jQuery is a JavaScript library designed to simplify HTML DOM tree traversal and manipulation, as well as event handling, CSS animations, and Ajax. It is free, open-source software using the permissive MIT License. As of August 2022, jQuery is used by 77% of the 10 million most popular websites. Web analysis indicates that it is the most widely deployed JavaScript library by a large margin, having at least three to four times more usage than any other JavaScript library. jQuery's syntax is designed to make it easier to navigate a document, select DOM elements, create animations, handle events, and develop Ajax applications. jQuery also provides capabilities for developers to create plug-ins on top of the JavaScript library. This enables developers to create abstractions for low-level interaction and animation, advanced effects and high-level, theme-able widgets. The modular approach to the jQuery library allows the creation of powerful dynamic web pages and Web applications. The set of jQuery core features—DOM element selections, traversal, and manipulation—enabled by its selector engine (named "Sizzle" from v1.3), created a new "programming style", fusing algorithms and DOM data structures. This style influenced the architecture of other JavaScript frameworks like YUI v3 and Dojo, later stimulating the creation of the standard Selectors API. Microsoft and Nokia bundle jQuery on their platforms. Microsoft includes it with Visual Studio for use within Microsoft's ASP.NET AJAX and ASP.NET MVC frameworks while Nokia has integrated it into the Web Run-Time widget development platform. == Overview == jQuery, at its core, is a Document Object Model (DOM) manipulation library. The DOM is a tree-structure representation of all the elements of a Web page. jQuery simplifies the syntax for finding, selecting, and manipulating these DOM elements. For example, jQuery can be used for finding an element in the document with a certain property (e.g. all elements with the h1 tag), changing one or more of its attributes (e.g. color, visibility), or making it respond to an event (e.g. a mouse click). jQuery also provides a paradigm for event handling that goes beyond basic DOM element selection and manipulation. The event assignment and the event callback function definition are done in a single step in a single location in the code. jQuery also aims to incorporate other highly used JavaScript functionality (e.g. fade ins and fade outs when hiding elements, animations by manipulating CSS properties). The principles of developing with jQuery are: Separation of JavaScript and HTML: The jQuery library provides simple syntax for adding event handlers to the DOM using JavaScript, rather than adding HTML event attributes to call JavaScript functions. Thus, it encourages developers to completely separate JavaScript code from HTML markup. Brevity and clarity: jQuery promotes brevity and clarity with features like "chainable" functions and shorthand function names. Elimination of cross-browser incompatibilities: The JavaScript engines of different browsers differ slightly so JavaScript code that works for one browser may not work for another. Like other JavaScript toolkits, jQuery handles all these cross-browser inconsistencies and provides a consistent interface that works across different browsers. Extensibility: New events, elements, and methods can be easily added and then reused as a plugin. == History == jQuery was originally created in January 2006 at BarCamp NYC by John Resig, influenced by Dean Edwards' earlier cssQuery library. It is currently maintained by a team of developers led by Timmy Willison (with the jQuery selector engine, Sizzle, being led by Richard Gibson). jQuery was originally licensed under the CC BY-SA 2.5, and relicensed to the MIT License in 2006. At the end of 2006, it was dual-licensed under GPL and MIT licenses. As this led to some confusion, in 2012 the GPL was dropped and is now only licensed under the MIT license. === Popularity === In 2015, jQuery was used on 62.7% of the top 1 million websites (according to BuiltWith), and 17% of all Internet websites. In 2017, jQuery was used on 69.2% of the top 1 million websites (according to Libscore). In 2018, jQuery was used on 78% of the top 1 million websites. In 2019, jQuery was used on 80% of the top 1 million websites (according to BuiltWith), and 74.1% of the top 10 million (per W3Techs). In 2021, jQuery was used on 77.8% of the top 10 million websites (according to W3Techs). == Features == jQuery includes the following features: DOM element selections using the multi-browser open source selector engine Sizzle, a spin-off of the jQuery project DOM manipulation based on CSS selectors that uses elements' names and attributes, such as id and class, as criteria to select nodes in the DOM Events Effects and animations Ajax Deferred and Promise objects to control asynchronous processing JSON parsing Extensibility through plug-ins Utilities, such as feature detection Compatibility methods that are natively available in modern browsers, but need fallbacks for old browsers, such as jQuery.inArray() and jQuery.each(). Cross-browser support === Browser support === jQuery 3.0 and newer supports "current−1 versions" (meaning the current stable version of the browser and the version that preceded it) of Firefox (and ESR), Chrome, Safari, and Edge as well as Internet Explorer 9 and newer. On mobile it supports iOS 7 and newer, and Android 4.0 and newer. == Distribution == The jQuery library is typically distributed as a single JavaScript file that defines all its interfaces, including DOM, Events, and Ajax functions. It can be included within a Web page by linking to a local copy or by linking to one of the many copies available from public servers. jQuery has a content delivery network (CDN) hosted by MaxCDN. Google in Google Hosted Libraries service and Microsoft host the library as well. Example of linking a copy of the library locally (from the same server that hosts the Web page): Example of linking a copy of the library from jQuery's public CDN: == Interface == === Functions === jQuery provides two kinds of functions, static utility functions and jQuery object methods. Each has its own usage style. Both are accessed through jQuery's main identifier: jQuery. This identifier has an alias named $. All functions can be accessed through either of these two names. ==== jQuery methods ==== The jQuery function is a factory for creating a jQuery object that represents one or more DOM nodes. jQuery objects have methods to manipulate these nodes. These methods (sometimes called commands), are chainable as each method also returns a jQuery object. Access to and manipulation of multiple DOM nodes in jQuery typically begins with calling the $ function with a CSS selector string. This returns a jQuery object referencing all the matching elements in the HTML page. $("div.test"), for example, returns a jQuery object with all the div elements that have the class test. This node set can be manipulated by calling methods on the returned jQuery object. ==== Static utilities ==== These are utility functions and do not directly act upon a jQuery object. They are accessed as static methods on the jQuery or $ identifier. For example, $.ajax() is a static method. === No-conflict mode === jQuery provides a $.noConflict() function, which relinquishes control of the $ name. This is useful if jQuery is used on a Web page also linking another library that demands the $ symbol as its identifier. In no-conflict mode, developers can use jQuery as a replacement for $ without losing functionality. === Typical start-point === Typically, jQuery is used by putting initialization code and event handling functions in $(handler). This is triggered by jQuery when the browser has finished constructing the DOM for the current Web page. or Historically, $(document).ready(callback) has been the de facto idiom for running code after the DOM is ready. However, since jQuery 3.0, developers are encouraged to use the much shorter $(handler) signature instead. === Chaining === jQuery object methods typically also return a jQuery object, which enables the use of method chains: This line finds all div elements with class attribute test , then registers an event handler on each element for the "click" event, then adds the class attribute foo to each element. Certain jQuery object methods retrieve specific values (instead of modifying a state). An example of this is the val() method, which returns the current value of a text input element. In these cases, a statement such as $('#user-email').val() cannot be used for chaining as the return value does not reference a jQuery object. === Creating new DOM elements === Besides accessing existing DOM nodes through jQuery, it is also possible to create new DOM nodes, if the string passed as the argument to $() factory looks like HTML. For example, the below code finds an HTML select element, and cr
Semantic neural network
Semantic neural network (SNN) is based on John von Neumann's neural network [von Neumann, 1966] and Nikolai Amosov M-Network. There are limitations to a link topology for the von Neumann’s network but SNN accept a case without these limitations. Only logical values can be processed, but SNN accept that fuzzy values can be processed too. All neurons into the von Neumann network are synchronized by tacts. For further use of self-synchronizing circuit technique SNN accepts neurons can be self-running or synchronized. In contrast to the von Neumann network there are no limitations for topology of neurons for semantic networks. It leads to the impossibility of relative addressing of neurons as it was done by von Neumann. In this case an absolute readdressing should be used. Every neuron should have a unique identifier that would provide a direct access to another neuron. Of course, neurons interacting by axons-dendrites should have each other's identifiers. An absolute readdressing can be modulated by using neuron specificity as it was realized for biological neural networks. There’s no description for self-reflectiveness and self-modification abilities into the initial description of semantic networks [Dudar Z.V., Shuklin D.E., 2000]. But in [Shuklin D.E. 2004] a conclusion had been drawn about the necessity of introspection and self-modification abilities in the system. For maintenance of these abilities a concept of pointer to neuron is provided. Pointers represent virtual connections between neurons. In this model, bodies and signals transferring through the neurons connections represent a physical body, and virtual connections between neurons are representing an astral body. It is proposed to create models of artificial neuron networks on the basis of virtual machine supporting the opportunity for paranormal effects. SNN is generally used for natural language processing. == Related models == Computational creativity Semantic hashing Semantic Pointer Architecture Sparse distributed memory
Pedagogical agent
A pedagogical agent is a concept borrowed from computer science and artificial intelligence and applied to education, usually as part of an intelligent tutoring system (ITS). It is a simulated human-like interface between the learner and the content, in an educational environment. A pedagogical agent is designed to model the type of interactions between a student and another person. Mabanza and de Wet define it as "a character enacted by a computer that interacts with the user in a socially engaging manner". A pedagogical agent can be assigned different roles in the learning environment, such as tutor or co-learner, depending on the desired purpose of the agent. "A tutor agent plays the role of a teacher, while a co-learner agent plays the role of a learning companion". == History == The history of Pedagogical Agents is closely aligned with the history of computer animation. As computer animation progressed, it was adopted by educators to enhance computerized learning by including a lifelike interface between the program and the learner. The first versions of a pedagogical agent were more cartoon than person, like Microsoft's Clippy which helped users of Microsoft Office load and use the program's features in 1997. However, with developments in computer animation, pedagogical agents can now look lifelike. By 2006 there was a call to develop modular, reusable agents to decrease the time and expertise required to create a pedagogical agent. There was also a call in 2009 to enact agent standards. The standardization and re-usability of pedagogical agents is less of an issue since the decrease in cost and widespread availability of animation tools. Individualized pedagogical agents can be found across disciplines including medicine, math, law, language learning, automotive, and armed forces. They are used in applications directed to every age, from preschool to adult. == Learning theories related to pedagogical agent design == === Distributed cognition theory === Distributed cognition theory is the method in which cognition progresses in the context of collaboration with others. Pedagogical agents can be designed to assist the cognitive transfer to the learner, operating as artifacts or partners with collaborative role in learning. To support the performance of an action by the user, the pedagogical agent can act as a cognitive tool as long as the agent is equipped with the knowledge that the user lacks. The interactions between the user and the pedagogical agent can facilitate a social relationship. The pedagogical agent may fulfill the role of a working partner. === Socio-cultural learning theory === Socio-cultural learning theory is how the user develops when they are involved in learning activities in which there is interaction with other agents. A pedagogical agent can: intervene when the user requests, provide support for tasks that the user cannot address, and potentially extend the learners cognitive reach. Interaction with the pedagogical agent may elicit a variety of emotions from the learner. The learner may become excited, confused, frustrated, and/or discouraged. These emotions affect the learners' motivation. === Extraneous Cognitive Load === Extraneous cognitive load is the extra effort being exerted by an individual's working memory due to the way information is being presented. A pedagogical agent can increase the user's cognitive load by distracting them and becoming the focus of their attention, causing split attention between the instructional material and the agent. Agents can reduce the perceived cognitive load by providing narration and personalization that can also promote a user's interest and motivation. While research on the reduction of cognitive load from pedagogical agents is minimal, more studies have shown that agents do not increase it. == Effectiveness == It has been suggested by researchers that pedagogical agents may take on different roles in the learning environment. Examples of these roles are: supplanting, scaffolding, coaching, testing, or demonstrating or modelling a procedure. A pedagogical agent as a tutor has not been demonstrated to add any benefit to an educational strategy in equivalent lessons with and without a pedagogical agent. According to Richard Mayer, there is some support in research for pedagogical agent increasing learning, but only as a presenter of social cues. A co-learner pedagogical agent is believed to increase the student's self-efficacy. By pointing out important features of instructional content, a pedagogical agent can fulfill the signaling function, which research on multimedia learning has shown to enhance learning. Research has demonstrated that human-human interaction may not be completely replaced by pedagogical agents, but learners may prefer the agents to non-agent multimedia systems. This finding is supported by social agency theory. Much like the varying effectiveness of the pedagogical agent roles in the learning environment, agents that take into account the user's affect have had mixed results. Research has shown pedagogical agents that make use of the users’ affect have been found to increase user knowledge retention, motivation, and perceived self-efficacy. However, with such a broad range of modalities in affective expressions, it is often difficult to utilize them. Additionally, having agents detect a user's affective state with precision remains challenging, as displays of affect are different across individuals. == Design == === Attractiveness === The appearance of a pedagogical agent can be manipulated to meet the learning requirements. The attractiveness of a pedagogical agent can enhance student's learning when the users were the opposite gender of the pedagogical agent. Male students prefer a sexy appearance of a female pedagogical agents and dislike the sexy appearance of male agents. Female students were not attracted by the sexy appearance of either male or female pedagogical agents. === Affective Response === Pedagogical agents have reached a point where they can convey and elicit emotion, but also reason about and respond to it. These agents are often designed to elicit and respond to affective actions from users through various modalities such as speech, facial expressions, and body gestures. They respond to the affective state of the given user, and make use of these modalities using a wide array of sensors incorporated into the design of the agent. Specifically in education and training applications, pedagogical agents are often designed to increasingly recognize when users or learners exhibit frustration, boredom, confusion, and states of flow. The added recognition in these agents is a step toward making them more emotionally intelligent, comforting and motivating the users as they interact. === Digital Representation === The design of a pedagogical agent often begins with its digital representation, whether it will be 2D or 3D and static or animated. Several studies have developed pedagogical agents that were both static and animated, then evaluated the relative benefits. Similar to other design considerations, the improved learning from static or animated agents remains questionable. One study showed that the appearance of an agent portrayed using a static image can impact a user's recall, based on the visual appearance. Other research found results that suggest static agent images improve learning outcomes. However, several other studies found user's learned more when the pedagogical agent was animated rather than static. Recently a meta-analysis of such research found a negligible improvement in learning via pedagogical agents, suggesting more work needs to be done in the area to support any claims.
Cognitive computing
Cognitive computing refers to technology platforms that, broadly speaking, are based on the scientific disciplines of artificial intelligence and signal processing. These platforms encompass machine learning, reasoning, natural language processing, speech recognition and vision (object recognition), human–computer interaction, dialog and narrative generation, among other technologies. == Definition == At present, there is no widely agreed upon definition for cognitive computing in either academia or industry. In general, the term cognitive computing has been used to refer to new hardware and/or software that mimics the functioning of the human brain (2004). In this sense, cognitive computing is a new type of computing with the goal of more accurate models of how the human brain/mind senses, reasons, and responds to stimulus. Cognitive computing applications link data analysis and adaptive page displays (AUI) to adjust content for a particular type of audience. As such, cognitive computing hardware and applications strive to be more affective and more influential by design. The term "cognitive system" also applies to any artificial construct able to perform a cognitive process where a cognitive process is the transformation of data, information, knowledge, or wisdom to a new level in the DIKW Pyramid. While many cognitive systems employ techniques having their origination in artificial intelligence research, cognitive systems, themselves, may not be artificially intelligent. For example, a neural network trained to recognize cancer on an MRI scan may achieve a higher success rate than a human doctor. This system is certainly a cognitive system but is not artificially intelligent. Cognitive systems may be engineered to feed on dynamic data in real-time, or near real-time, and may draw on multiple sources of information, including both structured and unstructured digital information, as well as sensory inputs (visual, gestural, auditory, or sensor-provided). == Cognitive analytics == Cognitive computing-branded technology platforms typically specialize in the processing and analysis of large, unstructured datasets. == Applications == Education Even if cognitive computing can not take the place of teachers, it can still be a heavy driving force in the education of students. Cognitive computing being used in the classroom is applied by essentially having an assistant that is personalized for each individual student. This cognitive assistant can relieve the stress that teachers face while teaching students, while also enhancing the student's learning experience over all. Teachers may not be able to pay each and every student individual attention, this being the place that cognitive computers fill the gap. Some students may need a little more help with a particular subject. For many students, Human interaction between student and teacher can cause anxiety and can be uncomfortable. With the help of Cognitive Computer tutors, students will not have to face their uneasiness and can gain the confidence to learn and do well in the classroom. While a student is in class with their personalized assistant, this assistant can develop various techniques, like creating lesson plans, to tailor and aid the student and their needs. Healthcare Numerous tech companies are in the process of developing technology that involves cognitive computing that can be used in the medical field. The ability to classify and identify is one of the main goals of these cognitive devices. This trait can be very helpful in the study of identifying carcinogens. This cognitive system that can detect would be able to assist the examiner in interpreting countless numbers of documents in a lesser amount of time than if they did not use Cognitive Computer technology. This technology can also evaluate information about the patient, looking through every medical record in depth, searching for indications that can be the source of their problems. Commerce Together with Artificial Intelligence, it has been used in warehouse management systems to collect, store, organize and analyze all related supplier data. All these aims at improving efficiency, enabling faster decision-making, monitoring inventory and fraud detection Human Cognitive Augmentation In situations where humans are using or working collaboratively with cognitive systems, called a human/cog ensemble, results achieved by the ensemble are superior to results obtainable by the human working alone. Therefore, the human is cognitively augmented. In cases where the human/cog ensemble achieves results at, or superior to, the level of a human expert then the ensemble has achieved synthetic expertise. In a human/cog ensemble, the "cog" is a cognitive system employing virtually any kind of cognitive computing technology. Other use cases Speech recognition Sentiment analysis Face detection Risk assessment Fraud detection Behavioral recommendations == Industry work == Cognitive computing in conjunction with big data and algorithms that comprehend customer needs, can be a major advantage in economic decision making. The powers of cognitive computing and artificial intelligence hold the potential to affect almost every task that humans are capable of performing. This can negatively affect employment for humans, as there would be no such need for human labor anymore. It would also increase the inequality of wealth; the people at the head of the cognitive computing industry would grow significantly richer, while workers without ongoing, reliable employment would become less well off. The more industries start to use cognitive computing, the more difficult it will be for humans to compete. Increased use of the technology will also increase the amount of work that AI-driven robots and machines can perform. The influence of competitive individuals in conjunction with artificial intelligence/cognitive computing has the potential to change the course of humankind.
Smart speaker industry in South Korea
Smart speakers, or AI speakers, have been developed by multiple domestic electronics and telecommunications firms in South Korea. Since their introduction to the local market in 2016, they have been used by millions of people in the country. == Brands == === Google === In September 2018, Google Home (including the Google Home Mini) launched in South Korea. Running Google Assistant, it featured simultaneous recognition of two languages among a total of seven, including Korean. At launch, it could play music from Bugs!, in addition to YouTube. === Kakao === In November 2017, Kakao launched the Kakao Mini, featuring integrated KakaoTalk functionality. === KT === KT launched the GiGA Genie smart speaker in January 2017, using a Harman Kardon speaker. In November 2017, KT announced GiGA Genie LTE, a portable AI speaker with LTE support. They also released a mini speaker called GiGA Genie Buddy. In 2018, KT created a special version of GiGa Genie with a screen for use in hotels. On 29 April 2019, KT announced the GiGA Genie Table TV, a consumer-oriented smart speaker with a display. It featured paid TV access through Wi-Fi. Based on usage data from the hotel model, KT decided not to add a touchscreen. The Table TV also featured a limited-access "personalized-text-to-speech technology" which could use parents' voice recording inputs to read children books. In February 2022, KT began rolling out Amazon Alexa integration into its speakers for English support. === Naver === In August 2017, Naver announced the Wave smart speaker, operating on Clova. In October 2017, Naver launched the Friends smart speaker, which were designed based on Line characters. ==== LG Uplus ==== In December 2017, LG Uplus launched the Friends+ speaker with Naver, operating on U+ Home AI. === Samsung === In August 2018, Samsung announced the Samsung Galaxy Home in partnership with Spotify. The original size was delayed, while the Galaxy Home Mini appeared briefly as a bonus for Samsung Galaxy S20 preorders in South Korea in February 2020. === SK Telecom === SK Telecom launched the Nugu smart speaker in September 2016, using an Astell & Kern audio system. In August 2017, SKT released a portable speaker named Nugu mini. In July 2018, SKT launched the Nugu Candle, featuring expanded mood lighting. The first-generation Nugu was subsequently discontinued. On 18 April 2019, SKT released the NUGU Nemo AI, which featured a display and JBL stereo speaker. In August 2019, SKT collaborated with SM Entertainment, incorporating functions related to the agency's artists into Nugu. In January 2022, SKT showcased the NUGU Candle SE, introducing Alexa support. == Usage == In 2018, approximately 3 million people in South Korea used smart speakers. According to data from KT in 2018, the most common commands to its speakers were for controlling televisions. Based on a broader survey in 2017, music was selected as the most frequent use case. By 2018, smart speaker companies were partnering with reading and other education services, adding potential use-cases for children. By 2022, smart speakers were being utilized by the South Korean government. SKT, in partnership with 70 regional governments, distributed smart speakers to 12,000 senior citizens living alone. The government paid for monthly subscriptions to help seniors stay mentally engaged. Naver made an agreement with the Seoul Metropolitan Government to provide Clova CareCall, an automated health checkup program to hundreds of senior citizens living alone. KT's AI care service included an emergency dispatch call function and medication notifications. == Criticism == === Communication === In a survey of 300 users in 2017, approximately half reported having some type of communication issue with their smart speakers. === Privacy === South Korean smart speakers sparked privacy concerns when they were found to be collecting and documenting user audio data in 2019. The speaker companies responded that only a minority of data was collected and that it was anonymized. They stated that such recordings were collected for performance improvements.
Aseprite
Aseprite ( ace-prite) is a proprietary, source-available image editor designed primarily for pixel art drawing and animation. It runs on Windows, macOS, and Linux, and features different tools for image and animation editing such as layers, frames, tilemap support, command-line interface, Lua scripting, among others. It is developed by Igara Studio S.A. and led by the developers David, Gaspar, and Martín Capello. Aseprite can be downloaded as freeware, (albeit it does not have the ability to save sprites) or purchased on Steam or Itch.io. Aseprite source code and binaries are distributed under EULA, educational, and Steam proprietary licenses. == History == Aseprite, formerly known as Allegro Sprite Editor, had its first release in 2001 as a free software project under the GPLv2 license. This license was kept until August 2016 with version v1.1.8, when the developers switched to a EULA, thus making the software proprietary. On the 1st of September 2016, the main developer, David Capello, wrote a post on the Aseprite Devblog explaining this change. The EULA permits others to download the Aseprite source code, compile it, and use it for personal purposes, but forbids its redistribution to third parties. After the license change, LibreSprite, a free and open source version of it, was created. Both before and after the license change, Aseprite was sold online, on Steam, itch.io, and the project's website. The project's code repository was hosted on Google Code until August 2014, when it was migrated to GitHub, where it remains hosted to date. As of October 2022, its repository has had 68 contributors and around 19 thousand stars. From 2014 to 2021, Aseprite had 66 different releases. Aseprite was used in the development of several notable games such as TowerFall (2013), Celeste (2018), Minit (2018), Wargroove (2019), Loop Hero (2021), Eastward (2021), Unpacking (2021), Haiku the Robot (2022) and Pizza Tower (2023). == Design and features == The main design purpose of Aseprite is to create animated 2D pixel-art sprites. Some of its features include: Layers and frames, with layer grouping and animation tagging Pixel-art specific transformations and tools (pixel-perfect modes, custom brushes, etc.) Animation real-time preview and onion skinning Tilemap and tileset modes Color palette managing, including 65 default palettes Color profiles and modes (RGBA, indexed and grayscale) Non-square pixels Command line interface (CLI) and Lua scripting Aseprite uses its own binary file type to store data, which is typically saved with .ase or .aseprite extensions. Different third-party projects were developed to support parsing of .ase files in programming languages including C#, Python and JavaScript, and in game engines such as Unity and Godot. Images and animations can be exported to different file formats including PNG, GIF, FLC, FLI, JPEG, PCX, TGA, ICO, SVG, and bitmap (BMP).
Data-driven model
Data-driven models are a class of computational models that primarily rely on historical data collected throughout a system's or process' lifetime to establish relationships between input, internal, and output variables. Commonly found in numerous articles and publications, data-driven models have evolved from earlier statistical models, overcoming limitations posed by strict assumptions about probability distributions. These models have gained prominence across various fields, particularly in the era of big data, artificial intelligence, and machine learning, where they offer valuable insights and predictions based on the available data. == Background == These models have evolved from earlier statistical models, which were based on certain assumptions about probability distributions that often proved to be overly restrictive. The emergence of data-driven models in the 1950s and 1960s coincided with the development of digital computers, advancements in artificial intelligence research, and the introduction of new approaches in non-behavioural modelling, such as pattern recognition and automatic classification. == Key Concepts == Data-driven models encompass a wide range of techniques and methodologies that aim to intelligently process and analyse large datasets. Examples include fuzzy logic, fuzzy and rough sets for handling uncertainty, neural networks for approximating functions, global optimization and evolutionary computing, statistical learning theory, and Bayesian methods. These models have found applications in various fields, including economics, customer relations management, financial services, medicine, and the military, among others. Machine learning, a subfield of artificial intelligence, is closely related to data-driven modelling as it also focuses on using historical data to create models that can make predictions and identify patterns. In fact, many data-driven models incorporate machine learning techniques, such as regression, classification, and clustering algorithms, to process and analyse data. In recent years, the concept of data-driven models has gained considerable attention in the field of water resources, with numerous applications, academic courses, and scientific publications using the term as a generalization for models that rely on data rather than physics. This classification has been featured in various publications and has even spurred the development of hybrid models in the past decade. Hybrid models attempt to quantify the degree of physically based information used in hydrological models and determine whether the process of building the model is primarily driven by physics or purely data-based. As a result, data-driven models have become an essential topic of discussion and exploration within water resources management and research. The term "data-driven modelling" (DDM) refers to the overarching paradigm of using historical data in conjunction with advanced computational techniques, including machine learning and artificial intelligence, to create models that can reveal underlying trends, patterns, and, in some cases, make predictions Data-driven models can be built with or without detailed knowledge of the underlying processes governing the system behavior, which makes them particularly useful when such knowledge is missing or fragmented.