Search Results (67)

As part of its modernisation and economic diversification policies, Saudi Arabia is building smart, sustainable cities intended to improve quality of life and meet environmental goals. However, involving the public in urban planning remains complex, with traditional methods often proving expensive, time-consuming, and inaccessible to many groups. Integrating artificial intelligence (AI) into public participation may help to address these limitations. This study explores whether Saudi residents are ready to engage with AI-driven tools in urban planning, how they prefer to interact with them, and what ethical concerns may arise. Using a quantitative, survey-based approach, the study collected data from 232 Saudi residents using non-probability stratified sampling. The survey assessed demographic influences on AI readiness, preferred engagement methods, and perceptions of ethical risks. The results showed a strong willingness among participants (200 respondents, 86%)—especially younger and university-educated respondents—to engage through AI platforms. Visual tools such as image and video analysis were the most preferred (96 respondents, 41%), while chatbots were less favoured (16 respondents, 17%). However, concerns were raised about privacy (76 respondents, 33%), bias (52 respondents, 22%), and over-reliance on technology (84 respondents, 36%). By exploring the intersection of generative AI and participatory urban governance, this study contributes directly to the discourse on inclusive smart city development. The research also offers insights into how AI-driven public engagement tools can be integrated into urban planning workflows to enhance the design, governance, and performance of the built environment. The findings suggest that AI has the potential to improve inclusivity and responsiveness in urban planning, but that its success depends on public trust, ethical safeguards, and the thoughtful design of accessible, user-friendly engagement platforms. Full article

The integration of digital serious games into speech learning (rehabilitation) has demonstrated significant potential in enhancing accessibility and inclusivity for children with speech disabilities. This review of the state of the art examines the role of serious games, Artificial Intelligence (AI), and Natural Language Processing (NLP) in speech rehabilitation, with a particular focus on interaction modalities, engagement autonomy, and motivation. We have reviewed 45 selected studies. Our key findings show how intelligent tutoring systems, adaptive voice-based interfaces, and gamified speech interventions can empower children to engage in self-directed speech learning, reducing dependence on therapists and caregivers. The diversity of interaction modalities, including speech recognition, phoneme-based exercises, and multimodal feedback, demonstrates how AI and Assistive Technology (AT) can personalise learning experiences to accommodate diverse needs. Furthermore, the incorporation of gamification strategies, such as reward systems and adaptive difficulty levels, has been shown to enhance children’s motivation and long-term participation in speech rehabilitation. The gaps identified show that despite advancements, challenges remain in achieving universal accessibility, particularly regarding speech recognition accuracy, multilingual support, and accessibility for users with multiple disabilities. This review advocates for interdisciplinary collaboration across educational technology, special education, cognitive science, and human–computer interaction (HCI). Our work contributes to the ongoing discourse on lifelong inclusive education, reinforcing the potential of AI-driven serious games as transformative tools for bridging learning gaps and promoting speech rehabilitation beyond clinical environments. Full article

Gamification has the potential to significantly enhance student engagement and motivation in educational contexts. However, there is a lack of empirical research that compares different guiding strategies between AI-driven gamified and non-gamified modes in virtual learning environments to scaffold language learning. This paper presents an empirical study that examines the impact of AI-driven gamification and learning strategies on the learning experience and outcomes in virtual environments for English-language learners. A gamified English learning prototype was designed and developed. A between-group experiment was established to compare different gamified scaffolding groups: a traditional linear group (storytelling), an AI-driven gamified linear group (task-based learning), and a gamified exploration group (self-regulated learning). One hundred students learning English as a second language participated in this study, and their learning conditions were evaluated across three dimensions: engagement, performance, and experience. The results suggest that traditional learning methods may not be as effective as the other two approaches; there may be other factors beyond in-game interaction and engagement time that influence learning and engagement. Moreover, the results show that different gamified learning modes are not the key factor affecting language learning. The research presents guidelines that can be applied when gamification and AI are utilised in virtual learning environments. Full article

As Artificial Intelligence systems increasingly surpass or replace traditional human roles, institutions founded on beliefs in human cognitive superiority, moral authority, and procedural oversight encounter a more profound challenge than mere disruption: expiration. This paper posits that, instead of being outperformed, many legacy institutions are becoming epistemically misaligned with the realities of AI-driven environments. To clarify this change, the paper presents the Expiration Theory. This conceptual model interprets institutional collapse not as a market failure but as the erosion of fundamental assumptions amid technological shifts. In addition, the paper introduces the AI Pressure Clock, a diagnostic tool that categorizes institutions based on their vulnerability to AI disruption and their capacity to adapt to it. Through an analysis across various sectors, including law, healthcare, education, finance, and the creative industries, the paper illustrates how specific systems are nearing functional obsolescence while others are actively restructuring their foundational norms. As a conceptual study, the paper concludes by highlighting the theoretical, policy, and leadership ramifications, asserting that institutional survival in the age of AI relies not solely on digital capabilities but also on the capacity to redefine the core principles of legitimacy, authority, and decision-making. Full article

This study offers a comprehensive examination of the scientific output related to the integration of Artificial Intelligence (AI) in education using qualitative research methods, which is an emerging intersection that reflects growing interest in understanding the pedagogical, ethical, and methodological implications of AI in educational contexts. Grounded in a theoretical framework that emphasizes the potential of AI to support personalized learning, augment instructional design, and facilitate data-driven decision-making, this study conducts a Systematic Literature Review and bibliometric analysis of 630 publications indexed in Scopus between 2014 and 2024. The results show a significant increase in scholarly output, particularly since 2020, with notable contributions from authors and institutions in the United States, China, and the United Kingdom. High-impact research is found in top-tier journals, and dominant themes include health education, higher education, and the use of AI for feedback and assessment. The findings also highlight the role of semi-structured interviews, thematic analysis, and interdisciplinary approaches in capturing the nuanced impacts of AI integration. The study concludes that qualitative methods remain essential for critically evaluating AI’s role in education, reinforcing the need for ethically sound, human-centered, and context-sensitive applications of AI technologies in diverse learning environments. Full article

Immersive learning has been recognized as a promising paradigm for enhancing educational experiences through the integration of VR. We propose an architecture for intelligent tutoring in immersive VR environments that employs LLM-based non-playable characters. Key system capabilities are identified, including natural language understanding, real-time adaptive dialogue, and multimodal interaction through hand tracking, gaze detection, and haptic feedback. The system synchronizes speech output with NPC animations, enhancing both interactional realism and cognitive immersion. This design demonstrates that AI-driven VR interactions can significantly improve learner engagement. System performance was generally stable; however, minor latency was observed during speech processing, indicating areas for technical refinement. Overall, this research highlights the transformative potential of VR in education and emphasizes the importance of ongoing optimization to maximize its effectiveness in immersive learning contexts. Full article

Data visualization has empowered analyzing, exploring, and communicating data effectively. It has been widely adopted across diverse disciplines. However, research indicates that data visualization in education is mainly favored in distance learning environments, leaving traditional classroom settings largely unexplored. Moreover, despite the growing emphasis on data-driven decision-making in education, a notable gap exists in using visualized assessment data to develop curriculum planning in language classrooms. Therefore, we developed a model for syllabus design and material development in an EFL classroom in Taiwan based on diagnostic test results. An online adaptive diagnostic test was used to gather visualized assessment data, which was analyzed with an AI tool to identify language learning needs and to develop the syllabus design and materials. By incorporating visualized diagnostic assessment data into the decision-making process, educators can design responsive and individualized syllabi that meet the needs of students. This approach enhances the effectiveness of language teaching and makes curriculum development more accessible and manageable for educators. Full article

Social media refers to digital platforms that enable users to create, share, and engage with content within virtual communities. Platforms like Facebook, X, Instagram, and TikTok have democratized content creation, allowing individuals to share ideas, opinions, and experiences with global audiences. Social media has revolutionized the way information is shared and consumed, offering unprecedented opportunities for learning, engagement, and democratic participation. However, this accessibility comes with significant ethical challenges, particularly centered around the paradox of freedom versus harm—the tension between upholding freedom of expression and mitigating the harms of misinformation, privacy violations, and AI-driven bias. This entry explores the dilemmas and opportunities associated with social media, examining how these platforms shape public discourse, influence consumer behavior, and challenge traditional notions of truth and accountability. It aims to provide policymakers, educators, and platform designers with actionable insights to foster ethical social media environments. Full article

This theoretical position paper explores the potential of artificial intelligence (AI) to enhance student engagement through the lens of academic leadership. To illustrate our argument, we include exploratory, mixed-methods evidence drawn from a descriptive survey of 95 undergraduate students and five semi-structured interviews with key academic leaders. These data are indicative only and not intended for statistical generalisation; however, they ground and inform the theoretical propositions of this paper. Focusing on how AI-driven tools can be used, the study examines the central role of academic leaders in guiding these innovations. By addressing key leadership decisions—including resource allocation, policy development, and faculty support—the study explores how AI can foster a more responsive and engaging learning environment and provides insights into how academic leadership can guide the integration of AI technologies to increase student motivation, participation and academic success in different educational settings. Full article

The rapid evolution of the Fourth Industrial Revolution has significantly transformed educational practices, necessitating the integration of advanced technologies into higher education to address contemporary sustainability challenges. This study explores the integration of interactive metaverse environments and generative artificial intelligence (GAI) in promoting the green digital economy and developing e-entrepreneurship skills among graduate students. Grounded in a quasi-experimental design, the research was conducted with a sample of 25 postgraduate students enrolled in the “Computers in Education” course at King Khalid University. A 3D immersive learning environment (FrameVR) was combined with GAI platforms (ChatGPT version 4.0, Elai.io version 2.5, Tome version 1.3) to create an innovative educational experience. Data were collected using validated instruments, including the Green Digital Economy Scale, the e-Entrepreneurship Scale, and a digital product evaluation rubric. The findings revealed statistically significant improvements in students’ awareness of green digital concepts, entrepreneurial competencies, and their ability to produce sustainable digital products. The study highlights the potential of immersive virtual learning environments and AI-driven content creation tools in enhancing digital literacy and sustainability-oriented innovation. It also underscores the urgent need to update educational strategies and curricula to prepare future professionals capable of navigating and shaping green digital economies. This research provides a practical and replicable model for universities seeking to embed sustainability through emerging technologies, supporting broader goals such as SDG 4 (Quality Education) and SDG 9 (Industry, Innovation, and Infrastructure). Full article

Blended learning has introduced a more accessible and flexible teaching environment in higher education. However, ensuring that content is inclusive, particularly for students with learning difficulties, remains a challenge. This paper explores how Moodle, a widely adopted learning management system (LMS), can support inclusive and adaptive learning based on Universal Design for Learning (UDL) principles. A 16-week descriptive exploratory study was conducted with 70 undergraduate students during a software engineering fundamentals course at Philadelphia University in Jordan. The research combined weekly iterative focus groups, teaching reflections, and interviews with 16 educators to identify and address inclusion barriers. The findings highlight that the students responded positively to features such as conditional activities, flexible quizzes, and multimodal content. A UDL-based framework was developed to guide the design of inclusive Moodle content, and it was validated by experienced educators. To our knowledge, this is the first UDL-based framework designed for Moodle in Middle Eastern computing and engineering education. The findings indicate that Moodle features, such as conditional activities and flexible deadlines, can facilitate inclusive practices, but adoption remains hindered by institutional and workload constraints. This study contributes a replicable design model for inclusive blended learning and emphasizes the need for structured training, intentional course planning, and technological support for implementing inclusivity in blended learning environments. Moreover, this study provides a novel weekly iterative focus group methodology, which enables continuous course refinement based on evolving students’ feedback. Future work will look into generalizing the research findings and transferring the findings to other contexts. It will also explore AI-driven adaptive learning pathways within LMS platforms. This is an empirical study grounded in weekly student focus groups, educator interviews, and reflective teaching practice, offering evidence-based insights on the application of UDL in a real-world higher education setting. Full article

The growing complexity and risk profile of fire and emergency incidents necessitate advanced training methodologies that go beyond traditional approaches. Live-fire drills and classroom-based instruction, while foundational, often fall short in providing safe, repeatable, and scalable training environments that accurately reflect the dynamic nature of real-world emergencies. Recent advancements in immersive technologies, including virtual reality (VR), augmented reality (AR), mixed reality (MR), extended reality (XR), and simulation-based systems, offer promising alternatives to address these challenges. This review provides a comprehensive overview of the integration of VR, AR, MR, XR, and simulation technologies into firefighter and incident commander training. It examines current practices across fire services and emergency response agencies, highlighting the capabilities of immersive and interactive platforms to enhance operational readiness, decision-making, situational awareness, and team coordination. This paper analyzes the benefits of these technologies, such as increased safety, cost-efficiency, data-driven performance assessment, and personalized learning pathways, while also identifying persistent challenges, including technological limitations, realism gaps, and cultural barriers to adoption. Emerging trends, such as AI-enhanced scenario generation, biometric feedback integration, and cloud-based collaborative environments, are discussed as future directions that may further revolutionize fire service education. This review aims to support researchers, training developers, and emergency service stakeholders in understanding the evolving landscape of digital training solutions, with the goal of fostering more resilient, adaptive, and effective emergency response systems. Full article

The increasing integration of artificial intelligence (AI) in digital ecosystems has reshaped privacy dynamics, particularly for young digital citizens navigating data-driven environments. This study explores evolving privacy concerns across three key stakeholder groups—young digital citizens, parents/educators, and AI professionals—and assesses differences in data ownership, trust, transparency, parental mediation, education, and risk–benefit perceptions. Employing a grounded theory methodology, this research synthesizes insights from key participants through structured surveys, qualitative interviews, and focus groups to identify distinct privacy expectations. Young digital citizens emphasized autonomy and digital agency, while parents and educators prioritized oversight and AI literacy. AI professionals focused on balancing ethical design with system performance. The analysis revealed significant gaps in transparency and digital literacy, underscoring the need for inclusive, stakeholder-driven privacy frameworks. Drawing on comparative thematic analysis, this study introduces the Privacy–Ethics Alignment in AI (PEA-AI) model, which conceptualizes privacy decision-making as a dynamic negotiation among stakeholders. By aligning empirical findings with governance implications, this research provides a scalable foundation for adaptive, youth-centered AI privacy governance. Full article

Assistive technology (AT) is increasingly utilized across various sectors, including digital healthcare and sports education. E-learning plays a vital role in enabling students with special needs, particularly those in remote areas, to access education. However, as the adoption of AI-based AT systems expands, the associated cybersecurity challenges also grow. This study aims to examine the impact of AI-driven assistive technologies on cybersecurity in digital healthcare applications, with a focus on the potential vulnerabilities these technologies present. Methods: The proposed model focuses on enhancing AI-based AT through the implementation of emerging technologies used for security, risk management strategies, and a robust assessment framework. With these improvements, the AI-based Internet of Things (IoT) plays major roles within the AT. This model addresses the identification and mitigation of cybersecurity risks in AI-based systems, specifically in the context of digital healthcare applications. Results: The findings indicate that the application of the AI-based risk and resilience assessment framework significantly improves the security of AT systems, specifically those supporting e-learning for blind users. The model demonstrated measurable improvements in the robustness of cybersecurity in digital health, particularly in reducing cyber risks for AT users involved in e-learning environments. Conclusions: The proposed model provides a comprehensive approach to securing AI-based AT in digital healthcare applications. By improving the resilience of assistive systems, it minimizes cybersecurity risks for users, specifically blind individuals, and enhances the effectiveness of e-learning in sports education. Full article

This study explored innovative methods for teaching mathematics to seventh-grade students with persistently low performance by using an AI-driven neural network approach, specifically focusing on solving first-degree inequalities. Guided by the Response to Intervention (RTI) framework, the intervention aimed to reduce math anxiety and build academic resilience through the development of cognitive and metacognitive strategies. A rigorous pre- and post-test design was employed to evaluate changes in performance, anxiety levels, and resilience. Fifty-six students participated in the 12-week program, receiving personalized instruction tailored to their individual needs. The AI tool provided real-time feedback and adaptive problem-solving tasks, ensuring students worked at an appropriate level of challenge. Results indicated a marked decrease in math anxiety alongside significant gains in cognitive skills such as problem-solving and numerical reasoning. Students also demonstrated enhanced metacognitive abilities, including self-monitoring and goal setting. These improvements translated into higher academic performance, particularly in the area of inequalities, and greater resilience, highlighting the effectiveness of AI-based strategies in supporting learners who struggle persistently in mathematics. Overall, the findings underscore how AI-driven teaching approaches can address both the cognitive and emotional dimensions of mathematics learning. By offering targeted, adaptive support, educators can foster a learning environment that reduces stress, promotes engagement, and facilitates long-term academic success for students with persistently low performance in mathematics. Full article