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Low power wide area network (LPWAN) is a promising solution for long range and low power Internet of Things (IoT) and machine to machine (M2M) communication applications. This paper focuses on defining a systematic and powerful approach of identifying the key characteristics of such applications, translating them into explicit requirements, and then deriving the associated design considerations. LPWANs are resource-constrained networks and are primarily characterized by long battery life operation, extended coverage, high capacity, and low device and deployment costs. These characteristics translate into a key set of requirements including M2M traffic management, massive capacity, energy efficiency, low power operations, extended coverage, security, and interworking. The set of corresponding design considerations is identified in terms of two categories, desired or expected ones and enhanced ones, which reflect the wide range of characteristics associated with LPWAN-based applications. Prominent design constructs include admission and user traffic management, interference management, energy saving modes of operation, lightweight media access control (MAC) protocols, accurate location identification, security coverage techniques, and flexible software re-configurability. Topological and architectural options for interconnecting LPWAN entities are discussed. The major proprietary and standards-based LPWAN technology solutions available in the marketplace are presented. These include Sigfox, LoRaWAN, Narrowband IoT (NB-IoT), and long term evolution (LTE)-M, among others. The relevance of upcoming cellular 5G technology and its complementary relationship with LPWAN technology are also discussed.

The understanding of the design of mobile phones is somewhat different from other devices and products. This is properly due to the limited design capacity of mobile phones which need to be maintained within a small screen. One aspect for consideration is the relationship between certain design elements and users’ usage behavior and perception of the device. This study examined the feasibility of multiple-criteria decision making, known as the decision-making trial evaluation laboratory (DEMATEL), for identifying the key design patterns necessary for promoting users use of mobile devices. Precisely, we studied users’ direct, indirect, and interdependent behaviors in relation to seven mobile design patterns, including dealing with data, providing input, navigation, notification, personalization, screen interaction, and social activity. A DEMATEL model was generated for 75 students using these dimensions. The results showed that patterns corresponding to users’ interactions with the screen, dealing with data, and navigation were the core factors that can potentially aid the design of mobile environments. Our findings can be used by educational designers of mobile applications to form better design scenarios that are closely connected to a specific task and setting.

Integrating multiple materials in arbitrary arrangements within nanoparticles is a prerequisite for advancing many applications. Strategies to synthesize heterostructured nanoparticles are emerging, but they are limited in complexity, scope, and scalability. We introduce two design guidelines, based on interfacial reactivity and crystal structure relations, that enable the rational synthesis of a heterostructured nanorod megalibrary. We define synthetically feasible pathways to 65,520 distinct multicomponent metal sulfide nanorods having as many as 6 materials, 8 segments, and 11 internal interfaces by applying up to seven sequential cation-exchange reactions to copper sulfide nanorod precursors. We experimentally observe 113 individual heterostructured nanorods and demonstrate the scalable production of three samples. Previously unimaginable complexity in heterostructured nanorods is now routinely achievable with simple benchtop chemistry and standard laboratory glassware.

While gamification is gaining ground in business, marketing, corporate management, and wellness initiatives, its application in education is still an emerging trend. This article presents a study of the published empirical research on the application of gamification to education. The study is limited to papers that discuss explicitly the effects of using game elements in specific educational contexts. It employs a systematic mapping design. Accordingly, a categorical structure for classifying the research results is proposed based on the extracted topics discussed in the reviewed papers. The categories include gamification design principles, game mechanics, context of applying gamification (type of application, educational level, and academic subject), implementation, and evaluation. By mapping the published works to the classification criteria and analyzing them, the study highlights the directions of the currently conducted empirical research on applying gamification to education. It also indicates some major obstacles and needs, such as the need for proper technological support, for controlled studies demonstrating reliable positive or negative results of using specific game elements in particular educational contexts, etc. Although most of the reviewed papers report promising results, more substantial empirical research is needed to determine whether both extrinsic and intrinsic motivation of the learners can be influenced by gamification.

The design of “Serious games” that use game components (e.g., storyline, long-term goals, rewards) to create engaging learning experiences has increased in recent years. We examine of the core principles of serious game design and examine the current use of these principles in computer-based interventions for individuals with autism. Participants who undergo these computer-based interventions often show little evidence of the ability to generalize such learning to novel, everyday social communicative interactions. This lack of generalized learning may result, in part, from the limited use of fundamental elements of serious game design that are known to maximize learning. We suggest that future computer-based interventions should consider the full range of serious game design principles that promote generalization of learning.

This paper aims to improve the design methods for serious games (games for learning) by identifying a set of well-established pedagogical misconceptions and presenting design guidelines to avoid these. It analyses the pedagogical principles and models that are commonly used in serious game design, and contrasts these with evidence and advances in instructional psychology and instructional design research. The paper particularly focuses on (1) the concept of experience-based learning, which many serious games comply with, (2) the concept of learner motivation, which most games strongly claim to support, and (3) the score systems that many games use to track and display progress. Structural design weaknesses are exposed and countered with a large body of research evidence from the literature. A set of practicable design guidelines are presented that help to avoid the pedagogical flaws and contribute to improving the design methods for serious games.

PurposeAs algorithms permeate nearly every aspect of digital life, artificial intelligence (AI) systems exert a growing influence on human behavior in the digital milieu. Despite its popularity, little is known about the roles and effects of algorithmic literacy (AL) on user acceptance. The purpose of this study is to contextualize AL in the AI environment by empirically examining the role of AL in developing users' information processing in algorithms. The authors analyze how users engage with over-the-top (OTT) platforms, what awareness the user has of the algorithmic platform and how awareness of AL may impact their interaction with these systems.Design/methodology/approachThis study employed multiple-group equivalence methods to compare two group invariance and the hypotheses concerning differences in the effects of AL. The method examined how AL helps users to envisage, understand and work with algorithms, depending on their understanding of the control of the information flow embedded within them.FindingsOur findings clarify what functions AL plays in the adoption of OTT platforms and how users experience algorithms, particularly in contexts where AI is used in OTT algorithms to provide personalized recommendations. The results point to the heuristic functions of AL in connection with its ties in trust and ensuing attitude and behavior. Heuristic processes using AL strongly affect the credibility of recommendations and the way users understand the accuracy and personalization of results. The authors argue that critical assessment of AL must be understood not just about how it is used to evaluate the trust of service, but also regarding how it is performatively related in the modeling of algorithmic personalization.Research limitations/implicationsThe relation of AL and trust in an algorithm lends strategic direction in developing user-centered algorithms in OTT contexts. As the AI industry has faced decreasing credibility, the role of user trust will surely give insights on credibility and trust in algorithms. To better understand how to cultivate a sense of literacy regarding algorithm consumption, the AI industry could provide examples of what positive engagement with algorithm platforms looks like.Originality/valueUser cognitive processes of AL provide conceptual frameworks for algorithm services and a practical guideline for the design of OTT services. Framing the cognitive process of AL in reference to trust has made relevant contributions to the ongoing debate surrounding algorithms and literacy. While the topic of AL is widely recognized, empirical evidence on the effects of AL is relatively rare, particularly from the user's behavioral perspective. No formal theoretical model of algorithmic decision-making based on the dual processing model has been researched.

The architectural design process is a unique process that has its inherent phases with specific activities within. Exploring and identifying the real design process which occurs within the conventional design studio is the key focus of this study. This study was carried out by adopting systematic literature review methodology. The most relevant articles for the review were identified by applying an inclusion and exclusion criteria based on a rubric developed to find answers to the research questions developed. For the literature review, 50 articles were selected by eliminating the non-related and non-suitable articles based on the rubric developed. The data was analysed by the content analysis based on the Grounded Theory. Grounded Theory was applied to generate a theory based on the data or findings. The results have given data to draw a Design Process model which is specific for architectural design studio practice. It is evident that the lack of integrating the intended user in the design process has impacted the solutions. Furthermore, many scholars have discussed the architectural design process, but there is a significant gap in discussing the involvement of users and context during the design process.

Information systems (IS) increasingly expand actor-to-actor networks beyond their temporal, organizational, and spatial boundaries. In such networks and through digital technology, IS enable distributed economic and social actors to not only exchange but also integrate their resources in materializing value co-creation processes. To account for such IS-enabled value co-creation processes in multi-actor settings, this research gives rise to the phenomenon of digital value co-creation networks (DVNs). In designing DVNs, it is not only necessary to consider underpinning value co-creation processes, but also the characteristics of the business environments in which DVNs evolve. To this end, our study guides the design of DVNs through employing service-dominant logic, a theoretical lens that conceptualizes value co-creation as well as business environments. Through an iterative research process, this study derives design requirements and design principles for DVNs, and eventually discusses how these design principles can be illustrated by expository design features for DVNs.

Immersive Virtual Reality (iVR) technologies can enrich teaching and learning environments, but their use is often technology-driven and instructional con-cepts are missing. The design of iVR-technology-supported learning environ-ments should base on both, an evidence-based educational model as well as on features specific to iVR. Therefore, the article provides a framework for the use of iVR in learning environments based on the Cognitive Theory of Multi-media Learning (CTML). It outlines how iVR learning environments could and should be designed based on current knowledge from research on Multimedia Learning.