Earticle

By classifying temporary denture production for surgical guides, digital guide-based surgery, and final prosthesis production, the problems of each process were assessed in advance and the factors that could be improved were confirmed in this study. The manufacturing process of fusion dental prosthesis uses virtual programs and computed tomography images to manufacture devices using the latest technologies of computer-aided design/computer- aided manufacturing and three-dimensional printing, which enables implants to be placed in the desired location in advance. Moreover, implant placement is not dependent on the skill and condition of the dentist, and because it uses a computer system, it can always be performed at a constant and optimal position. This can reduce the remanufacturing rate compared with the general method, shorten the treatment period, and eliminate patient discomfort. Unlike the traditional method of using impression materials and plaster models, digital fusion dental prostheses would be evaluated as a technology for producing prosthesis through professional design technology and communication.

In East Asia, the high penetration of student cell phones, with built-in features that include bilingual dictionaries, SMS, Email, Internet access and videocams, already offers ubiquitous computing facilities for pedagogical applications. This paper describes an EFL task that required Korean freshmen of Hyejeon College in Chungnam to make L2 English video guides to their campus. Videos were made on their built-in cell phone videocams, and then emailed to their instructor. After file conversion, their videos were uploaded to the instructor’s vblog on his homepage on the English language social networking site US.Cyworld.com (a sister site to the Hangul social networking site Cyworld.com which most Korean students already use). Students were instructed by email to view the videos there, and to then post responses in his homepage guestbook. This required them to use English to set up a personal account and to navigate the social networking site, as well as to compose and post responses. The task illustrates the developing critical importance of L2 Digital Literacy within EFL pedagogy.

Guided by the Technology Acceptance Model (TAM), Computers Are Social Actors (CASA), and the Stimulus-Organism-Response (S-O-R) model, this study examines how AI-driven digital human tour guides’ “new technological attributes” and “social actor traits” shape visitors’ emotional experiences and cultural identity in cultural tourism. Drawing on 436 field and online surveys, we employed structural equation modeling with mediation analysis. The findings show that perceived technological novelty, credibility, anthropomorphism, and agency significantly enhance visitors’ emotional experiences, which in turn strengthen cultural identity. However, perceived intelligent advantage was not significant, suggesting that purely rational features may not resonate in experience-based contexts. These results extend TAM and CASA by highlighting emotional experience as a mediator within the S-O-R framework. Practically, we recommend emphasizing novelty, credibility, human-like traits, and interactive agency in AI tour guide design to deepen visitor engagement and cultural attitudes.