Search Results (40)

The paper presents the motivation, development, and evaluation of an AI-driven framework for media stream impact analysis at the consumption end, employing user reactions monitoring through attention tracking (i.e., eye and mouse tracking). The adopted methodology elaborates on software and system engineering processes, combining elements of rapid prototyping models with interdisciplinary participatory design and evaluation, leaning on the foundation of information systems design science research to enable continuous refinement through repeated cycles of stakeholder engagement, feedback, technical iteration, and validation. A dynamic Form Builder has been implemented to supplement these tools, allowing the construction and management of pre- and post-intervention questionnaires, thus helping associate collected data with the respective tracking maps. The present begins with the detailed presentation of the tools’ implementation, the respective technology, and the offered functionalities, emphasizing the perception of tampered visual content that is used as a pilot evaluation and validation case. The significance of the research lies in the practical applications of AI-assisted monitoring to effectively analyze and understand media dynamics and user reactions. The so-called iMedius framework introduces an integration of innovative multidisciplinary procedures that bring together research instruments from the social sciences and multimodal analysis tools from the digital world. Full article

Climate change threatens the sustainability of historic buildings with increasing extreme weather events, making energy resilience critical. However, studies on energy resilience often lack forward-looking, holistic approaches. This study aims to develop a conceptual framework that includes how Artificial Intelligence (AI) technologies can support energy resilience in historical buildings with data-driven prediction and analysis to increase energy resilience against climate change. This study applied a methodology with four-stage qualitative research techniques, including a systematic literature review (PRISMA method), content analysis, AI integration, and conceptual framework development processes, in the intersections of historical building, energy resilience, and climate change. The findings reveal a significant research gap in the predictive analysis of the resilience of historic buildings and the integration of AI-based tools in the context of climate change. The proposed framework outlines a multi-layered system that includes data collection, performance analysis, scenario-based prediction, and AI-assisted decision-making, aiming to enhance the resilience of the building (including building envelope, thermal, and lifecycle analysis). Consequently, this study provides a theoretical and methodological perspective and proposes a scientifically based and applicable roadmap. It also highlights the potential of AI as a bridge between energy resilience and historical buildings in the face of a rapidly changing climate. Full article

Background/Objectives: Artificial intelligence (AI) is rapidly emerging as a transformative force in healthcare education, including orthodontics. This systematic review and meta-analysis aimed to evaluate the integration of AI into orthodontic training programs, focusing on its effectiveness in improving diagnostic accuracy, learner engagement, and the perceived quality of AI-generated educational content. Materials and Methods: A comprehensive literature search was conducted across PubMed, Scopus, Web of Science, and Embase through May 2025. Eligible studies involved AI-assisted educational interventions in orthodontics. A mixed-methods approach was applied, combining meta-analysis and narrative synthesis based on data availability and consistency. Results: Seven studies involving 1101 participants—including orthodontic students, clinicians, faculty, and program directors—were included. AI tools ranged from cephalometric landmarking platforms to ChatGPT-based learning modules. A fixed-effects meta-analysis using two studies yielded a pooled Global Quality Scale (GQS) score of 3.69 (95% CI: 3.58–3.80), indicating moderate perceived quality of AI-generated content (I² = 64.5%). Due to methodological heterogeneity and limited statistical reporting in most studies, a narrative synthesis was used to summarize additional outcomes. AI tools enhanced diagnostic skills, learner autonomy, and perceived satisfaction, particularly among students and junior faculty. However, barriers such as limited curricular integration, lack of training, and faculty skepticism were recurrent. Conclusions: AI technologies, especially ChatGPT and digital cephalometry tools, show promise in orthodontic education. While learners demonstrate high acceptance, full integration is hindered by institutional and perceptual challenges. Strategic curricular reforms and targeted faculty development are needed to optimize AI adoption in clinical training. Full article

As large language models (LLMs) gain traction among researchers and practitioners, particularly in digital marketing for tasks such as customer feedback analysis and automated communication, concerns remain about the reliability and consistency of their outputs. This study investigates annotation bias in LLMs by comparing human and AI-generated annotation labels across sentiment, topic, and aspect dimensions in hotel booking reviews. Using the HRAST dataset, which includes 23,114 real user-generated review sentences and a synthetically generated corpus of 2000 LLM-authored sentences, we evaluate inter-annotator agreement between a human expert and three LLMs (ChatGPT-3.5, ChatGPT-4, and ChatGPT-4-mini) as a proxy for assessing annotation bias. Our findings show high agreement among LLMs, especially on synthetic data, but only moderate to fair alignment with human annotations, particularly in sentiment and aspect-based sentiment analysis. LLMs display a pronounced neutrality bias, often defaulting to neutral sentiment in ambiguous cases. Moreover, annotation behavior varies notably with task design, as manual, one-to-one prompting produces higher agreement with human labels than automated batch processing. The study identifies three distinct AI biases—repetition bias, behavioral bias, and neutrality bias—that shape annotation outcomes. These findings highlight how dataset complexity and annotation mode influence LLM behavior, offering important theoretical, methodological, and practical implications for AI-assisted annotation and synthetic content generation. Full article

Glass powder, a non-degradable waste material, offers significant potential to reduce cement consumption and carbon emissions in concrete production. However, existing mix design methods for glass powder concrete (GPC) fail to systematically balance economic efficiency, environmental sustainability, and mechanical performance. To address this gap, this study proposes an AI-assisted framework integrating machine learning (ML) and Multi-Objective Optimization (MOO) to achieve a sustainable GPC design. A robust database of 1154 experimental records was developed, focusing on five key predictors: cement content, water-to-binder ratio, aggregate composition, glass powder content, and curing age. Seven ML models were optimized via Bayesian tuning, with the Ensemble Tree model achieving superior accuracy (R² = 0.959 on test data). SHapley Additive exPlanations (SHAP) analysis further elucidated the contribution mechanisms and underlying interactions of material components on GPC compressive strength. Subsequently, a MOO framework minimized unit cost and CO₂ emissions while meeting compressive strength targets (15–70 MPa), solved using the NSGA-II algorithm for Pareto solutions and TOPSIS for decision-making. The Pareto-optimal solutions provide actionable guidelines for engineers to align GPC design with circular economy principles and low-carbon policies. This work advances sustainable construction practices by bridging AI-driven innovation with building materials, directly supporting global goals for waste valorization and carbon neutrality. Full article

Background/Objectives: Artificial intelligence (AI) holds great potential to reshape the academic paradigm. They can process large volumes of information, assist in academic literature reviews, and augment the overall quality of scientific discourse. This narrative review examines the application of various AI tools in surgical research, its present capabilities, future directions, and potential challenges. Methods: A search was performed by two independent authors for relevant studies on PubMed, Cochrane Library, Web of Science, and EMBASE databases from January 1901 until March 2025. Studies were included if they were written in English and discussed the use of AI tools in surgical research. They were excluded if they were not in English and discussed the use of AI tools in medical research. Results: Forty-two articles were included in this review. The findings underscore a range of AI tools such as writing enhancers, LLMs, search engine optimizers, image interpreters and generators, content organization and search systems, and audio analysis tools, along with their influence on medical research. Despite the multitude of benefits presented by AI tools, risks such as data security, inherent biases, accuracy, and ethical dilemmas are of concern and warrant attention. Conclusions: AI could offer significant contributions to medical research in the form of superior data analysis, predictive abilities, personalized treatment strategies, enhanced diagnostic accuracy, amplified research, educational, and publication processes. However, to unlock the full potential of AI in surgical research, we must institute robust frameworks and ethical guidelines. Full article

This article investigates the architecture and institutional distribution of policy tools supporting open science (OS) in China. Based on a corpus of 199 policy documents comprising 25,885 policy statements, we apply an AI-assisted classification to analyze how the Chinese government mobilizes different types of tools. Using Qwen-plus, a large language model developed by Alibaba Cloud and fine-tuned for OS-related content, each policy statement is categorized into one of fifteen subcategories under three main types: supply-oriented, environment-oriented, and demand-oriented tools. Our findings reveal a strong dominance of supply-oriented tools (63%), especially investments in infrastructure, education, and public services. Demand-oriented tools remain marginal (11%), with little use of economic incentives or regulatory obligations. Environment-oriented tools show more balance but still underrepresent key components like incentive systems and legal mandates for open access. To deepen the analysis, we introduce a normalized indicator of institutional focus, which captures the relative emphasis of each policy type across administrative levels. Results show that supply-oriented tools are concentrated at top-level institutions, reflecting a top-down governance model. Demand tools are localized at lower levels, highlighting limited strategic commitment. Overall, China’s OS policy mix prioritizes infrastructure over incentives, limiting systemic transformation toward a more sustainable open science ecosystem. Full article

Information availability through the web has been both a challenge and an asset for healthcare support, as evidence-based information coexists with unsupported claims. With the emergence of artificial intelligence (AI), this situation may be enhanced or improved. The aim of the present study was to compare the quality assessment of online dietary weight loss information conducted by an AI assistant (ChatGPT 4.5) to that of health professionals. Thus, 177 webpages publishing dietary advice on weight loss were retrieved from the web and assessed by ChatGPT-4.5 and by dietitians through (1) a validated instrument (DISCERN) and (2) a self-made scale based on official guidelines for weight management. Also, webpages were assessed by a ChatGPT custom scoring system. Analysis revealed no significant differences in quantitative quality scores between human raters, ChatGPT-4.5, and the AI-derived system (p = 0.528). On the contrary, statistically significant differences were found between the three content accuracy scores (p < 0.001), with scores assigned by ChatGPT-4.5 being higher than those assigned by humans (all p < 0.001). Our findings suggest that ChatGPT-4.5 could complement human experts in evaluating online weight loss information, when using a validated instrument like DISCERN. However, more relevant research is needed before forming any suggestions. Full article

Background: As artificial intelligence (AI) continues to advance in healthcare, limited research has explored how nursing professionals perceive its integration into clinical practice and education—particularly among those directly involved in AI-driven initiatives. This qualitative study aimed to investigate the perceptions, experiences, and expectations of nursing educators and clinical practitioners regarding the application of AI in nursing and to provide insights for the advancement of AI-driven nursing science. Methods: A descriptive qualitative design was employed. Between September and December 2024, semi-structured interviews were conducted with 12 nursing professionals from universities and hospitals in Shanghai, Suzhou, and Chengdu, China. Participants were selected using maximum variation sampling, and data were analyzed using content analysis. Results: Three major themes and eleven sub-themes were identified: (1) The potential of multi-perspective development of AI-driven nursing science and practice, including aiding in decision-making, assisting with writing nursing documents, helping in care practices with high exposure risks and heavy physical exertion, and supporting the development of nursing activities. (2) A multi-dimensional response to the wave of intelligent nursing research and practice: education and scientific research come first, then we fully explore the application scenarios, and then conduct deep interdisciplinary integration. (3) Obstacles for intelligent nursing research and practice: interaction factors of “human–technology–machine” for application, transformation, and promotion; financial support and continuous investment; the controversy behind the intelligent maturity level; and application risk and fault tolerance. Conclusions: Participants emphasized the importance of evidence-based, cautious, and context-sensitive application of AI technologies to ensure that intelligent nursing evolves in alignment with clinical realities. The findings suggest a need for strengthened policy, education, and resource allocation to support the sustainable integration of AI in nursing. Full article

Seed quality traits, such as seed size, oil and protein content, mineral accumulation, and morphological characteristics, are crucial for enhancing crop productivity, nutritional value, and marketability. Traditional quantitative trait loci (QTL) mapping methods, such as linkage analysis and genome-wide association studies (GWAS), have played fundamental role in identifying loci associated with these complex traits. However, these approaches often struggle with high-dimensional genomic data, polygenic inheritance, and genotype-by-environment (GXE) interactions. Recent advances in artificial intelligence (AI) and machine learning (ML) provide powerful alternatives that enable more accurate trait prediction, robust marker-trait associations, and efficient feature selection. This review presents an integrated overview of AI/ML applications in QTL mapping and seed trait prediction, highlighting key methodologies such as LASSO regression, Random Forest, Gradient Boosting, ElasticNet, and deep learning techniques including convolutional neural networks (CNNs) and graph neural networks (GNNs). A case study on soybean seed mineral nutrients accumulation illustrates the effectiveness of ML models in identifying significant SNPs on chromosomes 8, 9, and 14. LASSO and ElasticNet consistently achieved superior predictive accuracy compared to tree-based models. Beyond soybean, AI/ML methods have enhanced QTL detection in wheat, lettuce, rice, and cotton, supporting trait dissection across diverse crop species. I also explored AI-driven integration of multi-omics data—genomics, transcriptomics, metabolomics, and phenomics—to improve resolution in QTL mapping. While challenges remain in terms of model interpretability, biological validation, and computational scalability, ongoing developments in explainable AI, multi-view learning, and high-throughput phenotyping offer promising avenues. This review underscores the transformative potential of AI in accelerating genomic-assisted breeding and developing high-quality, climate-resilient crop varieties. Full article

The emergence of generative AI has caused a major dilemma—as higher education institutions prepare students for the workforce, the development of digital skills must become a normative aim, while simultaneously preserving academic integrity and credibility. The challenge they face is not simply a matter of using AI responsibly but typically of reconciling two opposing duties: (A) preparing students for the future of work, and (B) maintaining the traditional role of developing personal academic skills, such as critical thinking, the ability to acquire knowledge, and the capacity to produce original work. Higher education institutions must typically balance these objectives while addressing financial considerations, creating value for students and employers, and meeting accreditation requirements. Against this need, this multiple-case study of fifty universities across eight countries examined institutional response to generative AI. The content analysis revealed apparent confusion and a lack of established best practices, as proposed actions varied widely, from complete bans on generated content to the development of custom AI assistants for students and faculty. Oftentimes, the onus fell on individual faculty to exercise discretion in the use of AI, suggesting an inconsistent application of academic policy. We conclude by recognizing that time and innovation will be required for the apparent confusion of higher education institutions in responding to this challenge to be resolved and suggest some possible approaches to that. Our results, however, suggest that their top concern now is the potential for irresponsible use of AI by students to cheat on assessments. We, therefore, recommend that, in the short term, and likely in the long term, the credibility of awards is urgently safeguarded and argue that this could be achieved by ensuring at least some human-proctored assessments are integrated into courses, e.g., in the form of real-location examinations and viva voces. Full article

In recent years, the rapid integration of artificial intelligence (AI) technologies into education has sparked intense academic and public debate regarding their impact on students’ cognitive development. One of the central concerns raised by researchers and practitioners is the potential erosion of critical and independent thinking skills in an era of widespread reliance on neural network-based technologies. On the one hand, AI offers new opportunities for personalized learning, adaptive content delivery, and increased accessibility and efficiency in the educational process. On the other hand, growing concerns suggest that overreliance on AI-driven tools in intellectual tasks may reduce students’ motivation to engage in self-directed analysis, diminish cognitive effort, and lead to weakened critical thinking skills. This paper presents a comprehensive analysis of current research on this topic, including empirical data, theoretical frameworks, and practical case studies of AI implementation in academic settings. Particular attention is given to the evaluation of how AI-supported environments influence students’ cognitive development, as well as to the pedagogical strategies that can harmonize technological assistance with the cultivation of autonomous and reflective thinking. This article concludes with recommendations for integrating AI tools into educational practice not as replacements for human cognition, but as instruments that enhance critical engagement, analytical reasoning, and academic autonomy. Full article

This study investigates the effectiveness of artificial intelligence-generated content (AIGC) systems on undergraduate writing development through a randomized controlled trial with 259 Chinese students. Despite promising applications of AI in educational settings, empirical evidence regarding its comparative effectiveness in writing instruction remains limited. Using a four-week intervention comparing Qwen-powered AI feedback to traditional instructor feedback, we employed difference-in-differences (DiD) analysis and structural equation modeling to examine how technology acceptance factors influence writing outcomes. Results demonstrated significant improvements in the AIGC intervention group compared to controls (β = 0.149, p < 0.001), with particularly strong effects on organization (β = 0.311, p < 0.001) and content development (β = 0.191, p < 0.001). Path analysis revealed that perceived usefulness fully mediated the relationship between perceived ease of use and attitudes toward the system (β = 0.326, p < 0.001), with attitudes strongly predicting behavioral engagement (β = 0.431, p < 0.001). Contrary to traditional technology acceptance models, perceived ease of use showed no direct effect on attitudes, suggesting that students prioritize functional benefits over interface simplicity in educational technology contexts. These findings contribute to an expanded technology acceptance model for educational settings while providing evidence-based guidelines for implementing AI writing assistants in higher education. Full article

This study investigates the integration of artificial intelligence (AI) into undergraduate and graduate curricula in journalism and new media programs in Türkiye, offering a systematic analysis of course structures and content. Utilizing a qualitative research approach, this study combines document analysis and thematic content analysis to examine course catalogs, syllabi, and institutional reports from 72 universities. The findings reveal that AI education in these programs is predominantly theoretical, with courses emphasizing AI ethics, media algorithms, and the impact of automation on news production. Practical applications, such as data journalism and AI-assisted content creation are comparatively scarce. This study highlights the uneven distribution of AI-related courses across institutions, illustrating significant disparities in curriculum depth and focus. While some universities have embraced a more comprehensive AI framework, others offer minimal exposure to AI-related competencies. By systematically mapping AI course distribution across institutions, this study provides empirical insights into the gaps and disparities in AI education, offering recommendations for a curriculum compatible with digital transformation. Full article

Background: Accelerated by the advent of AI-powered writing assistants, writing, as a crucial aspect of higher education assessment and practice, has undergone rapid digitisation in recent decades. However, there is a paucity of empirical research on its use in the everyday practice of students and staff. This study explores the use of Wordtune, an AWCF tool, to determine its benefits and limits from a user perspective. Methods: The research was conducted through a large-scale survey of Wordtune users. Descriptive statistics were generated, exploratory and confirmatory factor analysis was performed, and open-ended questions were analysed using content analysis. Results: Wordtune users are typically confident English speakers and use it alongside other tools such as Grammarly and Google translate. Wordtune is perceived by users as offering low-order benefits in terms of rephrasing and writing more grammatically but also as having high-order benefits such as overcoming mental blocks and creating opportunities for language learning. Users acknowledged very few drawbacks to using Wordtune. Conclusions: Our paper concludes with pedagogic suggestions for educators to support the use of AI writing assistants for student language learning. Full article