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Avoiding financial losses requires preventing catastrophic oil‐filled power transformer breakdowns. Continuous online transformer monitoring is needed. The authors use paper insulation to evaluate transformer health for continuous online transformer monitoring. The study suggests a new artificial intelligence method for estimating paper insulation residual life in oil‐immersed power transformers. The four artificial intelligence models use backpropagation‐based neural networks to predict paper insulation lifespan. Four primary transformer insulating paper failure indices—degree of polymerisation, 2‐furfuraldehyde, carbon monoxide, and carbon dioxide—form the basis of these models. Each model, including the backpropagation‐based neural networks, estimates paper insulation life using one failure index, along with moisture and temperature data. Optimisation techniques enhance hidden layer neurons and epoch count for improved performance. Results are validated against literature‐based life models, establishing a precise input–output correlation. This method accurately predicts the remaining useable life of power transformer paper insulation, enabling utilities to take proactive measures for safe and efficient transformer operation. [ABSTRACT FROM AUTHOR]

Reviews have long been recognized as among the most important forms of scientific communication. The rapid growth of the primary literature has further increased the need for reviews to distill and interpret the literature. This review on Reviews and Reviewing: Approaches to Research Synthesis encompasses the evolution of the review literature, taxonomy of review literature, uses and users of reviews, the process of preparing reviews, assessment of review quality and impact, the impact of information technology on the preparation of reviews, and research opportunities for information science related to reviews and reviewing. In addition to providing a synthesis of prior research, this review seeks to identify gaps in the published research and to suggest possible future research directions. [ABSTRACT FROM AUTHOR]

Artificial intelligence is more present than ever, both in our society in general and in science. At the center of this development has been the concept of deep learning, the use of artificial neural networks that are many layers deep and can often reproduce human‐like behavior much better than other machine‐learning techniques. The articles in this collection are some recent examples of its application for X‐ray photon science and crystallography that have been published in Journal of Applied Crystallography. [ABSTRACT FROM AUTHOR]

The article provides a preview of forthcoming papers accepted for publication in the Health Information and Libraries Journal. Topics include the effectiveness of citation searching in urgent and emergency care configuration studies, an alternative screening approach for Google Search in systematic reviews, and the analysis of health information seeking behavior among adolescents.

Artificial intelligence (AI) and natural language processing technologies have fuelled the growth of Pedagogical Conversational Agents (PCAs) with empathic conversational capabilities. However, no systematic literature review has explored the intersection between conversational agents, education and emotion. Therefore, this study aimed to outline the key aspects of designing, implementing and evaluating these agents. The data sources were empirical studies, including peer‐reviewed conference papers and journal articles, and the most recent publications, from the ACM Digital Library, IEEE Xplore, ProQuest, ScienceDirect, Scopus, SpringerLink, Taylor & Francis Online, Web of Science and Wiley Online Library. The remaining papers underwent a rigorous quality assessment. A filter study meeting the objective was based on keywords. Comparative analysis and synthesis of results were used to handle data and combine study outcomes. Out of 1162 search results, 13 studies were selected. The results indicate that agents promote dialogic learning, proficiency in knowledge domains, personalized feedback and empathic abilities as essential design principles. Most implementations employ a quantitative approach, and two variables are used for evaluation. Feedback types play a vital role in achieving positive results in learning performance and student perceptions. The main limitations and gaps are the time range for literature selection, the level of integration of the empathic field and the lack of a detailed development stage report. Moreover, future directions are the ethical implications of agents operating beyond scheduled learning times and the adoption of Responsible AI principles. In conclusion, this review provides a comprehensive framework of empathic PCAs, mostly in their evaluation. The systematic review registration number is osf.io/3xk6a.Practitioner notesWhat is already known about this topicEmotions play a pivotal role in shaping the interaction process, making it essential to consider them when designing methodological strategies or learning tools.Empathic Pedagogical Conversational Agents (PCAs) have emerged as a crucial approach for enhancing and personalizing the learning experience (24/7) for pupils and supporting human teachers in their teaching process.Despite the creation of numerous empathic PCAs, there is a scarcity of Systematic Literature Reviews (SLRs) on their application in the educational field, particularly concerning the integration of emotional abilities in combination with the competencies of each subject.What this paper addsIt offers new insights into the design principles underlying the integration of the empathic field.It reviews different approaches for incorporating students' prior knowledge in real time.It provides a comprehensive and up‐to‐date overview of the research designs used for implementation, including quantitative, qualitative and mixed methods.It examines the factors that influence the effectiveness of empathic PCA in teaching and learning.It evaluates the types of feedback that enhance the impact of the empathic field on learning outcomes.Implications for practice and/or policyIt is crucial to grasp the topics that this paper introduces in order to effectively integrate new learning tools into any context.Techno‐pedagogical designers seeking to gain insights into empathic PCAs will find immense value in this SLR, as it comprehensively covers each stage of the process.For future research endeavours, this study offers a wealth of ideas to draw upon, enabling researchers to address the challenges outlined and explore new avenues of investigation. [ABSTRACT FROM AUTHOR]

This paper combines artificial intelligence deep learning technology to optimize the wine making process of mango wine. Moreover, in view of the shortcomings of traditional electronic nose data processing methods, a deep learning method based on SSAE‐BPNN is proposed for electronic nose data processing. In addition, according to the characteristics of automatic learning features, this paper uses a deep learning method based on SSAE‐BPNN to simplify the process of traditional data processing methods. Finally, this paper constructs an electronic nose system that can be used to identify mango wine making characteristics, and enhances the effect of electronic nose recognition through deep learning. Through the analysis, it can be seen that the mango wine making process optimization method based on artificial intelligence deep learning technology proposed in this paper has a certain effect, and it has optimized the traditional mango wine making process. [ABSTRACT FROM AUTHOR]

This systematic review, adhering to the PRISMA framework, investigated the utilisation of ChatGPT, a language model developed by OpenAI, throughout Kindergarten to 12th grade (K‐12) educational settings. The review synthesises findings from 13 selected papers, encompassing the strengths, weaknesses, opportunities, and threats (SWOT) analysis of ChatGPT's implementation in K‐12 education, implications for various stakeholders, and practical recommendations. It is highlighted that ChatGPT could empower educators through curriculum, lesson planning, materials generation, differentiation, and optimising student learning experience through personalised learning. However, concerns regarding academic integrity and output quality must be addressed. The paper provides pedagogical recommendations and ethical considerations to utilise ChatGPT better. It contributes to the ongoing discourse about AI, particularly ChatGPT's role in K‐12 education, further inspiring future research and educational practices and facilitating the effective integration of ChatGPT into K‐12 educational settings where collaboration arises as a key role, in particular under the approach of co‐design for learning. [ABSTRACT FROM AUTHOR]

In the ever‐evolving AI‐driven education, integrating AI technologies into teaching practices has become increasingly imperative for aspiring STEM educators. Yet, there remains a dearth of studies exploring pre‐service STEM teachers' readiness to incorporate AI into their teaching practices. This study examined the factors influencing teachers' willingness to integrate AI (WIAI), especially from the perspective of pre‐service STEM teachers' attitudes towards the application of AI in teaching. In the study, a comprehensive survey was conducted among 239 pre‐service STEM teachers, examining the influences and interconnectedness of Technological Pedagogical Content Knowledge (TPACK), Perceived Usefulness (PU), Perceived Ease of Use (PE), and Self‐Efficacy (SE) on WIAI. Structural Equation Modeling (SEM) was employed for data analysis. The findings illuminated direct influences of TPACK, PU, PE, and SE on WIAI. TPACK was found to directly affect PE, PU, and SE, while PE and PU also directly influenced SE. Further analysis revealed significant mediating roles of PE, PU, and SE in the relationship between TPACK and WIAI, highlighting the presence of a chain mediation effect. In light of these insights, the study offers several recommendations on promoting pre‐service STEM teachers' willingness to integrate AI into their teaching practices. Practitioner notes What is already known about this topic? The potential of AI technologies to enrich learning experiences and improve outcomes in STEM education has been recognized. Pre‐service teachers' willingness to integrate AI into teaching practice is crucial for shaping the future learning environment. The TAM and TPACK frameworks are used to analyse teacher factors in technology‐supported learning environments. Few studies have been conducted for examining factors of pre‐service teachers' willingness to integrate AI into teaching practices in the context of STEM education. What this paper adds? A survey was designed and developed for exploring pre‐service STEM teachers' WIAI and its relationships with factors including TPACK, PE, PU, and SE. TPACK, SE, PU, and PE have direct impact on pre‐service STEM teachers' WIAI. SE, PU, and PE have been identified as mediating variables in the relationship between TPACK and WIAI. Two sequential mediation effects, TPACK → PE → SE → WIAI and TPACK → PU → SE → WIAI, among pre‐service STEM teachers were further identified. Implications of this study for practice and/or policy Pre‐service STEM teachers are encouraged to explore and utilize AI technology to enhance their confidence and self‐efficacy in integrating AI into teaching practices. Showcasing successful cases and practical experiences is essential for fostering awareness of AI integration in STEM education. It is recommended to introduce AI education courses in teacher training programs. Offering internship and practicum opportunities related to AI technologies can enhance their practical skills in integrating AI into education. What is already known about this topic? The potential of AI technologies to enrich learning experiences and improve outcomes in STEM education has been recognized. Pre‐service teachers' willingness to integrate AI into teaching practice is crucial for shaping the future learning environment. The TAM and TPACK frameworks are used to analyse teacher factors in technology‐supported learning environments. Few studies have been conducted for examining factors of pre‐service teachers' willingness to integrate AI into teaching practices in the context of STEM education. What this paper adds? A survey was designed and developed for exploring pre‐service STEM teachers' WIAI and its relationships with factors including TPACK, PE, PU, and SE. TPACK, SE, PU, and PE have direct impact on pre‐service STEM teachers' WIAI. SE, PU, and PE have been identified as mediating variables in the relationship between TPACK and WIAI. Two sequential mediation effects, TPACK → PE → SE → WIAI and TPACK → PU → SE → WIAI, among pre‐service STEM teachers were further identified. Implications of this study for practice and/or policy Pre‐service STEM teachers are encouraged to explore and utilize AI technology to enhance their confidence and self‐efficacy in integrating AI into teaching practices. Showcasing successful cases and practical experiences is essential for fostering awareness of AI integration in STEM education. It is recommended to introduce AI education courses in teacher training programs. Offering internship and practicum opportunities related to AI technologies can enhance their practical skills in integrating AI into education. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) technology has brought new reconstruction opportunities for the intelligence of the advertisement industry through the help of AI technologies such as machine learning and deep learning. First, the relationship between AI and the attractiveness of green advertisements is investigated, and the influence of different AI technologies in green advertisements on consumers' perception of the attractiveness of green advertisements is summarized. Second, based on the green advertisement dissemination rate data set, the data visualization exploration is carried out, and the data deletion and coding processing are carried out aiming at different characteristic variables. Finally, according to the problems existing in the current green advertisement communication and the high‐dimensional and sparse characteristics of the communication rate data set. In this paper, based on Deep FM (Factorization Machine), Gradient Boost Decision Tree (GBDT) is added to assist the experiment, and the prediction performance of green advertising communication is tested. The results are as follows. (1) Different AI expressions in green advertisements will affect consumers' perception of the attractiveness of green advertisements. (2) The prediction ability of Deep FM model after feature engineering is better than that of data cleaning only. The prediction effect of the model is obviously improved. The purpose of this paper is to integrate green advertising media communication into the ecological concept of harmonious coexistence between man and nature, strengthen the political belief of ecological civilization construction, and conform to the communication trend of today's severe ecological situation. [ABSTRACT FROM AUTHOR]

Artificial intelligence technology is constantly developing and changing. Due to the continuous development of technology and production of carbon emissions, various problems have occurred, forcing various regions to start promoting low‐carbon work. What kind of method can effectively and quickly improve the performance of carbon emissions has become one of the current research topics that has attracted much attention. In response to this problem, it is of great significance to study in the field of carbon emission performance improvement methods. With the in‐depth research on carbon emissions, the research on the intervention of water conservancy policies in carbon emissions has gradually been carried out, and its functional effects are of great significance to solve the problem of improving carbon emissions performance. This paper has aimed to study the impact and mechanism of water conservancy policy on carbon emission performance in the context of artificial intelligence. Through the analysis and research of the water conservancy policy under artificial intelligence, the double difference model (DID) is used to evaluate it, so that it can show the impact and mechanism on carbon emission performance, so as to solve the problem of improving carbon emission performance. This paper has analysed water policy, carbon emission performance and DID model under artificial intelligence. Its influence and mechanism have been experimentally analysed, and related theoretical formulas have been used to explain. The results have shown that the water conservancy policy has a significant and continuous driving effect on the reduction of carbon emission intensity, and its interaction coefficient under the control variable is −0.934, which is significantly negative. Further analysis of variables has shown that the energy intensity coefficient is 0.714, and the secondary industry coefficient is 0.924, which are both positive and significant. Water conservancy policies mainly reduce carbon intensity through the improvement of energy efficiency and industrial structure upgrading. It can be seen that water conservancy policies under artificial intelligence can meet the needs of improving carbon emission performance, and the level of economic growth and green development has been greatly improved. [ABSTRACT FROM AUTHOR]

Adsorption cooling and desalination systems have a distinct advantage over other systems that use low‐grade waste heat near ambient temperature. Since improving their performance, including reliability and failure prediction, is challenging, developing an efficient diagnostic system is of great practical significance. The paper introduces artificial intelligence (AI) and an automated machine learning approach (AutoML) in a real‐life application for a computational diagnostic system of existing adsorption cooling and desalination facilities. A total of 1769 simulated data points containing data indicating a failure status are applied to develop a comprehensive AI‐based Diagnostic (AID) system covering a wide range of 42 input parameters. The paper introduces a conditional monitoring system for adsorption cooling and desalination systems. The novelty of the presented study mainly consists of two aspects. First, the intelligent system predicts the health or failure states of various components in a complex three‐bed adsorption chiller installation using the extensive input data sets of 42 different operating parameters. The developed AID expert tool, based on selecting the best from 42 models generated by the DataRobot platform, was validated on the complex, existing three‐bed adsorption chiller. The AID system correctly identified healthy and failure states in various installation components. The developed expert system is very efficient (AUC = 0.988, RMSE = 0.20, LogLoss = 0.14) in predicting emergency states. The proposed method constitutes a quick and easy technique for failure prediction and represents a complementary tool compared to the other condition monitoring methods. [ABSTRACT FROM AUTHOR]

Background: Driven by the ongoing need to provide high‐quality learning and teaching, universities recently have shown an increased interest in using learning analytics (LA) for improving learning design (LD). However, the evidence of such improvements is scarce, and the maturity of such research is unclear. Objectives: This study is aimed to evaluate the maturity of research discussing LA‐driven LD improvements in higher education. Methods: The systematic review analyses 49 empirical papers, assesses their quality and suggests further research directions. The review elaborates on methodological (research questions, strategy and methods, LA‐LD integration theoretical backgrounds) and substantial (LA‐driven LD improvements, types of data used, LA software development) features of the papers. Results and Conclusions: The findings demonstrated the lack of theoretical alignment between LA and LD, with research tending towards user experience studies. The most frequently used research strategy was a case study; experiments were very rare. Researchers predominantly used parsing for collecting data and AI methods for analysing it; mostly used data types related to registering learners' engagement with learning activities as well as resources and tools provided in digital learning environments. Takeaways: The research area discussing LA‐driven LD improvements still has a way to go before attaining the level of full maturity. Only a third of the papers reported actual LA‐driven LD improvements; moreover, only three papers measured their effectiveness. The presented LA software was mostly at the beta or implementation stages and did not assess the impact of using this software. Lay Description: What is already known about this topic: Universities show an increased interest in using LA for improving LD.The evidence of such improvements being efficient is scarce.Learning analytics is weakly grounded in learning and teaching. What this paper adds: LA‐LD research presented in the reviewed papers cannot yet be considered fully mature.Almost half of the research was carried out using a case study approach, intrinsically challenging in terms of replication and validity. As few as three out of the reviewed studies applied an experimental approach, capable of stating the cause–effect relationship between LA and LD.All the studied papers mentioned improvements in LD, but only around a third of them reported actual improvements, another one‐third suggested potential improvements, and the rest did not come down to describing any.The LA software presented in the papers was mostly at the testing or implementation stages, and the impact of implemented software on LD has yet to be evaluated. Implications for practice and/or policy: Future LA‐LD research to become more mature may well elaborate on theoretical footing, contribute to the cause–effect relationship between LA and LD utilising experimental research design, ensure sufficient sample size.Practitioners' efforts should be directed to operationalising LD for efficient measurements, addressing pedagogical challenges when applying LA, and assessing LA‐driven improvements introduced into LD. [ABSTRACT FROM AUTHOR]

The purpose of this study was to discuss how artificial intelligence (AI) methods have affected the field of drug development. It looks at how AI models and data resources are reshaping the drug development process by offering more affordable and expedient options to conventional approaches. The paper opens with an overview of well‐known information sources for drug development. The discussion then moves on to molecular representation techniques that make it possible to convert data into representations that computers can understand. The paper also gives a general overview of the algorithms used in the creation of drug discovery models based on AI. In particular, the paper looks at how AI algorithms might be used to forecast drug toxicity, drug bioactivity, and drug physicochemical properties. De novo drug design, binding affinity prediction, and other AI‐based models for drug–target interaction were covered in deeper detail. Modern applications of AI in nanomedicine design and pharmacological synergism/antagonism prediction were also covered. The potential advantages of AI in drug development are highlighted as the evaluation comes to a close. It underlines how AI may greatly speed up and improve the efficiency of drug discovery, resulting in the creation of new and better medicines. To fully realize the promise of AI in drug discovery, the review acknowledges the difficulties that come with its uses in this field and advocates for more study and development. [ABSTRACT FROM AUTHOR]

The amount of grey literature and 'softer' intelligence from social media or websites is vast. Given the long lead‐times of producing high‐quality peer‐reviewed health information, this is causing a demand for new ways to provide prompt input for secondary research. To our knowledge, this is the first review of automated data extraction methods or tools for health‐related grey literature and soft data, with a focus on (semi)automating horizon scans, health technology assessments (HTA), evidence maps, or other literature reviews. We searched six databases to cover both health‐ and computer‐science literature. After deduplication, 10% of the search results were screened by two reviewers, the remainder was single‐screened up to an estimated 95% sensitivity; screening was stopped early after screening an additional 1000 results with no new includes. All full texts were retrieved, screened, and extracted by a single reviewer and 10% were checked in duplicate. We included 84 papers covering automation for health‐related social media, internet fora, news, patents, government agencies and charities, or trial registers. From each paper, we extracted data about important functionalities for users of the tool or method; information about the level of support and reliability; and about practical challenges and research gaps. Poor availability of code, data, and usable tools leads to low transparency regarding performance and duplication of work. Financial implications, scalability, integration into downstream workflows, and meaningful evaluations should be carefully planned before starting to develop a tool, given the vast amounts of data and opportunities those tools offer to expedite research. [ABSTRACT FROM AUTHOR]

Background: The emergence of the artificial intelligence chatbot ChatGPT in November 2022 has garnered substantial attention across diverse disciplines. Despite widespread adoption in various sectors, the exploration of its application in libraries, especially within the medical domain, remains limited. Aims/Objectives: Many areas of interest remain unexplored like ChatGPT in medical libraries and this review aims to synthesise what is currently known about it to identify gaps and stimulate further research. Methods: Employing Cooper's integrative review method, this study involves a comprehensive analysis of existing literature on ChatGPT and its potential implementations within library contexts. Results: A systematic literature search across various databases yielded 166 papers, with 30 excluded for irrelevance. After abstract reviews and methodological assessments, 136 articles were selected. Critical Appraisal Skills Programme qualitative checklist further narrowed down to 29 papers, forming the basis for the present study. The literature analysis reveals diverse applications of ChatGPT in medical libraries, including aiding users in finding relevant medical information, answering queries, providing recommendations and facilitating access to resources. Potential challenges and ethical considerations associated with ChatGPT in this context are also highlighted. Conclusion: Positioned as a review, our study elucidates the applications of ChatGPT in medical libraries and discusses relevant considerations. The integration of ChatGPT into medical library services holds promise for enhancing information retrieval and user experience, benefiting library users and the broader medical community. [ABSTRACT FROM AUTHOR]

This study investigated the added value of real‐time adaptive feedback on seventh graders' performances in tablet‐based geometry learning. To isolate the effects of the medium (ie, tablet) from those of the feedback, three groups were compared: paper‐and‐pencil, pen‐based tablet without feedback and pen‐based tablet with feedback. The feedback was provided by a tutoring system based on an artificial intelligence that automatically interpreted students' pen strokes on the screen. A total of 85 French students drew three geometric shapes, either on paper or on a tablet, and then performed a transfer task on paper. Results showed that using a tablet without feedback did not improve learning but seemed to enhance interest in the task compared to the paper‐and‐pencil group. Students in the tablet with feedback group performed significantly better than the other two groups on learning, as well as on transfer. This study was the first to combine media comparison and added‐value approaches to test the effects on students' geometry performances of using a new educational app on a pen‐based tablet in a naturalistic classroom environment. Results showed that it was not the medium used but the intelligent tutoring system‐based feedback that improved students' performance. Our data therefore indicate that artificial intelligence is a promising way of providing learners with real‐time adaptive feedback in order to improve their performances. Practitioner notes What is already known about this topic Previous meta‐analyses have investigated the effects of tablet‐based learning. Tablet computers have been proven to increase students' motivation. Yet, the influence of tablet computers on learning outcomes remains inconclusive. Other studies show that certain features of environments, such as feedback, have positive effects on learning. What this paper adds Most of the previous studies adopted a media comparison approach (paper‐ vs. tablet‐based instruction). We combine this approach with an added‐value approach by adding or not real‐time AI‐based feedback. Results showed that tablet use increased children's interest but not their learning outcomes. Feedback improved children's performance in a training task and a later transfer paper task. Implications for practice and/or policy Tablet computers can promote students' interest in the task during geometry instruction. App features play a critical role in improving students' learning. Specifically, IA‐based adaptive feedback helps children to perform better on a geometry task. What is already known about this topic Previous meta‐analyses have investigated the effects of tablet‐based learning. Tablet computers have been proven to increase students' motivation. Yet, the influence of tablet computers on learning outcomes remains inconclusive. Other studies show that certain features of environments, such as feedback, have positive effects on learning. What this paper adds Most of the previous studies adopted a media comparison approach (paper‐ vs. tablet‐based instruction). We combine this approach with an added‐value approach by adding or not real‐time AI‐based feedback. Results showed that tablet use increased children's interest but not their learning outcomes. Feedback improved children's performance in a training task and a later transfer paper task. Implications for practice and/or policy Tablet computers can promote students' interest in the task during geometry instruction. App features play a critical role in improving students' learning. Specifically, IA‐based adaptive feedback helps children to perform better on a geometry task. [ABSTRACT FROM AUTHOR]

This document is a guest editorial from the journal IET Radar, Sonar & Navigation. It discusses the advances in AI-assisted radar sensing applications and the challenges that hinder its adoption in this field. The special issue of the journal features nine papers that address these challenges and offer innovative ideas and experimental results. The papers cover a range of topics, including health monitoring, human activity recognition, voice identification, elderly care health monitoring, track-to-track association, signal pre-processing, traffic congestion alleviation, and target recognition. The authors express their gratitude to the contributors and reviewers and believe that the research presented will inspire further exploration and innovation in this field. [Extracted from the article]

Technology is being developed to support the peer review processes of journals, conferences, funders, universities, and national research evaluations. This literature and software summary discusses the partial or complete automation of several publishing‐related tasks: suggesting appropriate journals for an article, providing quality control for submitted papers, finding suitable reviewers for submitted papers or grant proposals, reviewing, and review evaluation. It also discusses attempts to estimate article quality from peer review text and scores as well as from post‐publication scores but not from bibliometric data. The literature and existing examples of working technology show that automation is useful for helping to find reviewers and there is good evidence that it can sometimes help with initial quality control of submitted manuscripts. Much other software supporting publishing and editorial work exists and is being used, but without published academic evaluations of its efficacy. The value of artificial intelligence (AI) to support reviewing has not been clearly demonstrated yet, however. Finally, whilst peer review text and scores can theoretically have value for post‐publication research assessment, it is not yet widely enough available to be a practical evidence source for systematic automation. [ABSTRACT FROM AUTHOR]

The article provides an overview of the journal Molecular Ecology (MEC) and its achievements in the fields of ecology and evolution. It discusses the journal's high ranking and impact factor, as well as its policies on data and code archiving, indigenous perspectives, and the use of artificial intelligence. The article also mentions the journal's social media presence and blog. It concludes with information about prizes and notable papers published in the journal. The text discusses various research articles, opinion papers, and special issues covering a range of topics in molecular ecology. The journal aims to provide valuable insights and promote discussion in the field. The given text is an editorial written by several authors, but no information about its content is provided. [Extracted from the article]

Artificially intelligent systems (AISs) are being created by software developing companies (SDCs) to influence clinical decision‐making. Historically, clinicians have led healthcare decision‐making, and the introduction of AISs makes SDCs novel actors in the clinical decision‐making space. Although these AISs are intended to influence a clinician's decision‐making, SDCs have been clear that clinicians are in fact the final decision‐makers in clinical care, and that AISs can only inform their decisions. As such, the default position is that clinicians should hold responsibility for the outcomes of the use of AISs. This is not the case when an AIS has influenced a clinician's judgement and their subsequent decision. In this paper, we argue that this is an imbalanced and unjust position, and that careful thought needs to go into how personal moral responsibility for the use of AISs in clinical decision‐making should be attributed. This paper employs and examines the difference between prospective and retrospective responsibility and considers foreseeability as key in determining how personal moral responsibility can be justly attributed. This leads us to the view that moral responsibility for the outcomes of using AISs in healthcare ought to be shared by the clinical users and SDCs. [ABSTRACT FROM AUTHOR]

Educational technology innovations leveraging large language models (LLMs) have shown the potential to automate the laborious process of generating and analysing textual content. While various innovations have been developed to automate a range of educational tasks (eg, question generation, feedback provision, and essay grading), there are concerns regarding the practicality and ethicality of these innovations. Such concerns may hinder future research and the adoption of LLMs‐based innovations in authentic educational contexts. To address this, we conducted a systematic scoping review of 118 peer‐reviewed papers published since 2017 to pinpoint the current state of research on using LLMs to automate and support educational tasks. The findings revealed 53 use cases for LLMs in automating education tasks, categorised into nine main categories: profiling/labelling, detection, grading, teaching support, prediction, knowledge representation, feedback, content generation, and recommendation. Additionally, we also identified several practical and ethical challenges, including low technological readiness, lack of replicability and transparency and insufficient privacy and beneficence considerations. The findings were summarised into three recommendations for future studies, including updating existing innovations with state‐of‐the‐art models (eg, GPT‐3/4), embracing the initiative of open‐sourcing models/systems, and adopting a human‐centred approach throughout the developmental process. As the intersection of AI and education is continuously evolving, the findings of this study can serve as an essential reference point for researchers, allowing them to leverage the strengths, learn from the limitations, and uncover potential research opportunities enabled by ChatGPT and other generative AI models. Practitioner notesWhat is currently known about this topic Generating and analysing text‐based content are time‐consuming and laborious tasks.Large language models are capable of efficiently analysing an unprecedented amount of textual content and completing complex natural language processing and generation tasks.Large language models have been increasingly used to develop educational technologies that aim to automate the generation and analysis of textual content, such as automated question generation and essay scoring.What this paper adds A comprehensive list of different educational tasks that could potentially benefit from LLMs‐based innovations through automation.A structured assessment of the practicality and ethicality of existing LLMs‐based innovations from seven important aspects using established frameworks.Three recommendations that could potentially support future studies to develop LLMs‐based innovations that are practical and ethical to implement in authentic educational contexts.Implications for practice and/or policy Updating existing innovations with state‐of‐the‐art models may further reduce the amount of manual effort required for adapting existing models to different educational tasks.The reporting standards of empirical research that aims to develop educational technologies using large language models need to be improved.Adopting a human‐centred approach throughout the developmental process could contribute to resolving the practical and ethical challenges of large language models in education. [ABSTRACT FROM AUTHOR]

Parkinson's Disease (PD) is a brain‐related disease that eventually causes disability and disrupts a person's normal life. Most physicians and researchers try to diagnose it quickly and treat it on time. In recent years, computer science and the field of artificial intelligence (machine learning) have helped researchers find a way to detect the disease early. This article proposes a method that diagnoses Parkinson's disease by analyzing the hand drawing shaped by the individuals using Bi‐Directional Long Short‐Term Memory (Bi‐LSTM) neural network. In addition, this paper proposes a Fuzzy Inferential Classifier for the Dense layer, which classifies the output of LSTM Blocks to the associated classes by modifying the Soft‐max function. Our decision to propose this classifier was because, in some cases, hand‐drawing data related to people with Parkinson's disease have no significant difference with the healthy subjects for the distinguishing and are often very similar to each other. A standard dataset has been used in this paper, which includes spirals drawn test (including static spiral, dynamic spiral, and stability specific point) by a group of healthy people and people with Parkinson's disease. The proposed method has reached 97%, 98.5%, and 100% accuracy rates for the three mentioned spiral tests with a smoother training loss and accuracy plots. In addition, the results outperform state‐of‐the‐art research conducted on this dataset and show at least more than 2.5% improvement in the accuracy rate in comparison. [ABSTRACT FROM AUTHOR]

Aim Methods Results Conclusions ChatGPT's role in medical writing is a topic of discussion. I experimented whether ChatGPT almost automatically generates Correspondence or Letter addressed to a “translated” article, and thereby wish to arouse discussion regarding ChatGPT use in medical writing.I input an English article of mine into ChatGPT, tasking it with generating an English Disagreement Letter (Letter 1). Next, I tasked ChatGPT with translating the manuscript addressed to from English‐French‐Spanish‐German. Then, I once again tasked ChatGPT with generating an English Disagreement Letter addressed to a German manuscript (triplicate translated manuscript) (Letter 2).Letters 1 and 2 are readable and reasonable, shooting the point that the author (myself) felt as the weakness of the article. Letters addressed to French (single translation) and to Spanish (double translation) and longer Letters (corresponding to Letters 1 and 2) are also readable, and thus stand.Solely based on this experiment, one may be able to write a letter even without understanding the meaning of the paper being addressed, let alone the language of the paper. Although this humble experiment does not conclude anything, I plea for a comprehensive discussion on the implications of these findings. [ABSTRACT FROM AUTHOR]

Objectives Methods Results Conclusion To investigate health consumers' ethical concerns towards the use of artificial intelligence (AI) in EDs.Qualitative semi‐structured interviews with health consumers, recruited via health consumer networks and community groups, interviews conducted between January and August 2022.We interviewed 28 health consumers about their perceptions towards the ethical use of AI in EDs. The results discussed in this paper highlight the challenges and barriers for the effective and ethical implementation of AI from the perspective of Australian health consumers. Most health consumers are more likely to support AI health tools in EDs if they continue to be involved in the decision‐making process. There is considerably more approval of AI tools that support clinical decision‐making, as opposed to replacing it. There is mixed sentiment about the acceptability of AI tools influencing clinical decision‐making and judgement. Health consumers are mostly supportive of the use of their data to train and develop AI tools but are concerned with who has access. Addressing bias and discrimination in AI is an important consideration for some health consumers. Robust regulation and governance are critical for health consumers to trust and accept the use of AI.Health consumers view AI as an emerging technology that they want to see comprehensively regulated to ensure it functions safely and securely with EDs. Without considerations made for the ethical design, implementation and use of AI technologies, health consumer trust and acceptance in the use of these tools will be limited. [ABSTRACT FROM AUTHOR]

Summary The increasing environmental issues such as climate change and air pollution require energy saving and emission reduction in various fields, such as manufacturing, building, and transportation. To address the above problem, proton‐exchange membrane fuel cells (PEMFC) gradually become promising green energy conversion device due to the advantages of zero pollution, high efficiency, and low operating noise. However, the durability problem has extremely limited the PEMFC large‐scale commercial application. To prolong the service life of PEMFC, performance degradation prediction is an effective method. This paper proposes a multi‐step performance degradation prediction method for proton‐exchange membrane fuel cells based on CatBoost feature selection, convolution computing, and interactive learning mechanism. CatBoost is used to evaluate the importance of the monitor parameters on performance degradation. The evaluation results and PEMFC degradation mechanism analyses are used to select the monitor parameters for construing the prediction model. Based on the 1D convolutional layer and the interactive learning mechanism, the prediction model is proposed to extract the deep features from the monitor data to predict the performance degradation of the fuel cell system. In particular, the multi‐step prediction is performed by the configurable sliding window. The effectiveness of the proposed method is verified on real experiment datasets, and the experiment results show that the proposed method is particularly effective for multi‐step degradation prediction and decreases the computation by feature selection and 1D convolution layer. [ABSTRACT FROM AUTHOR]

Background: Introducing new technologies in education sparks debates, disrupting traditional practices, and requiring teacher adaptation. ChatGPT is an example. Research explores its benefits and concerns in education, with recommendations for classroom use. Nevertheless, limited evidence supports ChatGPT as a tool for supporting English as a Foreign Language (EFL) students' research competency. Moreover, while the literature primarily focuses on the perspectives of scholars and teachers, it is essential to incorporate students' viewpoints in order to maximize the potential of this technology. Objectives: The present study investigated EFL undergraduates' perceptions and practices of ChatGPT as a tool for promoting their research competency. Additionally, the study examined the potential influence of metacognitive awareness (MA) levels in this context. Methods: The study utilized a mixed‐method research design, collecting quantitative and qualitative data from 27 EFL undergraduates (12 with low MA and 15 with high MA) over one semester. Data sources included a self‐report questionnaire, self‐study log, and semi‐structured interviews. Results and conclusions: Quantitative analysis showed significant differences between low and high MA groups in their perceptions of ChatGPT (U = 37.500, Z = 2.570). Regression analysis revealed a positive correlation between MA scores and students' perceptions and practices of ChatGPT. Qualitative analysis revealed diverse perceptions and practices of ChatGPT between the high MA and low MA groups, showcasing behaviours ranging from replication to using ChatGPT as a thought‐stimulating and supportive tool, accessing supplementary information, and seeking guidance. Key factors for effective ChatGPT use included prompt formulation, systematic thinking, self‐regulation strategies, and trust in AI. Lay Description: What is currently known about this topic: Research competency and metacognitive awareness are important for EFL undergraduates.Technology has been explored for promoting research competency.ChatGPT is used as a learning tool in EFL instruction contexts. What does this paper add: It provides a deeper understanding of the practical application of AI tools like ChatGPT for developing research competency among EFL students.It enhances understanding of metacognition's role in successful learning in digital environments by exploring MA's impact on using ChatGPT for research purposes. Implications for practice/policy: Provide explicit instructions and guidelines for EFL students to effectively use ChatGPT for research competency, emphasizing clear prompt design and fostering responsible use through critical thinking and awareness of biases and limitations.Enhance EFL students' metacognitive awareness through scaffolding, explicit instruction, and activities.Implement assessments and monitoring mechanisms to track metacognitive development and guide instructional interventions.Offer professional development opportunities for EFL teachers to enhance their understanding and skills in integrating AI tools into research instruction and other EFL aspects. [ABSTRACT FROM AUTHOR]

Identification and controlling of non‐linear and complex dynamical systems have been a major concern and a serious topic of study in the field of adaptive control systems. Various techniques based on artificial intelligence have been used for this purpose. For modelling and control of plants, it is essential to optimize the values of the parameters associated with the respective technique. Searching the right or optimum value of the associated parameters is known as optimization. The intelligent water drop (IWD) algorithm is an optimization algorithm derived from the natural intelligence of water drop, which always chooses the shortest possible path while travelling from rivers and lakes towards oceans and seas. This paper introduces a new way of visualizing and understanding the IWD algorithm and presents its respective application in the field of modelling and controlling of non‐linear dynamic systems with the help of illustrative examples. Fuzzy type‐1 and recurrent fuzzy systems have been optimized using this algorithm. Its learning ability is compared with that of the grasshopper algorithm, a particle swarm optimization (PSO) based algorithm and the gradient descent method. The examples show the superiority of the IWD algorithm over the other optimization techniques. [ABSTRACT FROM AUTHOR]

In this paper, we present a novel paradigm for disease detection. We build an artificial intelligence based system where various biomedical data are retrieved from distributed and homogeneous sensors. We use different deep learning architectures (VGG16, RESNET, and DenseNet) with ensemble learning and attention mechanisms to study the interactions between different biomedical data to detect and diagnose diseases. We conduct extensive testing on biomedical data. The results show the benefits of using deep learning technologies in the field of artificial intelligence of medical things to diagnose diseases in the healthcare decision‐making process. For example, the disease detection rate using the proposed methodology achieves 92%, which is greatly improved compared to the higher‐level disease detection models. [ABSTRACT FROM AUTHOR]

Background: The use of artificial intelligence (AI) is increasing in many areas of healthcare, including mental healthcare. The automated nature of such technologies has the potential to be developed to work with large numbers of people. This paper examines the way that student therapists experience using an interactive text‐based machine client as a training tool. Methodology: Chatbot technology has been used to develop an emotionally responsive interactive client (ERIC). This introduces individuals to concepts of person‐centred therapy (empathy, congruence and unconditional positive regard) by using a series of pre‐programmed scenarios. Twenty‐eight student therapists evaluated ERIC's potential as a learning tool. Individuals were recruited from one university from a postgraduate and an undergraduate counselling programme. Findings: Feedback was generally positive, with all reporting that they enjoyed engaging with ERIC as a learning method. ERIC helped individuals consider their understanding of counselling skills in a non‐judgemental environment. Participants felt the scenarios were realistic and engaging, with many reporting that they felt they were engaging with a real client/person due to ERIC's ability to express emotions. Discussion: ERIC is at the proof‐of‐concept phase. From the feedback presented here, it is evident that it can be a useful learning tool. Further development of ERIC with feedback from a larger sample is, however, required. ERIC is currently a text‐based client, and further development would like to see the intervention be voice‐activated to enhance the experience. ERIC can be further enhanced and adapted to be a useful learning platform for student therapists, as well as for students in other (healthcare‐related) disciplines, whereby a client or patient is required. [ABSTRACT FROM AUTHOR]

Background and Objectives: Children undergoing airway management during general anesthesia may experience airway complications resulting in a rare but life‐threatening situation known as "Can't Intubate, Can't Oxygenate". This situation requires immediate recognition, advanced airway management, and ultimately emergency front‐of‐neck access. The absence of standardized procedures, lack of readily available equipment, inadequate knowledge, and training often lead to failed emergency front‐of‐neck access, resulting in catastrophic outcomes. In this narrative review, we examined the latest evidence on emergency front‐of‐neck access in children. Methods: A comprehensive literature was performed the use of emergency front‐of‐neck access (eFONA) in infants and children. Results: Eighty‐six papers were deemed relevant by abstract. Finally, eight studies regarding the eFONA technique and simulations in animal models were included. For all articles, their primary and secondary outcomes, their specific animal model, the experimental design, the target participants, and the equipment were reported. Conclusion: Based on the available evidence, we propose a general approach to the eFONA technique and a guide for implementing local protocols and training. Additionally, we introduce the application of innovative tools such as 3D models, ultrasound, and artificial intelligence, which can improve the precision, safety, and training of this rare but critical procedure. [ABSTRACT FROM AUTHOR]

Background: Malnutrition is associated with increased morbidity, mortality, and healthcare costs. Early detection is important for timely intervention. This paper assesses the ability of a machine learning screening tool (MUST‐Plus) implemented in registered dietitian (RD) workflow to identify malnourished patients early in the hospital stay and to improve the diagnosis and documentation rate of malnutrition. Methods: This retrospective cohort study was conducted in a large, urban health system in New York City comprising six hospitals serving a diverse patient population. The study included all patients aged ≥ 18 years, who were not admitted for COVID‐19 and had a length of stay of ≤ 30 days. Results: Of the 7736 hospitalisations that met the inclusion criteria, 1947 (25.2%) were identified as being malnourished by MUST‐Plus‐assisted RD evaluations. The lag between admission and diagnosis improved with MUST‐Plus implementation. The usability of the tool output by RDs exceeded 90%, showing good acceptance by users. When compared pre‐/post‐implementation, the rate of both diagnoses and documentation of malnutrition showed improvement. Conclusion: MUST‐Plus, a machine learning‐based screening tool, shows great promise as a malnutrition screening tool for hospitalised patients when used in conjunction with adequate RD staffing and training about the tool. It performed well across multiple measures and settings. Other health systems can use their electronic health record data to develop, test and implement similar machine learning‐based processes to improve malnutrition screening and facilitate timely intervention. Key points/Highlights: Malnutrition is prevalent among hospitalised patients and frequently goes unrecognised, with the potential for severe sequelae. Accurate diagnosis, documentation and treatment of malnutrition have the potential of having a positive impact on morbidity rate, mortality rate, length of inpatient stay, readmission rate and hospital revenue. The tool's successful application highlights its potential to optimise malnutrition screening in healthcare systems, offering potential benefits for patient outcomes and hospital finances. [ABSTRACT FROM AUTHOR]

Material science has historically evolved in tandem with advancements in technologies for characterization, synthesis, and computation. Another type of technology to add to this mix is machine learning (ML) and artificial intelligence (AI). Now increasingly sophisticated AI‐models are seen that can solve progressively harder problems across a variety of fields. From a material science perspective, it is indisputable that machine learning and artificial intelligence offer a potent toolkit with the potential to substantially accelerate research efforts in areas such as the development and discovery of new functional materials. Less clear is how to best harness this development, what new skill sets will be required, and how it may affect established research practices. In this paper, those question are explored with respect to increasingly more sophisticated ML/AI‐approaches. To structure the discussion, a conceptual framework of an AI‐ladder is introduced. This AI‐ladder ranges from basic data‐fitting techniques to more advanced functionalities such as semi‐autonomous experimentation, experimental design, knowledge generation, hypothesis formulation, and the orchestration of specialized AI modules as stepping‐stones toward general artificial intelligence. This ladder metaphor provides a hierarchical framework for contemplating the opportunities, challenges, and evolving skill sets required to stay competitive in the age of artificial intelligence. [ABSTRACT FROM AUTHOR]

Deep learning has enabled major advances across most areas of artificial intelligence research. This remarkable progress extends beyond mere engineering achievements and holds significant relevance for the philosophy of cognitive science. Deep neural networks have made significant strides in overcoming the limitations of older connectionist models that once occupied the center stage of philosophical debates about cognition. This development is directly relevant to long‐standing theoretical debates in the philosophy of cognitive science. Furthermore, ongoing methodological challenges related to the comparative evaluation of deep neural networks stand to benefit greatly from interdisciplinary collaboration with philosophy and cognitive science. The time is ripe for philosophers to explore foundational issues related to deep learning and cognition; this perspective paper surveys key areas where their contributions can be especially fruitful.This article is categorized under: Philosophy > Artificial Intelligence Computer Science and Robotics > Machine Learning [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) is influencing different aspects of human life. An AI‐powered technology, which has been recently released, is ChatGPT. It is a cutting‐edge technology that influences second/foreign language (L2) education. Although there is increasing research on the benefits and misfits of this chatbot in different disciplines, L2 education lacks a thorough investigation. To fill this lacuna, this phenomenographic study examined the perceptions of research‐active English as a Foreign Language (EFL) teachers regarding the potentials and pitfalls of ChatGPT for L2 learning, teaching, assessment, and research. To this end, a semistructured interview was held with 30 Iranian EFL teachers with varying educational backgrounds and AI integration experiences. The results of content and thematic analysis indicated that ChatGPT is a double‐edged sword that can both benefit and hurt these areas of L2 education. The most notable potentials were augmenting learner autonomy, providing personalized learning, reducing teachers’ teaching workload, designing assessment rubrics, and summarizing lengthy papers and theses to save L2 researchers’ time and energy. Concerning pitfalls, it was reported that ChatGPT might kill creativity and academic integrity, encourage cheating in online exams, spread fake and misinformation into the world of research, and cherish high‐tech plagiarism. Some practical suggestions are made to empower L2 educators and researchers to survive in the world of AI. [ABSTRACT FROM AUTHOR]

The rapid growth in computational power, sensor technology, and wearable devices has provided a solid foundation for all aspects of cardiac arrhythmia care. Artificial intelligence (AI) has been instrumental in bringing about significant changes in the prevention, risk assessment, diagnosis, and treatment of arrhythmia. This review examines the current state of AI in the diagnosis and treatment of atrial fibrillation, supraventricular arrhythmia, ventricular arrhythmia, hereditary channelopathies, and cardiac pacing. Furthermore, ChatGPT, which has gained attention recently, is addressed in this paper along with its potential applications in the field of arrhythmia. Additionally, the accuracy of arrhythmia diagnosis can be improved by identifying electrode misplacement or erroneous swapping of electrode position using AI. Remote monitoring has expanded greatly due to the emergence of contactless monitoring technology as wearable devices continue to develop and flourish. Parallel advances in AI computing power, ChatGPT, availability of large data sets, and more have greatly expanded applications in arrhythmia diagnosis, risk assessment, and treatment. More precise algorithms based on big data, personalized risk assessment, telemedicine and mobile health, smart hardware and wearables, and the exploration of rare or complex types of arrhythmia are the future direction. [ABSTRACT FROM AUTHOR]

Designing effective camera trajectories in virtual 3D environments is a challenging task even for experienced animators. Despite an elaborate film grammar, forged through years of experience, that enables the specification of camera motions through cinematographic properties (framing, shots sizes, angles, motions), there are endless possibilities in deciding how to place and move cameras with characters. Dealing with these possibilities is part of the complexity of the problem. While numerous techniques have been proposed in the literature (optimization‐based solving, encoding of empirical rules, learning from real examples,...), the results either lack variety or ease of control. In this paper, we propose a cinematographic camera diffusion model using a transformer‐based architecture to handle temporality and exploit the stochasticity of diffusion models to generate diverse and qualitative trajectories conditioned by high‐level textual descriptions. We extend the work by integrating keyframing constraints and the ability to blend naturally between motions using latent interpolation, in a way to augment the degree of control of the designers. We demonstrate the strengths of this text‐to‐camera motion approach through qualitative and quantitative experiments and gather feedback from professional artists. The code and data are available at https://github.com/jianghd1996/Camera-control. [ABSTRACT FROM AUTHOR]

Occluded person re‐identification (Re‐ID) is to identify a particular person when the person's body parts are occluded. However, challenges remain in enhancing effective information representation and suppressing background clutter when considering occlusion scenes. This paper proposes a novel attention map‐driven network (AMD‐Net) for occluded person Re‐ID. In AMD‐Net, human parsing labels are introduced to supervise the generation of partial attention maps, while a spatial‐frequency interaction module is suggested to complement the higher‐order semantic information from the frequency domain. Furthermore, a Taylor‐inspired feature filter for mitigating background disturbance and extracting fine‐grained features is proposed. Moreover, a part‐soft triplet loss, which is robust to non‐discriminative body partial features is also designed. Experimental results on Occluded‐Duke, Occluded‐Reid, Market‐1501, and Duke‐MTMC datasets show that this method outperforms existing state‐of‐the‐art methods. The code is available at: https://github.com/ISCLab‐Bistu/SA‐ReID. [ABSTRACT FROM AUTHOR]

Most existing multi‐view stereo (MVS) methods fail to consider global context information in the stage of feature extraction and cost aggregation. As transformers have shown remarkable performance on various vision tasks due to their ability to perceive global contextual information, this paper proposes a transformer‐based feature enhancement network (TF‐MVSNet) to facilitate feature representation learning by combining local features (both 2D and 3D) with long‐range contextual information. To reduce memory consumption of feature matching, the cross‐attention mechanism is leveraged to efficiently construct 3D cost volumes under the epipolar constraint. Additionally, a colour‐guided network is designed to refine depth maps at a coarse stage, hence reducing incorrect depth predictions at a fine stage. Extensive experiments were performed on the DTU dataset and Tanks and Temples (T&T) benchmark and results are reported. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) literacy is at the top of the agenda for education today in developing learners' AI knowledge, skills, attitudes and values in the 21st century. However, there are few validated research instruments for educators to examine how secondary students develop and perceive their learning outcomes. After reviewing the literature on AI literacy questionnaires, we categorized the identified competencies in four dimensions: (1) affective learning (intrinsic motivation and self‐efficacy/confidence), (2) behavioural learning (behavioural commitment and collaboration), (3) cognitive learning (know and understand; apply, evaluate and create) and (4) ethical learning. Then, a 32‐item self‐reported questionnaire on AI literacy (AILQ) was developed and validated to measure students' literacy development in the four dimensions. The design and validation of AILQ were examined through theoretical review, expert judgement, interview, pilot study and first‐ and second‐order confirmatory factor analysis. This article reports the findings of a pilot study using a preliminary version of the AILQ among 363 secondary school students in Hong Kong to analyse the psychometric properties of the instrument. Results indicated a four‐factor structure of the AILQ and revealed good reliability and validity. The AILQ is recommended as a reliable measurement scale for assessing how secondary students foster their AI literacy and inform better instructional design based on the proposed affective, behavioural, cognitive and ethical (ABCE) learning framework. Practitioner notesWhat is already known about this topic AI literacy has drawn increasing attention in recent years and has been identified as an important digital literacy.Schools and universities around the world started to incorporate AI into their curriculum to foster young learners' AI literacy.Some studies have worked to design suitable measurement tools, especially questionnaires, to examine students' learning outcomes in AI learning programmes.What this paper adds Develops an AI literacy questionnaire (AILQ) to evaluate students' literacy development in terms of affective, behavioural, cognitive and ethical (ABCE) dimensions.Proposes a parsimonious model based on the ABCE framework and addresses a skill set of AI literacy.Implications for practice and/or policy Researchers are able to use the AILQ as a guide to measure students' AI literacy.Practitioners are able to use the AILQ to assess students' AI literacy development. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) can enhance teachers' capabilities by sharing control over different parts of learning activities. This is especially true for complex learning activities, such as dynamic learning transitions where students move between individual and collaborative learning in un‐planned ways, as the need arises. Yet, few initiatives have emerged considering how shared responsibility between teachers and AI can support learning and how teachers' voices might be included to inform design decisions. The goal of our article is twofold. First, we describe a secondary analysis of our co‐design process comprising six design methods to understand how teachers conceptualise sharing control with an AI co‐orchestration tool, called Pair‐Up. We worked with 76 middle school math teachers, each taking part in one to three methods, to create a co‐orchestration tool that supports dynamic combinations of individual and collaborative learning using two AI‐based tutoring systems. We leveraged qualitative content analysis to examine teachers' views about sharing control with Pair‐Up, and we describe high‐level insights about the human‐AI interaction, including control, trust, responsibility, efficiency, and accuracy. Secondly, we use our results as an example showcasing how human‐centred learning analytics can be applied to the design of human‐AI technologies and share reflections for human‐AI technology designers regarding the methods that might be fruitful to elicit teacher feedback and ideas. Our findings illustrate the design of a novel co‐orchestration tool to facilitate the transitions between individual and collaborative learning and highlight considerations and reflections for designers of similar systems. Practitioner notesWhat is already known about this topic: Artificial Intelligence (AI) can help teachers facilitate complex classroom activities, such as having students move between individual and collaborative learning in unplanned ways.Designers should use human‐centred design approaches to give teachers a voice in deciding what AI might do in the classroom and if or how they want to share control with it.What this paper adds: Presents teacher views about how they want to share control with AI to support students moving between individual and collaborative learning.Describes how we adapted six design methods to design AI features.Illustrates a complete, iterative process to create human‐AI interactions to support teachers as they facilitate students moving from individual to collaborative learning.Implications for practice: We share five implications for designers that teachers highlighted as necessary when designing AI‐features, including control, trust, responsibility, efficiency and accuracy.Our work also includes a reflection on our design process and implications for future design processes. [ABSTRACT FROM AUTHOR]

A machine learning‐based optimized droop method is suggested here to simultaneously reduce the production cost (PC) and power line losses (PLL) for a class of direct current (DC) microgrids (MGs). Traditionally, a communication‐less technique known as the hybrid droop method has been employed to decrease PC and PLL in DC MGs. However, achieving the desired reduction in either PC or PLL requires arbitrary adjustments of weighting coefficients for each distributed generator in the conventional hybrid droop method. To address this challenge, this paper introduces a systematic approach that capitalizes on the benefits of artificial intelligence to accurately predict both the PC and PLL in a DC MG. Furthermore, an optimization technique relying on the gradient descendent method is employed to independently optimize both PC and PLL for each scenario. The effectiveness of the proposed method is confirmed through a comparative study with classical and hybrid droop coordination schemes under various scenarios such as rapid load changes. [ABSTRACT FROM AUTHOR]

Contemporary distribution networks can be seen with diverse dispatchable and non‐dispatchable energy resources. The coordinated scheduling of these dispatchable resources with non‐dispatchable resources can provide several techno‐economic and social benefits. Since battery energy storage systems (BESSs) and microturbine units are capital intensive. A thorough investigation of their coordinated scheduling on a purely economic basis will be an interesting and challenging task while considering dynamic electricity price and uncertainty of renewable power generation and load demand. This paper proposes a new methodology for optimal coordinated scheduling of BESSs and microturbine units considering existing renewable energy resources and dynamic electricity price to maximize daily profit function of the utility. In this study, a recently explored modified African buffalo optimization algorithm is employed. The key attributes of the proposed methodology are comprised of mean price‐based adaptive scheduling embedded within a decision mechanism system to maximize arbitrage benefits. Decision mechanism system keeps a track of system states as a‐priori thus guides the artificial intelligence‐based solution technique for sequential optimization. This may also reduce the computational burden of complex real‐life engineering optimization problems. Further, a novel concept of fictitious charges in coordination with BESS management algorithm is proposed to restrict the counterproductive operational management of BESSs. The application results investigated and compared on a benchmark 33‐bus test distribution system highlights the importance of the proposed methodology. [ABSTRACT FROM AUTHOR]

With the growing use of artificial intelligence, search engine providers are increasingly pushing advertisers to use automated bidding strategies based on machine learning. Such automated decision‐making systems leave advertisers in the dark about the data being used and how they can influence the outcome of the decision‐making process. Previous literature on artificial intelligence lacks an understanding of the dangers related to artificially intelligent systems and their lack of transparency. In response, our paper addresses the inherent risks of the automated optimization of advertisers' bidding strategies in search engine advertising. The selected empirical case of a service company therefore demonstrates how data availability can trigger a long‐term decline in advertising performance and how search engine advertising performance metrics develop before and after an event of data scarcity. Based on data collected for 525 days, difference‐in‐differences analysis shows that the algorithmic approach has a considerable and lasting negative impact on advertising performance. Furthermore, the empirical case indicates that self‐regulated learning can initialize a downward spiral that gradually impairs advertising performance. Thus, the aim of this study is to increase awareness regarding automated decision‐making dangers in search engine advertising and help advertisers take preventive measures to reduce the risks of algorithm missteps. [ABSTRACT FROM AUTHOR]

Image registration is a fundamental task in medical image analysis, and large deformation registration poses significant challenges due to substantial appearance differences between the fixed image and the moving image. With the advancement of artificial intelligence, reinforcement learning has been gradually incorporated into image registration tasks. Notably, Ziwei Luo, Jing Hu, and other researchers introduced the first reinforcement learning‐based large deformation registration model called Stochastic Planner‐Actor‐Critic (SPAC), achieving superior performance in large deformation registration compared with advanced deep learning registration methods, which is the only large deformation registration reinforcement learning model. However, the existing reinforcement learning model for large deformation registration do not consider the impact of Q‐value prediction accuracy on the overall task results. This study aims to investigate brain large deformation registration under the influence of Alzheimer's disease. To further improve the accuracy of brain large deformation registration, this paper combines the proven advanced Q‐value distribution prediction in reinforcement learning with the large deformation registration model SPAC, designing a distributional SPAC model (DSPAC). Subsequent experiments on the ADNI dataset demonstrate the effectiveness of this model. [ABSTRACT FROM AUTHOR]

Foot pain, particularly caused by heel spurs and Sever's disease, significantly impacts mobility and daily activities for many people. These diseases are traditionally diagnosed by orthopedic specialists using X‐ray images of the lateral foot. In certain situations, the absence of specialists requires the adoption of AI‐based methods; however, the lack of a dataset hinders the use of AI for the preliminary diagnosis of these diseases. Therefore, this study first presents a novel dataset consisting of 3956 annotated lateral foot X‐ray images and uses the original capsule network (CapsNet) to automatically detect and classify heel bone diseases. The low accuracy of 73.99% of CapsNet due to the low extraction feature layers led us to search for a new model. For this reason, this paper also proposes a new enhanced capsule network (HeCapsNet) by adjusting the features extraction layers, adding extra convolutional layers, using "he normal" kernel initializer instead of "normal" and utilizing the "same" padding scheme to perform better with medical images. Evaluating the performance of the proposed model, higher accuracy rates are achieved, including 97.29% for balanced data, 94.19% for imbalanced data, area under the curve (AUC) of 98.69%, and a fivefold cross‐validation accuracy of 95.77%. We then compared our proposed model with state‐of‐the‐art modified CapsNet models using various datasets (MNIST, Fashion‐MNIST, CIFAR10, and brain tumor). HeCapsNet performed similarly to modified CapsNets on relatively simple non‐medical datasets such as MNIST and Fashion‐MNIST, but performed better on more complex medical datasets. [ABSTRACT FROM AUTHOR]

Artificial neural network‐based computing is anticipated to surpass the von Neumann bottleneck of traditional computers, thus dramatically boosting computational efficiency and showing a wide range of promising applications. In this paper, sol−gel deposition was used to prepare thin films of samarium‐doped hafnium dioxide (Sm:HfO2). When Sm is doped at a concentration of 4%, it mimics biological synapses; meantime, by voltage scanning, an obvious mimicry of resistive switching can be detected, demonstrating that the technology may be applied to simulate biological synapse characteristics, including long‐term potentiation (depression), short‐term potentiation (depression), paired‐pulse facilitation, and learning rules of spike‐time‐dependent plasticity. Additionally, a pulsed neural network is built on the MNIST dataset to test the memristor's capacity to handle visual input. The findings show the possibility of synthetic synapses in artificial intelligence systems that integrate neuromorphic computing with synaptic brain activity. [ABSTRACT FROM AUTHOR]

The evolution of Artificial Intelligence of Things (AIoT) pushes connectivity from human‐to‐things and things‐to‐things, to AI‐to‐things, has resulted in more complex physical networks and logical associations. This has driven the demand for Internet of Things (IoT) devices with powerful edge data processing capabilities, leading to exponential growth in device quantity and data generation. However, conventional data preprocessing methods, such as data compression and encoding, often require edge devices to allocate computational resources for decoding. Additionally, some lossy compression methods, like JPEG, may result in the loss of important information, which has negative impact on the AI training. To address these challenges, this paper proposes a two‐step attribute reduction approach, targeting devices and dimensions, to reduce the massive amount of data in the AIoT network while avoiding unnecessary utilization of edge device resources for decoding. The device‐oriented and dimension‐oriented attribute reductions identify important devices and dimensions, respectively, to mitigate the multimodal interference caused by the large‐scale devices in the AIoT network and the curse of dimensionality associated with high‐dimensional AIoT data. Numerical results and analysis show that this approach effectively eliminates redundant devices and numerous dimensions in the AIoT network while maintaining the basic data correlation. [ABSTRACT FROM AUTHOR]

Nowadays, the development of Artificial Intelligence of Things (AIoT) is advancing rapidly, and intelligent devices are increasingly exposed to more security risks on the network. Deep learning‐based intrusion detection is an effective security defence approach. Federated learning (FL) is capable of enabling deep learning models to be trained on local clients without uploading their data to a central server. This paper proposes a novel federated learning aggregation algorithm called fed‐dynamic gravitational search algorithm (Fed‐DGSA), which incorporates the GSA algorithm to optimize the weight updating process of FL local models. During the updating process, the decay rate of the gravity coefficient is optimized and random perturbations and dynamic weights are introduced to ensure a more stable and efficient FL aggregation process. The experimental results show that the detection accuracy of Fed‐DGSA has reached about 97.8%, and it is demonstrated that the model trained using Fed‐DGSA achieves higher accuracy compared to Fed‐Avg. [ABSTRACT FROM AUTHOR]

This study aimed to comprehensively evaluate the current utilization and future potential of ChatGPT, an AI-based chat model, in the field of radiology. The primary focus is on its role in enhancing decision-making processes, optimizing workflow efficiency, and fostering interdisciplinary collaboration and teaching within healthcare. A systematic search was conducted in PubMed, EMBASE and Web of Science databases. Key aspects, such as its impact on complex decision-making, workflow enhancement and collaboration, were assessed. Limitations and challenges associated with ChatGPT implementation were also examined. Overall, six studies met the inclusion criteria and were included in our analysis. All studies were prospective in nature. A total of 551 chatGPT (version 3.0 to 4.0) assessment events were included in our analysis. Considering the generation of academic papers, ChatGPT was found to output data inaccuracies 80% of the time. When ChatGPT was asked questions regarding common interventional radiology procedures, it contained entirely incorrect information 45% of the time. ChatGPT was seen to better answer US board-style questions when lower order thinking was required (P = 0.002). Improvements were seen between chatGPT 3.5 and 4.0 in regard to imaging questions with accuracy rates of 61 versus 85%(P = 0.009). ChatGPT was observed to have an average translational ability score of 4.27/5 on the Likert scale regarding CT and MRI findings. ChatGPT demonstrates substantial potential to augment decision-making and optimizing workflow. While ChatGPT’s promise is evident, thorough evaluation and validation are imperative before widespread adoption in the field of radiology. [ABSTRACT FROM AUTHOR]

Background: The increasing prevalence of Artificial Intelligence (AI) language models, exemplified by ChatGPT, has sparked inquiries into their influence on creative writing skills in educational contexts. This study aims to quantitatively investigate whether ChatGPT's use negatively affects university students' creative writing abilities, focusing on originality, content presentation, accuracy, and elaboration in essays. The research adopts an experimental approach to shed light on this concern. Objective: This study aims to quantitatively investigate whether the utilization of ChatGPT, an AI chatbot, adversely affects specific dimensions of creative writing skills among university students, with an emphasis on originality, content presentation, accuracy, and elaboration. Method: The experimental study involves 600 students from 10 universities, divided into a control and an experimental group (EGp). The EGp incorporates ChatGPT in their creative writing process as an intervention. The study evaluates originality, content presentation, accuracy, and elaboration, utilizing the Wilcoxon Signed‐Rank Test for analysis. Results and Conclusion: The findings reveal a detrimental association between ChatGPT use and university students' creative writing abilities. Analysing both machine‐based and human‐based assessments substantiates earlier qualitative observations regarding ChatGPT's adverse impact on creative writing. This study highlights the necessity of approaching AI integration, particularly in creative writing disciplines, with caution. While AI tools have merits, their integration should be thoughtful, considering the potential drawbacks. These insights inform future research and educational practices, guiding the effective incorporation of AI while nurturing students' writing skills. Lay Description: What is already known about this topic: ChatGPT poses an ethical dilemma regarding its use in the field of academiaQualitative claims and opinions have been raised in prior studies regarding its use in the creative writing processPrior studies have both supported and opposed its use but with very limited quantitative approaches while most of the opinions remain qualitativeSome prior studies opine in support of ChatGPT's ability as an authorSeveral factors measuring creativity has been identified by previous studies but a constructive approach in the light of advanced Artificial Intelligence (AI) based chatbots like ChatGPT is missing in such literature What this paper adds: An experimental approach to provide a valid quantitative proof of the qualitative claims over ChatGPT's detrimental effect towards creativity in writing, which was absent in prior studiesA multifactor‐based formula to measure creativity in a quantitative formA quantitative view of the factors that are affected in either a positive way or a negative way in a user by ChatGPT, providing a holistic picture to determine its extent of useA statistical and theoretical understanding over an unexplored topic like creative writing in the light of ChatGPTA quantitative proof why ChatGPT should not be considered as an author Implications for practice and/or policy: Educators may implement changes in assigning tasks to students compared to their earlier practices, based on the identified factors that are being affected negatively, to ensure ChatGPT does not hinder a student's creativity at a greater extentThe extent of using ChatGPT should be limited to self‐learning as positive effect was experienced through the experimentPolicymakers may use the findings of the study to impose strict policies in academia for ensuring academic integrity (Example: must use of plagiarism detecting software for checking scripts, assigning tasks to students which require more analytical abilities, providing tasks which are not properly readable by LLM's like ChatGPT such as image‐based questions, case studies etc.) [ABSTRACT FROM AUTHOR]