Submit to MTI Review for MTI

Journal Menu

Journal Browser

► Journal Browser

Multimodal Technol. Interact., Volume 9, Issue 8 (August 2025) – 5 articles

Issues are regarded as officially published after their release is announced to the table of contents alert mailing list.
You may sign up for e-mail alerts to receive table of contents of newly released issues.
PDF is the official format for papers published in both, html and pdf forms. To view the papers in pdf format, click on the "PDF Full-text" link, and use the free Adobe Reader to open them.

Order results

Result details

Show export options Show export options

Select all

Export citation of selected articles as:

17 pages, 3578 KiB

Open AccessArticle

Space Medicine Meets Serious Games: Boosting Engagement with the Medimon Creature Collector

by Martin Hundrup, Jessi Holte, Ciara Bordeaux, Emma Ferguson, Joscelyn Coad, Terence Soule and Tyler Bland

Multimodal Technol. Interact. 2025, 9(8), 80; https://doi.org/10.3390/mti9080080 - 7 Aug 2025

Viewed by 304

Abstract

Serious games that integrate educational content with engaging gameplay mechanics hold promise for reducing cognitive load and increasing student motivation in STEM and health science education. This preliminary study presents the development and evaluation of the Medimon NASA Demo, a game-based learning prototype designed to teach undergraduate students about the musculoskeletal and visual systems—two critical domains in space medicine. Participants (n = 23) engaged with the game over a two-week self-regulated learning period. The game employed mnemonic-based characters, visual storytelling, and turn-based battle mechanics to reinforce medical concepts. Quantitative results demonstrated significant learning gains, with posttest scores increasing by an average of 23% and a normalized change of c = 0.4. Engagement levels were high across multiple dimensions of situational interest, and 74% of participants preferred the game over traditional formats. Qualitative analysis of open-ended responses revealed themes related to intrinsic appeal, perceived learning efficacy, interaction design, and cognitive resource management. While the game had minimal impact on short-term STEM career interest, its educational potential was clearly supported. These findings suggest that mnemonic-driven serious games like Medimon can effectively enhance engagement and learning in health science education, especially when aligned with real-world contexts such as space medicine. Full article

(This article belongs to the Special Issue Video Games: Learning, Emotions, and Motivation)

► Show Figures

Figure 1

34 pages, 41467 KiB

Open AccessArticle

Evaluating Spatial Decision-Making and Player Experience in a Remote Multiplayer Augmented Reality Hide-and-Seek Game

by Yasas Sri Wickramasinghe, Heide Karen Lukosch, James Everett and Stephan Lukosch

Multimodal Technol. Interact. 2025, 9(8), 79; https://doi.org/10.3390/mti9080079 - 31 Jul 2025

Viewed by 335

Abstract

This study investigates how remote multiplayer gameplay, enabled through Augmented Reality (AR), transforms spatial decision-making and enhances player experience in a location-based augmented reality game (LBARG). A remote multiplayer handheld-based AR game was designed and evaluated on how it influences players’ spatial decision-making strategies, engagement, and gameplay experience. In a user study involving 60 participants, we compared remote gameplay in our AR game with traditional hide-and-seek. We found that AR significantly transforms traditional gameplay by introducing different spatial interactions, which enhanced spatial decision-making and collaboration. Our results also highlight the potential of AR to increase player engagement and social interaction, despite the challenges posed by the added navigation complexities. These findings contribute to the engaging design of future AR games and beyond. Full article

► Show Figures

Figure 1

18 pages, 8744 KiB

Open AccessArticle

A User-Centered Teleoperation GUI for Automated Vehicles: Identifying and Evaluating Information Requirements for Remote Driving and Assistance

by Maria-Magdalena Wolf, Henrik Schmidt, Michael Christl, Jana Fank and Frank Diermeyer

Multimodal Technol. Interact. 2025, 9(8), 78; https://doi.org/10.3390/mti9080078 - 31 Jul 2025

Cited by 2 | Viewed by 264

Abstract

Teleoperation emerged as a promising fallback for situations beyond the capabilities of automated vehicles. Nevertheless, teleoperation still faces challenges, such as reduced situational awareness. Since situational awareness is primarily built through the remote operator’s visual perception, the graphical user interface (GUI) design is critical. In addition to video feed, supplemental informational elements are crucial—not only for the predominantly studied remote driving, but also for emerging desk-based remote assistance concepts. This work develops a GUI for different teleoperation concepts by identifying key informational elements during the teleoperation process through expert interviews (N = 9). Following this, a static and dynamic GUI prototype was developed and evaluated in a click dummy study (N = 36). Thereby, the dynamic GUI adapts the number of displayed elements according to the teleoperation phase. Results show that both GUIs achieve good system usability scale (SUS) ratings, with the dynamic GUI significantly outperforming the static version in both usability and task completion time. However, the results might be attributable to a learning effect due to the lack of randomization. The user experience questionnaire (UEQ) score shows potential for improvement. To enhance the user experience, the GUI should be evaluated in a follow-up study that includes interaction with a real vehicle. Full article

► Show Figures

Figure 1

27 pages, 4327 KiB

Open AccessArticle

The Art Nouveau Path: Promoting Sustainability Competences Through a Mobile Augmented Reality Game

by João Ferreira-Santos and Lúcia Pombo

Multimodal Technol. Interact. 2025, 9(8), 77; https://doi.org/10.3390/mti9080077 - 29 Jul 2025

Viewed by 392

Abstract

This paper presents a qualitative case study on the design, implementation, and validation of the Art Nouveau Path, a mobile augmented reality game developed to foster sustainability competences through engagement with Aveiro’s Art Nouveau built heritage. Grounded in the GreenComp framework and developed through a Design-Based Research approach, the game integrates location-based interaction, narrative storytelling, and multimodal augmented reality and multimedia content to activate key competences such as systems thinking, futures literacy, and sustainability-oriented action. The game was validated with 33 in-service schoolteachers, both through a simulation-based training workshop and a curricular review of the game. A mixed-methods strategy was used, combining structured questionnaires, open-ended reflections, and curricular review. The findings revealed strong emotional and motivational engagement, interdisciplinary relevance, and alignment with formal education goals. Teachers emphasized the game’s capacity to connect local identity with global sustainability challenges through immersive and reflective experiences. Limitations pointed to the need for enhanced pedagogical scaffolding, clearer integration into STEAM subjects, and broader accessibility across technological contexts. This study demonstrates that these games, when grounded in competence-based frameworks and inclusive design, can meaningfully support multimodal, situated learning for sustainability and offer valuable contributions to pedagogical innovation in Education for Sustainable Development. Full article

► Show Figures

Figure 1

28 pages, 3228 KiB

Open AccessArticle

Examination of Eye-Tracking, Head-Gaze, and Controller-Based Ray-Casting in TMT-VR: Performance and Usability Across Adulthood

by Panagiotis Kourtesis, Evgenia Giatzoglou, Panagiotis Vorias, Katerina Alkisti Gounari, Eleni Orfanidou and Chrysanthi Nega

Multimodal Technol. Interact. 2025, 9(8), 76; https://doi.org/10.3390/mti9080076 - 25 Jul 2025

Viewed by 470

Abstract

Virtual reality (VR) can enrich neuropsychological testing, yet the ergonomic trade-offs of its input modes remain under-examined. Seventy-seven healthy volunteers—young (19–29 y) and middle-aged (35–56 y)—completed a VR Trail Making Test with three pointing methods: eye-tracking, head-gaze, and a six-degree-of-freedom hand controller. Completion time, spatial accuracy, and error counts for the simple (Trail A) and alternating (Trail B) sequences were analysed in 3 × 2 × 2 mixed-model ANOVAs; post-trial scales captured usability (SUS), user experience (UEQ-S), and acceptability. Age dominated behaviour: younger adults were reliably faster, more precise, and less error-prone. Against this backdrop, input modality mattered. Eye-tracking yielded the best spatial accuracy and shortened Trail A time relative to manual control; head-gaze matched eye-tracking on Trail A speed and became the quickest, least error-prone option on Trail B. Controllers lagged on every metric. Subjective ratings were high across the board, with only a small usability dip in middle-aged low-gamers. Overall, gaze-based ray-casting clearly outperformed manual pointing, but optimal choice depended on task demands: eye-tracking maximised spatial precision, whereas head-gaze offered calibration-free enhanced speed and error-avoidance under heavier cognitive load. TMT-VR appears to be accurate, engaging, and ergonomically adaptable assessment, yet it requires age-specific–stratified norms. Full article

(This article belongs to the Special Issue 3D User Interfaces and Virtual Reality—2nd Edition)

► Show Figures