Search Results (667)

Floods pose a growing threat globally, causing tragic loss of life, billions in economic damage annually, and disproportionately affecting socio-economically vulnerable populations. This paper aims to improve flood-risk communication for community leaders by exploring the application of artificial intelligence. We categorize U.S. flood information sources, review communication modalities and channels, synthesize the literature on community leaders’ roles in risk communication, and analyze existing technological tools. Our analysis reveals three key challenges: the fragmentation of flood information, information overload that impedes decision-making, and the absence of a unified communication platform to address these issues. We find that AI techniques can organize data and significantly enhance communication effectiveness, particularly when delivered through infographics and social media channels. Based on these findings, we propose FLAI (Flood Language AI), an AI-driven flood communication platform that unifies fragmented flood data sources. FLAI employs knowledge graphs to structure fragmented data sources and utilizes a retrieval-augmented generation (RAG) framework to enable large language models (LLMs) to produce contextualized narratives, including infographics, maps, and cost–benefit analyses. Beyond flood management, FLAI’s framework demonstrates how AI can transform public service data management and institutional AI readiness. By centralizing and organizing information, FLAI can significantly reduce the cognitive burden on community leaders, helping them communicate timely, actionable insights to save lives and build flood resilience. Full article

In the era of generative artificial intelligence, writing has evolved into a programmable practice capable of generating sustainable narratives and preserving cultural heritage through poetic prompts. This study proposes “Writing Is Coding ” as a paradigm for sustainability education, exploring how students engage with AI-mediated multimodal creation to address environmental challenges. Using grounded theory methodology with 57 twelfth-grade students from technology-integrated high schools, we analyzed their experiences creating environmental stories and digital cultural artifacts using MidJourney, Kling, and Sora. Data collection involved classroom observations, semi-structured interviews, and reflective journals, analyzed through systematic coding procedures (κ = 0.82). Five central themes emerged: writing as algorithmic design for sustainability (89.5%), emotional scaffolding for environmental awareness (78.9%), aesthetics of imperfection in cultural preservation (71.9%), collaborative dynamics in sustainable creativity (84.2%), and pedagogical value of prompt literacy (91.2%). Findings indicate that AI deepens environmental consciousness and reframes writing as a computational process for addressing global issues. This research contributes a theoretical framework integrating expressive writing with algorithmic thinking in AI-assisted sustainability education, aligned with SDGs 4, 11, and 13. Full article

This systematic literature review explores the socio-ethical implications of Artificial Intelligence (AI) in contemporary media content generation. Drawing from 44 peer-reviewed sources, policy documents, and industry reports, the study synthesizes findings across three core domains: bias detection, storytelling transformation, and ethical governance frameworks. Through thematic coding and structured analysis, the review identifies recurring tensions between automation and authenticity, efficiency and editorial integrity, and innovation and institutional oversight. It introduces the Human–AI Co-Creation Continuum as a conceptual model for understanding hybrid narrative production and proposes practical recommendations for ethical AI adoption in journalism. The review concludes with a future research agenda emphasizing empirical studies, cross-cultural governance models, and audience perceptions of AI-generated content. This aligns with prior studies on algorithmic journalism. Full article

Background and Objectives: Depression is a leading cause of disability globally, with treatment challenges including limited access, stigma, and poor adherence. Gamification, which applies game elements such as points, levels, and storytelling into non-game contexts, offers a promising strategy to enhance engagement and augment traditional treatments. Our research is the first study designed to explore the implementation of gamification within the Malaysian context. The objective was to explore the feasibility of implementation of gamification as an adjunctive treatment for adults with depression. Materials and Methods: Focus group discussions were held with five mental health professionals and ten patients diagnosed with moderate depression. The qualitative component assessed perceptions of gamified interventions, while quantitative measures evaluated participants’ depressive and anxiety symptomatology. Results: Three key themes were identified: (1) understanding of gamification as a treatment option, (2) factors influencing its acceptance, and (3) characteristics of a practical and feasible intervention. Clinicians saw potential in gamification to boost motivation, support psychoeducation, and encourage self-paced learning, but they expressed concerns about possible addiction, stigma, and the complexity of gameplay for some patients. Patients spoke of gaming as a source of comfort, escapism, and social connection. Acceptance was shaped by engaging storylines, intuitive design, balanced difficulty, therapist guidance, and clear safety measures. Both groups agreed that gamification should be used in conjunction with standard treatments, be culturally sensitive, and be presented as a meaningful therapeutic approach rather than merely as entertainment. Conclusions: Gamification emerges as an acceptable and feasible supplementary approach for managing depression in Malaysia. Its success depends on culturally sensitive design, robust clinical oversight, and seamless integration with existing care pathways. Future studies should investigate long-term outcomes and establish guidelines for the safe and effective implementation of this approach. We recommend targeted investment into culturally adapted gamified tools, including training, policy development, and collaboration with key stakeholders to realistically implement gamification as a mental health intervention in Malaysia. Full article

This paper presents a qualitative case study on the design, implementation, and validation of the Art Nouveau Path, a mobile augmented reality game developed to foster sustainability competences through engagement with Aveiro’s Art Nouveau built heritage. Grounded in the GreenComp framework and developed through a Design-Based Research approach, the game integrates location-based interaction, narrative storytelling, and multimodal augmented reality and multimedia content to activate key competences such as systems thinking, futures literacy, and sustainability-oriented action. The game was validated with 33 in-service schoolteachers, both through a simulation-based training workshop and a curricular review of the game. A mixed-methods strategy was used, combining structured questionnaires, open-ended reflections, and curricular review. The findings revealed strong emotional and motivational engagement, interdisciplinary relevance, and alignment with formal education goals. Teachers emphasized the game’s capacity to connect local identity with global sustainability challenges through immersive and reflective experiences. Limitations pointed to the need for enhanced pedagogical scaffolding, clearer integration into STEAM subjects, and broader accessibility across technological contexts. This study demonstrates that these games, when grounded in competence-based frameworks and inclusive design, can meaningfully support multimodal, situated learning for sustainability and offer valuable contributions to pedagogical innovation in Education for Sustainable Development. Full article

This paper presents a conceptual and methodological framework for using Geographical Information Systems (GIS) to “deep map” cultural heritage sites along Ireland’s Wild Atlantic Way, with a focus on the 1588 Spanish Armada wrecks in County Kerry and archaeological landscapes in County Sligo’s “Yeats Country.” Drawing on interdisciplinary dialogues from the humanities, social sciences, and geospatial sciences, it illustrates how digital spatial technologies can excavate, preserve, and sustain intangible cultural knowledge embedded within such palimpsestic landscapes. Using MAXQDA 24 software to mine and code historical, literary, folkloric, and environmental texts, the study constructed bespoke GIS attribute tables and visualizations integrated with elevation models and open-source archaeological data. The result is a richly layered cartographic method that reveals the spectral and affective dimensions of heritage landscapes through climate, memory, literature, and spatial storytelling. By engaging with “deep mapping” and theories such as “Spectral Geography,” the research offers new avenues for sustainable heritage conservation, cultural tourism, and public education that are sensitive to both ecological and cultural resilience in the West of Ireland. Full article

VisRep (Visualisation Report) is an AI-powered system for capturing and structuring the early stages of the visualisation design process. It addresses a critical gap in predesign: the lack of tools that can naturally record, organise, and transform raw ideation, spoken thoughts, sketches, and evolving concepts into polished, shareable outputs. Users engage in talk-aloud sessions through a terminal-style interface supported by intelligent transcription and eleven structured questions that frame intent, audience, and output goals. These inputs are then processed by a large language model (LLM) guided by markdown-based output templates for reports, posters, and slides. The system aligns free-form ideas with structured communication using prompt engineering to ensure clarity, coherence, and visual consistency. VisRep not only automates the generation of professional deliverables but also enhances reflective practice by bridging spontaneous ideation and structured documentation. This paper introduces VisRep’s methodology, interface design, and AI-driven workflow, demonstrating how it improves the fidelity and transparency of the visualisation design process across academic, professional, and creative domains. Full article

The application of artificial intelligence has significantly advanced interactive storytelling. However, current research has predominantly concentrated on the content generation capabilities of AI, primarily following a one-way ‘input-direct generation’ model. This has led to limited practicality in AI story writing, mainly due to the absence of investigations into user-driven creative processes. Consequently, users often perceive AI-generated suggestions as unhelpful and unsatisfactory. This study introduces a novel creative tool named Story Forge, which incorporates a card-based interactive narrative approach. By utilizing interactive story element cards, the tool facilitates the integration of narrative components with artificial intelligence-generated content to establish an interactive story writing framework. To evaluate the efficacy of Story Forge, two tests were conducted with a focus on user engagement, decision-making, narrative outcomes, the replay value of meta-narratives, and their impact on the users’ emotions and self-reflection. In the comparative assessment, the participants were randomly assigned to either the experimental group or the control group, in which they would use either a web-based AI story tool or Story Forge for story creation. Statistical analyses, including independent-sample t-tests, p-values, and effect size calculation (Cohen’s d), were employed to validate the effectiveness of the framework design. The findings suggest that Story Forge enhances users’ intuitive creativity, real-time story development, and emotional expression while empowering their creative autonomy. Full article

In today’s market, consumers appear to be less interested in promotional strategies, particularly those that rely on text-based advertisements. Graphic storytelling can be seen as providing a more engaging visual approach to attract audiences and is increasingly being used by marketers and food packaging designers. However, the questions of whether and how graphic storytelling influences consumers’ purchase intentions remain underexplored. Based on the Transportation–Imagery Model, two experimental studies were conducted to examine the effect of graphic storytelling on narrative transportation and food purchase intention, and to explore its underlying mechanism from the perspective of cognitive fluency. The results demonstrated the positive effect of graphic storytelling on narrative transportation (Studies 1 and 2), as well as a significant impact on food purchase intention (Study 2). Furthermore, cognitive fluency was identified as a critical factor impacting narrative transportation, facilitated by graphic storytelling (Studies 1 and 2). This study extends the Transportation–Imagery Model by positioning cognitive fluency as an important antecedent of narrative transportation. Practically, the suggestion would be for restaurants and food firms to optimize their advertising by displaying cooking processes, particularly for part-prepared foods. Full article

In this article, I take up Pushor’s conceptualization of ‘walking alongside,’ of accompanying families on their journey to educate their children, as an alternative to the ways in which educators have stood over parents as authorities with more knowledge. I detail the parent and grandparent knowledge approaches to schooling. I make my ways of thinking, doing, and being visible by storying moments of my lived experiences as a nēhiyaw in education, a parent and grandparent, a teacher and assistant professor. I share aspects of my cultural knowledge through nēhiyawēwin-Cree language when it comes to visiting, gratitude, and storytelling with the aim of adding a nēhiyaw voice to the field of research and literature on family engagement. Full article

Virtual reality interaction design and story co-creation design for multiple users is an interdisciplinary research field that merges human–computer interaction, creative design, and virtual reality technologies. Story co-creation design enables multiple users to collectively generate and share narratives, allowing them to contribute to the storyline, modify plot trajectories, and craft characters, thereby facilitating a dynamic storytelling experience. Through advanced virtual reality interaction design, collaboration and social engagement can be further enriched to encourage active participation. This study investigates the facilitation of narrative creation and enhancement of storytelling skills in virtual reality by leveraging existing research on story co-creation design and virtual reality technology. Subsequently, we developed and evaluated the virtual reality card-based collaborative storytelling platform Co-Relay. By analyzing interaction data and user feedback obtained from user testing and experimental trials, we observed substantial enhancements in user engagement, immersion, creativity, and fulfillment of emotional and social needs compared to a conventional web-based storytelling platform. The primary contribution of this study lies in demonstrating how the incorporation of story co-creation can elevate storytelling proficiency, plot development, and social interaction within the virtual reality environment. Our novel methodology offers a fresh outlook on the design of collaborative narrative creation in virtual reality, particularly by integrating participatory multi-user storytelling platforms that blur the traditional boundaries between creators and audiences, as well as between fiction and reality. Full article

This narrative inquiry explores a vibrant classroom knowledge community in a Chinese normal university. By examining the teacher’s interactions, we analyze the community’s development through three perspectives: (1) the author’s narrative of the course outline, (2) the teacher’s narrative of classroom culture, and (3) students’ narratives of their growth. The author presents a student-centered model and seven steps for enacting the course, outlining the environment for cultivating the knowledge community. The teacher’s narrative reveals clues to his success, emphasizing his use of storytelling to foster the community and share educational ideas. Students’ narratives reflect their growth, validating the classroom as a safe space for development and language learning. The significance of this research is that the classroom knowledge community consisted of the teacher, his undergraduate students, and his post-graduates. The three layers existed because of this unrestrained character, devoid of conflicts of interest, created a safe place for students’ development. This research study adds to the literature on how knowledge communities form in school contexts. It focuses on a particular space and time and involves multiple layers of participants, which is prerequisite to the conceptualization of classroom knowledge community. This research has important implications for college language education. Full article

This article traces the historical evolution of mural painting as a medium of cultural expression from prehistoric cave art to contemporary street interventions. Adopting a diachronic and interdisciplinary approach, it investigates how muralism has developed across civilizations in relation to techniques, symbolic systems, social function, and its embeddedness in architectural and urban contexts. The analysis is structured around key historical periods using emblematic case studies to examine the interplay between materiality, iconography, and socio-political meaning. From sacred enclosures and civic monuments to post-industrial walls and digital projections, murals reflect shifting cultural paradigms and spatial dynamics. This study emphasizes how mural painting, once integrated into sacred and imperial architecture, has become a tool for public participation, protests, and urban storytelling. Particular attention is paid to the evolving relationship between wall painting and the spaces it inhabits, highlighting the transition from permanence to ephemerality and from monumentality to immediacy. This article contributes to mural studies by offering a comprehensive framework for understanding the technical and symbolic transformations of the medium while proposing new directions for research in the context of digital urbanism and cultural memory. Full article

This paper examines how Marley Dias’ activism on Instagram promotes racial justice, Black feminist thought, and youth mobilization through digital storytelling, representation, and audience engagement. Using a mixed-methods analysis of 744 posts published between 2016 and 2025, the study combined critical thematic coding, temporal mapping, and engagement metrics to analyze the discursive and emotional strategies behind Dias’ activism. Five key themes were identified as central to her activist work: diversity in literature, lack girl empowerment, racial justice, Black representation, and educational advocacy. The findings reveal that Dias strategically tailors her messages to suit Instagram’s unique features, using carousels and videos to enhance visibility, foster intimacy, and provide depth in education. Posts that focused on identity, aesthetics, and empowerment garnered the highest levels of engagement, while posts that concentrated on structural issues received lower, yet still significant, interaction. The paper argues that Dias’ Instagram account serves as a dynamic platform for youth-led Black feminist resistance, where cultural production, civic education, and emotional impact converge. This case underscores the political potential of digital literacies and encourages a reconsideration of how youth-driven digital activism is reshaping contemporary public discourse, agency, and knowledge production in the social media age. Full article

This paper presents the design, development, and pilot deployment of Vitalia, an AR-gamified application targeting the formation of healthy habits in primary education children. Developed within the EU DUSE project, Vitalia integrates physical activity, nutritional education, and immersive storytelling into a gamified framework to promote sustained behavioral change. Grounded in evidence-based behavior change models and co-designed with health, nutrition, and physical activity experts, the system envisions high daily engagement rates and measurable knowledge improvements. The concept positions Vitalia as a scalable model for child-centric, ethically responsible digital health interventions, with the potential to be integrated into school curricula and public health strategies. Full article