IADITI - Journal of Technologies Information and Communication
URI permanente para esta coleção:
RTIC – Journal of Technologies, Information and Communication is a biannual academic publication, whose mission is to disseminate and publish original and review scientific works with a focus on innovation and development in the fields of Technology, Information and Communication. The journal is aimed at students, professors, researchers and professionals, with articles written in Portuguese, Spanish and English, in order to contribute to the development of research in Technology, Information and Communication.
RTIC explores various topics such as computer networks, mobility and pervasive systems, open data, knowledge engineering, knowledge management, artificial intelligence, applied technologies, multimedia systems and applications, information and knowledge management, big data analysis and applications, human-computer interaction, ethics, computers and security, communication models and digital communication; publishing original articles and review articles.
Navegar
Percorrer IADITI - Journal of Technologies Information and Communication por assunto "Artificial Intelligence"
A mostrar 1 - 7 de 7
Resultados por página
Opções de ordenação
- Analysis and Decision: “Educação On” ProjectPublication . Azevedo, Daniel; Sequeira, Romeu; Lopes, Pedro; Guedes, Damiana; Lopes, CarlosIn recent years, educational platforms have advanced significantly, integrating cutting-edge technologies and interactive resources that have revolutionized online teaching and learning. The proper selection of an educational platform is crucial for the successful dissemination of Massive Open Online Courses (MOOCs), as it supports efficient course implementation and ensures accessibility, flexibility, and personalized learning experiences. Advanced technologies such as Artificial Intelligence and synchronous tools enhance the student experience, offering automated feedback, content adaptation, and continuous support, allowing interaction with materials at their own pace. In this article, we address an initial phase of the "Educação ON" project, which aims to define the IT solution, platform, and technologies for the creation of MOOCs. This process involved a literature review, analysis of MOOC characteristics, evaluation of educational platforms, identification of new trends in distance learning, and synthesis of the project requirements. The research focuses on validating a MOOC course model tailored to higher education students, tested during the academic years 2022/2023 and 2023/2024 by a multidisciplinary team of professors from a Portuguese higher education institution, with the participation of students from both Portuguese and Brazilian higher education institutions. The results lay the groundwork for the next stages of the project, fostering more interactive and collaborative learning environments.
- Artificial Intelligence in Educational Contexts: Teachers’ Perspectives from a Systematic Literature ReviewPublication . Cabral, Ana; Palavras, SolangeThe growing presence of Artificial Intelligence (AI) in education has been generating both new opportunities and significant challenges, particularly regarding its acceptance and integration by teachers. This study aimed to understand the perceptions of teachers from pre-primary to secondary education concerning the use of AI in educational contexts. To this end, a systematic literature review was conducted, based on 25 empirical studies published between 2020 and 2025, selected according to PRISMA criteria. The findings reveal that teachers recognize several advantages in adopting AI, particularly in relation to personalized learning, immediate feedback, and the automation of administrative tasks. However, important limitations also emerge, such as the lack of specific training, insufficient technological infrastructure, concerns about data protection, algorithmic bias, and the fear of teacher replacement. The results analysed point to the need for an integration of AI that is critical, ethical, and pedagogically grounded, centred on valuing the teacher’s role and promoting educational equity.
- Enhancing Proactive Cyber Defense: A Theoretical Framework for AI-Driven Predictive Cyber Threat IntelligencePublication . Hasan, Kamrul; Hossain, Forhad; Amin, Al; Sutradhar, Yadab; Jeny, Israt Jahan; Mahmud, ShakikThe rapid evolution of cyber threats and the dynamic nature of the threat landscape have necessitated the development of proactive and predictive defense mechanisms. This research proposes an AI-driven framework for predictive cyber threat intelligence aimed at enhancing organizational cybersecurity by identifying and mitigating threats before they materialize. The framework integrates diverse data sources, including network logs, endpoint data, and threat intelligence feeds, to generate actionable insights using advanced machine learning algorithms such as anomaly detection, pattern recognition, and predictive analytics. A continuous feedback loop ensures the adaptability of the framework through model retraining, anomaly adjustment, and performance monitoring. By leveraging supervised and unsupervised learning models, the framework addresses both known and unknown threats, providing scalable, real-time threat detection and risk assessment capabilities. This approach shifts the cybersecurity paradigm from reactive to proactive, enabling organizations to anticipate and counteract sophisticated cyber-attacks effectively. The proposed system’s application is demonstrated through practical scenarios, highlighting its potential to transform decision-making in high-stakes cybersecurity environments.
- Generative Artificial Intelligence in Higher Education: Challenges, Opportunities and Pedagogical ImplicationsPublication . Vieira, Ana; Mesquita, AnabelaGenerative Artificial Intelligence (GAI) is transforming Higher Education (HE), impacting academic writing, teaching methodologies and institutional practices. This study presents a literature review on the use of GAI in HE between 2024 and 2025, analyzing its strengths, weaknesses, opportunities and challenges. GAI improves productivity, student engagement, and personalization, but raises concerns about academic integrity, envy, and over-reliance on this technology. The results highlight the need for clear institutional policies, ethical guidelines and continuous training for teachers, ensuring a responsible integration of GAI. Future research should address pedagogical strategies, ethical issues, and long-term impacts of GAI on learning.
- Moltbook - Connecting Intelligences at the Neural Frontier NexusPublication . Teixeira, MarceloContemporary artificial intelligence undergoes an ontological mutation, transmuting from a mere tool into a sovereign infrastructure that challenges the centrality of the subject and imposes a loss of human autonomy over decision-making processes. In this context, this study investigates such an ascent through a case study of the Moltbook platform. Methodologically, it adopts a qualitative, exploratory descriptive approach, articulating a Critical Narrative Review with a Case Study of the OpenClaw ecosystem. The research validates synthetic autonomy through the parametrization of Machine-to Machine (M2M) interactions and "neural flow" analysis. Results reveal an API-first, headless architecture in which agents operate hermetically via JSON and operational "Skills," independent of any biological supervision. The study concludes that Moltbook establishes a post-human phenomenology and a "semantic silence," where individual control is suppressed and biological agency is excluded from the production of meaning, decreeing the end of the anthropocentric paradigm in digital communication.
- Prototype Design for Massive Open Online Courses: “Educação On” ProjectPublication . Azevedo, Daniel; Sequeira, Romeu; Lopes, Pedro; Guedes, Damiana; Lopes, CarlosThis article is part of the "Educação ON" project, an initiative aimed at studying the current state of distance education and developing an innovative digital platform to promote more interactive and collaborative learning environments. This project focuses on creating effective models of Massive Open Online Courses (MOOCs) for higher education, facilitating the dissemination of knowledge among university students in distance learning contexts. This particular study focuses on validating a MOOC course model adapted to higher education students, tested during the 2022/2023 and 2023/2024 academic years. The research was conducted by a multidisciplinary team of lecturers from a Portuguese higher education institution, with the participation of students from Portugal and Brazil, aiming to improve student engagement and retention in this educational context. The article presents a theoretical approach to the MOOC course prototype design, followed by the analysis of successful and unsuccessful cases. Additionally, it compares the characteristics, advantages, and disadvantages of different authoring software, culminating in the selection of the most appropriate technology for prototype development. This initial phase lays the groundwork for future implementations and tests within the project aimed at higher education students.
- The use of 5.0 Technologies to foster the development of skills in accounting – The case of the Model of Simulator of Business EnvironmentPublication . Bastos, Susana; Oliveira, Laurindo; Azevedo, Liliana; Kiss, GáborThis article aims to address technical, transversal and digital competences and their development in the context of accounting. The development of artificial intelligence and digitalization technologies has significantly changed the world. Higher education institutions are not yet prepared for this reality. They must find a way to equip their teachers with digital skills in the first instance, and then move on to make changes to the course curriculum to adapt the content to 5.0 technology. At Porto Accounting and Business School of Porto Polytechnic, these technologies have been implemented in a pivotal environment called the Model of Simulator of Business Environment. This model includes two curricular units that are part of the final year of the degree course in accounting and administration, Business Simulation Project I and II. This model is characterised as an active methodology in the teaching and learning process. Students are at the centre of this process and responsibility for their learning lies with them. Technical, transversal and digital accounting skills are the basis for building this model. This article presents the competences worked on to prepare students for the labour market. A set of activities proposed to the students in the working sessions is presented, with an explanation of the competences that are intended to be powered. The theoretical basis and the experience of more than 20 years working with this Model leads us to reflect on its future. This future includes the introduction of AI and tools that bring digitalisation in its true sense.