A smart object is an object that enhances the interaction with not only people but also with other smart objects. Also known as smart connected products or smart connected things (SCoT), they are products, assets and other things embedded with processors, sensors, software and connectivity that allow data to be exchanged between the product and its environment, manufacturer, operator/user, and other products and systems. Connectivity also enables some capabilities of the product to exist outside the physical device, in what is known as the product cloud. The data collected from these products can be then analysed to inform decision-making, enable operational efficiencies and continuously improve the performance of the product. It can not only refer to interaction with physical world objects but also to interaction with virtual (computing environment) objects. A smart physical object may be created either as an artifact or manufactured product or by embedding electronic tags such as RFID tags or sensors into non-smart physical objects. Smart virtual objects are created as software objects that are intrinsic when creating and operating a virtual or cyber world simulation or game. The concept of a smart object has several origins and uses, see History. There are also several overlapping terms, see also smart device, tangible object or tangible user interface and Thing as in the Internet of things. == History == In the early 1990s, Mark Weiser, from whom the term ubiquitous computing originated, referred to a vision "When almost every object either contains a computer or can have a tab attached to it, obtaining information will be trivial", Although Weiser did not specifically refer to an object as being smart, his early work did imply that smart physical objects are smart in the sense that they act as digital information sources. Hiroshi Ishii and Brygg Ullmer refer to tangible objects in terms of tangibles bits or tangible user interfaces that enable users to "grasp & manipulate" bits in the center of users' attention by coupling the bits with everyday physical objects and architectural surfaces. The smart object concept was introduced by Marcelo Kallman and Daniel Thalmann as an object that can describe its own possible interactions. The main focus here is to model interactions of smart virtual objects with virtual humans, agents, in virtual worlds. The opposite approach to smart objects is 'plain' objects that do not provide this information. The additional information provided by this concept enables far more general interaction schemes, and can greatly simplify the planner of an artificial intelligence agent. In contrast to smart virtual objects used in virtual worlds, Lev Manovich focuses on physical space filled with electronic and visual information. Here, "smart objects" are described as "objects connected to the Net; objects that can sense their users and display smart behaviour". More recently in the early 2010s, smart objects are being proposed as a key enabler for the vision of the Internet of things. The combination of the Internet and emerging technologies such as near field communications, real-time localization, and embedded sensors enables everyday objects to be transformed into smart objects that can understand and react to their environment. Such objects are building blocks for the Internet of things and enable novel computing applications. In 2018, one of the world's first smart houses was built in Klaukkala, Finland in the form of a five-floor apartment block, using the Kone Residential Flow solution created by KONE, allowing even a smartphone to act as a home key. == Characteristics == Although we can view interaction with physical smart object in the physical world as distinct from interaction with virtual smart objects in a virtual simulated world, these can be related. Poslad considers the progression of: how humans use models of smart objects situated in the physical world to enhance human to physical world interaction; versus how smart physical objects situated in the physical world can model human interaction in order to lessen the need for human to physical world interaction; versus how virtual smart objects by modelling both physical world objects and modelling humans as objects and their subsequent interactions can form a predominantly smart virtual object environment. === Smart physical objects === The concept smart for a smart physical object simply means that it is active, digital, networked, can operate to some extent autonomously, is reconfigurable and has local control of the resources it needs such as energy, data storage, etc. Note, a smart object does not necessarily need to be intelligent as in exhibiting a strong essence of artificial intelligence—although it can be designed to also be intelligent. Physical world smart objects can be described in terms of three properties: Awareness: is a smart object's ability to understand (that is, sense, interpret, and react to) events and human activities occurring in the physical world. Representation: refers to a smart object's application and programming model—in particular, programming abstractions. Interaction: denotes the object's ability to converse with the user in terms of input, output, control, and feedback. Based upon these properties, these have been classified into three types: Activity-Aware Smart Objects: Are objects that can record information about work activities and its own use. Policy-Aware Smart Objects: Are objects that are activity-aware Objects can interpret events and activities with respect to predefined organizational policies. Process-Aware Smart Objects: Processes play a fundamental role in industrial work management and operation. A process is a collection of related activities or tasks that are ordered according to their position in time and space. === Smart virtual objects === For the virtual object in a virtual world case, an object is called smart when it has the ability to describe its possible interactions. This focuses on constructing a virtual world using only virtual objects that contain their own interaction information. There are four basic elements to constructing such a smart virtual object framework. Object properties: physical properties and a text description Interaction information: position of handles, buttons, grips, and the like Object behavior: different behaviors based on state variables Agent behaviors: description of the behavior an agent should follow when using the object Some versions of smart objects also include animation information in the object information, but this is not considered to be an efficient approach, since this can make objects inappropriately oversized. === Categorization === The terms smart, connected product or smart product can be confusing as it is used to cover a broad range of different products, ranging from smart home appliances (e.g., smart bathroom scales or smart light bulbs) to smart cars (e.g., Tesla). While these products share certain similarities, they often differ substantially in their capabilities. Raff et al. developed a conceptual framework that distinguishes different smart products based on their capabilities, which features 4 types of smart product archetypes (in ascending order of "smartness"). Digital Connected Responsive Intelligent == Advantages == Smart, connected products have three primary components: Physical – made up of the product's mechanical and electrical parts. Smart – made up of sensors, microprocessors, data storage, controls, software, and an embedded operating system with enhanced user interface. Connectivity – made up of ports, antennae, and protocols enabling wired/wireless connections that serve two purposes, it allows data to be exchanged with the product and enables some functions of the product to exist outside the physical device. Each component expands the capabilities of one another resulting in "a virtuous cycle of value improvement". First, the smart components of a product amplify the value and capabilities of the physical components. Then, connectivity amplifies the value and capabilities of the smart components. These improvements include: Monitoring of the product's conditions, its external environment, and its operations and usage. Control of various product functions to better respond to changes in its environment, as well as to personalize the user experience. Optimization of the product's overall operations based on actual performance data, and reduction of downtimes through predictive maintenance and remote service. Autonomous product operation, including learning from their environment, adapting to users' preferences and self-diagnosing and service. === The Internet of things (IoT) === The Internet of things is the network of physical objects that contain embedded technology to communicate and sense or interact with their internal states or the external environment. The phrase "Internet of things" reflects the gro
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AI literacy
AI literacy or artificial intelligence literacy is "a set of competencies that enables individuals to critically evaluate AI technologies; communicate and collaborate effectively with AI; and use AI as a tool online, at home, and in the workplace." AI is employed in a variety of applications, including self-driving automobiles, virtual assistants and text generation by generative AI models. Users of these tools should be able to make informed decisions. AI literacy may have an impact on students' future employment prospects. With the rise of generative AI platforms, AI literacy has become a topic of conversation in the field of education. Some think AI literacy is essential for school and college students, while others restrict or prohibit the use of AI in assignments, viewing it as a form of academic dishonesty. However, many researchers and educational institutions promote a more nuanced approach, encouraging critical engagement with AI while developing policies that balance academic integrity with opportunities for learning. == Definitions == Other definitions of AI literacy include the ability to understand, use, monitor, and critically reflect on AI applications. That use of the term usually refers to teaching skills and knowledge to the general public, particularly those who are not adept in AI and the ability to understand, use, evaluate, and ethically navigate AI. As research into AI literacy is still emerging and focused on developing context-specific skills, there is not yet a single, broadly agreed-upon definition. AI literacy is linked to other forms of literacy. AI literacy requires digital literacy, whereas scientific and computational literacy may inform it. Data literacy also significantly overlaps with it. == Categories == AI literacy encompasses multiple categories, including a theoretical understanding of how artificial intelligence works, the usage of artificial intelligence technologies, and the critical appraisal of artificial intelligence, and its ethics. === Know and understand AI === Knowledge and understanding of AI refers to a basic understanding of what artificial intelligence is and how it works. This includes familiarity with machine learning algorithms and the limitations and biases present in AI systems. Users who know and understand AI should be familiar with various technologies that use artificial intelligence, including cognitive systems, robotics and machine learning. This includes recognizing that large language models (LLMs) are machine learning models trained on extensive datasets which generate new text rather than retrieving pre-written responses. === Use and apply AI === Using and applying AI refers to the ability to use AI tools to solve problems and perform tasks such as programming and analyzing big data. Some consider prompt engineering, the practice of designing effective prompts to guide generative AI platforms more effectively, as another competency within AI literacy. === Evaluate and create AI === Evaluation and creation refers to the ability to critically evaluate the quality and reliability of AI systems. It also refers to designing and building fair and ethical AI systems. To evaluate correctly, users should also learn in which areas AI is strong, and in which areas it is weak. === AI ethics === AI ethics refers to understanding the moral implications of AI, and the making informed decisions regarding the use of AI tools. This area includes considerations such as: Accountability: Hold AI actors accountable for the operation of AI systems and adherence to ethical ideals. Accuracy: Identify and report sources of error and uncertainty in algorithms and data. Auditability: Enable other parties to audit and assess algorithm behavior via transparent information sharing. Explainability: Make sure that algorithmic judgments and the underlying data can be presented in simple language. Fairness: Prevent biases and consider varied viewpoints. To do so, increase the diversity of researchers in the field. Human Centricity and Well-being: Prioritize human well-being in AI development and deployment. Human rights Alignment: Ensure that technology do not infringe internationally recognized human rights. Inclusivity: Make AI accessible to everyone. Progress: Choose high value initiatives. Responsibility, accountability, and transparency: Foster trust via responsibility, accountability, and fairness. Robustness and Security: Make AI systems safe, secure, and resistant to manipulation or data breach. Sustainability: Choose implementations that generate long-term, useful benefits. Environmental Implications: How this tool impacts the environment, any restrictions or laws, if this impact is worth the effects or not. === Enabling AI === Support AI by developing associated knowledge and skills such as programming and statistics. == Promoting AI literacy == Several governments have recognized the need to promote AI literacy, including among adults. Such programs have been published in the United States, China, Germany and Finland. Programs intended for the general public usually consist of short and easy to understand online study units. Programs intended for children are usually project-based. Programs for students at colleges and universities often address the specific professional needs of the student, depending on their field of study. Beyond the education system, AI literacy can also be developed in the community, for example in museums. === Schools === Schools use diverse pedagogies to promote AI literacy. These include: Performing a Turing test with an intelligent agent Creating chatbots Building apps using Blockly-based programming Project-based learning Building robots Data visualization Training AI models Artificial intelligence curricula can improve students' understanding of topics such as machine learning, neural networks, and deep learning. === Higher education === Before the second decade of the 21st century, artificial intelligence was studied mainly in STEM courses. Later, projects emerged to increase artificial intelligence education, specifically to promote AI literacy. Most courses start with one or more study units that deal with basic questions such as what artificial intelligence is, where it comes from, what it can do and what it can't do. Most courses also refer to machine learning and deep learning. Some of the courses deal with moral issues in artificial intelligence. In Ireland, the Higher Education Authority published Generative AI in Higher Education Teaching & Learning: Policy Framework in December 2025, which encouraged higher education institutions to embed AI literacy across programmes as a core graduate attribute. ==== Disciplinary policy ==== As a response to the increase of generative AI use in education, several disciplines formed committees or task forces to examine context-specific approaches toward AI literacy. In spring 2025, the Modern Language Association and Conference on College Composition and Communication Joint Task Force finished development of three working papers, a guide on AI literacy for students, and a collection of resources addressing AI use in writing. The task force emphasized the need for "a culture of critical AI literacy" and included guidelines not only for students but also educators and institutions, highlighting the need for modeling ethical AI use in planning processes. Similarly, a committee formed by the American Historical Association Council published "Guiding Principles for Artificial Intelligence in History Education" which encouraged "clear and transparent engagement with generative AI." The guidelines demonstrate the value of criticality when working with generative AI in thinking and research.
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