Activity Theory Research Articles

Exploring key stakeholders’ perspectives on integrating the EU AI Act with the MDR for certifying AI medical devices

AbstractArtificial Intelligence (AI) algorithms are transforming healthcare by advancing the capabilities of medical devices. These algorithms can now analyze X-ray images to help detect and interpret medical conditions, particularly in radiology and pathology. The growing use of AI in medicine highlights the importance of strict regulations to prioritize patient safety during the development and deployment of AI in medical devices. Despite extensive research, there are limited empirical studies on stakeholders’ perspectives regarding the challenges of implementing AI regulatory frameworks alongside existing legally binding regulations specific to medical devices. This study uses semi-structured interviews to explore the perspectives of key stakeholders, such as regulatory bodies and medical device manufacturers, to understand the potential implications of integrating the European Union Artificial Intelligence Act with the Medical Device Regulation to certify AI-embedded medical devices. Through inductive-thematic analysis and adopting activity theory to further synthesize the interviews, the findings reveal stakeholders’ challenges, including uncertainty about implementing different regulations, resource limitations, and the potential impact of complex regulations on healthcare quality. Additionally, the results indicate that key stakeholders did not explicitly identify the absence of a comprehensive ethical framework for AI-enabled medical devices in both regulations as a major challenge. This underscores the need to develop a harmonized ethical framework for certifying AI used in healthcare.

The Effect of the Arcs Model of Motivation on Students' Learning Achievement: A Meta-Analysis

Objective: The objective of this study is to investigate the effect of ARCS motivation model on students' learning achievement, with the aim of is to test the validity of the ARCS motivational modelling approach.It aligns with UN Sustainable Development Goal (SDG) 4(Quality Education), promoting effective and inclusive learning outcomes. Theoretical Framework: In this topic, the main concepts and theories that underpin the research are presented. Activity theory stand out, providing a solid basis for understanding the context of the investigation. Method: The methodology adopted for this research comprisesMeta-analytical design, for the included literature, strictly followed the operational guidelines of PRISMA. Data collection was carried out through four databases, Web of Science, Proquest, Scopus and Eric, coded and classified through activity theory, and the tool used CMA 3.7 software for data analysis to ensure the accuracy and comprehensiveness of the results. Results and Discussion: The results obtained revealed ARCS model of motivation has a large effect size on student learning achievement (ES=1.256). In addition, sample size, learning domain, ARCS motivational classroom model, intervention duration, teaching method, sample region, interaction type, and teaching tool significantly moderated the effect sizes. Research Implications: This study systematically evaluates the impact of the ARCS motivation model on academic performance through meta-analysis, providing empirical support for motivation theory in educational psychology. Practically, this study offers effective strategies for educators to enhance students' motivation and academic performance, and serves as a reference for optimizing the integration of course design and teaching models. Originality/Value: This study contributes to the literature by adopting an activity theory coding design to systematically analyse the effect of the ARCS motivational model on student achievement. Its significance and value lies in revealing the effectiveness of the ARCS motivational model in improving students' academic achievement, providing empirical support for instructional design and practice, and providing guidance for motivation-driven curriculum design in particular. This study has important applications in promoting academic progress, improving the quality of education and achieving sustainability in quality education.

Teacher education encounters climate change and critical mathematics education

In this study we discuss the complexity faced by a teacher when Critical Mathematics Education (CME) and climate change are being brought into a specific teaching setting that is part of a teacher education program a large university in Sweden. Taking CME and Active Network Theory into account along with the teacher’s dilemmas, we here perform an inquiry that aims to map potential actants and their relationships, as they are core in a teacher’s experience to plan and enact a statistics course that engages the theme of climate change through CME. For this inquiry, the teacher’s log (or course diary notes) is analysed. The analysis locates instances where the teacher connects to different actants such as the climate change phenomenon, the curricula, the course plan, and student teachers. In some instances, these actants suggest ways of doing that contradict each other. In short, the analysis shows that since diverse arguments can be narrated, one might be left with the feeling of missing something in just following one. It is a rather vulnerable situation the teacher is in; risking being hold accountable for not dealing with the mathematical content that has good arguments for it to be dealt with, but, yet, knowing that taking this risk allows mathematics to enter the social.

Reimagining English Learning: Technology in Material Design for Secondary Education

As classrooms move towards a digital landscape, a key factor for successful English language education is to create and apply new experience in teaching materials. This study investigates the impact of technology integration on English teaching material design in secondary education, unveiling the significant role of teachers' pedagogical expertise. Qualitative data, derived from semi-structured interviews, field notes, and teaching documents, were collected and analyzed, revealing that technology, when guided by pedagogical principles like Activity Theory, TBLT, Constructivism and Cognitive Load Theory, can enhance student engagement and language learning. The findings also suggest teachers’ evolving roles, from instructors to facilitators and tech integrators, significantly transform the classroom dynamics. The study highlights the need for robust supporting systems, including professional development and infrastructure, which can ensure effective tech integration. It concludes that with the right support and pedagogical understanding, technology can navigate English education into a more dynamic and student-centered experience.

Do K-Pop Consumers’ Fandom Activities Affect Their Happiness, Listening Intention, and Loyalty?

This study examines the influence of K-pop consumers’ (online/offline) fandom activities on their happiness and their contemporary Christian music (CCM) listening intention and does so considering two base theories: activity theory and the content theory of motivation. In this context, we also examine the influence of happiness and CCM listening intention on CCM loyalty (word of mouth/purchase). We focus on global consumers of K-pop (people with experience in online/offline K-pop fandom activities) from two countries: the US and the UK. For our investigation, we surveyed these consumers between 1 April and 30 September 2022 through two global research agencies, namely Entrust Survey and META G DATA lnc. We received valid responses from 331 participants. We then used structural equation modeling to analyze the data and found the following: First, although K-pop consumers’ online fandom activities did not have a statistically significant effect on their happiness, their offline fandom activities did. Second, their fandom activities had a statistically significant positive effect on their CCM listening intention, although their offline fandom activities did not. Third, their happiness also had a statistically significant positive effect on their CCM listening intention. Ultimately, their happiness and CCM listening intention had a statistically significant positive effect on their loyalty (CCM word of mouth/purchase). We identified a new trend and applied it in the context of K-pop culture and CCM, thereby contributing to consumer psychology studies through creative/innovative empirical research.

Social Media Shadows: Unveiling the Hidden Struggles of African American Youth on Facebook

Abstract: While Facebook has become a central element of digital culture, its impact on the mental health of African American youth remains underexplored, particularly in relation to intersecting marginalized identities. Despite extensive research on social media and youth well-being, there is a significant gap in understanding how Facebook contributes to mental health challenges like depression and anxiety, especially for African American adolescents who experience systemic racism and discrimination both offline and online. This paper addresses these shortcomings by examining the intersection of race, socio-economic status, and the pervasive influence of social media on African American youth. Utilizing the Ecological Systems Model and Cultural Historical Activity Theory (CHAT), this study critically analyzes existing literature to uncover how Facebook exacerbates mental health struggles through online discrimination, cyberbullying, and harmful social comparison. Furthermore, the research highlights the underrepresentation of African American LGBTQ+ youth in current studies, emphasizing the need for intersectional approaches. Findings reveal that while Facebook offers opportunities for connection and identity exploration, it also intensifies mental health challenges due to frequent exposure to online racism and social exclusion. This study concludes by advocating for targeted interventions, including digital literacy programs, supportive online communities, and improved content moderation, to mitigate the negative mental health impacts on African American youth in the digital age.

How teacher students used digital response systems during student teaching

AbstractDuring teacher education programs, teacher students are expected to develop the digital competence necessary for their future roles as teachers. A vital aspect of this competence involves integrating digital tools into educational activities. Some digital tools, such as response systems, are designed and used to encourage student participation during educational activities. This study explores how teacher students use different functions in various response systems during their student teaching, practically applying what they learned in an ICT course during the teacher education program. Semi-structured interviews were thematically analyzed, with activity theory as a framework to discuss the themes. The findings reveal that while most teacher students used response systems during their student teaching, the extent and manner of use varied significantly. Frequent users reported positive experiences, integrating response systems as part of their teaching strategy, while occasional and non-users faced barriers related to theoretical grounding, relevance to the subject of English, community support, and the division of labor. These results highlight the importance of aligning digital tools with educational objectives and providing teacher students with theoretical and practical support during their training. The study contributes to the ongoing discourse on integrating digital tools in teacher education and provides insights into digital competence development within teacher education programs.

Automating discovery of electrochemical urea synthesis reaction paths via active learning and graph theory

Automating discovery of electrochemical urea synthesis reaction paths via active learning and graph theory

Conceptions Towards Early Academic Studies in Computer Science: Focusing on Students, Lecturers, and Parents

The goal of this study was to identify conceptions towards early academic studies in computer science. We focus on a program which offers high school students the unique opportunity to earn a B.Sc. degree in parallel to their studies, resulting in them holding a prestigious degree at an early age. Activity theory framed the design of this study. Fifteen voluntary participants representing three distinct research groups participated in this study: students, parents, and lecturers. The data were collected using a qualitative research paradigm through semi-structured interviews. The findings demonstrated that the research groups mostly held distinctive conceptions. Little similarity may be detected. We argue that high school students are more likely to succeed in early academic programs when they have a rigorous curriculum, an on-staff educational consultant, and lessons that are exclusively attended by other students in their peer group. These types of programs, in our opinion, are well positioned to develop exceptional and gifted individuals’ educational potential.

Activity Unmasks Chirality in Liquid-Crystalline Matter

Active matter theories naturally describe the mechanics of living systems. As biological matter is overwhelmingly chiral, an understanding of the implications of chirality for the mechanics and statistical mechanics of active materials is a priority. This article examines active, chiral materials from a liquid-crystal physicist's point of view, extracting general features of broken-symmetry-ordered phases of such systems without reference to microscopic details. Crucially, this demonstrates that activity allows chirality to affect the hydrodynamics of broken-symmetry phases in contrast to passive liquid crystals, in which chirality induces the formation of a range of spatially periodic structures whose large-scale mechanics have no signatures of broken parity symmetry. In active systems, chirality leads to the formation of phases that break time translation symmetry, which is impossible in equilibrium, and the existence of new kinds of elastic force densities in translation symmetry-broken states.

EFL teachers’ perceptions of the use of an AI grading tool (CoGrader) in English writing assessment at Saudi universities: an Activity Theory Perspective

EFL teachers’ perceptions of the use of an AI grading tool (CoGrader) in English writing assessment at Saudi universities: an Activity Theory Perspective

Creating Benchmarks for Lithium Clusters and Using Them for Testing and Validation.

Metal clusters often have a variety of possible structures, and they are calculated by a wide range of methods; however, fully converged benchmarks on the energy differences of structures and spin states that could be used to test or validate these methods are rare or nonexistent. Small lithium clusters are good candidates for such benchmarks to test different methods against well-converged relative energetics for qualitatively different structures because they have a small number of electrons. The present study provides fully converged benchmarks for Li4 and Li5 clusters and uses them to test a diverse group of approximation methods. To create a dataset of well-converged single-point energies for Li4 and Li5, stationary structures were optimized by Kohn-Sham density functional theory (KS-DFT) and then single-point energy calculations at these structures were carried out by two quite different beyond-CCSD(T) methods. To test other methods single-point energy calculations at these structures were carried out by KS-DFT, Mo̷ller-Plesset (MP) theory, coupled cluster (CC) theory, five composite methods (Gaussian-4, the Wuhan-Minnesota (WM) composite method, and the W2X, W3X, and W3X-L composite methods of Radom and co-workers), multiconfiguration pair-density functional theory (MC-PDFT), complete active space second-order perturbation theory (CASPT2), and n-electron valence state second-order perturbation theory (NEVPT2). Our results show that rhomboid and trigonal bipyramid (TBP) geometries are the most stable structures for Li4 and Li5, respectively. Using the W3X-L method to obtain our best estimates, the mean unsigned deviations were calculated for other methods for several structures and spin states of both Li4 and Li5. Binding energies and M diagnostics were calculated for all structures. The data in this paper are valuable for assessing the reliability of current electronic structure theories and also developing new density functionals and machine learned models.

Human interaction with structure in designing big data architecture

Background: There is an increasing interest in big data. However, challenges shape and affect the gathering, retrieval, use and management of big data in many organisations. Some of the challenges are linked to a lack of architecture that is specific to big data. Attempts have been made from both business and academic fronts, yet the challenges persist. The challenges are attributed to a lack of an understanding of the factors that influence the design of architecture for big data in an organisation.Objectives: The study aims to propose big data architecture for enterprises.Method: We employed the qualitative method, using document analysis to gather data. Activity theory (AT) was employed in the analysis of the data.Results: From the analysis, governance, interactions, relationships and allocative were found to be the factors that influence the design of big data architecture. An interpretation was conducted following the inductive reasoning approach to gain a deeper insight of how the factors manifest themselves.Conclusion: Big data architecture is proposed. The architecture is intended to address some of the challenges encountered in gathering, retrieving, using or managing big data in organisations.Contribution: This study advances our understanding of the complex interplay of factors influencing the architecture of big data. Applying AT, the study fortifies our understanding of complex interactions between humans and big data including the architecture design.

Computational transformations of early childhood education: Pathways toward child‐centred computing in two educational change projects

AbstractProgramming is becoming a key subject in early education globally, with surging problems of how computer science can become a subject for children of all ages and backgrounds. Problems of implementing new technologies in the old curricula have long been noted, and lately, concern over computer science education goals is often too narrow and skills‐based without concerns for the critical educational potential. This study follows the change process of two case preschool departments implementing programming with a floor robot across a seven‐month design process. Mixed analytical techniques based on activity theory are used to examine the tensions, conflicts and development of pedagogical alternatives. The studies show the strenuous change processes involving local transformations toward a child‐centred, inclusive early computer science education and development of projects centring making, children's exploration, tinkering and play as key parts of the learning process. It discusses how the considerable change processes enabled pedagogical solutions coherent with important concepts in computer programming and how computing education can build on child‐centred pedagogies through local adaptations and age‐appropriate designs. Practitioner notesWhat is already known about this topic Computer science and programming are becoming part of early education worldwide. Less is known about how to implement computing with ever‐younger age groups, especially for those under three. That technological change can be a strenuous change process building on societal, historical and educational tensions, requiring individual learning and organisational change. What this paper adds Two cases of change designing computing education for 1–2‐ and 3–5‐year‐olds. Design processes raising critical questions about current standard childhood programming materials being resolved to enable a child‐centred computing education. Challenges and potentials specific to early childhood in adopting computer science education. Implications for practice and/or policy Computing education challenges pedagogical notions, such as the role of failure in education. Computing education can be developed for very young children. However, there are considerable critical challenges to resolve in developing a child‐centred approach. Childhood fundamentals such as play‐based pedagogy can work synergistically with computer science activities, providing educational potential, also relevant for computer science education at large.

Fishing for phishy messages: predicting phishing susceptibility through the lens of cyber-routine activities theory and heuristic-systematic model

Mobile phishing has emerged as one of the most severe cybercrime threats; thus, research must examine the factors affecting people’s likelihood of becoming instant messaging phishing targets. In this study, we draw on the cyber-routine activity theory (Cyber-RAT) and heuristic-systematic model (HSM) to predict Gen-Zers’ phishing susceptibility. Based on online survey data (n = 361), the proposed research model was validated via structural equation modeling conducted with SmartPLS 4. Findings indicate that engaging in online risky behavior (social media: instant messaging, vocational, and leisure activities) increases Gen-Zers’ exposure to phishers, increasing their likelihood of becoming instant messaging phishing targets. Phishing messages with a desirable or relevant topic (high message involvement) significantly impact Gen-Zers’ phishing susceptibility. Gen-Zers’ phishing susceptibility is also influenced by phishing messages with persuasive cues. While knowledge of the phishing domain does not directly influence Gen-Zers’ susceptibility to phishing attacks, it significantly motivated them to adopt effective online security management practices on social instant messaging platforms. This paper discusses how these findings implicate online users and inform agencies to promote knowledge for understanding and detecting phishing attacks to avoid victimization.

Understanding online shopping fraud among Chinese elderly: Extending routine activity theory in the online context

Drawing from routine activity theory (RAT), this study explored the antecedents of older adults’ exposure to online shopping fraud and evaluated the moderators of the linkage between fraud exposure and victimization. Through a survey of 471 Chinese participants aged 55 and above, we found that older adults who engage in high-risk online behaviors, use insecure networks, frequently encounter promotional advertisements, and regularly shop on live-streaming platforms are at a heightened risk of fraud exposure. Following exposure, those exhibiting excessive trust in Internet platforms and a strong face-saving bias were more likely to incur monetary losses. Our research reframed RAT into a structured two-stage process, with fraud exposure leading to victimization, moderated by guardianship, and highlighted the critical role of cognitive biases among older adults. These findings offer valuable insights for developing effective safeguards to protect older people in the digital shopping landscape.

The construction of ‘we’ empowering music practice in kindergarten

ABSTRACT Singing together fosters connections across social contexts. While this activity is expected to flourish in kindergartens and nurseries, studies from multiple countries have highlighted a growing decline in confidence in singing among both kindergarten teachers and students. To address this, Kulset and Halle [(2020). Togetherness!: adult companionship – the key to music-making in kindergarten.’ Music Education Research 22 (3): 304–314] introduced ‘we’, promoting adult companionship and collective music-making. This study deepens the ‘we’ concept and its practical implications. Using Cultural-historical Activity Theory (CHAT), we compared recent studies on self-concept in musicality among kindergarten teachers and students. While existing research emphasises the significance of nurturing musical skills and a theoretical understanding of musicality, our analysis suggests that practical engagement in music-making mainly as a collaborative effort could catalyse a transformative shift towards fostering musical togetherness. We propose adjusting music programmes in kindergarten teacher education to prioritise such collaborative music-making skills. Practical ‘we’ implementation could reverse declining confidence in singing, instead fostering musical companionship.

Modern doctrine of operative and search activities in Ukraine

The article examines the issue of the formation of the modern doctrine of operational and investigative activity in the plane of Ukrainian law through the prism of the methodology of the general theoretical jurisprudence of Ukraine. The internal structure of the legal doctrine, doctrinal levels in the context of understanding the nature of the doctrine, its connection with practical law enforcement in the field of operational and investigative activities are determined. An analysis of individual doctrinal provisions of the theory of operational and investigative activity, its object and subject, principles and organizational bases of activity, basic theories and teachings, methods of cognition and determination of further development trends is carried out.

Interprofessional collaboration between hospital-based palliative care teams and general healthcare workers: A realist review protocol.

Palliative care, vital for patients with advanced, life-limiting or life-threatening illnesses, faces an increasing global demand due to aging populations and rising non-communicable diseases. Specialized palliative care teams (PCTs) within hospitals significantly impact patient outcomes, which requires effective interprofessional collaboration with general healthcare workers. Therefore, We will conduct a realist review to explore the contextual factors, mechanisms and outcomes related to the interprofessional collaboration between PCTs and general healthcare workers. Grounded in the third generation Cultural-Historical Activity Theory, this review will follow 5-step iterative process. First, a preliminary literature search will define the review scope. Second, based on the preliminary searches an initial program theory will be developed. Third, systematic searches across PubMed, Embase, CINHAL, Web of Science, and Scopus will be caried out. Fourth, data extraction of included studies will be conducted. Simultaneously, relevance and rigour of individual studies will be evaluated. Lastly, data analysis and synthesis will be conducted in which identified individual Context-Mechanism-Outcome (CMO) configurations will be combined in chains of inference through which hypotheses can be formulated. In summary, this realist review will refine an initially developed program theory, producing a framework elucidating how interprofessional collaboration works between PCTs and general healthcare workers. This review aims to provide crucial insights into interprofessional collaboration between PCTs and general healthcare workers, informing optimized palliative care delivery in acute care hospitals for diverse stakeholders.

Challenges and Implications of Blended Learning Adoption in the Age of Communication Technology: A Case Study of Vietnamese Universities During the COVID-19 Pandemic

The pervasive influence of communication technology has profoundly shaped contemporary life, significantly impacting global education. The COVID-19 pandemic accelerated the adoption of technologies like social media platforms and massive open online courses (MOOCs) as substitutes for traditional in-person education, exposing shortcomings, particularly in regions with limited online infrastructure. Although extensive research exists on online education, including blended learning models, the challenges associated with their effective implementation remain underexplored. This study aims to address these gaps by examining the adoption of blended learning within Vietnamese universities during the pandemic through the lens of Activity Theory. This framework, which analyzes the dynamic interactions between individuals, tools, and their sociocultural environment, provides a deeper understanding of how students, educators, and institutions navigate blended learning. This study employed semi-structured interviews with administrators, lecturers, curriculum developers, and students across four campuses of a university in Vietnam. The findings highlight key challenges related to student engagement, academic dishonesty, and constraints in institutional infrastructure, underscoring the need for targeted strategies to enhance blended learning outcomes.