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Audiovisual content is highly employed in modern education curricula. This study aimed to identify students' perceptions regarding the use of video in the courses they attend. Quantitative research was conducted among students of journalism and communication studies. Four courses were used for this study that employ video-based and video-assisted teaching strategies for active learning. Students used videos in different educational settings for flipped learning, blended learning, and autonomous self-paced learning. Their perceptions were examined through an extended form of the Technology Acceptance Model, encompassing more parameters (such as self-efficacy, perceived enjoyment, satisfaction, attitude, and intention of use) to identify causal relationships. In addition, the roles of technical parameters, such as internet connection, audio quality, and video quality, along with the duration of a video, were explored. The findings reveal students' positive attitudes towards videos, and all factors were significantly related to the intention of use. In addition, the technical aspects of the video did not constitute a problem in the educational process, most likely due to contemporary quality in internet connections and audiovisual productions along with playback equipment. The duration of the videos was also not presented as an issue as there are flexible ways to embed videos in the learning process. Overall, videos can be used in multiple active learning scenarios to enhance students' motivation and engagement and provide a joyful, collaborative, and hospitable learning environment. Students are familiar with digital tools and technologies and seem to enjoy audiovisual material in the learning process.

Journalism is in a state of perpetual change due to the implementation of technological tools on an everyday basis. In the contemporary news distribution environment, the boundaries between media are no longer distinct, therefore media/journalism educational institutions should adapt curricula according to the needs of each type of medium. The aim of this paper is to present the incorporated technologies in the radio journalism undergraduate course of the School of Journalism and Mass Communications at the Aristotle University of Thessaloniki and evaluate their necessity according to the students themselves. After the completion of the course, which involves the use of specialized technological tools in audio recording and editing, a survey employing quantitative method based on the technology acceptance model was conducted. The results indicate that the students, despite the difficulties that were encountered due to the initial lack of knowledge on the technology applied, evaluated very highly both their satisfaction with the produced outcome and the usefulness of the procedure. In fact, the major result is that perceived usefulness is a key factor that determines the utilization of specialized technology.

Art and technology have always been very tightly intertwined, presenting strong influences on each other. On the other hand, technological evolution led to today's digital media landscape, elaborating mediated communication tools, thus providing new creative means of expression (i.e., new-media art). Rich-media interaction can expedite the whole process into an augmented schooling experience though art cannot be easily enclosed in classical teaching procedures. The current work focuses on the deployment of a modern-art web-guide, aiming at enhancing traditional approaches with machine-assisted blended-learning. In this perspective, "machine" has a two-folded goal: to offer highly-interdisciplinary multimedia services for both in-class demonstration and self-training support, and to crowdsource users' feedback, as to train artificial intelligence systems on painting movements semantics. The paper presents the implementation of the "Istoriart" website through the main phases of Analysis, Design, Development, and Evaluation, while also answering typical questions regarding its impact on the targeted audience. Hence, elaborating on this constructive case study, initial hypotheses on the multidisciplinary usefulness, and contribution of the new digital services are put into test and verified.

During the last years, there has been a growing multidisciplinary interest in alternative educational approaches, such as serious games, aiming at enhancing thinking skills and media literacy. Likewise, the objective of this study is to present the design and the development of an educational web application for learning the necessary steps towards the detection of bogus content, according to the fact-checking procedures. The game presents news articles, which have to be characterized as fake or real by the players. During the effort to reach the correct decision, the players can use tools and practices for identifying relevant information regarding the clues, which frame a news story (title, date, creator, source, containing images). After presenting the progress of interface design and development, this paper reports the results of a randomized online field study (n = 111), which provides some preliminary evidence. Specifically, it is validated that the game can raise awareness, teach about authentication tools, and highlight the importance of patterns that include evidence regarding the authenticity of articles. Additionally, thorough discussion was conducted within a media class (n = 35) to receive useful feedback/evaluation about the offered utilities and their usability. The findings suggest that educational games may be a promising vehicle to inoculate the public against misinformation.

The amount of data related to cyber threats and cyber attack incidents is rapidly increasing. The extracted information can provide security analysts with useful Cyber Threat Intelligence (CTI) to enhance their decision-making. However, because the data sources are heterogeneous, there is a lack of common representation of information, rendering the analysis of CTI complicated. With this work, we aim to review ongoing research on the use of semantic web tools such as ontologies and Knowledge Graphs (KGs) within the CTI domain. Ontologies and KGs can effectively represent information in a common and structured schema, enhancing interoperability among the Security Operation Centers (SOCs) and the stakeholders on the field of cybersecurity. When fused with Machine Learning (ML) and Deep Learning (DL) algorithms, the constructed ontologies and KGs can be augmented with new information and advanced inference capabilities, facilitating the discovery of previously unknown CTI. This systematic review highlights the advancements of this field over the past and ongoing decade and provides future research directions. [ABSTRACT FROM AUTHOR]

The aim of this study is to investigate how amplifiers are used in Twitter (now called " X ") during election campaigns. Specifically, the main purpose is to identify the role and engagement of Twitter amplifiers in the 2019 European elections, the visibility of political parties and leaders, and the way in which automated tools are used to manipulate public opinion by influencing voting decisions. The countries considered in the study are two economic powers of Western Europe, France and Germany, as well as two countries of the European South, which are affected by the economic and financial crisis, Greece and Italy. The countries from Southern Europe were included in the sample as they are often used by mass media as political campaign tools. This paper emphasizes the Twitter platform through which the data collection was implemented using the official API of the social networking tool, focusing on the 2019 European elections. We collected data on 88 party leaders and MEP candidates between 10 May and 30 May 2019, as well as on 44,651 accounts that retweeted them. We concluded using 237,813 election-related tweets and used network theory to analyze and visualize the data. The results demonstrate that all political parties use amplifiers to promote their tweets, and some use the same amplifiers between different countries. [ABSTRACT FROM AUTHOR]

Increasing consensus among information systems researchers suggests that personality accounts for the effective use of several technologies, yet less is known about the process through which personality affects user perceptions of technology acceptance. This study, therefore, examined whether personality is associated with student perceptions of audiovisual technology acceptance, and whether general self-efficacy mediates this association. In total, 244 students completed an online survey including measures of personality, general self-efficacy, and perceptions of audiovisual technology acceptance. Canonical correlation uncovered significant associations between personality and student beliefs about technology use. Results further revealed that general self-efficacy fully mediated the effects of openness to experience and neuroticism on Perceived Ease of Use, whereas the association between agreeableness and Perceived Usefulness was partially mediated by self-efficacy beliefs. The fact that personality influences students' perceptions of technology acceptance both directly and indirectly should not remain unnoticed, especially when designing intervention programs to enhance their academic performance. [ABSTRACT FROM AUTHOR]

This paper investigates the applicability of machine-driven Speech Emotion Recognition (SER) towards the augmentation of theatrical performances and interactions (e.g., controlling stage color/light, stimulating active audience engagement, actors' interactive training, etc.). For the needs of the classification experiments, the Acted Emotional Speech Dynamic Database (AESDD) is developed, containing spoken utterances by five actors in five emotions. Several audio features and various classification techniques are implemented and evaluated, based on their performance with the AESDD, while also comparing to the well-known SAVEE database. The trained classifier is integrated in a novel application that performs live SER, fitting the needs of actors' training, while simultaneously augmenting the AESDD repository. [ABSTRACT FROM AUTHOR]