Eleni Mangina – författare

We would like to welcome you to the proceedings of the workshops held in conjunction with the 23rd International Conference on Conceptual Modeling (ER 2004). The objective of the workshops associated with ER 2004 was to give p- ticipants the opportunity to present and discuss emerging hot topics related to conceptual modeling, thereby adding new perspectives to conceptual mod- ing. To meet the objective, we selected six workshops with topics on conceptual modelingforWebinformationintegration,digitalgovernment,GIS,changem- agement, e-business, and agent technology. Some of these workshopswere brand new while others had been held in conjunction with ER conferences as many as ?ve times. They are: 1. 1stInternationalWorkshoponConceptualModel-DirectedWebInformation Integration and Mining (CoMWIM 2004) 2. 1st International Workshop on Digital Government: Systems and Techno- gies (DGOV 2004) 3. 1st International Workshop on Conceptual Modeling for GIS (CoMoGIS 2004) 4. 3rd International Workshop on Evolution and Change in Data Management (ECDM 2004) 5. 1st International Workshop on Conceptual Modelling for Agents (CoMoA 2004) 6.5th International Workshop on Conceptual Modeling Approaches for E-Business (The Model-Driven Design Value Proposition) (eCOMO 2004) These six workshops received 38, 16, 58, 21, 17, and 13 papers, respectively. Following the philosophy of the ER workshops, the selection of contributions was very carefully carried out in order to keep the excellent standard; 13, 6, 16, 8, 7, and 6 papers were accepted by the six workshops, respectively, with acceptance rates 34%, 37%, 27%, 38%, 41%, and 46%, respectively.

Ubiquitous computing names the third wave in computing, where the personal computing era appears when technologyrecedesinto the backgroundof our lives. The widespread use of new mobile technology implementing wireless communicationssuch as personal digital assistants (PDAs) and smart phones enables a new type of advanced applications. In the pastyears,themainfocusofresearchinmobileserviceshasaimedattheanytime-anywhere principle (ubiquitous computing). However, there is more to it. The increasing demand for distributed problem solving led to the development of multi-agent systems. The latter are formed from a collection of independent software entities whose collective skills can be applied in complex and real-time domains. The target of such systems is to demonstrate howgoaldirected,robustandoptimalbehaviorcanarise frominteractionsbetweenindiv- ual autonomous intelligent software agents. These software entities exhibit characteristics like autonomy, responsiveness, pro-activeness and social ability. Their functionality and effectiveness has proven to be highly depended on the design and development and the - plication domain. In fact, in several cases, the design and developmentof effective services shouldtakeintoaccountthecharacteristicsofthecontextfromwhichaserviceisrequested. Contextis the set of suitable environmentalstates and settings concerninga user, which are relevant for a situation sensitive application in the process of adapting the services and - formation offered to the user. Agent technology seems to be the right technology to offer the possibility of exploringthe dynamic context of the user in order to provideadded-value services or to execute more and complex tasks.

This proceedings comprises of selected papers presented at the Learning Innovations Summit 2024, during 13-14 September at the University of Nicosia, Cyprus. The presented work showcases cutting-edge research and innovations in technology-powered education covering the latest advancements in Artificial Intelligence (AI), Extended Reality (XR), and other emerging technologies, and their transformative potential in revolutionizing the landscape of learning. It aims to bridge the gap between theoretical research and practical implementation, ensuring that AI, XR, and emerging innovations translate to real-world educational enhancements. The content targets researchers, academics, educators, teachers, corporate trainers, graduate students, learning designers, educational technology developers and technology enthusiasts who are dedicated to exploring the transformative opportunities and multifaceted challenges associated with integrating AI, XR and emerging technologies in education and training.

This book consists of chapters that present the state-of-the-art research on mixed reality, simulation and serious games with applications in four main educational topics: (1) K-12 STEAM Education; (2) Tertiary/Professional Education; (3) Special Needs Education; and (4) Cultural, Social & Museum Education. The chapters of the book present a multi-facet view on different approaches to deal with challenges that surround the uptake of educational applications of mixed reality, simulations and serious games in various practices. The different approaches highlight challenges and potential solutions and provide future directions for mixed reality, simulation and serious games research, for the design of learning material and for implementation. By doing so, the book is a useful resource for both students and scholars interested in research in this field, for designers of learning material and for practitioners that want to embrace mixed reality, simulation and/or serious games intheir education.Chapter "Development of AR Interactive Components for Positive Behavioral Interventions and Supports" is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

This book consists of chapters that present the state-of-the-art research on mixed reality, simulation and serious games with applications in four main educational topics: (1) K-12 STEAM Education; (2) Tertiary/Professional Education; (3) Special Needs Education; and (4) Cultural, Social & Museum Education. The chapters of the book present a multi-facet view on different approaches to deal with challenges that surround the uptake of educational applications of mixed reality, simulations and serious games in various practices. The different approaches highlight challenges and potential solutions and provide future directions for mixed reality, simulation and serious games research, for the design of learning material and for implementation. By doing so, the book is a useful resource for both students and scholars interested in research in this field, for designers of learning material and for practitioners that want to embrace mixed reality, simulation and/or serious games intheir education.Chapter "Development of AR Interactive Components for Positive Behavioral Interventions and Supports" is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

This book consists of chapters that present the state-of-the-art research on mixed reality, simulation and serious games with applications in four main educational topics: (1) K-12 STEAM Education; (2) Tertiary/Professional Education; (3) Special Needs Education; and (4) Cultural, Social & Museum Education. The chapters of the book present a multi-facet view on different approaches to deal with challenges that surround the uptake of educational applications of mixed reality, simulations and serious games in various practices. The different approaches highlight challenges and potential solutions and provide future directions for mixed reality, simulation and serious games research, for the design of learning material and for implementation. By doing so, the book is a useful resource for both students and scholars interested in research in this field, for designers of learning material and for practitioners that want to embrace mixed reality, simulation and/or serious games intheir education.Chapter "Development of AR Interactive Components for Positive Behavioral Interventions and Supports" is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.