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The purpose of this paper is to share findings from empirically driven conceptual research into the implications for English teachers of understanding generative AI as a “tool” for writing.

The paper reports early findings from an Australian National Survey of English teachers and interrogates the notion of the AI writer as “tool” through intersectional feminist discursive-material analysis of the metaphorical entailments of the term.

Through this work, the authors have developed the concept of “coloniser tool-thinking” and juxtaposed it with First Nations and feminist understandings of “tools” and “objects” to demonstrate risks to the pursuit of social and planetary justice through understanding generative AI as a tool for English teachers and students.

Bringing together white and First Nations English researchers in dialogue, the paper contributes a unique perspective to challenge widespread and common-sense use of “tool” for generative AI services.

Urban typogenetics investigates the use of machine intelligence for the evaluation of performance measures as a decision support system (DSS) with a focus on urban aesthetics evaluation. This framework allows designers to address performance measures, urban measures and aesthetic criteria in an adaptive, interactive generative design approach. The purpose of this paper is to provide an understanding of the structure and the nature of the framework and the application of human-in-the-loop design systems to urban design.

Significant literature reviewed lead to the identification of an application potential in the decision-making process. This potential is situated around the use of AI for the evaluation of subjective performance criteria in a DSS. Recognising that the key decisions about urban aesthetics are based on the individual evaluation of the designer, an HITL approach for computational design software to support creative decisions is presented in this paper.

Urban typogenetics for interactive generative urban design allows the exploration of complex design spaces by using a human-in-the-loop design system in the context of urban aesthetics. Hybrid aesthetic evaluation allows the designer to analyse morphological features and urban aesthetics during exploratory search and reveal hidden aspects of the urban context by visualisation of the results of the aesthetic evaluation. Integrating performance measures and urban aesthetics in urban typogenetics addresses major criteria of urban design at the beginning of the creative process.

The use of a broad interactive approach to typogenetic design in an application to urban scenarios is a novel conceptual approach to the design of urban configurations. The suggested adaptive mechanism would allow the user of a typogenetic tool to subjectively evaluate solutions by sight and reason about aesthetic, social and cultural implication of the reviewed design solutions.

With the rapid advancement of generative artificial intelligence (AI), it is important to consider how young people are making sense of these tools in their everyday lives. Drawing on critical postdigital approaches to learning and literacy, this study aims to center the experiences and perspectives of young people who encounter and experiment with generative AI in their daily writing practices.

This critical case study of one digital platform – Character.ai – brings together an adolescent and adult authorship team to inquire about the intertwining of young people’s playful and critical perspectives when writing on/with digital platforms. Drawing on critical walkthrough methodology (Light et al., 2018), the authors engage digital methods to study how the creative and “fun” uses of AI in youths’ writing lives are situated in broader platform ecologies.

The findings suggest experimentation and pleasure are key aspects of young people’s engagement with generative AI. The authors demonstrate how one platform works to capitalize on these dimensions, even as youth users engage critically and artfully with the platform and develop their digital writing practices.

This study highlights how playful experimentation with generative AI can engage young people both in pleasurable digital writing and in exploration and contemplation of platforms dynamics and structures that shape their and others’ literate activities. Educators can consider young people’s creative uses of these evolving technologies as potential opportunities to develop a critical awareness of how commercial platforms seek to benefit from their users.

This study contributes to the development of a critical and humanist research agenda around generative AI by centering the experiences, perspectives and practices of young people who are underrepresented in the burgeoning research devoted to AI and literacies.

A methodology for designing and printing three-dimensional (3D) objects with specified printing-direction using fused deposition modeling (FDM), which was proposed by a previous paper, enables the expression of natural directions, such as hair, fabric or other directed textures, in modeled objects. This paper aims to enhance this methodology for creating various shapes of generative visual objects with several specialized attributes.

The proposed enhancement consists of two new methods and a new technique. The first is a method for “deformation”. It enables deforming simple 3D models to create varieties of shapes much more easily in generative design processes. The second is the spiral/helical printing method. The print direction (filament direction) of each part of a printed object is made consistent by this method, and it also enables seamless printing results and enables low-angle overhang. The third, i.e. the light-reflection control technique, controls the properties of filament while printing with transparent polylactic acid. It enables the printed objects to reflect light brilliantly.

The proposed methods and technique were implemented in a Python library and evaluated by printing various shapes, and it is confirmed that they work well, and objects with attractive attributes, such as the brilliance, can be created.

The methods and technique proposed in this paper are not well-suited to industrial prototyping or manufacturing that require strength or intensity.

The techniques proposed in this paper are suited for generatively producing various a small number of products with artistic or visual properties.

This paper proposes a completely different methodology for 3D printing than the conventional computer-aided design (CAD)-based methodology and enables products that cannot be created by conventional methods.

The transition to a circular economy in the built environment is key to achieving a resource-effective society. The built environment can be made more circular by applying circular building components. The purpose of this paper is to present a design tool that can support industry in developing circular building components.

The tool was developed and tested in five steps. In Step 1, the authors analysed existing circular design frameworks to identify gaps and develop requirements for the design tool (Step 2). In Step 3, the authors derived circular design parameters and options from existing frameworks. In Step 4, the authors combined and specified these to develop the “circular building components generator” (CBC-generator). In Step 5, the CBC-generator was applied in the development of an exemplary component: the circular kitchen and tested in a student workshop.

The CBC-generator is a three-tiered design tool, consisting of a technical, industrial and business model generator. These generators are “parameter based”; they consist of a parameter-option matrix and design canvasses. Different variants for circular components can be synthesised by filling the canvasses through systematically “mixing and matching” design options.

The developed tool does not yet support establishing causal links between “parameter-options” and identification of the most circular design variant.

The CBC-generator provides an important step to support the building industry in developing and implementing circular building components in the built environment.

Whilst existing tools and frameworks are not comprehensive, nor specifically developed for designing circular building components, the CBC-generator successfully supports the integral design of circular building components. First, it provides all the design parameters which should be considered; second, it provides extensive design options per parameter; and third, it supports systematic synthesis of design options to a cohesive and comprehensive circular design.

This paper aims to provide a framework for understanding and differentiating among different forms of game-based teaching and learning (GBTL).

The framework is based on an analysis of existing literature and descriptions of GBTL in varied higher education settings, combined with case examples of the author’s personal experience as instructors of GBTL courses.

Four frames or categories of GBTL approaches were identified: the action frame, the structuring frame, the bridging frame and the design frame. Each frame represents a spectrum of related yet varied strategies and assumptions.

This framework is a first attempt at providing an analytic tool for making sense of the varied instantiations of GBTL in higher education. It can be useful as a heuristic tool for researchers as well as a generative model for designing future GBTL practices.

The purpose of this paper is to critically investigate the use of metaphor in the entrepreneurial process. In particular, the paper focuses on how metaphors are used in the construction of the environment, a precondition for the creation of business opportunities.

This paper reports on a two‐day meeting between Light, a management consultancy firm, and Epsilon one of their clients. The data are drawn from a larger ethnographic study within Light. The consultants and their clients are followed in their daily work. The focus was on how metaphor use influenced their organisational practices.

Investigating the play of metaphors in Epsilon, it is shown how the firm's environment is created; a pre‐condition for understanding how entrepreneurial opportunities are created. It is shown how use of metaphor, understood as a mode of interpretation, is taking place over time, and how it is part of a relational, context‐dependent process.

The present study provides new ways of understanding the use of metaphor in the entrepreneurial process. It also indicates the need for a continued focus on language use in the entrepreneurial process. One limitation is that not all aspects of metaphor use are investigated.

This research can help to influence practitioners to pay more attention to the use of metaphors, not only as a tool for creative thinking or the questioning of embedded assumptions, but also as a mode for interpreting, structuring and producing images of the environment and the organisation.

This paper contributes to development of influences from the linguistic turn to entrepreneurship studies by exploring metaphor theory. One result of this focus on language is an increased sensitivity to metaphor use in the entrepreneurial process.

The purpose of this paper is to find optimal solutions for conceptual design automation, which can be integrated with Building Information Modelling (BIM) support for construction automation. Problems relating ostensibly to failures in computational support for the conceptual design stage are well-documented in extant literature. These failures are multifarious and significant, with several deficiencies being acknowledged in the Architecture, Engineering, and Construction (AEC) industry. Whilst acknowledging this, extant literature has highlighted the importance of computational design in the AEC industry; and failures in this area include the need to strengthen the congruent links and support mechanisms in order to exploit the opportunities presented by new computational design methods. Given this, it is postulated that the application of generative design could enhance the design experience by assisting designers with the iterative generation of alternatives and parameterisation (change management) processes. Moreover, as BIM applications are increasingly providing comprehensive support for modelling and management, then additional synergies could be examined for further exploitation.

This paper focusses on the potential for developing an interactive BIM environment that purposefully adopts generative design as a method of computational design for the early design stages. This research facilitates the automation of the conceptual architectural design process, using BIM as the central conduit for enhancing the integration of the whole building design process (including design interfaces). This approach is designed to improve designers’ cognition and collaboration during the conceptual architectural design process.

This paper evaluates the existing methods and decision support mechanisms, and it introduces the potential of combining different concepts into a single environment (generative design/BIM).

This research is novel, in that it critically appraises virtual generative workspaces using BIM as the central conduit. The outcome and intervention of this research forms a theoretical basis for the development of a “proof of concept” prototype, which actively engages generative design into a single dynamic BIM environment to support the early conceptual design process.

Qualitative researchers working with young people consistently face challenges in trying to ethically gain insight into their inner thoughts and worlds. The purpose of this paper is to examine how the use of generative tools in conjunction with qualitative interviewing with young people can enhance creativity and reflexivity, while mitigating adult-child power dynamics.

This paper draws upon ethnographic research conducted by the author examining the interplay between emotion, communication, and schooling at a public high school. Participant observation, use of generative tools to make collages representing each student’s experience, and in-depth interviews guided by the student-created visuals were triangulated to more fully understand the students’ experiences.

Generative tools foster reflexivity in both researcher and participants, lesson adult-child power dynamic concerns, and foster creativity without the requirement of drawing ability. Integrating the collaging process into in-depth interviews enabled students to privilege their primary thoughts, experiences, and concerns related to the issues being studied, mitigating concerns over adults overpowering and controlling the focus of the interview.

Generative tools can complement and enhance time-honored qualitative methods to alleviate ongoing concerns about ethical and accurate research with young people. Researchers are encouraged to embrace creative methods to engage young people in ethical and thoughtful reflection on and sharing of their experiences. Creative methods are also useful in empowering young people to imagine their world otherwise creating new possibilities for the future.