Search Results (1,186)

The sustainable integration of technology into educational practices is pivotal for modern teaching and learning. Grounded in the Technology Acceptance Model (TAM), this study explores the psychological and contextual factors that influence technology acceptance among pre-service and in-service teachers. Employing a nonexperimental, cross-sectional design, data were collected from 347 participants to examine the relationships between perceived usefulness, perceived ease of use, attitude toward use, behavioural intention, and actual system use. Results indicate that pre-service teachers demonstrate stronger openness to technology adoption, driven primarily by attitudinal factors, whereas in-service teachers’ acceptance is more closely linked to perceived utility and usability. This study advances the TAM by integrating a dual serial mediation model and testing the moderating role of professional status, thereby offering a nuanced understanding of sustainable digital engagement across career stages. Our findings underscore the importance of fostering positive perceptions and providing differentiated support throughout teachers’ professional trajectories to achieve long-term, meaningful technology adoption in education. Full article

In the digital era, understanding the intention to use generative AI is critical, as it enhances productivity, transforms workflows, and enables humans to focus on higher-value tasks. Drawing upon the unified theory of acceptance and use of technology (UTAUT) and the technology threat avoidance theory (TTAT), this research integrates perceived AI literacy into the AI acceptance–avoidance framework as a central variable. This study gathered 583 valid survey responses from China and validated its model using a dual-phase, combined method that integrates structural equation modeling and artificial neural networks. Research findings indicate that the model explains 51.6% of the variance in generative AI usage intention. Except for social influence, all variables within the extended framework significantly impact the usage intention, with perceived AI literacy being the strongest predictor (β = 0.33, p < 0.001). Additionally, perceived AI literacy mitigates the adverse effect of perceived threats on the intention to use AI. Practical implications suggest that enterprises adopt a tiered strategy, as follows: maximize perceived benefits by integrating AI skills into reward systems and providing task-automation training; minimize perceived costs through dedicated technical support and transparent risk mitigation plans; and cultivate AI literacy via progressive learning paths, advancing from data analysis to innovation. Full article

Background/Objectives: The integration of AI chatbots in nursing education, particularly in simulation-based learning, is advancing rapidly. However, there is a lack of structured evaluation models, especially to assess AI-generated simulations. This article introduces the AI-Integrated Method for Simulation (AIMS) evaluation framework, a dual-phase evaluation framework adapted from the FAITA model, designed to evaluate both prompt design and chatbot performance in the context of nursing education. Methods: This simulation-based study explored the application of an AI chatbot in an emergency planning course. The AIMS framework was developed and applied, consisting of six prompt-level domains (Phase 1) and eight performance criteria (Phase 2). These domains were selected based on current best practices in instructional design, simulation fidelity, and emerging AI evaluation literature. To assess the chatbots educational utility, the study employed a scoring rubric for each phase and incorporated a structured feedback loop to refine both prompt design and chatbox interaction. To demonstrate the framework’s practical application, the researchers configured an AI tool referred to in this study as “Eval-Bot v1”, built using OpenAI’s GPT-4.0, to apply Phase 1 scoring criteria to a real simulation prompt. Insights from this analysis were then used to anticipate Phase 2 performance and identify areas for improvement. Participants (three individuals)—all experienced healthcare educators and advanced practice nurses with expertise in clinical decision-making and simulation-based teaching—reviewed the prompt and Eval-Bot’s score to triangulate findings. Results: Simulated evaluations revealed clear strengths in the prompt alignment with course objectives and its capacity to foster interactive learning. Participants noted that the AI chatbot supported engagement and maintained appropriate pacing, particularly in scenarios involving emergency planning decision-making. However, challenges emerged in areas related to personalization and inclusivity. While the chatbot responded consistently to general queries, it struggled to adapt tone, complexity and content to reflect diverse learner needs or cultural nuances. To support replication and refinement, a sample scoring rubric and simulation prompt template are provided. When evaluated using the Eval-Bot tool, moderate concerns were flagged regarding safety prompts and inclusive language, particularly in how the chatbot navigated sensitive decision points. These gaps were linked to predicted performance issues in Phase 2 domains such as dialog control, equity, and user reassurance. Based on these findings, revised prompt strategies were developed to improve contextual sensitivity, promote inclusivity, and strengthen ethical guidance within chatbot-led simulations. Conclusions: The AIMS evaluation framework provides a practical and replicable approach for evaluating the use of AI chatbots in simulation-based education. By offering structured criteria for both prompt design and chatbot performance, the model supports instructional designers, simulation specialists, and developers in identifying areas of strength and improvement. The findings underscore the importance of intentional design, safety monitoring, and inclusive language when integrating AI into nursing and health education. As AI tools become more embedded in learning environments, this framework offers a thoughtful starting point for ensuring they are applied ethically, effectively, and with learner diversity in mind. Full article

Purpose: Cancer immunotherapy has transformed oncology, but underserved populations face persistent disparities in access and outcomes. This review explores how artificial intelligence (AI) can help mitigate these barriers. Methods: We conducted a narrative review based on peer-reviewed literature selected for relevance to artificial intelligence, cancer immunotherapy, and healthcare challenges, without restrictions on publication date. We searched three major electronic databases: PubMed, IEEE Xplore, and arXiv, covering both biomedical and computational literature. The search included publications from January 2015 through April 2024 to capture contemporary developments in AI and cancer immunotherapy. Results: AI tools such as machine learning, natural language processing, and predictive analytics can enhance early detection, personalize treatment, and improve clinical trial representation for historically underrepresented populations. Additionally, AI-driven solutions can aid in managing side effects, expanding telehealth, and addressing social determinants of health (SDOH). However, algorithmic bias, privacy concerns, and data diversity remain major challenges. Conclusions: With intentional design and implementation, AI holds the potential to reduce disparities in cancer immunotherapy and promote more inclusive oncology care. Future efforts must focus on ethical deployment, inclusive data collection, and interdisciplinary collaboration. Full article

Background: Equine-assisted experiential learning (EAL) is an emerging approach that uses human–horse interactions to develop leadership skills through experiential methods. Purpose: This review synthesizes the literature on the role of EAL in developing leadership competencies and explores its implications for workplace learning. Design/methodology/approach: A narrative review was conducted examining empirical studies and theoretical frameworks on EAL and leadership development. Findings/Conclusions: Recent studies show EAL improves self-awareness, emotional intelligence, nonverbal communication, trust building, adaptability, and problem solving. These competencies are fostered through activities such as ground-based exercises, join-up techniques, and trust-building tasks, which require congruence between intention and action. Participants report behavioral changes such as improved empathy, clarity under pressure, and team cohesion. These align with core management skills for organizational performance. Implications: EAL complements traditional leadership training by developing relational and embodied leadership skills, including trust building, adaptability, and emotional intelligence, which contribute to organizational resilience and sustainable growth. Full article

Social media has become a platform for the rapid spread of persuasion techniques that can negatively affect individuals and society. Propaganda detection, a crucial task in natural language processing, aims to identify manipulative content in texts, particularly in news media, by assessing propagandistic intent. Although extensively studied in English, Arabic propaganda detection remains challenging because of the language’s morphological complexity and limited resources. Furthermore, most research has treated propaganda detection as an isolated task, neglecting the influence of sentiments and emotions. The current study addresses this gap by introducing the first multi-task learning (MTL) models for Arabic propaganda detection, integrating sentiment analysis and emotion detection as auxiliary tasks. Three MTL models are introduced: (1) MTL combining all tasks, (2) PSMTL (propaganda and sentiment), and (3) PEMTL (propaganda and emotion) based on transformer architectures. Additionally, seven task-weighting schemes are proposed and evaluated. Experiments demonstrated the superiority of our framework over state-of-the-art methods, achieving a Macro-F1 score of 0.778 and 79% accuracy. The results highlight the importance of integrating sentiment and emotion for enhanced propaganda detection; demonstrate that MTL improves model performance; and provide valuable insights into the interaction among sentiment, emotion, and propaganda. Full article

This research addresses two specific knowledge gaps. The first regards the influence of domestic low-carbon technology (LCT) installation approaches and occupier status on user acceptance. The second is to demonstrate the role of machine learning techniques in producing an enhanced model-based understanding of domestic LCT acceptance. Together, these two approaches provide new insights into LCT acceptance through the theory of planned behaviour and demonstrate the value of machine learning for modelling such acceptance. Our aim is therefore to contribute to model-based knowledge about the acceptance of domestic LCTs. Specifically, we contribute new knowledge of the acceptance of LCTs according to the theory of planned behaviour and of the value of machine-learning techniques for modelling this acceptance. Through empirical research using an online quasi-experiment with 3813 English residents, we developed a model of low-carbon technology adoption and evaluated machine learning for model analysis. The design factors were the installation approach and occupier status, with main outcomes including adoption intention, willingness to accept, willingness to pay, attitude, subjective norm, and perceived behavioural control. To examine residents’ technology acceptance, we created two virtual reality models of technology implementation, differing in installation approach. For machine learning analysis, we employed nine techniques for model validation and predictor selection: linear regression, LASSO regression, ridge regression, support vector regression, regression tree (decision tree regression), random forest, XGBoost, k-NN, and neural network. LASSO regression emerged as the best technique in terms of predictor selection, with (near-)optimal model fit (R² and MSE). We found that attitude, subjective norm, and perceived behavioural control significantly predicted the intention to adopt low-carbon technologies. The installation approach influenced willingness to accept, with higher intention for new-build installations than retrofits. Homeownership positively predicted perceived behavioural control, while age negatively predicted several outcomes. This study concludes with implications for policy and future research, a specific emphasis upon contemporary UK policy towards Future Homes Standards, and public information campaigns targeted to specific demographic user groups. This research demonstrates the value of an extended theory of planned behaviour model to study the acceptance of LCTs and the value of machine learning analysis in acceptance modelling. Full article

Generative AI (GenAI) tools, including ChatGPT, Microsoft Copilot, and Google Gemini, are rapidly reshaping higher education by transforming how students, educators, and researchers engage with learning, teaching, and academic work. Despite their growing presence, the adoption of GenAI remains inconsistent, largely due to the absence of universal guidelines and trust-related concerns. This study examines how trust, defined across three key dimensions (accuracy and relevance, privacy protection, and nonmaliciousness), influences the adoption and use of GenAI tools in academic environments. Using survey data from 823 participants across different academic roles, this study employs multiple regression analysis to explore the relationship between trust, user characteristics, and behavioral intention. The results reveal that trust is primarily experience-driven. Frequency of use, duration of use, and self-assessed proficiency significantly predict trust, whereas demographic factors, such as gender and academic role, have no significant influence. Furthermore, trust emerges as a strong predictor of behavioral intention to adopt GenAI tools. These findings reinforce trust calibration theory and extend the UTAUT2 framework to the context of GenAI in education. This study highlights that fostering appropriate trust through transparent policies, privacy safeguards, and practical training is critical for enabling responsible, ethical, and effective integration of GenAI into higher education. Full article

The 100-Day Mission, coordinated by the Coalition for Epidemic Preparedness Innovations (CEPI) and endorsed by significant international stakeholders, aims to shorten the timeframe for developing and implementing vaccines to 100 days after the report of a new pathogen. This ambitious goal is outlined as an essential first step in improving pandemic preparedness worldwide. This review highlights the mission’s implementation potential and challenges by examining it through the lens of low- and middle-income countries (LMICs), which often face barriers to equitable vaccine access. This article explores the scientific, economic, political, and social aspects that could influence the mission’s success, relying on lessons learned from previous pandemics, such as the Spanish flu, H1N1, and COVID-19. We also examined important cornerstones like prototype vaccine libraries, accelerated clinical trial preparedness, early biomarkers identification, scalable manufacturing capabilities, and rapid pathogen characterization. The review also explores the World Health Organization (WHO) Pandemic Agreement and the significance of Phase 4 surveillance in ensuring vaccine safety. We additionally evaluate societal issues that disproportionately impact LMICs, like vaccine reluctance, health literacy gaps, and digital access limitations. Without intentional attempts to incorporate under-resourced regions into global preparedness frameworks, we argue that the 100-Day Mission carries the risk of exacerbating already-existing disparities. Ultimately, our analysis emphasizes that success will not only rely on a scientific innovation but also on sustained international collaboration, transparent governance, and equitable funding that prioritizes inclusion from the beginning. Full article

Trajectory prediction under multimodal information is critical for autonomous driving, necessitating the integration of dynamic vehicle states and static high-definition (HD) maps to model complex agent–scene interactions effectively. However, existing methods often employ static scene encodings and unstructured latent spaces, limiting their ability to capture evolving spatial contexts and produce diverse yet contextually coherent predictions. To tackle these challenges, we propose MS-SLV, a novel generative framework that introduces (1) a time-aware scene encoder that aligns HD map features with vehicle motion to capture evolving scene semantics and (2) a structured latent model that explicitly disentangles agent-specific intent and scene-level constraints. Additionally, we introduce an auxiliary lane prediction task to provide targeted supervision for scene understanding and improve latent variable learning. Our approach jointly predicts future trajectories and lane sequences, enabling more interpretable and scene-consistent forecasts. Extensive evaluations on the nuScenes dataset demonstrate the effectiveness of MS-SLV, achieving a 12.37% reduction in average displacement error and a 7.67% reduction in final displacement error over state-of-the-art methods. Moreover, MS-SLV significantly improves multi-modal prediction, reducing the top-5 Miss Rate (${\mathrm{MR}}_5$) and top-10 Miss Rate (${\mathrm{MR}}_{10}$) by 26% and 33%, respectively, and lowering the Off-Road Rate (ORR) by 3%, as compared with the strongest baseline in our evaluation. Full article

The rapid development of generative artificial intelligence (AI) systems such as ChatGPT (GPT-4) could transform teaching and learning. Yet, integrating these tools requires insight into what drives students to adopt them. Research on ChatGPT acceptance has so far focused on university settings, leaving school contexts underexplored. This study addresses the gap by surveying 506 upper secondary students in Baden-Württemberg, Germany, using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). Performance expectancy, habit and hedonic motivation emerged as strong predictors of behavioral intention to use ChatGPT for school purposes. Adding personality traits and personal values such as conscientiousness or preference for challenge raised the model’s explanatory power only marginally. The findings suggest that students’ readiness to employ ChatGPT reflects the anticipated learning benefits and enjoyment rather than the avoidance of effort. The original UTAUT2 is therefore sufficient to explain students’ acceptance of ChatGPT in school contexts. The results could inform educators and policy makers aiming to foster the reflective and effective use of generative AI in instruction. Full article

Templestay programs in South Korea represent a unique convergence of Buddhist ritual, cultural immersion, and wellness tourism. While often treated as niche cultural experiences, their broader significance within sustainable wellness tourism remains underexplored. This study examines participant reflections from the Beomeosa Templestay program through thematic analysis of over 600 reviews sourced from TripAdvisor, Google Reviews, and handwritten guestbooks. Using a triangulated framework combining Grounded Theory, Symbolic Interactionism, and the Wellness Tourism Model, the research identifies four recurring experiential themes: spiritual development, emotional healing, cultural immersion, and conscious consumption. Findings reveal cross-cultural variations: non-Korean participants emphasized spiritual exploration and cultural learning, while Korean participants prioritized emotional renewal and reconnection with heritage. Yet, across all groups, participants reported transformative outcomes, including heightened clarity, inner calm, and enhanced self-awareness. These results suggest that Templestays serve as accessible, culturally grounded wellness retreats that align with rising global demand for intentional, mindful travel. This study contributes to sustainable tourism scholarship by framing Templestays as low-impact, spiritually resonant alternatives to commercialized wellness retreats. Practical recommendations are offered to expand participation while maintaining program authenticity and safeguarding the spiritual and cultural integrity of monastic hosts in an increasingly globalized wellness landscape. Full article

This study explores strategic deception and counter-deception in multi-agent reinforcement learning environments for a police officer–robber game. The research is motivated by real-world scenarios where agents must operate with partial observability and adversarial intent. We develop a suite of progressively complex grid-based environments featuring dynamic goals, fake targets, and navigational obstacles. Agents are trained using deep Q-networks (DQNs) with game-theoretic reward shaping to encourage deceptive behavior in the robber and intent inference in the police officer. The robber learns to reach the true goal while misleading the police officer, and the police officer adapts to infer the robber’s intent and allocate resources effectively. The environments include fixed and dynamic layouts with varying numbers of goals and obstacles, allowing us to evaluate scalability and generalization. Experimental results demonstrate that the agents converge to equilibrium-like behaviors across all settings. The inclusion of obstacles increases complexity but also strengthens learned policies when guided by reward shaping. We conclude that integrating game theory with deep reinforcement learning enables the emergence of robust, deceptive strategies and effective counter-strategies, even in dynamic, high-dimensional environments. This work advances the design of intelligent agents capable of strategic reasoning under uncertainty and adversarial conditions. Full article

This study investigates medical students’ intentions to adopt AI-powered Natural Language Processing (NLP) tools (e.g., ChatGPT, Copilot) within educational contexts aligned with the perceived requirements of digital sustainability. Based on the Unified Theory of Acceptance and Use of Technology (UTAUT), data were collected from 301 medical students in Saudi Arabia and analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results indicate that Performance Expectancy (PE) (β = 0.65), Effort Expectancy (EE) (β = 0.58), and Social Influence (SI) (β = 0.53) collectively and significantly predict Behavioral Intention (BI), explicating 62% of the variance in BI (R² = 0.62). AI awareness did not significantly influence students’ responses or the relationships among constructs, possibly because practical familiarity and widespread exposure to AI-NLP tools exert a stronger influence than general awareness. Moreover, BI exhibited a strong positive effect on perceptions of digital sustainability (PDS) (β = 0.72, R² = 0.51), highlighting a meaningful link between AI adoption and sustainable digital practices. Consequently, these findings indicate the strategic role of AI-driven NLP tools as both educational innovations and key enablers of digital sustainability, aligning with global frameworks such as the Sustainable Development Goals (SDGs) 4 and 9. The study also concerns AI’s transformative potential in medical education and recommends further research, particularly longitudinal studies, to better understand the evolving impact of AI awareness on students’ adoption behaviours. Full article

As generative artificial intelligence (GenAI) chatbots gain traction in educational settings, a growing number of studies explore their potential for personalized, scalable learning. However, methodological fragmentation has limited the comparability and generalizability of findings across the field. This study proposes a unified, learning analytics–driven framework for evaluating the impact of GenAI chatbots on student learning. Grounded in the collection, analysis, and interpretation of diverse learner data, the framework integrates assessment outcomes, conversational interactions, engagement metrics, and student feedback. We demonstrate its application through a multi-week, quasi-experimental study using a Socratic-style chatbot designed with pedagogical intent. Using clustering techniques and statistical analysis, we identified patterns in student–chatbot interaction and linked them to changes in learning outcomes. This framework provides researchers and educators with a replicable structure for evaluating GenAI interventions and advancing coherence in learning analytics–based educational research. Full article