Journal of
Systemics, Cybernetics and Informatics
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ISSN: 1690-4524 (Online)


Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.

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Published by
The International Institute of Informatics and Cybernetics


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Academia.edu
(A Community of about 40.000.000 Academics)


Honorary Editorial Advisory Board's Chair
William Lesso (1931-2015)

Editor-in-Chief
Nagib C. Callaos


Sponsored by
The International Institute of
Informatics and Systemics

www.iiis.org
 

Editorial Advisory Board

Quality Assurance

Editors

Journal's Reviewers
Call for Special Articles
 

Description and Aims

Submission of Articles

Areas and Subareas

Information to Contributors

Editorial Peer Review Methodology

Integrating Reviewing Processes


Smart Cities: Challenges and Opportunities
Mohammad Ilyas
(pages: 1-6)

Bridging the Gap: Communicating to Increase the Visibility and Impact of Your Academic Work
Erin Ryan
(pages: 7-12)

Cross-Cultural Online Networking Based on Biomedical Engineering to Motivate Transdisciplinary Communication Skills
Shigehiro Hashimoto
(pages: 13-17)

Interdisciplinary Approaches to Learning Informatics
Masaaki Kunigami
(pages: 18-22)

The Impact of Artificial Intelligence and the Importance of Transdisciplinary Research
R. Cherinka, J. Prezzama, P. O'Leary
(pages: 23-28)

Emotional Communication as Complex Phenomenon in Musical Interpretation – Proposal for a Systemic Model That Promotes a Transdisciplinary Process of Self-Formation and Reflection Around Expressiveness as a Lived Experience
Fuensanta Fernández de Velazco, Eduardo Carpinteyro-Lara, Saúl Rodríguez-Luna
(pages: 29-33)

A Multi-Disciplinary Cybernetic Approach to Pedagogic Excellence
Russell Jay Hendel
(pages: 34-41)

The Ethics of Artificial Intelligence in the Era of Generative AI
Vassilka D. Kirova, Cyril S. Ku, Joseph R. Laracy, Thomas J. Marlowe
(pages: 42-50)

Trans-Disciplinary Communication: Context and Semantics
Maurício Vieira Kritz
(pages: 51-57)

A Brave New World: AI as a Nascent Regime?
Jasmin Cowin, Birgit Oberer, Cristo Leon
(pages: 58-66)

The Role of Art and Science – Relational Dynamics in Human Ecology
Giorgio Pizziolo, Rita Micarelli
(pages: 67-75)

Advancing Entrepreneurship Education: An Integrated Approach to Empowering Future Innovators
Birgit Oberer, Alptekin Erkollar
(pages: 76-81)

Harmonizing Horizons: The Symphony of Human-Machine Collaboration in the Age of AI
Birgit Oberer, Alptekin Erkollar
(pages: 82-86)

How Do Students Learn Artificial Intelligence in Interdisciplinary Field of Biomedical Engineering?
Shigehiro Hashimoto
(pages: 87-91)

What is ChatGPT and its Present and Future for Artificial Intelligence in Trans-Disciplinary Communications?
Richard Segall
(pages: 92-98)


 

Abstracts

 


ABSTRACT


Education and Technology

Rossella Marzullo


The aim of this paper is to explore what we know about the difficulties from comprehension of digital texts in comparison with traditional texts with a particular focus on new readers. The question we want to investigate is whether the reading of an electronic text is more (or less) difficult than that of a paper text. In the first part of the paper, the object of the study is presented; in the second part research studies in the field are examined through an analysis of the evidence-based literature; in the third and final part, we try to draw some conclusions from data.

Do we read more or read less in the time of digital media? Does reading on the screen change the way we understand meanings? And does the way we write change? These are some of the questions that parents and teachers ask themselves to understand what are the correct spaces and times to leave for devices at home, at school, in free time. Research suggests that the question of time is crucial. Maryanne Wolf, a neuroscientist who has been studying the brain that reads for years, noted that reading on the screen ends up inhibiting deep reading in the long run. We run away, looking for some articulations of the text that allow us to synthetically grasp its meaning without taking the time to weigh every single part: the risk is that the ability to understand exactly the meaning of what is being read is compromised.

Fast thoughts and slow thoughts should both belong to our cognitive economy: the former are useful in some cases, the latter in others. In fact, however, the speed at which we are progressively more and more required in everyday life, at home as well as in organizations, can mean that we tend to resort more and more frequently, especially to quick thoughts.

The real problem, therefore, is not digital, but speed. We need to find a way to slow down because only by slowing down is it possible to activate our slow thoughts.

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