Spatial Data Mining and Image Processing Computational Algorithms, Generative Artificial Intelligence and Multi-Sensory Augmented Reality Systems, and Productivity Software and Emotional State Prediction Tools in Virtual Work Settings

Recent advances in computing, communications, digital storage technologies, and high-throughput data-acquisition technologies, make it possible to gather and store incredible volumes of data. It creates unprecedented opportunities for large-scale knowledge discovery from huge database. Data mining (DM) technology has emerged as a means of performing this discovery. There are countless researchers working on designing efficient data mining techniques, methods, and algorithms. Many data mining methods and algorithms have been developed and applied in a lot of application fields [1]. Unfortunately, most data mining researchers pay much attention to technique problems for developing data mining models and methods, while little to basic issues of data mining [2]. In this talk, some basic issues of data mining are addressed. What is data mining? What is the product of a data mining process? What are we doing in a data mining process? What is the rule we should obey in a data mining process? Through analyzing existing data mining methods, and domain-driven (or user-driven) data mining models [3-5], we find that we should take a data mining process as a process of knowledge transformation. Based on this understanding of data mining, a conceptual data mining model of domain-oriented data-driven data mining (3DM) is proposed [2]. The relationship between traditional domain-driven (or user-driven) data mining models and our proposed 3DM model is also analyzed. Some domain-oriented data-driven data mining algorithms for mining such knowledge as default rule [6], decision tree [7], and concept lattice [8] from database are proposed. The experiment results for these algorithms are also shown to illustrate the efficiency and performance of the knowledge acquired by our 3DM data mining algorithms.

Uncertainties pervade spatial data mining. This paper proposes a method of spatial data mining handling randomness and fuzziness simultaneously. First, the uncertainties in spatial data mining are presented via characteristics, spatial data, knowledge discovery and knowledge representation. Second, the aspects of the uncertainties in spatial data mining are briefed. They often appear simultaneously, but most of the existing methods cannot deal with spatial data mining with more than one uncertainty. Third, cloud model is presented to mine spatial data with both randomness and fuzziness. It may also act as an uncertainty transition between a qualitative concept and its quantitative data, which is the basis of spatial data mining in the contexts of uncertainties. Finally, a case study on landslide-monitoring data mining is given. The results show that the proposed method can well deal with randomness and fuzziness during the process of spatial data mining.

The increase in the number of spatial data collected has motivated the development of geovisualisation techniques, aiming to provide an important resource to support the extraction of knowledge and decision making. One of these techniques are 3D graphs, which provides a dynamic and flexible increase of the results analysis obtained by the spatial data mining algorithms, principally when there are incidences of georeferenced objects in a same local. This work presented as an original contribution the potentialisation of visual resources in a computational environment of spatial data mining and, afterwards, the efficiency of these techniques is demonstrated with the use of a real database. The application has shown to be very interesting in interpreting obtained results, such as patterns that occurred in a same locality and to provide support for activities which could be done as from the visualisation of results.KeywordsGeovisualisationSpatial Data MiningDatabaseGeographic Information System

Teacher education students play double role as present learners and future educators. Hence, they need targeted training to navigate the growing influence of Generative Artificial Intelligence (GenAI) on teaching, learning and professional identity. However, existing artificial intelligence (AI) literacy programmes predominantly emphasize technical AI knowledge and pre‐GenAI tools or are offered by GenAI platforms that focus on their own technologies' features, thereby lacking pedagogically structured frameworks that address non‐technical dimensions such as ethics, contextual understanding and the development of human‐centered, critical and lifelong learning mindsets to adapt to rapid technology changes. Furthermore, limitation of time in teacher education syllabus and faculty's lack of AI literacy require targeted intervention. This design‐based research (DBR) aims to fill this gap by developing and evaluating a set of design principles for GenAI literacy training in teacher education. Integrating contemporary AI competency frameworks for learners and teachers, the study implements these principles in a workshop that serves as the research prototype. The prototype was first piloted with 14 master's students and then evaluated with 29 teacher education (TE) students. Results show significant gains in participants' AI competence self‐efficacy, attitudes towards GenAI and commitment to critical, ethical and pedagogical engagement with GenAI tools. The findings highlight the need for teacher education programmes to integrate GenAI literacy that supports teachers' evolving roles as reflective practitioners, co‐creators and lifelong learners in an AI‐driven world. Practitioner notes What is already known about this topic Students' self‐efficacy and mindset influence their adoption of GenAI in learning and teaching. GenAI competency is essential for teacher education students, encompassing technological, ethical and sociocultural dimensions. Implementing AI literacy training faces challenges such as educators' limited AI literacy, the lack of pedagogical frameworks and the need to integrate technical knowledge with ethical reasoning, self‐regulated learning and metacognitive skills. Transformative learning is crucial in preparing teacher education students as co‐creators and facilitators in AI‐enhanced education. What this paper adds This study presents the design and evaluation of an AI competency training programme to enhance teacher education students' self‐efficacy, critical and human‐centered AI mindsets and human–AI interaction skills. Using design‐based research, it identifies key principles for AI literacy training, demonstrating how transformative, active and experiential learning approaches can prepare teacher education students for evolving roles in AI‐enhanced education. Implications for practice and/or policy Educational technologists can apply the proposed design principles to develop GenAI tools and AI systems that enhance AI competency and self‐regulated learning (SRL). Educators can integrate these AI training principles into their teaching strategies and enhance their task assignments and assessments to foster deep learning, self‐regulated learning and metacognitive skills in the age of GenAI. Policymakers should update teacher education curriculum to include AI competency, strengthen content and pedagogical knowledge, especially in social emotional learning, formative and authentic assessment methods and establish guidelines for selecting GenAI tools that support human intelligence and mitigate over‐reliance.

Evaluating generative AI responses to real-world drug-related questions

Parallelizing data mining algorithms has become a necessity as we try to mine ever increasing volumes of data. Spatial data mining algorithms like Dbscan, Optics, Slink, etc. have been parallelized to exploit a cluster infrastructure. The efficiency achieved by existing algorithms can be attributed to spatial locality preservation using spatial indexing structures like k-d-tree, quad-tree, grid files, etc. for distributing data among cluster nodes. However, these indexing structures are static in nature, i.e., they need to scan the entire dataset to determine the partitioning coordinates. This results in high data distribution cost when the data size is large. In this paper, we propose a dynamic distributed data structure, DD-Rtree, which preserves spatial locality while distributing data across compute nodes in a shared nothing environment. Moreover, DD-Rtree is dynamic, i.e., it can be constructed incrementally making it useful for handling big data. We compare the quality of data distribution achieved by DD-Rtree with one of the recent distributed indexing structure, SD-Rtree. We also compare the efficiency of queries supported by these indexing structures along with the overall efficiency of DBSCAN algorithm. Our experimental results show that DD-Rtree achieves better data distribution and thereby resulting in improved overall efficiency.

he rapid progress in implementing Artificial Intelligence (AI) across various domains such as healthcare decision-making, medical diagnosis, and others has raised significant concerns regarding the fairness and bias embedded within AI systems. This is particularly crucial in sectors like healthcare, employment, criminal justice, credit scoring, and the emerging field of generative AI models (GenAI) producing synthetic media. Such systems can lead to unfair outcomes and perpetuate existing inequalities, including biases ingrained in the synthetic data representation of individuals.This survey paper provides a concise yet comprehensive examination of fairness and bias in AI, encompassing their origins, ramifications, and potential mitigation strategies. We scrutinize sources of bias, including data, algorithmic, and human decision biases, shedding light on the emergent issue of generative AI bias where models may replicate and amplify societal stereotypes. Assessing the societal impact of biased AI systems, we spotlight the perpetuation of inequalities and the reinforcement of harmful stereotypes, especially as generative AI gains traction in shaping public perception through generated content.Various proposed mitigation strategies are explored, with an emphasis on the ethical considerations surrounding their implementation. We stress the necessity of interdisciplinary collaboration to ensure the effectiveness of these strategies. Through a systematic literature review spanning multiple academic disciplines, we define AI bias and its various types, delving into the nuances of generative AI bias. We discuss the adverse effects of AI bias on individuals and society, providing an overview of current approaches to mitigate bias, including data preprocessing, model selection, and post-processing. Unique challenges posed by generative AI models are highlighted, underscoring the importance of tailored strategies to address them effectively.Addressing bias in AI necessitates a holistic approach, involving diverse and representative datasets, enhanced transparency, and accountability in AI systems, and exploration of alternative AI paradigms prioritizing fairness and ethical considerations. This survey contributes to the ongoing discourse on developing fair and unbiased AI systems by outlining the sources, impacts, and mitigation strategies related to AI bias, with a particular focus on the burgeoning field of generative AI.

Recent developments in computing, communications, digital storage technologies, and high-throughput data-acquisition technologies, make it possible to gather and store incredible volumes of data. It creates unprecedented opportunities for knowledge discovery large-scale database. Data mining technology is a useful tool for this task. It is an emerging area of computational intelligence that offers new theories, techniques, and tools for processing large volumes of data, such as data analysis, decision making, etc. There are countless researchers working on designing efficient data mining techniques, methods, and algorithms. Unfortunately,most data mining researchers pay much attention to technique problems for developing data mining models and methods, while little to basic issues of data mining. What is data mining? What is the product of a data mining process? What are we doing in a data mining process? What is the rule we would obey in a data mining process? What is the relationship between the prior knowledge of domain experts and the knowledgemind from data? In this paper, we will address these basic issues of data mining from the viewpoint of informatics [1]. Data is taken as a manmade format for encoding knowledge about the natural world. We take data mining as a process of knowledge transformation. A domain-oriented data-driven data mining (3DM) model based on a conceptual data mining model is proposed. Some data-driven data mining algorithms are also proposed to show the validity of this model, e.g., the data-driven default rule generation algorithm, data-driven decision tree pre-pruning algorithm and data-driven knowledge acquisition from concept lattice.

Generative Artificial Intelligence (GenAI) systems demonstrate impressive capabilities in providing various forms of feedback. However, claims to its potential overlook a fundamental aspect of effective feedback between humans: recognition between teacher and student. This paper critically examines the role of GenAI in providing feedback within higher education contexts, drawing on both the established feedback literature and philosophical work on recognition. Effective feedback is predicated on trusting and respectful relationships, which are in turn grounded in mutual recognition of shared vulnerability and agency. GenAI systems, lacking the capacity for genuine recognition, operate outside of this relational framework. Therefore, while valuable, GenAI feedback cannot fully replicate the pedagogical efficacy of human-provided feedback. However, the limitations of GenAI feedback may at the same time offer unique pedagogical opportunities. We propose that GenAI systems can provide a unique environment for students to receive and engage with feedback. This environment may help students build confidence and prepare for more meaningful engagement in recognitive feedback practices with peers and teachers. We therefore propose a novel framework distinguishing between “recognitive” and “extra-recognitive” feedback. This distinction allows for a more nuanced analysis of GenAI’s potential in feedback, offering a means of appropriately integrating GenAI into pedagogical practice.

This study presents a comprehensive framework designed to enhance data security in artificial intelligence (AI) systems by integrating robust cybersecurity measures with information governance principles. Employing a convergent parallel mixed-methods design, the research combines a quantitative meta-analysis of 11,245 AI deployments, a qualitative synthesis of 89 governance studies, and technical validations across three open-source AI models (BERT, YOLOv7, and federated learning). Critical threats, including data poisoning (42% success rate), adversarial examples (23% higher vulnerability in vision models), and model inversion (31% more frequent in generative AI), were identified. The proposed framework demonstrated a Composite Security Score (CSS) of 0.87, outperforming existing models (CSS range: 0.78–0.82), and achieved 84–89% attack mitigation and 90–95% regulatory compliance under standards like GDPR and NIST RMF. The framework’s practical contribution lies in offering sector-specific, scalable solutions for strengthening AI system security, thereby enabling healthcare, finance, and public sector organizations to align innovation with ethical and legal obligations. Theoretically, the study advances knowledge by bridging cybersecurity engineering with governance structures, addressing a critical gap in AI risk management. Preliminary evaluations into quantum-ready encryption strategies were explored, though more extensive testing is suggested for future research. Key limitations include reliance on secondary datasets, potential model generalizability constraints, and emerging threats like quantum attacks that require ongoing adaptation. Recommendations advocate sector-specific adoption, quantum-ready encryption, and research into adaptive security and third-party risks to ensure scalable, ethical AI security.

The recent advances in technologies for collecting spatial and spatio-temporal data (e.g. Cellular Phones, GPS devices) has facilitated the collection of data referenced in space and time. These huge collections of data often hide interesting information which conventional systems are unable to discover. Spatial and spatio-temporal data require complex data preprocessing, transformation, data mining, and post-processing techniques to extract novel, useful, and understandable patterns. The importance of spatial data mining is growing with the increasing incidence and importance of large geo-spatial datasets such as maps, repositories of remote-sensing images, trajectories of moving objects generated by mobile devices, etc. Applications include Mobile-commerce industry (location-based services), climatological effects of El Nino, land-use classification and global change using satellite imagery, finding crime hot spots, and local instability in traffic. The main goal of this tutorial is to disseminate this research field in Brazil, giving an overview of the current state of the art and the main methodologies and algorithms for spatial and spatiotemporal data mining.

If and when artificial intelligence systems become superhuman in more aspects of analytic reasoning, this will inevitably have a strong impact on the social organisation of science, including academic writing, reviewing, and publishing. We consider how norms of academic publishing should be adjusted as this happens. To do so, we propose four intuitively plausible desiderata that norms of academic publishing should fulfil in the age of increasingly advanced artificial intelligence (AI) and argue that there are no “quick fixes” to current norms that fulfil these desiderata. To indicate the scale of change needed to prepare academic publishing for the era of increasingly advanced AI, we tentatively sketch a more promising novel system of norms. Our proposal centres around the idea that AI systems should “sign off’’ on statements that outline the human and AI contributions to academic research. We discuss possible challenges for this proposal and highlight the type of technological and regulatory infrastructure that would be needed to enable it.

The advent of generative artificial intelligence (AI) represents a transformative leap in project management, offering significant capabilities in creativity and problem‐solving. This essay explores the impact of generative AI, highlighting its potential to support project planning and execution through dynamic resource management, improved stakeholder interaction, and predictive analytics. By understanding the differences between traditional AI and generative AI, project managers can harness these advanced tools to address a variety of challenges, from simple scheduling tasks to complex strategic planning. Generative AI enables project managers to interact with large language models (LLMs) through precise prompt engineering, ensuring tailored and actionable outputs. Practical examples illustrate how generative AI can provide innovative solutions to project delays and other common issues, showcasing its ability to transform traditional practices. Despite its advantages, the integration of generative AI in project management comes with significant risks, including job displacement, ethical concerns, data privacy, and the potential for overreliance on AI systems. Effective change management, robust ethics guidelines, and continuous learning are essential to mitigate these risks and maximize the benefits of AI. As project managers navigate this evolving landscape, they must remain proactive, balancing innovation with ethical considerations to lead their teams toward a future where AI‐driven project management is both effective and responsible.

Aim/Purpose In a post-pandemic learning environment, artificial intelligence (AI) may become the new standard. More and more college students are utilizing AI tools like ChatGPT and Bard to enhance their learning. This study compares the use of web-search and AI-based systems to assess how much students' knowledge has improved in an Internet Marketing course. Background While authorship and academic integrity have received a lot of attention in higher education research thus far, using AI effectively provides several benefits for both teaching and learning. In other words, by utilizing these capabilities, AI-based systems may boost students' motivation, interest, and level of knowledge. Methodology The course will teach the students how to use the application of AI (i.e. ChatGPT). To evaluate the efficacy of AI technology, this study will conduct empirical research to compare the knowledge improvement of students who would obtain knowledge about buying sustainable production products in Taiwan between using the web-search systems and the AI-based systems. The assessments of students' knowledge growth are evaluated by using a dependent samples t-test. Contribution This finding expands on prior research examining the possibility of using AI-powered learning aids to inspire students (Al Shamsi et al., 2022; Lund et al., 2023). The ability of ChatGPT to deliver cutting-edge content, personalized feedback, and interactive learning sessions may all contribute to generating curiosity, a sense of accomplishment, and ultimately a greater desire to learn more about subjects. Findings It is anticipated that the AI chatbots created for information delivery might have something to do with students' increased interest in, motivation for, and understanding of their studies. This study examines the potential benefits to students' understanding of sustainable development goals with an AI-specific method of information provision relevant to purchasing items produced sustainably. Recommendations for Practitioners In the near run, using AI systems has been proven to boost university students' sentiments. University students may feel more supported by AI when they use it more regularly. Long-term AI use may cause reliance, especially in the absence of human companionship. Recommendations for Researchers Not all students and instructors have a lot of experiences in teaching and learning with generative AI, despite the fact that it is a relatively new technology. After generative AI is completely incorporated into classrooms, the roles of AI in teaching and learning could reconsider. Impact on Society In order to prepare students for work in a world driven by generative AI, higher education in the future needs change. With an emphasis on in-class and hands-on activities for assessment, new learning outcomes—skills in learning and teaching with AI, AI literacy—and the importance of interdisciplinarity should be highlighted. Future Research Future studies should concentrate on the following topics: interdisciplinary education, creative pedagogies and their evaluation, new assessment and its acceptability.

Continual learning in medical devices: FDA's action plan and beyond