AI-augmented usability evaluation framework for software requirements specification in cyber physical human systems

Applying Ethical Principles to Information and Communication Technology Research: A Companion to the Menlo Report

Research in information and communication technologies (ICTs) has proven to be a major driver for innovation and growth in many countries around the world and is therefore the focus of policies to strengthen research, collaboration and application of research results. This chapter represents a detailed policy analysis of ICT research policies from the European region. The analysis follows a four step pattern: (1) Introduction: the situation of ICT R&D (Information and communication Technology Research and Development) and in Europe, (2) The main actors and programmes funding ICT R&D, (3) The main actors and projects active in ICT R&D and (4) The main ICT R&D themes.

Research and development of information and communication technology ( ICT )‐supported learning for people with disabilities has not received adequate attention. It is also difficult to access research findings and developments in this field. Under the ENABLE Network of ICT Supported Learning for Disabled People (2011–2014) project, an emerging European Union reference point portal for end‐users will provide this information for a broad audience. In the design phase of the project idea, the authors of this paper conducted a review of papers indexed in Web of Science to provide a needs assessment and a design template for the project objectives. The results of the search clearly showed that ICT ‐supported learning for people with special educational needs is in the domain of the educational technology journals, with more papers published in the B ritish J ournal of E ducational T echnology than in any other journal. This paper presents the results of a content analysis of all papers published from 1970 to 2011 in seven educational technology journals indexed in Web of Science. More papers were published from 2006 to 2011 (44.7%) than during any other of five periods examined. Findings in terms of ICT intervention, disability groups, groups of study participants by relationship with ICT, and research design, together with trends in published studies in terms of mainstreaming and inclusion, are presented. The main objective of the study was to identify the level of inclusion through analysis of educational context (special schools [30.51%], mainstream schools [28.81%] and general support for life [40.68%]). Based on content analysis, ICT interventions were classified into the two categories of technical intervention in the pedagogical context (62.71% of all papers published) and technical intervention in the wider context (37.29% of all papers published), with nine paper types identified: papers on ICT access, papers on teaching and learning methods, papers on development and testing of ICT solutions, reviews, assessments, papers on inclusion, papers on behavioural and social development, papers on use of information technology and papers on interaction. Papers were also categorised according to types of disability and according to groups of study participants by relationship with ICT. Published papers were divided into four categories by research design: descriptive (49.15%), developmental (26.27%), experimental (17.8%), and developmental and experimental (6.78%). During the period from 1970 to 2000, papers examined design of learning materials with regard to particular categories of disability and particular accessibility needs, while papers published after 2000 also discussed universal design. Based on the review, the authors of this paper have identified a need for application of universal design principles in research and development of learning environments to provide equal accessibility and inclusive education.

This report is the 2011 edition of a report that is published annually. It presents all the data available on ICT R&D private and public expenditures in Europe, at sector, country and company levels, and from an international perspective (benchmarking). It provides data up to 2008.

Information and Communication Technology (ICT) researchers and practitioners are well aware of the cultural challenges brought on by a global market (Smith, 2004; Smith, Dunckley, French, Minocha, & Chang, 2004). However, there are many unresolved problems concerning the extent to which culture influences ICT usability. Businesses use ICT in the form of databases to house customer information, Web sites enabling customers to place orders, information systems for management or suppliers, training systems, and as products sold to customers. Internet growth enables businesses to expand their customer base to international markets. Thus, businesses benefit from the explosion of Internet usage but may be challenged by how to best meet the needs of their multi-cultural customers, suppliers, and employees. There is a need to develop a model of cultural barriers to human-computer interaction (HCI). With all of the technology in use today, along with the different cultures that interact with ICT, it is important to identify a model of ICT and the HCI barriers produced by it to better help designers of ICT avoid these technology pitfalls. Figure 1 displays how the incorporation of technology, people, and culture into businesses must be carefully positioned together to optimize the success of all involved. This article examines cultural barriers to HCI and outlines a model to help designers of ICT avoid these barriers so as to enhance a company’s ability to conduct business internally and with international businesses and customers. The article addresses topics of interest to ICT practitioners and researchers alike. Current services available to businesses that support effective international HCI are discussed. Current research and future research opportunities in the field of international HCI in ICT are also examined.

This article examines the relationship between information and communication technologies (ICTs) and regional integration as a pathway to socioeconomic development in Africa and South America. Both regions share a colonial legacy often characterized by stronger economic ties to the developed world than within the regions. In recent decades, regional organizations have been involved in efforts to strengthen the infrastructure for ICTs, as well as the enhancement of economic and political integration as strategies to achieve development. However, the literature continues to show distinct research agendas that unwittingly overlook the connections between these areas. This article proposes a theoretical framework combining research on integration, ICTs, and development. It provides a brief analysis of each region and its ICT initiatives, the potential impact on regional integration, and how this relates to development. We suggest possible applications of the framework to identify and research the processes of integration and expected outcomes of development.

The emergence of ICT in teaching and learning has contributed to improving the quality of education, because teaching and learning is ultimately an active and interesting process linked to real-world situations. ICT can be integrated into all subjects outside of physical education, including language, comprehension, math, science, and environmental science. This research examines trends and identifies publications concerning ICT in Mathematics Learning by analyzing the most prolific document sources, rankings of institutions or universities, prominent journals and articles, as well as keyword usage. Utilizing data from the Dimensions database, a total of 390 documents were gathered through the Publish or Perish (PoP) application, consolidated into a single RIS file, and analyzed using the VOSviewer application to generate network and overlay visualizations.The findings reveal an increasing trend in publications on ICT in Mathematics Learning over the past five years, with Indonesia leading in the number of documents (66), "Guangxi Normal University" as the top institution, "Journal of Physics: Conference Series" as the most prominent journal, and the article by Lo et al. (2018) as a key reference. The keyword "ICT" is not commonly associated with other variables such as case studies or stems, presenting a gap that offers opportunities for future research in this area.Penggunaan Teknologi Informasi dan Komunikasi (TIK) dalam pembelajaran telah berperan dalam meningkatkan kualitas pendidikan, menjadikan proses pembelajaran lebih aktif, menarik, dan relevan dengan situasi dunia nyata. TIK dapat diintegrasikan ke dalam berbagai mata pelajaran, seperti bahasa, pemahaman, matematika, sains, dan ilmu lingkungan, kecuali pendidikan jasmani. Penelitian ini mengeksplorasi tren dan mengidentifikasi publikasi terkait TIK dalam Pembelajaran Matematika melalui analisis jumlah dokumen terbanyak, peringkat institusi atau universitas, jurnal, dokumen, serta penggunaan kata kunci berdasarkan data dari basis data Dimensions. Dengan menggunakan analisis bibliometrik, 390 dokumen dikumpulkan melalui aplikasi Publish or Perish (PoP), dikompilasi ke dalam satu file RIS, dan dianalisis menggunakan aplikasi VOSviewer untuk menghasilkan visualisasi jaringan dan hamparan. Temuan menunjukkan adanya tren peningkatan publikasi tentang TIK dalam Pembelajaran Matematika selama lima tahun terakhir, dengan Indonesia memimpin dalam jumlah dokumen (66), “Guangxi Normal University” sebagai institusi teratas, “Journal of Physics: Conference Series” sebagai jurnal yang paling menonjol, dan artikel oleh Lo dkk. (2018) sebagai referensi utama. Kata kunci “TIK” tidak umum dikaitkan dengan variabel lain seperti studi kasus atau batang tubuh, menghadirkan celah yang menawarkan peluang untuk penelitian di masa depan di bidang ini.

Vegetables are important constituents of Indian agriculture and nutritional security due to their short duration, high yielding capacity, nutritional richness, economic viability and ability to generate on farm and off farm employment. Increasing per capita income, health consciousness, urbanisation, increasing working women, shifting of farmers to high value vegetables are also important ingredients for fuelling vegetable growth in India. But we are still not getting the required /capita vegetables/day.so the answer to increasing the production of various vegetables employing various digital technologies is required. Growing high yielding varieties/hybrids and applying new production methods can significantly increase yield in most vegetables. The application of digital technologies to integrate agricultural output from the paddock to the customer is known as digital agriculture. These technologies can give the agricultural business the tools and data it needs to make better decisions and increase productivity). Information and communication technology (ICTs) and Artificial intelligence (AI) are the two key technologies used in digital agriculture. Information and communication technology (ICT) can be defined as a collection of technologies that aid or support the storage, processing, or distribution of data/information.Despite a big, well-educated, well-trained, and well-organized agricultural extension workforce, over 60% of farmers in the country remain unreached, with no extension organisation serving them. Radio and television are the primary sources of information. e- Extension, Agrisnet, Digital green, e- Sagu, Agmarknet, iKisan, Village Knowledge Centers, Kisan Call Centers, SMS Portal/mKisan portal are some of the e-Agriculture efforts in India. Furthermore, information and communication technology (ICT) aid in the timely completion of decisions, as well as the discovery of the best solutions and efficient systems for water management and irrigation in order to maximise production Artificial intelligence is assisting several agricultural sectors in increasing output and efficiency. In every industry, AI technologies are help in overcoming traditional hurdles. AI intervention in agriculture is assisting farmers in increasing their farming efficiency while reducing harmful environmental impacts. The agriculture business has embraced AI with open arms in order to improve overall results.AI is changing the way food is produced, resulting in a 20% reduction in agriculture sector emissions. Incorporating AI technology into agriculture, aids in the control and management of any unwelcome natural occurrence. It consists of robotic process automation, a machine learning platform, and sensors, among other things. Harvesting, weed management, pest and disease monitoring, irrigation control, and predictive agricultural analytics are all possible with these. Artificial intelligence and information and communication technologies (ICT) have the potential to be a technological revolution and a boom in agriculture, helping to feed the world's growing population.

Information and Communication Technologies (ICTs) play a crucial role in growth and job creation. They add value to goods and services, make business and government processes more efficient, and deliver the services that citizens and businesses need. Competing nations, such as the US and Japan, understand this and proportionately spend more on ICT research than Europe currently does. And in the face of global competition, ad increasingly complex technologies and soaring research costs, there is a growing need to step up collaboration in ICT research and innovation both at Member State and Community level, underlining the importance of Community efforts in this area. That is why Europe needs to invest more heavily in ICT research and get more out of it – one of the central pillars of the i2010 initiative, an Information Society for Growth and jobs

This article reviews and brings together literature from francophone studies on identity across several disciplines (sociology, geography, history, political economy) with that on information and communication technologies (ICTs). The article revisits established scholarship on minority francophones to address the collective shift in understanding membership in these fragmented communities since the rise of the Internet. The analysis brings to light the need to address topics such as geographic mobility and ethnic diversity among francophones. The literature is deconstructed to identify gaps in existing theories and consider minority francophones from an information society perspective. The article makes clear the challenges and opportunities of looking at new concepts such as ICTs, virtual identity, and geographic mobility.

An evaluative study 'Effectiveness of Information and communication technologies (ICT) research technology development (RTD) Impacts on the European Union (EU) Innovation System' was conducted to assess how effectively EU ICT RTD and deployment initiatives are being exploited in the European systems of innovation at member state and regional levels. The focus of the study was on understanding regional innovation as an ecology that converts generated knowledge and value creation into long-term competitiveness and economic growth. We elaborate the use of the PACE toolkit, as a qualitative tool for the visualization of the impact of EU research and innovation projects on ICT, by compiling an Inventory of Regional Assets, through a battery of interviews performed in the 10 selected regions.This paper elaborates on the value of increasing involvement of government organizations (like Public Administrations) in ICT research and innovation projects. It is really interesting, for example, to see that the direct value of acquisition of new ideas, approaches and knowledge by a government organization, can affect the regional policy on promoting innovation and creating a more competitive environment inside the region therefore generating the interest for external investment.

This research gives consideration to the legal status of artificial intelligence technology. Artificial intelligence as a future technology is actively expanding its capabilities at the present stage of development of society. In this regard, the concept of ‘artificial intelligence’ and the application of the rule of right in resolving issues of legal responsibility for the operation of artificial intelligence technologies require definition. The main purpose of this study is to define the concept of ‘artificial intelligence’ and determine whether artificial intelligence technologies are the object or subject of right. The article provides the analysis of possible approaches to the disclosure of the concept of ‘artificial intelligence’ as a legal category and its relationship with the concepts of ‘robot’ and ‘cyberphysical system’. The issues of legal responsibility for the operation of artificial intelligence are revealed. For the purposes hereof, the methods of collecting and studying the singularities; generalizations; the methods of scientific abstraction; the methods of cognition of consistent patterns, as well as the method of objectivity, concreteness, pluralism and a whole range of other methods were used. The study has concluded that the artificial intelligence technology is an autonomous self-organizing computer-software or cyberphysical system with the ability and capability to think, learn, make decisions independently, perceive and model surrounding images and symbols, relationships, processes and implement its own decisions. The following general properties of artificial intelligence technologies have been defined: autonomy; the ability to perceive the conditions (situation), make and implement own decisions; the ability to adapt own behavior, to learn, to communicate with other artificial intelligence, to consider, accumulate and reproduce experience (including human experience). Within the present historical period, artificial intelligence technology should be considered as the object of right. The legal responsibility for the operation of artificial intelligence lies with the operator or another person who sets the parameters of its operation and controls its behavior. The creator (manufacturer) of artificial intelligence is also recognized as a responsible person. This conclusion makes it possible to enter the category of artificial intelligence in the legal field and determine the persons responsible for its poor-quality operation.

Economies of the world and workforce level of skills are changing rapidly. Industrial revaluations and knowledge economies have raised the demand for a knowledgeable and digitally equipped skilled workforce. Technical and Vocational Education and Training (TVET) is an educational stream that provides vocational skills to youth and produces a skilled workforce for the industry. The role of Information and Communication Technologies (ICT) in the TVET pedagogy, training delivery, teachers training, curriculum, and labs is need of the day to meet current era challenges. In the TVET education training cycle, the level of ICT enablement is required to be reviewed. This Systematic Literature Review (SLR) evaluates literature for innovation of ICT in TVET education for the last ten years. This study aims to identify and present ICT-based technology innovations, research, and applications used in TVET training cycle system components/functional areas to identify gaps for future research directions/agenda. This gap identification will help (i) TVET training institutes to upgrade their teachers, curriculum, labs and, equipment, (ii) policymakers to devise technology-oriented skilled workforce development policies, (iii) to provide guidelines to industry, researchers, and academics to focus on gaps to address future challenges of workforce development. Based on the search string, we found 2,445 relevant documents and after applying quality assurance and inclusion/exclusion criteria, finally, 134 documents were selected for the study and analyzed. The result of this systematic literature review identifies that ICT technologies and application dispersion into TVET training cycle system components/functional areas is very low particularly in monitoring and evaluation, career guidance and job placement, trainee's assessment, and teacher's training. TVET Technology index suggests that much focus is needed on IoT, Robotics, Data Science, Artificial intelligence, cloud computing, and other similar technology induction to all TVET training.

This paper examines distributed design that involved educational science, information and communication technology (ICT) and human–computer interaction (HCI) specialists collaboratively designing a learning application. The design process is characterized by coordinating, contributing, contesting and representing. The HCI specialists “represented the user”, but users remained silent during the design process. The design work was dominated by ‘coordinating’ activity, but also ‘proposing’ and ‘evaluating’ activities were prominent. The educational science specialists were the most active ones in the design discussions, heavily involved in ‘proposing’ and ‘coordinating’ activities. The HCI specialists were involved in those as well, but distinctly contributed through ‘evaluating’ activity. Interestingly, also ‘challenging’ and ‘ignoring’ activities characterized the distributed design process among the educational science specialists and HCI specialists: design emerged as a political, conflictual process. The very limited ICT support for distributed design became also accentuated. This study opens up interesting avenues for future research in this respect.

Reliability assessment of a power system with cyber-physical interactive operation of photovoltaic systems