Psychological ownership—the feeling that a target is “theirs”—plays a crucial role in human-computer interactions. However, current methodological tools for exploring psychological ownership in HCI are limited, offering minimal opportunities for cross-study comparisons or generalizable measurements. This paper introduces the Scale of Psychological Ownership of Technology (SPOT), a standardized instrument for measuring psychological ownership in HCI contexts. Through semi-structured interviews (n = 25), we validate five dimensions: self-identity, self-efficacy, autonomy, territoriality, and a combined dimension of accountability and responsibility. Based on this structure, we develop SPOT through item generation, refinement, and validation processes. The final 18-item instrument exhibits strong psychometric properties across exploratory and confirmatory factor analyses (n = 410), with high reliability and good model fit indices for both tangible and intangible technological artifacts. SPOT provides researchers with a robust tool for measuring psychological ownership across diverse technology contexts.

Abstract Kenneth Waltz argued that more states should have nuclear weapons. This remains a controversial position in international relations theory, while in philosophy of technology, it is largely unknown. This is regrettable, because Waltz offers interesting arguments for why nuclear weapons have a positive influence on the world. In short, he implies that nuclear weapons contain morally desirable values. Because of this, Waltz should be a more prominent voice in philosophy of technology, especially in the debate on the values embedded in technological artifacts. Waltz offers a convincing account for why nuclear weapons are not value-neutral, and I argue that his works imply a strong version of this position: that nuclear weapons co-act together with humans. The paper will outline and defend this position. However, I note that Waltz’s analysis is narrowly focused on international relations. For him, nuclear weapons are good because they foster peace. Philosophy of technology should expand on this thesis. To integrate Waltz into the field, scholars should interrogate the benefits and drawbacks of nuclear weapons based on a variety of values – including, but not limited to, those that Waltz proposes. Value neutrality thesis; nuclear weapons: international relations; history of ideas; ethics of technology.

The discrepancy between the use and understanding of technological artifacts clearly illustrates the need for a contemporary general education in technology. This is seen as a fundamental prerequisite for citizens to be able to act independently, reflectively, and responsibly in a world increasingly shaped by technology. While technological devices and digital applications are used as a matter of course in everyday life, a deeper understanding of how they work is often lacking. This is precisely where the demand for a solid education in technology comes in. Gender and diversity aspects play a particularly important role here, as it is essential to ensure that all students are addressed in a broad and equitable manner. Numerous studies show that there are differences in students' interest in technology and in their career choices. These differences reinforce the need for gender-sensitive and diversity-conscious concepts that do not perpetuate existing inequalities but specifically seek to reduce them. This study therefore examines teachers' attitudes and knowledge of gender and diversity in STEM education. Based on an online survey of N = 511 teachers, it analyses the extent to which gender, subject affiliation, and experience in mono-educational settings reveal differences (ANOVA, t-tests). The aim is to identify potential for further developing teacher training and to provide impetus for gender- and diversity-sensitive technical didactic approaches.

This article examines the speculative potential of designing a spiritually attuned artificial intelligence platform capable of supporting processes of meaning-making, fostering conditions conducive to emotional resonance, and assisting in the discovery of intrinsic values across diverse spiritual orientations. Situated within the socio-cultural context of late modernity—marked by the rationalization of life-worlds, increased individualization, and the erosion of traditional frameworks of meaning—we interpret the renewed emphasis on spirituality, emotional and embodied experience, as well as interiority, as indicative of a broader re-engagement with right-hemisphere cognitive modes, as theorized by Iain McGilchrist. Rather than conceptualizing AI as a surrogate for spiritual experience or communal belonging, we explore whether this fundamentally left-hemisphere technological artifact could paradoxically be reconfigured to facilitate holistic perception, existential reflection, and prosocial engagement. Acknowledging the ethical complexities and epistemological constraints of such a vision, we propose a theoretical model for a digital interface that does not prescribe, but invites; that does not instruct, but listens. We conclude by posing a critical question: Can artificial intelligence, when sensitively designed, contribute to the re-enchantment of human experience—not by transmitting meaning, but by enabling deeper forms of dialogical presence?

The article then examines how modern notions of human omnipotence persist and are reinforced by digital technologies, and argues for a shift toward new forms of interaction between humans and technological artefacts. Instead of domination or complete delegation, these relations should take the form of mobile, negotiated exchanges that preserve difference and enable creativity.

Abstract This paper examines the interaction between humans and large language models (LLMs) through the lens of 4E cognition, which encompasses embodied, embedded, enactive, and extended cognitive processes, to provide a comprehensive understanding of their relational dynamics. It argues that LLMs should not be conceived of in terms of objects but be understood as a processual and relational phenomenon that co-constitutes human agency in a shared sociotechnical environment. As such, the paper reframes AI as an interactive medium of enactive and extended human action. By focusing on the relational entanglement of social databases, dynamic patterns, and algorithmic structures, the paper proposes a 4E-compatible connectionist account of AI—one that understands AI not only as a technological artifact but as a co-evolving component of the extended cognitive ecology of human life, shaping and shaped by enactive practices, intentions, and norms. Finally, the paper discusses the limits of AI, discussing the problem of AI hallucination and collapse from a 4E cognition perspective.

Objectives: This study aimed to present a proposed conceptual definition for technological teaching and assess its implications for achieving the Sustainable Development Goals (SDGs). Theoretical Framework: The theoretical framework establishes links between technological education and the dimensions of technological learning. It connects technological teaching to the teleological nature of enabling individuals to develop appropriate actions for human life, with special attention to those aimed at achieving the SDGs. Method: The conceptual bibliographic method was used in its four stages: 1) development of research questions and their response patterns; 2) data collection and analysis; 3) data organization and generation of results; and 4) presentation of findings. Data were collected as conceptual definitions from recent studies available on Google Scholar and analyzed using semantic and content analysis techniques. The results were presented in summary tables and interpreted comparatively with the theoretical framework created. Results and Discussion: The results showed that technological teaching can be considered a partnership between those who teach and those who learn. This partnership helps consolidate the intended learning in their minds by using technologies to produce new technological artifacts that align with the SDGs. Technological teaching differs from traditional teaching (which may use advanced technologies but is not intended to create technologies in the teaching-learning process) due to its teleological nature, which is disconnected from the SDGs. Research Implications: The study offers crucial insights for developing new technological teaching processes across various organizations and audiences, facilitating the understanding of mechanisms linking technological learning to achieving the SDGs. Originality/Value: This study makes a unique contribution to scientific literature by presenting the first proposed conceptual definition for technological teaching, constructed using the scientific method and considering human actions aimed at achieving the SDGs.

In developing information technology (IT) artifacts to solve practical problems in society, design science research places a strong emphasis on the justificatory knowledge that informs their design. Historically, justificatory knowledge has privileged Western worldviews and scientific approaches, resulting in IT artifacts that discriminate against and exclude marginalized groups. As Indigenous peoples reclaim lost rights and seek to establish digital sovereignty, there is the need to understand and elevate the value of Indigenous knowledges within the design science paradigm. Building on the Indigenous Knowledge Integration Framework, this article discusses how Indigenous knowledges can directly inform IT design and demonstrates this potential using an expository case where Māori tribal protocols for pōwhiri (welcoming visitors) are used to structure the development of a large language model (LLM). The development of the LLM confirms that Indigenous knowledges can enhance the construction of IT artifacts. The contributions of the article lie in showing how Indigenous knowledges can be applied ex ante as justificatory knowledge, demonstrating how Indigenous knowledges intrinsically linked with minority languages can support the design and development of more inclusive LLMs, and charting a way toward more inclusive design science research and digital sovereignty for Indigenous and other marginalized peoples.

Researchers, engineers, and entrepreneurs are enthusiastically exploring and promoting ways to apply generative artificial intelligence (GenAI) tools to qualitative data analysis. From promises of automated coding and thematic analysis to functioning as a virtual research assistant that supports researchers in diverse interpretive and analytical tasks, the potential applications of GenAI in qualitative research appear vast. In this paper, we take a step back and ask what sort of technological artifact is GenAI and evaluate whether it is appropriate for qualitative data analysis. We provide an accessible, technologically informed analysis of GenAI, specifically large language models (LLMs), and put to the test the claimed transformative potential of using GenAI in qualitative data analysis. Our evaluation illustrates significant shortcomings that, if the technology is adopted uncritically by management researchers, will introduce unacceptable epistemic risks. We explore these epistemic risks and emphasize that the essence of qualitative data analysis lies in the interpretation of meaning, an inherently human capability.

Over the last 25 years, the health care sector has undergone a digital transformation; health issues and medical conditions are increasingly managed with the support of digital health technology. The internet has transformed the boundaries around physicians’ work, which raises questions about how technological artifacts are transforming the boundaries that have traditionally existed between the health care professions and patients regarding information and knowledge. This viewpoint paper analyzes how digital health technologies can transform the boundaries of physicians’ work by examining 3 examples of technology aimed at patients or citizens: Open Notes, PatientsLikeMe, and Apple Watch. Traditionally, the physician profession drew the boundaries that separated it from other professions and patients to define and protect its jurisdiction and professional knowledge. However, in the 3 artifacts analyzed, technology changes the boundaries between laypeople and physicians. Therefore, health technologies aimed at citizens impact health care and its professions, and the materiality of artifacts can change the boundaries between physicians and citizens. Thus, the initiators and developers of technology aimed at patients or citizens may have the power to transform the field of knowledge in health care.

Abstract Over the recent decade, various approaches have been suggested to reflect on the ethics of technologies for human augmentation. Some researchers focused on the impact of these technologies on individuals, delving into aspects such as psychological and bodily identity, responsibility, and autonomy. Others took a social stance, emphasizing the potential effects of widespread augmentation devices on fundamental moral principles like social justice and equity. In this paper, we explore the concept of “ethical affordance” as a tool for addressing ethical issues stemming from technological artefacts. To this end, we examine the recent account presented by Michael Klenk in his work titled “Affordance Account of Value Embedding.” We identify critical issues within Klenk’s perspective, particularly concerning the thesis that artefacts embody values and the associated equivalence between affordances and values. Subsequently, we assess the utility of affordance-based accounts in addressing ethical concerns related to neuroenhancement technologies (NETs). Contrary to this, we argue against their efficacy and introduce the “difference thesis” to support our position. Essentially, the difference thesis posits that next-generation NETs, especially brain-computer interfaces (BCIs), introduce novel features—specifically, bio-embedded miniaturisation and autonomy—that fundamentally distinguish them from “traditional” tools. These features give rise to ethical questions that cannot be adequately addressed by affordance-based accounts. In conclusion, we assert that these technological artefacts necessitate a paradigm shift to effectively tackle the ethical concerns that emerge from their utilization.

Abstract Although recent psychological research provides evidence for enhanced memory retrieval of Virtual Reality (VR) experiences compared to conventional laboratory experiences, the functional characteristics of the underlying mnemonic processes remain unclear. Initial studies suggest that encoding and retrieval involve distinct cognitive processes, yet the possible technological artifacts induced by VR head-mounted displays (VR-HMDs) have not been accounted for. To determine the factors influencing modality-specific memory processing, 122 participants performed an old/new recognition memory task wearing a VR-HMD. Stimuli were first either presented two-dimensionally on a screen within a VR environment (mediated VR; mVR) or experienced immediately in a three-dimensional immersive VR environment (iVR). In the subsequent old/new recognition memory task, participants had to recall the stimuli either in the same or the other modality, providing a cross-modality comparison. As a result, the canonical context effect, i.e., an advantage for memory performance in congruent contexts, was found for both mVR and iVR modalities. Most importantly, the study further provides evidence for a memory superiority effect following iVR experiences, as an equally high retrieval success was observed even when the subsequent recall was tested in mVR. In conclusion, the improved recall observed suggests that immersive environments play a crucial role in enhancing the encoding process, whereas technological artifacts, particularly contextual factors of the VR-HMD, can be ruled out. Furthermore, the transferability of information from two-dimensional to three-dimensional environments seems limited. Our study thus advocates for integrating immersive VR into learning contexts to extend the applicability of learned content to various settings.

This study advances a re-conceptualization of intercultural competence as an emergent, relational practice constituted within dynamic networks of interaction. Employing a conceptual methodology informed by Actor-Network Theory (ANT), it proposes a perspective that considers both human and non-human actors/actants, including technological artifacts, semiotic and linguistic resources, institutional structures, and spatial-material configurations- as integral to the production of intercultural agency and meaning. This perspective highlights how intercultural competence is enacted through networks and assemblages, emphasizing its distributed, performative, and contextually contingent nature. Rather than relying on essentialist, individual-centered paradigms that conceptualize competence as a stable attribute rooted in the accumulation of cultural knowledge and personal experience, which often reinforce static cultural categories and perpetuate stereotypes, this study employs ANT to shift emphasis from the autonomous individual to the assemblages through which communicative agency is enacted. By destabilizing subject-centered assumptions, the proposed framework offers a more nuanced theoretical account attuned to the complexities of intercultural communication in increasingly hybrid, technologized, and interconnected environments.

ABSTRACT This article offers a conjunctural analysis of electric vehicle (EV) culture as a site where environmental crisis, geopolitical extraction, technological nationalism, and cultural aspiration intersect. Focusing on Australia and China, we trace how automobility is being reimagined through ecological imperatives, industrial ambitions, and affective narratives. From outback fantasies in Australian motoring to China’s innovation-driven campaigns, EV transitions expose the deranged temporalities of the Anthropocene, where geological, industrial, and consumer timescales collapse. We explore what we term ‘wet dreams’ of sustainable mobility—ocean-themed imaginaries found in Chinese EV marketing (e.g., BYD’s “Build Your Dreams”) that promise blue futures while embodying the extractive logics of battery supply chains. To describe this, we propose the concept of ‘mineral washing’: the strategic obscuring of labour exploitation, ecological degradation, and speculative hydro-mining behind narratives of green mobility. Drawing on cultural politics and the eco-humanities, we argue that EVs function not just as technological artefacts but as cultural technologies that reproduce extractivist desires. Far from signaling a clean break from fossil capitalism, the EV revolution in China and Australia reveals uneven sustainability transitions shaped by aqua-geopolitics, cultural imaginaries, and more-than-human entanglements.

Abstract Digital technologies now pervade all areas of education, and EdTech actors increasingly configure society and educational practices in ways that are political, practical, and ideological. There is a need to understand digitalisation in critical ways, including how technologies reshape both educational practices and educators themselves. In this article, we examine how technologies act as more than mundane tools: pushing back, shaping action, and changing the ways in which academics experience their work and relations with the world. We interpret the ‘voices’ of key digital technologies such as Microsoft Teams, an institutional dashboard, and a student management system, by imagining educational technologies’ perspectives of working with teachers. This novel method of interviewing objects, we argue, enables us to attune to a ‘politics of the ordinary’ in educators’ working lives. How do digital technological artefacts affect higher education practices and educators’ relations with the world, and why might this matter?

Editorial. The Impacts of Technological Artefacts on Emotions and Education

Abstract The role of firearms in African history has been extensively studied, but rarely from an environmental history perspective. Three examples from twentieth-century Mwinilunga in north-west Zambia, related to hunting, guerrilla warfare, and witchcraft, argue for the importance of considering environmental factors and materiality in histories of firearms. A focus on environmental history better illustrates the appropriation, use, and power of firearms across African localities. Such an approach helps explain why in Mwinilunga the use of guns in hunting was highly ritualised, how guerrillas could make use of terrain as well as weaponry to outsmart their enemies, and why rituals frequently deployed the symbolic and material power of guns to make sense of an unpredictable environment. The gun as a technological artefact was profoundly embedded in existing environmental, material, and ritual practices. Examples of firearms in Mwinilunga, thus, show the dynamic and interactive relationships between technology, nature, and humans in African history.

Abstract We propose a conceptualisation of the socio-material context of paradox theory by empirically investigating multilevel paradoxes arising in the context of professional drivers and advanced driver assistance systems. Truck and bus drivers face complex work environments, external pressures, and fluctuating stress levels, which result in tensions with ethical implications that extend their immediate work and organisational settings. Whilst the quantum approach to paradox theory emphasises the relevance of individuals’ socio-material contexts in shaping their experiences of paradoxes (i.e. salience), its conceptualisation has remained abstract. Based on interviews with truck drivers, bus drivers, and managers of German logistics companies, we identified latent nested paradoxes at individual, organisational, and systemic levels, which become salient depending on variations in socio-material contexts. These socio-material contexts comprise social (e.g. personal values, prior experience), technical (e.g. work routines, technological artefacts), and external environmental factors (e.g. regulatory frameworks, societal perceptions). Synthesising socio-technical systems theory and paradox theory, we conceptualised the socio-material context as a dynamic interplay between social, technical, and environmental elements, offering a nuanced understanding of the conditions under which latent tensions can become salient and persistent. This operationalisation of the socio-material context further provides leverage to the potential mitigation of paradoxical salience. From a multilevel perspective, we shed light on the system-wide complexity of paradoxical tensions in the transport logistics sector. Our research highlights theoretical, ethical, and sustainability implications of understanding and reshaping the features of the socio-material context to address sustainability paradoxes and moral dilemmas and contribute to improved social sustainability in transport logistics.

This article explores German philosopher Alfred Sohn-Rethel’s little-known reflections on Naples, to begin developing the notion of a plebeian creativity. Unlike capitalist notions of innovation that reinforce the division between intellectual and manual labour, Sohn-Rethel suggested that the Neapolitan approach to technology consisted in reclaiming mostly broken technological artefacts within the context of an lived economy of use values. We suggest that the particular historical structure of Naples makes the city a privileged observatory of a similar baroque approach to technology and innovation as bazaar economies are expanding across the world. We propose that this takes part in an expanding neo-plebeian provisioning system: catering to the needs and desires of those who have been sucked in by industrial modernity to, subsequently, find themselves spat out into precarity, and in so doing ignoring the normative framework and sumptuary laws of mainstream consumer capitalism

This paper studies the well-known model for didactic situations called socio-didactical tetrahedron in mathematics education. This study presents a developed model and considers a new vertex for artificial intelligence artifacts. Additionally, it emphasizes the mediator role of teachers in creating a favourable environment in student-centered mathematics education in the era of large language models. The idea of our proposed model comes from the differences between information technology artifacts and artificial intelligence artifacts.