Isabel Pedersen

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2papers

2 Papers

CYAug 5, 2025
Agency, Affordances, and Enculturation of Augmentation Technologies

Ann Hill Duin, Isabel Pedersen

Augmentation technologies are undergoing a process of enculturation due to many factors, one being the rise of artificial intelligence (AI), or what the World Intellectual Property Organization (WIPO) terms the AI wave or AI boom. Chapter 3 focuses critical attention on the hyped assumption that sophisticated, emergent, and embodied augmentation technologies will improve lives, literacy, cultures, arts, economies, and social contexts. The chapter begins by discussing the problem of ambiguity with AI terminology, which it aids with a description of the WIPO Categorization of AI Technologies Scheme. It then draws on media and communication studies to explore concepts such as agents, agency, power, and agentive relationships between humans and robots. The chapter focuses on the development of non-human agents in industry as a critical factor in the rise of augmentation technologies. It looks at how marketing communication enculturates future users to adopt and adapt to the technology. Scholars are charting the significant ways that people are drawn further into commercial digital landscapes, such as the Metaverse concept, in post-internet society. It concludes by examining recent claims concerning the Metaverse and augmented reality.

CYAug 1, 2025
Generative AI Adoption in Postsecondary Education, AI Hype, and ChatGPT's Launch

Isabel Pedersen

The rapid integration of generative artificial intelligence (AI) into postsecondary education and many other sectors resulted in a global reckoning with this new technology. This paper contributes to the study of the multifaceted influence of generative AI, with a particular focus on OpenAI's ChatGPT within academic settings during the first six months after the release in three specific ways. First, it scrutinizes the rise of ChatGPT as a transformative event construed through a study of mainstream discourses exhibiting AI hype. Second, it discusses the perceived implications of generative AI for writing, teaching, and learning through the lens of critical discourse analysis and critical AI studies. Third, it encourages the necessity for best practices in the adoption of generative AI technologies in education.