far-fetched and little to with everyday life? Mary Midgley shows that it need not be that way; she shows that there is a need for philosophy in the real world. Her popularity as one of our foremost philosophers is based on a no-nonsense, down-to-earth approach to fundamental human problems, philosphical or otherwise. In _Utopias, Dolphins and Computers_ she makes her case for philosophy as a difficult but necessary tool for (...) solving some of the most pressing issues facing contemporary society. How should we treat animals? Why are we so confused about the value of education? What is at stake in feminism? Why should we sustain our environment? Why do we think intelligent computers will save us? Mary Midgley argues that philosophy not only can, but should be used in thinking about these questions. _Utopias, Dolphins and Computers_ will make fascinating reading for philosophers, educationalists, feminists, environmentalists and indeed anyone interested in the questions of philosophy, ethics and life. (shrink)

The British Government emphasizes the involvement of family and parents in children's education. In parallel there is a rapid increase in the use of computer technology in schools. Primary school teachers are required to present parents with an end of year school report, which often represents the only real information parents receive. While the government assumes that teachers' communication with parents can improve through the use of computerised systems and report writing software, the evidence appears to point to (...) primary schools and parents rejecting the use of technological communication as insufficiently personal and informative. The Government assumes that schools will implement highly sophisticated technology while it presumes that parents and teachers approach their communication from a level power base and equal technological ability. Thus the school systems reinforce social and class differences. (shrink)

We discuss a research project that develops and applies algorithms for computational contextual vocabulary acquisition (CVA): learning the meaning of unknown words from context. We try to unify a disparate literature on the topic of CVA from psychology, first- and secondlanguage acquisition, and reading science, in order to help develop these algorithms: We use the knowledge gained from the computational CVA system to build an educational curriculum for enhancing students’ abilities to use CVA strategies in their reading of science texts (...) at the middle-school and college undergraduate levels. The knowledge gained from case studies of students using our CVA techniques feeds back into further development of our computational theory. Keywords: artificial intelligence, knowledge representation, reading, reasoning, science education, vocabulary acquisition. (shrink)

The purpose is to improve the teaching and learning efficiency of college Innovation and Entrepreneurship Education. Firstly, from the perspective of aesthetic education, this work designs the teacher and student sides of the Computer-aided Instruction system. Secondly, the CAI model is implemented based on the weight sharing and local perception of the Convolutional Neural Network. Finally, the performance of the CNN-based CAI model is tested. Meanwhile, it analyses students’ IEE experience under the proposed CAI model through a (...) case study of Music Majors from Xi’an Conservatory of Music. The experimental data show that the CNN-based CAI model can respond quickly and stably when users access different functional modules, such as webpage browsing. The proposed CAI model increases students’ entrepreneurial interest, skills, and knowledge by 55.62, 57.32, and 72.12%, respectively. Students’ entrepreneurial practice ability has been improved by over 50.00%; such an increase in entrepreneurial practice ability has also shown individual differences. Thus, the proposed Music Majors-oriented IEE-infiltrated CAI model based on CNN improves students’ entrepreneurial practice ability and reflects the positive experience of Music Majors on IEE. The finding provides references for the step-by-step identification of the CNN-based CAI model and has certain guiding significance for analyzing the effect of college IEE. (shrink)

Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.

This descriptive study explores the elementary school computer teachers’ attitudes and awareness regarding ethical computer use in classrooms and the differences in teachers’ attitudes and awareness in terms of demographic variables including gender, teaching experiences, pre-service/in-service education about ethical computer use. In order to measure computer teachers’ attitudes, awareness, and teaching practices regarding computer ethics, an adopted version of Cyberethics Questionnaire (CEQ), originally developed by Yamano (2004), was used in this study. The CEQ was (...) administered to 150 teachers working for elementary schools in Hatay, Turkey. After incomplete and erroneous forms were discarded, a total number of 141 questionnaires completed by 60 female and 81 male computer teachers were considered for analysis. Results show that the opinions of male and female teachers are significantly different. (shrink)

This volume summarizes the ethical, social and cultural contexts of interfacing brains and computers. It is intended for the interdisciplinary community of BCI stakeholders. Insofar, engineers, neuroscientists, psychologists, physicians, care-givers and also users and their relatives are concerned. For about the last twenty years brain-computer-interfaces (BCIs) have been investigated with increasing intensity and have in principle shown their potential to be useful tools in diagnostics, rehabilitation and assistive technology. The central promise of BCI technology is enabling severely impaired people (...) in mobility, grasping, communication, and entertainment. Successful applications are for instance communication devices enabling locked-in patients in staying in contact with their environment, or prostheses enabling paralysed people in reaching and grasping. In addition to this, it serves as an introduction to the whole field of BCI for any interested reader. (shrink)

Academic misconduct in all its various forms is a challenge for degree-granting institutions. Whilst text-based plagiarism can be detected using tools such as Turnitin™, Plagscan™ and Urkund™, contract cheating and collusion can be more difficult to detect, and even harder to prove, often falling to no more than a ‘balance of probabilities’ rather than fact. To further complicate the matter, some students will make deliberate attempts to obfuscate cheating behaviours by submitting work in Portable Document Format, in image form, or (...) by inserting hidden glyphs or using alternative character sets which text matching software does not always accurately detect.Educators do not tend to think of academic misconduct in terms of criminality per se, but the tools and techniques used by digital forensics experts in law enforcement can teach us much about how to investigate allegations of academic misconduct. The National Institute of Standards and Technology’s Glossary describes digital forensics as ‘the application of computer science and investigative procedures involving the examination of digital evidence - following proper search authority, chain of custody, validation with mathematics, use of validated tools, repeatability, reporting, and possibly expert testimony.’. These techniques are used in criminal investigations as a means to identify the perpetrator of, or accomplices to, a crime and their associated actions. They are sometimes used in cases relating to intellectual property to establish the legitimate ownership of a variety of objects, both written and graphical, as well as in fraud and forgery. Whilst there have been some research articles and case studies that demonstrate the use of digital forensics techniques to detect academic misconduct as proof of concept, there is no evidence of their actual deployment in an academic setting.This paper will examine some of the tools and techniques that are used in law enforcement and the digital forensics field with a view to determining whether they could be repurposed for use in an academic setting. These include methods widely used to determine if a file has been tampered with that could be repurposed to identify if an image is plagiarised; file extraction techniques for examining meta data, used in criminal cases to determine authorship of documents, and tools such as FTK™ and Autopsy™ which are used to forensically examine single files as well as entire hard drives. The paper will also present a prototype of a bespoke software tool that attempts to repurpose some of these techniques into an automated process for detecting plagiarism and / or contract cheating in Word documents.Finally, this article will discuss whether these tools have a place in an academic setting and whether their use in determining if a student’s work is truly their own is ethical. (shrink)

Examines some of the potential and some of the problems inherent in using computerized simulations in science and science studies classes by applying lessons from the epistemology of science. While computer simulations are useful pedagogical tools, they are not experiments and thus are of only limited utility as substitutes for actual laboratories. Contains 20 references. (Author/PVD).

This study was conducted with the aim of developing the academic work in the Palestinian universities. No one can deny the technological stage that we are witnessing in the present era. Our mission is to use this development to develop the educational process. The Artificial Intelligence of the most important branches of computer science, which is interested in the development of computer software in order to make them simulate intelligent human, recently it emerged promised based on artificial intelligence (...) applications are intelligent tutoring system one of the most prominent of these applications is the most useful in the field of education. Intelligent tutoring system are programs that are helping the student and the teacher in the educational process, so that the student exploits these systems to increase his education and the acquisition of scientific skills, and we are not exaggerating if we say that the future of the development of the educational process is through the development of intelligent private teaching systems because it adapts to me intellectual level of the student as well as easy to use and available 24 hours every day. In this study, a smart tutor was designed using the ITSB tool developed by Prof. Sami Abu Nasser to develop the process of teaching the computer skills course. This course is a university course that teaches students of Israa University on different samples of students. After completion of the course, and evaluate the special lecturers who studied the course and used the system in the process of teaching and arrived at a set of conclusions and recommendations make sure that the use of the tutor Smart smartphone is important in the development of laboratory teaching has positive results in improving the level of scientific student . (shrink)

One way to increase the effectiveness of a mobile-oriented learning environment is to use augmented reality technology, which enables the integration of real and virtual learning tools using mobile Internet devices. The purpose of the article is to theoretically substantiate the use of augmented reality technology in physics classes. The article describes and substantiates the relevance of the application of augmented reality technology, considers possible uses of this technology in the educational process, in particular in terms of mobile distance (...) learning. Examples of mobile applications aimed at practice-oriented learning using augmented reality technology are described. Examples of real educational systems that allow to study the disciplines of physical orientation on the basis of this technology are considered. It was found that augmented reality technologies stimulate the educational process and provide the opportunity to implement knowledge in both humanities and natural sciences. This technology expands the educational process towards clarity and motivates the student to further study the material. Visual education is the best thing that can be offered to modern students, which will contribute to the development of scientific and technological progress. The introduction of augmented reality technology makes it possible to improve the quality of education by motivating students to self-study, increasing audience interest in educational material, developing a desire to use modern interactive technical capabilities and technologies, replacing textbooks and laboratory equipment with multimedia computer models. distance learning. (shrink)

The relevance of this study's topic is supported by the argument that a philosophical understanding of the fundamental concepts of epistemology as they pertain to the educational process is crucial as the educational setting becomes increasingly digitalised. This paper aims to explore the epistemological component of the philosophy of learning in light of the educational process digitalisation. The research comprised a sample of 462 university students from Kazakhstan, with 227 participants assigned to the experimental and 235 to the control groups. (...) The research employed a scientific methodology that encompassed various scientific methods, including sociological, socio-philosophical, and culturological analysis. In addition, philosophical methods such as system analysis, structural and functional analysis, and comparative and hermeneutical approaches were utilised for the philosophical and epistemological interpretation of the cognitive activity mechanism of students and its dynamics in light of digitalising education. Furthermore, psychological diagnostic methods such as SAMOAL personality self-actualisation diagnostics, personality volitional potential diagnostics, and psychodiagnostic methods were employed. This study offers a theoretical rationale for the integration of digital technology in the realm of education, grounded in philosophical and epistemological principles. In addition, it challenges the null hypothesis that the philosophical and epistemological framework of the educational process does not influence its cognitive and personal aspects. Digital learning has been found to improve both cognitive and personal aspects of the learning process. All indicators of self-realization increased statistically significantly (p 0.05). The positive impact of digital technologies on increasing the communicative competence of students can be considered as a factor in mitigating epistemic risks in the learning process.The findings can be used to avoid epistemological risks and improve learning effectiveness in a digital learning environment. There are plans to investigate the gender dimension of digital learning epistemology in the future. (shrink)

Like previous educational technologies, artificial intelligence in education threatens to disrupt the status quo, with proponents highlighting the potential for efficiency and democratization, and skeptics warning of industrialization and alienation. However, unlike frequently discussed applications of AI in autonomous vehicles, military and cybersecurity concerns, and healthcare, AI’s impacts on education policy and practice have not yet captured the public’s attention. This paper, therefore, evaluates the status of AIEd, with special attention to intelligent tutoring systems and anthropomorphized artificial educational (...) agents. I discuss AIEd’s purported capacities, including the abilities to simulate teachers, provide robust student differentiation, and even foster socio-emotional engagement. Next, to situate developmental pathways for AIEd going forward, I contrast sociotechnical possibilities and risks through two idealized futures. Finally, I consider a recent proposal to use peer review as a gatekeeping strategy to prevent harmful research. This proposal serves as a jumping off point for recommendations to AIEd stakeholders towards improving their engagement with socially responsible research and implementation of AI in educational systems. (shrink)

While calls to integrate ethics into computer science education go back decades, recent high-profile ethical failures related to computing technology by large technology companies, governments, and academic institutions have accelerated the adoption of computer ethics education at all levels of instruction. Discussions of how to integrate ethics into existing computer science programmes often focus on the structure of the intervention—embedded modules or dedicated courses, humanists or computer scientists as ethics instructors—or on the specific content (...) to be included—lists of case studies and essential topics to cover. While proponents of computer ethics education often emphasize the importance of closely connecting ethical and technical content in these initiatives, most do not reflect in depth on the variety of ways in which the disciplines can be combined. In this paper, I deploy a framework from cross- disciplinary studies that categorizes academic projects that work across disciplines as multidisciplinary, interdisciplinary, or transdisciplinary, depending on the degree of integration. When applied to computer ethics education, this framework is orthogonal to the structure and content of the initiative, as I illustrate using examples of dedicated ethics courses and embedded modules. It therefore highlights additional features of cross-disciplinary teaching that need to be considered when planning a computer ethics programme. I argue that computer ethics education should aim to be at least interdisciplinary—multidisciplinary initiatives are less aligned with the pedagogical aims of computer ethics—and that computer ethics educators should experiment with fully transdisciplinary education that could transform computer science as a whole for the better. (shrink)

Sporadic efforts have been made to introduce computational thinking methods into K-12 education in Palestine, but these have been held back by the challenging educational environment. However, a recent in-service training initiative, funded and organized by the Ministry or Education of Palestine, constitutes a significant effort to embed computational thinking in K-12 practice. The middle school teachers who participated in the training course were invited to participate in the present study, and 38 did so. A qualitative approach involving (...) both interviews with teachers and classroom observations was used in data collection. All the teachers agreed to be observed in their classrooms, while 20 of the 38 also agreed to participate in the interviews. The findings showed that teachers of a range of topics, including social sciences and languages, employed computational thinking skills in teaching their students, but they were confronted by a number of challenges, including technical infrastructure and support, and a lack of time to prepare CT classes and space in the curriculum to deliver them. The results indicate that the most appropriate action to support teachers’ delivery of CT would be to provide peer exchanges and expert coaching in the integration of CT in the curriculum. (shrink)

This article disrupts the logic of the “just-a-tool” argument, a powerful rhetorical device commonly offered as a rationale for using computers in education (and health care and other areas of society). Although this argument is articulated in many ways, its essence is the contention that computers are merely instructional tools, like blackboards or pencils, that can be used to enhance learning and therefore should be used in classrooms. The just-a-tool argument is difficult to challenge because it automatically constructs counterarguments (...) as illogical; they necessarily become arguments against using technology to improve the human condition. However, an analysis of the just-a-tool argument reveals that far from being logical and unassailable, it is both invalid and unsound. This “techno-illogic,” as the author calls it, arises when wisdom is subjugated to the dictates of technological “rationality,” and it is something that people must learn to recognize and defend against. (shrink)

The book provides a deep account of the use of computational thinking (CT) skills in education, with a focus on individual, social and cultural elements, and dives into issues foregrounding CT skills. Although the chapters of the book provide important educational and practical implications for the reader, methodological choices and the lack of theoretical connections of CT concepts curtail the use of CT skills in education, from a constructionist view.

In the course of consumer behavior, it is necessary to study the relationship between the characteristics of psychological activities and the laws of behavior when consumers acquire and use products or services. With the development of the Internet and mobile terminals, electronic commerce has become an important form of consumption for people. In order to conduct experiential education in E-commerce combined with consumer behavior, courses to understand consumer satisfaction. From the perspective of E-commerce companies, this study proposes to use (...) artificial intelligence image recognition technology to recognize and analyze consumer facial expressions. First, it analyzes the way of human–computer interaction in the context of E-commerce and obtains consumer satisfaction with the product through HCI technology. Then, a deep neural network is used to predict the psychological behavior and consumer psychology of consumers to realize personalized product recommendations. In the course education of consumer behavior, it helps to understand consumer satisfaction and make a reasonable design. The experimental results show that consumers are highly satisfied with the products recommended by the system, and the degree of sanctification reaches 93.2%. It is found that the DNN model can learn consumer behavior rules during evaluation, and its prediction effect is increased by 10% compared with the traditional model, which confirms the effectiveness of the recommendation system under the DNN model. This study provides a reference for consumer psychological behavior analysis based on HCI in the context of AI, which is of great significance to help understand consumer satisfaction in consumer behavior education in the context of E-commerce. (shrink)

Modern education attaches great importance to interdisciplinary skills, among which computational thinking is a core element, and heralds a new era. IT application has shaped education in the 21st century. Computational thinking has provided further impetus for building an all-encompassing social network and fostering a DIY culture enabled by digital technologies. One empirical study used four apps to test children's development in computational thinking and fluency. The article will help students overcome their fears of coding. Peer reviews provide (...) students with an opportunity to learn from each other and become more motivated. These reviews also serve as feedback for teachers to evaluate students' performance. Experimental design is used in this study, and a peer review system is implemented. Freshmen attending a programming class in a university are used as samples. At the class, students write computer programs with f-Chart, which provides a graphical user interface for students to learn programming logic and design. Zuvio, a cloud-based interactive response system, is used to conduct the peer reviews. The data of this study are analyzed through R. The results show not only an improvement in students' learning performance but also a gap between students' peer review scores and teachers' evaluation scores. Learning feedback and evaluation is crucial to transform education between students and teachers into a sustainable cycle system. (shrink)

In recent years, many studies have highlighted the changing nature of scholarly research, reflecting the new digital tools and techniques that have been developed. But researcher uptake of these tools is strongly influenced by existing information behaviour, itself affected by a number of factors, particularly discipline. This article outlines findings from a recent study which used six case studies to look at the information behaviours of researchers working in different disciplinary fields or academic departments, or using specific tools. The study (...) suggested that researchers’ uses of, and attitudes towards, digital technologies are affected by existing disciplinary habits and preconceptions. Furthermore, it found that the computational and collaborative complexity of the tools that researchers used was linked to their disciplinary backgrounds. (shrink)

Machine generated contents note: Part 1 - The Constituent Disciplines of Cognitive Science -- Philosophical Epistemology -- Glossary -- 1.0 What is Philosophical Epistemology? -- 1.1 The reduced history of Philosophy Part I - The Classical Age -- 1.2 Mind and World - The problem of objectivity -- 1.3 The reduced history of Philosophy Part II - The twentieth century -- 1.4 The philosophy of Cognitive Science -- 1.5 Mind in Philosophy: summary -- 1.6 The Nolanian Framework (so far) -- (...) Psychology -- 2.0 Why is Psychology so difficult? -- 2.1 A brief history of Experimental Psychology -- 2.2 Methodologies in Psychology -- 2.3 Perception -- 2.4 Memory -- 2.5 Mind in Psychology -- Linguistics -- 3.0 Introduction -- 3.1 Why Linguistics? -- 3.2 Computation and Linguistics -- 3.3 The main grammatical theories -- 3.4 Language development and linguistics -- 3.5 Toward a definition of context -- 3.6 The multifarious uses of Language -- 3.7 Linguistics and Computational Linguistics -- 3.8 Language and other symbol systems -- 3.9 On the notion of context -- 3.10 Mind in Linguistics: summary -- Neuroscience -- 4.0 The constituent disciplines of Neuroscience -- 4.1 The methodology of Neuroscience -- 4.2 Gross Neuroanatomy -- 4.3 Some relevant findings -- 4.4 Connectionism (PDP) -- 4.5 The victory of Neuroscience? -- 4.6 Mind in Neuroscience: summary -- Artificial Intelligence -- 5.0 Introduction -- 5.1 Al and Cognitive Science -- 5.2 Skeptics and their techniques -- 5.3 Al as Computer Science -- 5.4 Al as software -- 5.5 The current methodological debate -- 5.6 Context, syntax and semantics -- 5.7 Mind in Al -- 5.8 Texts on Al -- Etholoqy and Ethnoscience -- 6.1 Etology -- 6.2 Ethnoscience -- 6.3 Mind in Ethology arid Ethnoscience -- Part II - A New Foundation for Cognitive Science -- - Symbol Systems -- 7.1 Characteristics of symbol systems -- 7.2 Context and the layers of symbol systems -- 7.3 Mind and symbol systems -- Consciousness and Selfhood -- 8.0 Introduction -- 8.1 Cognitive views -- 8.2 What is at stake? -- 8.3 Consciousness as treated in Philosophy -- 8.4 The Development of Selfhood -- 8.5 The minimal requirements for this theory -- 8.6 Self as a filter -- 8.7 Self and motivation -- 8.8 Conclusions -- 8.9 Recent developments -- Cognitive Science and the Search for Mind -- 9.1 Introduction -- 9.2 Review -- 9.3 A Theory of Mind anyone? -- 9.4 Foundational considerations -- 9.5 Coda: the Nolanian Framework. (shrink)

This article traces the connection between expert systems used as consultants in medicine and their design for instructional purposes in education. It is suggested that there are important differences between these applications. Recognizing these differences leads to the view that the development of intelligent computer-assisted instructions (ICAI) should be guided by empirical research into social/psychological consequences and by ethical inquiries into the acceptability of those consequences. Three proposals are put forward: (1) that the pedagogical role of intelligent CAI (...) be clarified, (2) that forms of intelligent CAI be developed that aim primarily at refining rather than replacing human judgements, and (3) that ICAI research and development projects contain components which address ethical and social/psychological components and which are equitably-funded, integral parts of the overall development effort. (shrink)

Intelligent Tutoring Systems (ITS) has a wide influence on the exchange rate, education, health, training, and educational programs. In this paper we describe an intelligent tutoring system that helps student study computer networks. The current ITS provides intelligent presentation of educational content appropriate for students, such as the degree of knowledge, the desired level of detail, assessment, student level, and familiarity with the subject. Our Intelligent tutoring system was developed using ITSB authoring tool for building ITS. A preliminary (...) evaluation of the ITS was done by a group of students and teachers. The results were acceptable. (shrink)

Doctoral programs at U.S. universities play a critical role in the development of human resources both in the United States and abroad. This volume reports the results of an extensive study of U.S. research-doctorate programs in five broad fields: physical sciences and mathematics, engineering, social and behavioral sciences, biological sciences, and the humanities. Research-Doctorate Programs in the United States documents changes that have taken place in the size, structure, and quality of doctoral education since the widely used 1982 editions. (...) This update provides selected information on nearly 4,000 doctoral programs in 41 subdisciplines at 274 doctorate-granting institutions. This volume also reports the results of the National Survey of Graduate Faculty, which polled a sample of faculty for their views on the scholarly quality of program faculty and the effectiveness of doctoral programs in preparing research scholars/scientists. This much-anticipated update of such an essential reference will be useful to education administrators, university faculty, and students seeking authoritative information on doctoral programs. (shrink)

Since its conception nearly 20 years ago, Logic Programming - the idea of using logic as a programming language - has been developed to the point where it now plays an important role in areas such as database theory, artificial intelligence and software engineering. However, there are still many challenging research issues to be addressed and the UK branch of the Association for Logic Programming was set up to provide a forum where the flourishing research community could discuss important issues (...) of Logic Programming which were often by-passed at the large international conferences. This volume contains the twelve papers which were presented at the ALPUK's 3rd conference which was held in Edinburgh, 10-12 April 1991. The aim of the conference was to give a broad but detailed technical insight into the work currently being done in this field, both in the UK and by researchers as far afield as Canada and Bulgaria. The breadth of interest in this area of Computer Science is reflected in the range of the papers which cover - amongst other areas - massively parallel implementation, constraint logic programming, circuit modelling, algebraic proof of program properties, deductive databases, specialised editors and standardisation. The resulting volume gives a good overview of the current progress being made in the field and will be of interest to researchers and students of any aspects of logic programming, parallel computing or database techniques and management. (shrink)

Coupled with the ‘smart city’, the idea of the ‘smart school’ is emerging in imaginings of the future of education. Various commercial, governmental and civil society organizations now envisage education as a highly coded, software-mediated and data-driven social institution. Such spaces are to be governed through computational processes written in computer code and tracked through big data. In an original analysis of developments from commercial, governmental and civil society sectors, the article examines two interrelated dimensions of an (...) emerging smart schools imaginary: the constant flows of digital data that smart schools depend on and the mobilization of analytics that enable student data to be used to anticipate and shape their behaviours; and the ways that young people are educated to become ‘computational operatives’ who must ‘learn to code’ in order to become ‘smart citizens’ in the governance of the smart city. These developments constitute an emerging educational space fabricated from intersecting standards, technologies, discourses and social actors, all infused with the aspirations of technical experts to govern the city at a distance through both monitoring young people as ‘data objects’ and schooling them as active ‘computational citizens’ with the responsibility to compute the future of the city. (shrink)

There is an ongoing concern about workplace ethics. Many voices say that our educational system ought to do something about it, but they do not agree about how to do this. By the time students reach post‐secondary education, they will have already developed a general moral sense. The concern is whether their moral sense is sufficient for ethical situations in the workplace. If not, post‐secondary education is expected to close the gap. In order to do this, educators need (...) information about what is missing. Educators can set clear, work‐related objectives and use classroom activities to reach those objectives based on an identification of these gaps. (shrink)

A survey on computer use was conducted on 152 college students majoring in elementary education. The students used computers an average of 11.8 hours per week. The uses included academic uses such as writing papers and conducting research over the Internet, as well as leisure uses such as chatting, playing games, and cruising the Web. A strong correlation is seen between the number of hours a student spends on the computer for academics and the (...) number of hours spent on the computer for nonacademics. The students “waste” an average of 4.5 hours per week on the computer, which is less than half the time they spend watching television. (shrink)

This book disseminates practical solutions to the automation of open and distance learning. It discusses computational methods, algorithms, implemented prototype systems, and applications of open and distance learning. It also provides state-of-the-art research on the impact and general principles of ethical computer use in academics, while also emphasizing the cyber philosophical aspect of human-computer interaction.

The growing capabilities of artificial intelligence (AI) word processing models have demonstrated exceptional potential to impact language related tasks and functions. Their fast pace of adoption and probable effect has also given rise to controversy within certain fields. Models, such as GPT-3, are a particular concern for professionals engaged in writing, particularly as their engagement with these technologies is limited due to lack of ability to control their output. Most efforts to maximize and control output rely on a process known (...) as prompt engineering, the construction and modification of the inputted prompt with expectation for certain outputted or desired text. Consequently, prompt engineering has emerged as an important consideration for research and practice. Previous conceptions of prompt engineering have largely focused on technical and logistic modifications to the back-end processing, remaining inaccessible and, still, limited for most users. In this paper, we look to the technical communication field and its methods of text generation—the rhetorical situation—to conceptualize prompt engineering in a more comprehensible way for its users by considering the context and rhetoric. We introduce a framework, consisting of a formula, to prompt engineering, which demands all components of the rhetorical situation be present in the inputted prompt. We present discussions on the future of AI writing models and their use in both professional and educational settings. Ultimately, this discussion and its findings aim to provide a means of integrating agency and writer-centric methods to AI writing tools to advance a more human-in-the-loop approach. As the use of generative AI and especially NLP-based technologies become common across societal functions, the use of prompt engineering will play a crucial role not just in adoption of the technology, but also its productive and responsible use. (shrink)

The aim of this study was to test whether an online video game can be used to investigate planning ability and whether fluid intelligence, objective numeracy, and subjective numeracy are predictive of game performance. Our results demonstrate that fluid intelligence is particularly important, which is in line with previous non-game-based studies that show a relationship between classical planning tests and fluid intelligence. Video games have been previously used for research into cognitive processes and taking them online facilitates data collection on (...) a larger scale. Online video games also afford data collection without the expense and stress of a laboratory environment. For these reasons, using online video games to investigate human cognition is a promising alternative to the classic cognitive paradigms used in laboratories. (shrink)

At present, people mainly focus on health education for adolescents. The health education of adolescents is related to future of adolescents. In youth, their emotions are easily influenced. Therefore, this manuscript constructs an interactive health education model for adolescents through affective computing. Researchers in various countries have done a lot of research on human–computer interaction, and affective computing is one of the research hotspots. This manuscript aims to study the use of affective computing to construct an (...) interactive health education model for adolescents. It proposed an interactive emotional algorithm based on emotional computing and focuses on the ICABoost algorithm. The experimental results of this paper show that the surveyed junior high school students are divided into three grades: the first, second, and third grades. Among them, 11, 11, and 13 were mentally healthy, with a total percentage of only 18.5%; 16, 14, and 16 were moderately severe in health education, accounting for 24.3%. The percentage of severe cases was 29.6%. It can be seen that, through the investigation of this manuscript, it can be seen that today’s youth health education should be paid attention to. Only by constructing a corresponding interactive health education model for young people can we promote the comprehensive and healthy development of young people. (shrink)

This research note investigates the socio-demographics of one aspect of the ‘digital divide’, namely computer use and attitudes. The results are drawn from a large-scale survey of computer use and attitudes among the adult population of Flanders. They show that computer non-use and negative attitudes towards digital developments, far from being limited to relatively small segments of society, are reported by over 40% of respondents. Regression analyses indicate that level of education is the strongest predictor variable (...) of computer disquietude, followed by age and then gender. The implications of these results are briefly discussed. (shrink)

The history of computers is embedded in military research and training. Its increased role in education to access and exchange information, and to connect teachers, parents, and community, has not diminished its potential for military or industrial intelligence. Therefore, computers have deep political, social, and cultural implications for countries with no control over software and hardware production. In francophone West Africa, computer adoption is very slow. This article establishes the extent to which computers are used in education (...) and research and critically examines some of the challenges their adoption poses. Drawing arguments from cultural critics concerned with the quality of our lives, it argues that the present slow pace of their adoption may be more of a blessing than a disadvantage if they cannot promote diverse literacies, indigenous forms of knowledge, and local cultures, and if they cannot help break the scientific isolation of those countries. (shrink)

This article shows the organization of distance learning, particularly the idea of b-learning, combining the accomplishment of classes carried on in the traditional way and via computers. The authors present learning activities related to complementary education herein. Some of these course types may be successfully adapted to an e-learning background. The models and structure of the university virtual environment for distance learning are described. These illustrate a new approach to creating a virtual space for medical and technical studies where (...) e-learning courses are created to be used for distance education, which allows students to be taught more effectively. The projected virtual courses for different groups of students ensure individualization of students’ work, which could be a relevant element for creating the shortest path of development of professional competencies. This paper further includes a brief overview of technologies used to build interactive elements into learning mate- rials. The authors present the use of interactive elements in medical education based on examples of certain selected games and animations. (shrink)

PurposeHigher education in the past has been found to have a positive effect on the moral development of students from a variety of disciplines, decreasing conventional and increasing post‐conventional moral reasoning progressively at each level of study. This research aims to explore to what extent changes in moral judgement could be detected in students on computing degree courses, at three different stages of study, in order to establish if HE in the twenty‐first century has a similar effect and what (...) level of moral awareness computing graduates/practitioners exhibit.Design/methodology/approachThe research takes the form of an exploratory case study which aimed to investigate the current situation in one institution. The defining issues test questionnaire was used to gather data.FindingsResults showed little difference in the level of post‐conventional thinking between undergraduate students about to enter HE, final year undergraduates and students undertaking postgraduate studies.Research limitations/implicationsThis research questions if IT students moral judgement skills are at a level that enables them to be considered professionals.Practical implicationsRecommendations are made for different teaching approaches to be adopted which place greater emphasis on relating learning outcomes to professional codes of conduct, and for computing professional bodies to take a more active role in defining components of courses they accredit.Social implicationsGiven the ubiquitous nature of computers and society's high level of dependence on them it is argued that post‐conventional thinking skills are essential for people intending to work with computer technology.Originality/valueAlthough the DIT questionnaire is been used extensively, no other research has been found that has utilised it to analyse moral judgement levels of HE students within the same subject discipline, at different levels of study. (shrink)

I expand the metaphor of computing as philosophical laboratory by exploring philosophical insights gleaned from examining computer‐mediated communication (CMC) technologies in terms of the cultural values and communicative preferences they embed, as well as their interactions with the values and preferences that define diverse cultures in which the technologies are deployed. These empirically grounded data provide new insights for debates in philosophy of technology, notions of the self, and epistemology. This approach to utilizing data drawn from the cultural encounters (...) facilitated by CMC technologies further suggests more ambitious ways of making philosophical use of CMC venues as a laboratory for testing and refining basic claims and hypotheses. The approach also uncovers other grounds that should encourage philosophers to become interdisciplinarians – not only for the sake of perhaps developing new sorts of insights and even forms of knowledge but also in order to shape and contribute to a global ethic and a Socratic education needed to sustain cultural diversity as CMC envelops the globe. (shrink)

‘Computational thinking’ (CT) is highlighted in research literature, societal debates, and educational policies alike as being of prime significance in the 21st century. It is currently being introduced into K–12 (primary and secondary education) curricula around the world. However, there is no consensus on what exactly CT consists of, which skills it involves, and how it relates to programming. This article pinpoints four competing claims as to what constitutes the defining traits of CT. For each of the four claims, (...) inherent philosophical presuppositions are identified concerning the nature of thinking, problem-solving, and human–computer relationships. It is argued that most of these philosophical presuppositions are very similar to ones that Hubert Dreyfus and Donald Schön addressed forty to fifty years ago. Therefore, claims about the power of CT raise old discussions in a new disguise. Dreyfus and Schön argued that the presuppositions were wrong. Do their arguments hold and thus defeat contemporary claims about CT? Alternatively, has the technological development since the time of their writings proven them wrong? This article argues that it is necessary to heed the arguments of Dreyfus, Schön, and—later—Bent Flyvbjerg to ensure that CT curricula are built in accord with the value-rational nature of human practice, rather than on misconceived rationalizations of problem-solving, computer use, and computational aspects in the world. However, the pervasive integration of information technology in today's world raises new issues concerning human–machine collaborations that sidetrack the arguments of Dreyfus and Schön. A revised view of CT is required which focusses on articulating how humans can design for, partake in, and critically appraise human–machine collaborations. (shrink)

Computing formulae and solving equations are essential elements of scientific analysis. While today digital tools are almost always applied, analog computing is a rich part of the larger history of science and technology. Graphical methods are an integral element of computing history and still find some use today. This paper presents the history of nomograms, a historically-relevant tool for solving mathematical problems in various branches of science and engineering; in particular, we consider their role in mechanical engineering, especially for (...) class='Hi'>education, and discuss their mathematical properties. Each nomogram is a graphical description of a specific mathematical equation, designed such that the solution can be found through a simple geometric construction that can be performed with a straightedge. By design, using nomograms requires little skills and can be done even in adverse environments; a solution of sufficient accuracy for most purposes can then be found in a very short time. Another important advantage of nomograms is that they offer clear insight on the relationships between the variables, an insight which can be lost by looking at a complex equation. First introduced in the late $$19^{\textrm{th}}$$ century, nomograms were used by engineers and scientists due to their speed with respect to manual calculations, before being superseded by computers. While now mostly obsolete in practice, nomograms can still prove useful in workshops and teaching classes: we thus also discuss their educational applications and present a few original examples. (shrink)

This article focuses on how biblical content and spiritualities can be communicated, probably more effectively, to (late) preschool children by using information technology, which has already been implemented successfully for years in secular and religious environments. Because children enjoy listening to stories, watching cartoons and playing every day, the approach in this research will be to propose a particular construct to communicate biblical content to preschool children. This construct comprises interactive storytelling, cartoon animation and educational gaming, which constitute a trilogy (...) for teaching biblical content and principles to preschool children. This should be done interactively. These three approaches have become fundamental designs and presentations in child education. Churches, Christian nurseries and other Christian educators, in general, are encouraged to develop computer programs according to the construct and strategy proposed in this article for the teaching of the Gospel to late preschool children. The approach in this article will be, firstly, to examine and explore the religious orientation of preschool children and, secondly, to validate and propose how computer technology can be implemented to communicate the biblical content to preschool children via the trilogy of interactive storytelling, cartoon animation and educational gaming in an uninterrupted experience. Contribution: This article argues that the use of interactive storytelling, cartoon animation and educational gaming should be used consecutively and uninterruptedly to communicate the biblical message to preschool children. This is probably the most effective way to keep the attention of these children and to affect their conduct. (shrink)