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The logistics industry has benefited hugely from the growth of e-commerce. The logistics and transportation industry operators have realized that higher-quality service and logistics management provides the competitive edge as the primary channel of communication with consumers. Digital voice assistants (DVA) is an information system based on an artificial intelligence framework that can interact through voice, such that a deliveryman can query for or use information in a relatively short time. The purpose of this paper is to explore the value of DVA in logistic service.

This study aims to develop a framework for innovation and logistics service capabilities of logistics and transportation services to structure a model based on the analysis hierarchy process method to discuss the factors considered when adopting DVA.

The results of this study implied that common problem and expectations of current operators in the delivery of goods and their expectations of DVA.

Innovative operations and planning are possible with information technology-enabled logistic services. It is important to identify relevant DVA development avenues.

The purpose of this study is to show which factors are significant to the logistics and transportation industry using DVA to aid the deliverymen, and it provides guidance for manager evaluating adopted DVA and its object.

To support achieving sustainable development goals (SDGs), we integrated science, technology, engineering and math (STEM) and extended reality technologies into an artificial intelligence (AI) learning activity. We developed Feature City to facilitate students' learning of AI concepts. This study aimed to explore students' learning outcomes and behaviors when using Feature City.

Junior high school students were the subjects who used Feature City in an AI learning activity. The learning activity consisted of 90-min sessions once per week for five weeks. Before the learning activity, the teacher clarified the learning objectives and administered a pretest. The teacher then instructed the students on the features, supervised learning and unsupervised learning units. After the learning activity, the teacher conducted a posttest. We analyzed the students' prior knowledge and learning performance by evaluating their pretest and posttest results and observing their learning behaviors in the AI learning activity.

(1) Students used Feature City to learn AI concepts to improve their learning outcomes. (2) Female students learned more effectively with Feature City than male students. (3) Male students were more likely than female students to complete the learning tasks in Feature City the first time they used it.

Within SDGs, this study used STEM and extended reality technologies to develop Feature City to engage students in learning about AI. The study examined how much Feature City improved students' learning outcomes and explored the differences in their learning outcomes and behaviors. The results showed that students' use of Feature City helped to improve their learning outcomes. Female students achieved better learning outcomes than their male counterparts. Male students initially exhibited a behavioral pattern of seeking clarification and error analysis when learning AI education, more so than their female counterparts. The findings can help teachers adjust AI education appropriately to match the tutorial content with students' AI learning needs.