When the sketchbook serves as a means to explore the human inner self and to visualize the sensations that are difficult to articulate verbally, how can it reflect the influence of the post-digital age on everyday life? How can the sketchbook transcend its role as a mere collection of visual images to become a sensory archive, a curated space and an assemblage system connecting the physical world with the imagined realm? Drawing on two case studies – the sketchbooks Untitled in Winter 2021 and Untitled 2023 – this paper responds to these questions. By illustrating how sketchbooks can be considered an archive of artists’ sensations, the paper emphasizes the characteristics of slowness embedded in the sequencing of sketchbooks, as well as their making and viewing processes for both artists and viewers. When these pages of sketches are gathered and considered as a whole, the sketchbook appears to be a curated personal space for artists. Yet, it is a special type of spontaneous curation, guided by artists’ bodily experience and recognized retrospectively. By suggesting both sketchbooks and post-digital internet are assemblage systems, this paper proposes that the slowness and sensual qualities of sketchbooks provide a means of critiquing the post-digital age, which prioritizes efficiency.
This study presents the design, construction, and preliminary evaluation of a university-oriented digital-intelligent sports platform integrating a large language model with retrieval-augmented generation (RAG), campus data services, and domain knowledge resources. The platform architecture comprises technical, knowledge, operational-data, and user-application components supporting teaching assistance, exercise guidance, competition organization, and health-related information services. A formative campus deployment involving 428 students and six instructors documented implementation feasibility and user-facing application scenarios. To provide a more rigorous empirical supplement, an independent six-week, non-randomized, intact-class quasi-experiment was conducted with 196 students in four physical-education classes. Two classes received platform-supported instruction and two received conventional instruction from the same instructor. Baseline-adjusted analyses indicated higher posttest basic psychological need satisfaction in the platform-supported group (adjusted difference = 0.618, 95% CI 0.506–0.730, p < 0.001) and lower need frustration (adjusted difference = −0.653, 95% CI −0.759 to −0.547, p < 0.001). The adjusted difference in self-reported physical activity was not statistically significant (p = 0.216). These findings provide preliminary evidence of more favorable psychological-need experiences during platform-supported physical education, but do not indicate a corresponding increase in self-reported physical activity over 6 weeks. The central contribution lies in the education-oriented integration of AI architecture, institutional knowledge resources, and classroom implementation evidence within a unified university physical-education platform.
In this bumper issue, we bring together eleven articles by authors from across the UK, Europe, and the USA. Six of these articles fall under two broad themes. The first is generative AI (GenAI): two articles consider what GenAI means for assessment, while two others put it to work, reimagining the course syllabus and auditing the curriculum. The second is mathematics and statistics anxiety, explored by two articles from psychology and the wider social sciences. The issue is rounded off by five articles on a broader range of topics, from professional services scholarship and shared reading to collaborative learning, open pedagogy, and the dual identity of artist and teacher-educator.
