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Hong Kong was under the direct hit of Severe Typhoon Koinu (2314) on 8 and 9 October 2023, necessitating the issuance of the Increasing Gale or Storm Signal, No. 9. Koinu was a very challenging case for TC forecasting and warning services due to its compact size and erratic movement over the northern part of the South China Sea. This paper reviews the difficulties and challenges of the forecasting aspect of the severe typhoon. The predicted tropical cyclone track and intensity from both conventional models and emerging artificial intelligence models are examined, as well as local wind and rainfall forecast. Experience in this case study showed that while deterministic global models only performed moderately and were not able to adequately support early warning, a regional model and AI models could more effectively support decision making for an operational tropical cyclone warning service. [ABSTRACT FROM AUTHOR]

An appropriate urban density is a vital part of a sustainable urban fabric. However, when it comes to measuring the built urban fabric and how people walk through it and use, a difficulty has been observed in defining applicable measurement tools. With the intention of identifying the variables that will allow the best characterization of this fabric and movement, a multi-variable analysis methodology from the field of artificial intelligence (AI) is proposed. The main objective of this paper is to prove the capacity of AI as an evolving research method in urban morphology and specifically to evaluate the capacity of such a methodology to measure the way in which people travel through defined multi-levels of typologies of public urban space. The research uses the case of Hong Kong as a dense city that is three-dimensionally activated in terms of its public realm, not just at street level, but also via below ground subways and upper-level walkways, public and quasipublic spaces. This includes the three-dimensional volumetric assessment of public and quasi-public space typologies within a highly dense city. For the purpose of the study, a characterization and term definition of these spaces has been further developed: "Junctions", "Landmarks", "Intersections", "Districts", "Passages" and "Lobbies" (both outdoor and indoor) based on Lynch's 5 main key elements (District, landmark, path, edges, node). The results obtained using AI prove to be more robust and rational than those based on a more limited range of tools, evidencing that using AI can offer operational opportunities for better understanding of morphological and typological evolution within the vertical and volumetric built urban fabric. [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]

Background: Artificial Intelligence (AI) literacy is a crucial part of digital literacy that all individuals should possess in today's technologically advanced world. Despite the potential benefits that AI education offers, little research has been done on how to teach AI literacy to children. Objectives: This study aimed to fill that gap by investigating how children were engaged in AI literacy activities that are supported by intelligent agents. These activities were implemented in a Hong Kong kindergarten with a class of six 5‐year‐olds (Mage = 62.83 months, SD = 2.91) over a 6‐week period. Methods: The study gathered data from multiple sources, including classroom observations, teacher interviews, and documents/artefacts. Results and Conclusions: The results showed that children could learn about AI through interaction with intelligent agents in embodied learning contexts. The findings of this study have implications for the broader field of digital technology education, particularly in the context of early childhood education. Lay Description: What is already known about this topic: Artificial Intelligence (AI) literacy is essential in today's world.Little research exists on engaging young children in learning AI literacy. What this paper adds: Technology‐enhanced embodied learning approach affords multimodality in enabling young children's learning with AI‐related agents.Project‐based learning and real‐life examples can enhance children's learning. Implications for practice and/or policy: Early exposure to AI can help children navigate the increasingly digital world.Practical approaches, such as embodied and multimodal learning, seem to be effective.Teachers can enhance children's digital learning by using pedagogical strategies like project‐based learning and real‐life examples. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) and deep learning techniques are playing an increasing role in astronomy to deal with the data avalanche. Here we describe an application for finding resolved planetary nebulae (PNe) in crowded, wide-field, narrow-band Hα survey imagery in the Galactic plane, to test and facilitate more objective, reproducible, efficient and reliable trawls for them. PNe are important for studying the late-stage stellar evolution of low-mass to intermediate-mass stars. However, the confirmed ∼3800 Galactic PNe fall far short of the numbers expected. Traditional visual searching for resolved PNe is time-consuming because of the large data size and areal coverage of modern astronomical surveys. The training and validation data set of our algorithm was built with the INT Photometric Hα Survey (IPHAS) and true PNe from the Hong Kong/AAO/Strasbourg Hα (HASH) data base. Our algorithm correctly identified 444 PNe in the validation set of 454 PNe, with only 16 explicable 'false' positives, achieving a precision rate of 96.5 per cent and a recall rate of 97.8 per cent. After transfer learning, it was then applied to the VST Photometric Hα Survey of the Southern Galactic plane and bulge (VPHAS+), examining 979 out of 2284 survey fields, each covering 1° × 1°. It returned ∼20 000 detections, including 2637 known PNe and other kinds of catalogued non-PNe. A total of 815 new high-quality PNe candidates were found, 31 of which were selected as top-quality targets for optical spectroscopic follow-up. We found that 74 per cent of them are true, likely, and possible PNe. Representative preliminary confirmatory spectroscopy results are presented here to demonstrate the effectiveness of our techniques, with full details to be given in our forthcoming paper. [ABSTRACT FROM AUTHOR]

Background: The number of artificial intelligence (AI) literacy studies in K‐12 education has recently increased, with most research focusing on primary and secondary education contexts. Little research focuses on AI literacy programs in early childhood education. Objectives: The aim of this mixed‐methods study is to examine the feasibility of an AI literacy program called "AI4KG" and explore how it might affect kindergarteners' perceptions of robots and attitudes towards engineering and science. Methods: A total of 26 child–parent dyads recruited from a Hong Kong kindergarten were involved in this study, consisting of 26 children (Mage = 4 years, SD = 0.28) and their parents. Quantitative and qualitative data were collected through surveys and interviews designed to explore children's perceptions of robots and attitudes towards engineering and science, and parents' perceptions of the AI4KG intervention. Results: It is found that children have increased their perceptions of robots after the AI literacy program, but the AI4KG curriculum had no significant effects on kindergarten children's engineering and science attitudes. Most parents (22 out of 26) agreed that their children's AI knowledge, AI skills, and AI attitudes have been enhanced after learning through the AI4KG curriculum. Conclusions: This study suggests that the AI4KG curriculum is potentially effective in promoting early AI literacy and favourable attitudes towards the technology, but further research is needed to develop age‐appropriate measures and assess its long‐term impact on children's education and career paths. Lay Description: What is currently known about this topic?: AI literacy is becoming important as AI transforms society, but few studies have explored AI literacy in early childhood education.Prior research found AI activities can positively influence older children's views of robots and engineering. What does this paper add?: It evaluates an 8‐week AI literacy curriculum called AI4KG for kindergarteners in Hong Kong.The curriculum used tools like Teachable Machine and taught concepts through play and storytelling.It improved children's perceptions of robots but did not significantly impact engineering/science attitudes.Parents perceived improvements in children's AI knowledge, skills, and attitudes after the curriculum. Implications for practice/policy: The curriculum provides an example for developing age‐appropriate AI literacy activities.More rigorous research on impacts over time is needed, but results suggest potential benefits of AI literacy in early childhood.Policymakers could consider incorporating AI literacy into kindergarten curricula to prepare children for the future. [ABSTRACT FROM AUTHOR]

• Examine the use of metaverse for transportation and logistics operations. • Establish an AI supported digital technological framework. • Propose and discuss future research areas. In the digital age, supported by disruptive technologies such as artificial intelligence (AI), blockchain (BC), digital twins (DT), and extended reality (ER), the use of metaverse for real-world operations has emerged. In this paper, we examine the use of metaverse for transportation and logistics operations. To be specific, we first examine the related literature by a selective critical review. Then, we discuss how the use of metaverse can facilitate transportation operations with some relevant cases such as the metaverse project of MTR (from Hong Kong). We establish an AI supported digital technological framework, called the ABCDE framework, for transportation and logistics companies to adopt with their use of metaverse. Finally, we propose and discuss several important future research areas. To the best of our knowledge, this is the first study which comprehensively examines the use of metaverse for transportation and logistics operations. The theoretical framework also lays the foundation for future studies. The findings and insights provide constructive and helpful guidance to both practitioners and academics on the future development of the topic. [ABSTRACT FROM AUTHOR]

Spatial extension of lands through rapid reclamation is attractive for congested coastal megacities, although reclamations might suffer from project delay and budget overrun, often due to encountering unforeseen ground conditions. To accelerate reclamations, accurate prediction of soil consolidation over a construction duration of multiple years is needed for reclaimed lands, which often contain spatially varying subsurface stratigraphy and soil parameters. This calls for a spatio-temporal analysis of consolidation with a sound understanding of subsurface stratigraphic alternations of fine/coarse-grained soils and spatial variability of consolidation parameters (e.g. permeability). In this study, a unified framework, capable of simultaneously modelling stratigraphic variation and spatial variability of soil properties through machine learning of limited site investigation data, is combined with the finite-element method and Monte Carlo simulation for spatio-temporal consolidation analysis of reclaimed lands. The proposed method is applied to a real reclamation project in Hong Kong. Results indicate that the proposed method can accurately characterise subsurface geological cross-sections and spatially varying soil permeability with quantified uncertainty. Ignorance of spatial variability of soil permeability may result in an underestimation of consolidation time and an overestimation of undrained shear strength gain, and thus pose significant risks to reclamation projects. [ABSTRACT FROM AUTHOR]