Multimodal Technologies and Interaction

20 pages, 1012 KiB

Open AccessArticle

Interaction with Tactile Paving in a Virtual Reality Environment: Simulation of an Urban Environment for People with Visual Impairments

by Nikolaos Tzimos, Iordanis Kyriazidis, George Voutsakelis, Sotirios Kontogiannis and George Kokkonis

Multimodal Technol. Interact. 2025, 9(7), 71; https://doi.org/10.3390/mti9070071 - 14 Jul 2025

Abstract

Blindness and low vision are increasing serious public health issues that affect a significant percentage of the population worldwide. Vision plays a crucial role in spatial navigation and daily activities. Its reduction or loss creates numerous challenges for an individual. Assistive technology can [...] Read more.

Blindness and low vision are increasing serious public health issues that affect a significant percentage of the population worldwide. Vision plays a crucial role in spatial navigation and daily activities. Its reduction or loss creates numerous challenges for an individual. Assistive technology can enhance mobility and navigation in outdoor environments. In the field of orientation and mobility training, technologies with haptic interaction can assist individuals with visual impairments in learning how to navigate safely and effectively using the sense of touch. This paper presents a virtual reality platform designed to support the development of navigation techniques within a safe yet realistic environment, expanding upon existing research in the field. Following extensive optimization, we present a visual representation that accurately simulates various 3D tile textures using graphics replicating real tactile surfaces. We conducted a user interaction study in a virtual environment consisting of 3D navigation tiles enhanced with tactile textures, placed appropriately for a real-world scenario, to assess user performance and experience. This study also assess the usability and user experience of the platform. We hope that the findings will contribute to the development of new universal navigation techniques for people with visual impairments. Full article

(This article belongs to the Special Issue Multimodal User Interfaces and Experiences: Challenges, Applications, and Perspectives—2nd Edition)

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26 pages, 628 KiB

Open AccessReview

Systemic Gamification Theory (SGT): A Holistic Model for Inclusive Gamified Digital Learning

by Franz Coelho and Ana Maria Abreu

Multimodal Technol. Interact. 2025, 9(7), 70; https://doi.org/10.3390/mti9070070 - 10 Jul 2025

Abstract

Gamification has emerged as a powerful strategy in digital education, enhancing engagement, motivation, and learning outcomes. However, most research lacks theoretical grounding and often applies multiple and uncontextualized game elements, limiting its impact and replicability. To address these gaps, this study introduces a [...] Read more.

Gamification has emerged as a powerful strategy in digital education, enhancing engagement, motivation, and learning outcomes. However, most research lacks theoretical grounding and often applies multiple and uncontextualized game elements, limiting its impact and replicability. To address these gaps, this study introduces a Systemic Gamification Theory (SGT)—a comprehensive, human-centered model for designing and evaluating inclusive and effective gamified educational environments. Sustained in Education, Human–Computer Interaction, and Psychology, SGT is structured around four core principles, emphasizing the importance of integrating game elements (1—Integration) into cohesive systems that generate emergent outcomes (2—Emergence) aligned synergistically (3—Synergy) with contextual needs (4—Context). The theory supports inclusivity by accounting for individual traits, situational dynamics, spatial settings, and cultural diversity. To operationalize SGT, we developed two tools: i. a set of 10 Heuristics to guide and analyze effective and inclusive gamification; and ii. a Framework for designing and evaluating gamified systems, as well as comparing research methods and outcomes across different contexts. These tools demonstrated how SGT enables robust, adaptive, and equitable gamified learning experiences. By advancing theoretical and practical development, SGT fosters a transformative approach to gamification, enriching multimedia learning through thoughtful system design and reflective evaluation practices. Full article

(This article belongs to the Special Issue Innovative Theories and Practices for Designing and Evaluating Inclusive Educational Technology and Online Learning)

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23 pages, 3492 KiB

Open AccessArticle

Innovating Personalized Learning in Virtual Education Through AI

by Luis Fletscher, Jhon Mercado, Alvaro Gómez and Carlos Mendoza-Cardenas

Multimodal Technol. Interact. 2025, 9(7), 69; https://doi.org/10.3390/mti9070069 - 3 Jul 2025

Abstract

The rapid expansion of virtual education has highlighted both its opportunities and limitations. Conventional virtual learning environments tend to lack flexibility, often applying standardized methods that do not account for individual learning differences. In contrast, Artificial Intelligence (AI) empowers the creation of customized [...] Read more.

The rapid expansion of virtual education has highlighted both its opportunities and limitations. Conventional virtual learning environments tend to lack flexibility, often applying standardized methods that do not account for individual learning differences. In contrast, Artificial Intelligence (AI) empowers the creation of customized educational experiences that address specific student needs. Such personalization is essential to mitigate educational inequalities, particularly in areas with limited infrastructure, scarce access to trained educators, and varying levels of digital literacy. This study explores the role of AI in advancing virtual education, with particular emphasis on supporting differentiated learning. It begins by selecting an appropriate pedagogical model to guide personalization strategies and proceeds to investigate the application of AI techniques across three key areas: the characterization of educational resources, the detection of learning styles, and the recommendation of tailored content. The primary contribution of this research is the development of a scalable framework that can be adapted to a variety of educational contexts, with the goal of enhancing the effectiveness and personalization of virtual learning environments through AI. Full article

(This article belongs to the Special Issue Innovative Theories and Practices for Designing and Evaluating Inclusive Educational Technology and Online Learning)

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27 pages, 715 KiB

Open AccessArticle

Developing Comprehensive e-Game Design Guidelines to Support Children with Language Delay: A Step-by-Step Approach with Initial Validation

by Noha Badkook, Doaa Sinnari and Abeer Almakky

Multimodal Technol. Interact. 2025, 9(7), 68; https://doi.org/10.3390/mti9070068 - 3 Jul 2025

Abstract

e-Games have become increasingly important in supporting the development of children with language delays. However, most existing educational games were not designed using usability guidelines tailored to the specific needs of this group. While various general and game-specific guidelines exist, they often have [...] Read more.

e-Games have become increasingly important in supporting the development of children with language delays. However, most existing educational games were not designed using usability guidelines tailored to the specific needs of this group. While various general and game-specific guidelines exist, they often have limitations. Some are too broad, others only address limited features of e-Games, and many fail to consider needs relevant to children with speech and language challenges. Therefore, this paper introduced a new collection of usability guidelines, called eGLD (e-Game for Language Delay), specifically designed for evaluating and improving educational games for children with language delays. The guidelines were created based on Quinones et al.’s methodology, which involves seven stages from the exploratory phase to the refining phase. eGLD consists of 19 guidelines and 131 checklist items that are user-friendly and applicable, addressing diverse features of e-Games for treating language delay in children. To conduct the first validation of eGLD, an experiment was carried out on two popular e-Games, “MITA” and “Speech Blubs”, by comparing the usability issues identified using eGLD with those identified by Nielsen and GUESS (Game User Experience Satisfaction Scale) guidelines. The experiment revealed that eGLD detected a greater number of usability issues, including critical ones, demonstrating its potential effectiveness in assessing and enhancing the usability of e-Games for children with language delay. Based on this validation, the guidelines were refined, and a second round of validation is planned to further ensure their reliability and applicability. Full article

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

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0 pages, 844 KiB

Open AccessArticle

Individual Variability in Cognitive Engagement and Performance Adaptation During Virtual Reality Interaction: A Comparative EEG Study of Autistic and Neurotypical Individuals

by Aulia Hening Darmasti, Raphael Zender, Agnes Sianipar and Niels Pinkwart

Multimodal Technol. Interact. 2025, 9(7), 67; https://doi.org/10.3390/mti9070067 - 1 Jul 2025

Abstract

Many studies have recognized that individual variability shapes user experience in virtual reality (VR), yet little is known about how these differences influence objective cognitive engagement and performance outcomes. This study investigates how cognitive factors (IQ, age) and technological familiarity (tech enthusiasm, tech [...] Read more.

Many studies have recognized that individual variability shapes user experience in virtual reality (VR), yet little is known about how these differences influence objective cognitive engagement and performance outcomes. This study investigates how cognitive factors (IQ, age) and technological familiarity (tech enthusiasm, tech fluency, first-time VR experience) influence EEG-derived cognitive responses (alpha and theta activity) and task performance (trial duration) during VR interactions. Sixteen autistic and sixteen neurotypical participants engaged with various VR interactions while their neural activity was recorded using a Muse S EEG. Correlational analyses showed distinct group-specific patterns: higher IQ correlated with elevated average alpha and theta power in autistic participants, while tech fluency significantly influenced performance outcomes only in neurotypical group. Prior VR experience correlated with better performance in the neurotypical group but slower adaptation in the autistic group. These results highlight the role of individual variability in shaping VR engagement and underscore the importance of personalized design approaches. This work provides foundational insights toward advancing inclusive, user-centered VR systems. Full article

(This article belongs to the Special Issue Multimodal User Interfaces and Experiences: Challenges, Applications, and Perspectives—2nd Edition)

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26 pages, 2873 KiB

Open AccessArticle

Interactive Content Retrieval in Egocentric Videos Based on Vague Semantic Queries

by Linda Ablaoui, Wilson Estecio Marcilio-Jr, Lai Xing Ng, Christophe Jouffrais and Christophe Hurter

Multimodal Technol. Interact. 2025, 9(7), 66; https://doi.org/10.3390/mti9070066 - 30 Jun 2025

Abstract

Retrieving specific, often instantaneous, content from hours-long egocentric video footage based on hazily remembered details is challenging. Vision–language models (VLMs) have been employed to enable zero-shot textual-based content retrieval from videos. But, they fall short if the textual query contains ambiguous terms or [...] Read more.

Retrieving specific, often instantaneous, content from hours-long egocentric video footage based on hazily remembered details is challenging. Vision–language models (VLMs) have been employed to enable zero-shot textual-based content retrieval from videos. But, they fall short if the textual query contains ambiguous terms or users fail to specify their queries enough, leading to vague semantic queries. Such queries can refer to several different video moments, not all of which can be relevant, making pinpointing content harder. We investigate the requirements for an egocentric video content retrieval framework that helps users handle vague queries. First, we narrow down vague query formulation factors and limit them to ambiguity and incompleteness. Second, we propose a zero-shot, user-centered video content retrieval framework that leverages a VLM to provide video data and query representations that users can incrementally combine to refine queries. Third, we compare our proposed framework to a baseline video player and analyze user strategies for answering vague video content retrieval scenarios in an experimental study. We report that both frameworks perform similarly, users favor our proposed framework, and, as far as navigation strategies go, users value classic interactions when initiating their search and rely on the abstract semantic video representation to refine their resulting moments. Full article

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35 pages, 1412 KiB

Open AccessArticle

AI Chatbots in Philology: A User Experience Case Study of Conversational Interfaces for Content Creation and Instruction

by Nikolaos Pellas

Multimodal Technol. Interact. 2025, 9(7), 65; https://doi.org/10.3390/mti9070065 - 27 Jun 2025

Abstract

A persistent challenge in training future philology educators is engaging students in deep textual analysis across historical periods—especially in large classes where limited resources, feedback, and assessment tools hinder the teaching of complex linguistic and contextual features. These constraints often lead to superficial [...] Read more.

A persistent challenge in training future philology educators is engaging students in deep textual analysis across historical periods—especially in large classes where limited resources, feedback, and assessment tools hinder the teaching of complex linguistic and contextual features. These constraints often lead to superficial learning, decreased motivation, and inequitable outcomes, particularly when traditional methods lack interactive and scalable support. As digital technologies evolve, there is increasing interest in how Artificial Intelligence (AI) can address such instructional gaps. This study explores the potential of conversational AI chatbots to provide scalable, pedagogically grounded support in philology education. Using a mixed-methods case study, twenty-six (n = 26) undergraduate students completed structured tasks using one of three AI chatbots (ChatGPT, Gemini, or DeepSeek). Quantitative and qualitative data were collected via usability scales, AI literacy surveys, and semi-structured interviews. The results showed strong usability across all platforms, with DeepSeek rated highest in intuitiveness. Students reported confidence in using AI for efficiency and decision-making but desired greater support in evaluating multiple AI-generated outputs. The AI-enhanced environment promoted motivation, autonomy, and conceptual understanding, despite some onboarding and clarity challenges. Implications include reducing instructor workload, enhancing student-centered learning, and informing curriculum development in philology, particularly for instructional designers and educational technologists. Full article

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28 pages, 3350 KiB

Open AccessArticle

Designing Gamified Intergenerational Reverse Mentorship Based on Cognitive Aging Theory

by Sijie Sun

Multimodal Technol. Interact. 2025, 9(6), 64; https://doi.org/10.3390/mti9060064 - 19 Jun 2025

Abstract

With the intensification of population aging, elderly individuals face significant barriers in learning digital skills, leading to a widening digital divide. Based on Cognitive Aging Theory, this study proposes and validates an original paradigm called Structured Gamified Intergenerational Digital Reverse Mentorship to enhance [...] Read more.

With the intensification of population aging, elderly individuals face significant barriers in learning digital skills, leading to a widening digital divide. Based on Cognitive Aging Theory, this study proposes and validates an original paradigm called Structured Gamified Intergenerational Digital Reverse Mentorship to enhance digital literacy among the elderly. Cognitive Aging Theory suggests that due to declines in memory, attention, and executive function, older adults encounter challenges when learning new technologies, while gamified learning combined with intergenerational interaction can help reduce cognitive load and increase learning motivation. This study designed a collaborative gamified digital reverse mentorship application, “Digital Bridge”, and employed a randomized controlled trial method, assigning 90 participants aged 60 and above into three groups: the traditional digital mentorship group (Group A), the independent gamified learning group (Group B), and the collaborative gamified digital mentorship group (Group C). Each intervention session lasted 30 min and was conducted in a controlled environment. Experimental results showed that Group C significantly outperformed Groups A and B in digital skill acquisition, user experience, and learning motivation (p < 0.001), indicating that the combination of gamified learning and intergenerational interaction effectively enhances learning interest, reduces learning anxiety, and improves skill transferability. This study provides a new approach to elderly digital literacy education and offers theoretical and practical support for the design of future age-friendly digital learning tools. Full article

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

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21 pages, 2985 KiB

Open AccessArticle

Non-Invasive Fatigue Detection and Human–Machine Interaction Using LSTM and Multimodal AI: A Case Study

by Muon Ha, Yulia Shichkina and Xuan-Hien Nguyen

Multimodal Technol. Interact. 2025, 9(6), 63; https://doi.org/10.3390/mti9060063 - 13 Jun 2025

Abstract

Fatigue in high-stress work environments poses significant risks to employee performance and safety. This study introduces a non-invasive fatigue detection system utilizing facial parameters processed via a Long Short-Term Memory (LSTM) neural network, coupled with a human–machine interaction interface via a Telegram chatbot. [...] Read more.

Fatigue in high-stress work environments poses significant risks to employee performance and safety. This study introduces a non-invasive fatigue detection system utilizing facial parameters processed via a Long Short-Term Memory (LSTM) neural network, coupled with a human–machine interaction interface via a Telegram chatbot. The system analyzes eye blink patterns and facial expression changes captured through a webcam, achieving an accuracy of 92.35% on the UTA-RLDD dataset. An interactive feedback mechanism allows users to verify predictions, enhancing system adaptability. We further propose a multimodal AI framework to integrate physiological and environmental data, laying the groundwork for broader applications. This approach provides an effective solution for early fatigue detection and adaptive collaboration between humans and machines in real-time settings. Full article

(This article belongs to the Special Issue Multimodal User Interfaces and Experiences: Challenges, Applications, and Perspectives—2nd Edition)

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23 pages, 3946 KiB

Open AccessArticle

The Impact of Color Blindness on Player Engagement and Emotional Experiences: A Multimodal Study in a Game-Based Environment

by Merve Tillem and Ahmet Gün

Multimodal Technol. Interact. 2025, 9(6), 62; https://doi.org/10.3390/mti9060062 - 13 Jun 2025

Abstract

Color blindness can create challenges in recognizing visual cues, potentially affecting players’ performance, emotional involvement, and overall gaming experience. This study examines the impact of color blindness on player engagement and emotional experiences in digital games. The research aims to analyze how color-blind [...] Read more.

Color blindness can create challenges in recognizing visual cues, potentially affecting players’ performance, emotional involvement, and overall gaming experience. This study examines the impact of color blindness on player engagement and emotional experiences in digital games. The research aims to analyze how color-blind individuals engage with and emotionally respond to games, offering insights into more inclusive and accessible game design. An experiment-based study was conducted using a between-group design with a total of 13 participants, including 5 color-blind and 8 non-color-blind participants (aged 18–30). The sample was carefully selected to ensure participants had similar levels of digital gaming experience and familiarity with digital games, reducing potential biases related to skill or prior exposure. A custom-designed game, “Color Quest,” was developed to assess engagement and emotional responses. Emotional responses were measured through Emotion AI analysis, video recordings, and self-reported feedback forms. Participants were also asked to rate their engagement and emotional experience on a 1 to 5 scale, with additional qualitative feedback collected for deeper insights. The results indicate that color-blind players generally reported lower engagement levels compared to non-color-blind players. Although quantitative data did not reveal a direct correlation between color blindness and visual experience, self-reported feedback suggests that color-related design choices negatively impact emotional involvement and player immersion. Furthermore, in the survey responses from participants, color-blind individuals rated their experiences lower compared to individuals with normal vision. Participants emphasized that certain visual elements created difficulties in gameplay, and alternative sensory cues, such as audio feedback, helped mitigate these challenges. This study presents an experimental evaluation of color blindness in gaming, emphasizing how sensory adaptation strategies can support player engagement and emotional experience. This study contributes to game accessibility research by highlighting the importance of perceptual diversity and inclusive sensory design in enhancing player engagement for color-blind individuals. Full article

(This article belongs to the Special Issue Multimodal User Interfaces and Experiences: Challenges, Applications, and Perspectives—2nd Edition)

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18 pages, 5112 KiB

Open AccessArticle

Gaze–Hand Steering for Travel and Multitasking in Virtual Environments

by Mona Zavichi, André Santos, Catarina Moreira, Anderson Maciel and Joaquim Jorge

Multimodal Technol. Interact. 2025, 9(6), 61; https://doi.org/10.3390/mti9060061 - 13 Jun 2025

Abstract

As head-mounted displays (HMDs) with eye tracking become increasingly accessible, the need for effective gaze-based interfaces in virtual reality (VR) grows. Traditional gaze- or hand-based navigation often limits user precision or impairs free viewing, making multitasking difficult. We present a gaze–hand steering technique [...] Read more.

As head-mounted displays (HMDs) with eye tracking become increasingly accessible, the need for effective gaze-based interfaces in virtual reality (VR) grows. Traditional gaze- or hand-based navigation often limits user precision or impairs free viewing, making multitasking difficult. We present a gaze–hand steering technique that combines eye tracking with hand pointing: users steer only when gaze aligns with a hand-defined target, reducing unintended actions and enabling free look. Speed is controlled via either a joystick or a waist-level speed circle. We evaluated our method in a user study (n = 20) across multitasking and single-task scenarios, comparing it to a similar technique. Results show that gaze–hand steering maintains performance and enhances user comfort and spatial awareness during multitasking. Our findings support using gaze–hand steering in gaze-dominant VR applications requiring precision and simultaneous interaction. Our method significantly improves VR navigation in gaze–dominant, multitasking-intensive applications, supporting immersion and efficient control. Full article

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33 pages, 3913 KiB

Open AccessArticle

Rethinking the Bebras Challenge in Virtual Reality: Implementation and Usability Study of a Computational Thinking Game

by Jelena Nakić, Ivana Rogulj and Lada Maleš

Multimodal Technol. Interact. 2025, 9(6), 60; https://doi.org/10.3390/mti9060060 - 11 Jun 2025

Abstract

Virtual reality (VR) technology is becoming increasingly relevant as a modern educational tool. However, its application in teaching and learning computational thinking remains relatively underexplored. This paper presents the implementation of selected tasks from the international Bebras Challenge in a VR environment called [...] Read more.

Virtual reality (VR) technology is becoming increasingly relevant as a modern educational tool. However, its application in teaching and learning computational thinking remains relatively underexplored. This paper presents the implementation of selected tasks from the international Bebras Challenge in a VR environment called ThinkLand. A comparative study was conducted to evaluate the usability of the developed game across two interface types: mobile devices and desktop computers. A total of 100 participants, including high school and university students, took part in the study. The overall usability rating was classified as “good”, suggesting that ThinkLand holds promise as a platform for supporting computational thinking education. To assess specific aspects of interface usability, a custom Virtual Environment Usability Questionnaire (VEUQ) was developed. Regression analysis was performed to examine the relationship between participants’ age, gender, and interface type with both learning performance and perceived usability, as measured by the VEUQ. The analysis revealed statistically significant differences in interaction patterns between device types, providing practical insights for improving interface design. Validated in this study, the VEUQ proved to be an effective instrument for informing interaction design and guiding the development of educational VR applications for both mobile and desktop platforms. Full article

(This article belongs to the Special Issue Innovative Theories and Practices for Designing and Evaluating Inclusive Educational Technology and Online Learning)

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25 pages, 2939 KiB

Open AccessReview

by Jakub Swacha

Multimodal Technol. Interact. 2025, 9(6), 59; https://doi.org/10.3390/mti9060059 - 11 Jun 2025

Abstract

Video games come in many genres. Although the popularity of games that belong to different genres is the subject of various research and industry reports, so far, there have been no studies investigating their popularity in research papers. This paper addresses this gap [...] Read more.

Video games come in many genres. Although the popularity of games that belong to different genres is the subject of various research and industry reports, so far, there have been no studies investigating their popularity in research papers. This paper addresses this gap with an analysis of bibliographic data sourced from Scopus, spanning 45 years since the emergence of the topic till today and covering nine widely recognized genres: Action, Puzzle, Rhythm, Role-Playing, Simulation, Sports, Shooter, Strategy, and Traditional. The obtained results not only reveal the current popularity of these video game genres but also illustrate its change over time and geographic distribution as well as highlight the most impactful papers referring to the respective genres and their topics, providing a number of footholds for future studies, including regarding the identified disparities in the research interest in some genres and the number of available games belonging to them, the fluctuations in the relative popularity of the respective genres, and the disparities in the share of research output dedicated to video game genres in the total research output of different countries. Full article

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27 pages, 1540 KiB

Open AccessArticle

Designing Inclusive and Adaptive Content in Moodle: A Framework and a Case Study from Jordanian Higher Education

by Lamis F. Al-Qora’n, Julius T. Nganji and Fadi M. Alsuhimat

Multimodal Technol. Interact. 2025, 9(6), 58; https://doi.org/10.3390/mti9060058 - 10 Jun 2025

Abstract

Blended learning has introduced a more accessible and flexible teaching environment in higher education. However, ensuring that content is inclusive, particularly for students with learning difficulties, remains a challenge. This paper explores how Moodle, a widely adopted learning management system (LMS), can support [...] Read more.

Blended learning has introduced a more accessible and flexible teaching environment in higher education. However, ensuring that content is inclusive, particularly for students with learning difficulties, remains a challenge. This paper explores how Moodle, a widely adopted learning management system (LMS), can support inclusive and adaptive learning based on Universal Design for Learning (UDL) principles. A 16-week descriptive exploratory study was conducted with 70 undergraduate students during a software engineering fundamentals course at Philadelphia University in Jordan. The research combined weekly iterative focus groups, teaching reflections, and interviews with 16 educators to identify and address inclusion barriers. The findings highlight that the students responded positively to features such as conditional activities, flexible quizzes, and multimodal content. A UDL-based framework was developed to guide the design of inclusive Moodle content, and it was validated by experienced educators. To our knowledge, this is the first UDL-based framework designed for Moodle in Middle Eastern computing and engineering education. The findings indicate that Moodle features, such as conditional activities and flexible deadlines, can facilitate inclusive practices, but adoption remains hindered by institutional and workload constraints. This study contributes a replicable design model for inclusive blended learning and emphasizes the need for structured training, intentional course planning, and technological support for implementing inclusivity in blended learning environments. Moreover, this study provides a novel weekly iterative focus group methodology, which enables continuous course refinement based on evolving students’ feedback. Future work will look into generalizing the research findings and transferring the findings to other contexts. It will also explore AI-driven adaptive learning pathways within LMS platforms. This is an empirical study grounded in weekly student focus groups, educator interviews, and reflective teaching practice, offering evidence-based insights on the application of UDL in a real-world higher education setting. Full article

(This article belongs to the Special Issue Innovative Theories and Practices for Designing and Evaluating Inclusive Educational Technology and Online Learning)

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15 pages, 2437 KiB

Open AccessArticle

The Impacts of Incorporating Virtual Reality and Data Gloves in Exergames on Intrinsic Motivation in Upper-Extremity Assessments: A Study in a Young and Healthy Group

by He Kunze, Noppon Choosri and Supara Grudpan

Multimodal Technol. Interact. 2025, 9(6), 57; https://doi.org/10.3390/mti9060057 - 9 Jun 2025

Abstract

Virtual reality (VR) technology has shown potential as a viable tool for rehabilitation. VR is a well-recognized technology that creates immersive experiences to enhance engagement and encourage more effective participation in activities. In the current study, it has been shown that using a [...] Read more.

Virtual reality (VR) technology has shown potential as a viable tool for rehabilitation. VR is a well-recognized technology that creates immersive experiences to enhance engagement and encourage more effective participation in activities. In the current study, it has been shown that using a standard VR system setup can effectively increase participant motivation for various rehabilitation applications. However, there is a research gap in terms of participant motivation, relating to the intervention of integrating data gloves into VR to improve visibility in hand tracking for rehabilitation. This study presents and assesses an integrated approach utilizing VR and data glove technology to evaluate upper extremity function in a young, healthy population, comparing this to traditional methods. Participants’ intrinsic motivation was measured using the Intrinsic Motivation Inventory (IMI). The findings indicate that the combined immersive environment outperforms conventional practice in most aspects. Therefore, this research also sheds light on the fact that a data glove is promising technology in rehabilitation applications that can augment positive experiences while having no adverse effects on the VR system. Full article

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24 pages, 698 KiB

Open AccessSystematic Review

Multiple Ways in Which Video Games Make Education Inclusive: A Systematic Review of Cognitive Enhancement for Neurodivergent Learners

by Martina Basciano, Elisa Bisagno and Alessia Cadamuro

Multimodal Technol. Interact. 2025, 9(6), 56; https://doi.org/10.3390/mti9060056 - 7 Jun 2025

Abstract

Children with neurodevelopmental disorders, such as ADHD, ASD and SLDs, often face challenges in executive functioning that can impact their inclusion and participation in educational and social experiences. Digital technologies, in particular video games, are becoming increasingly more integrated into children’s lives and [...] Read more.

Children with neurodevelopmental disorders, such as ADHD, ASD and SLDs, often face challenges in executive functioning that can impact their inclusion and participation in educational and social experiences. Digital technologies, in particular video games, are becoming increasingly more integrated into children’s lives and are receiving attention as tools to support cognitive development in these populations. This systematic review analyses the effects of video games on Working Memory (WM) and Executive Functions (EFs) in neurodivergent individuals, to evaluate their effectiveness as training tools and their impact in terms of inclusion. Following the PRISMA guidelines, 25 peer-reviewed studies published between 2013 and 2025 were analysed. The interventions included action-video games, exergames, serious games and ad hoc video game training with a pre- and post-assessment in neurodiverse participants. The results indicate that action-video games and exergames show promise in enhancing EFs, while serious games and ad hoc video game training seem to support WM. Despite a few contrasting results, overall, video games are emerging as promising tools of inclusive education thanks to their interactive, customisable and socially empowering nature, especially significant for neurodiverse children. The discussion will depict multiple ways in which video games can make education more inclusive for these populations. Full article

(This article belongs to the Special Issue Innovative Theories and Practices for Designing and Evaluating Inclusive Educational Technology and Online Learning)

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15 pages, 693 KiB

Open AccessArticle

Evaluating a UDL-Based Digital Escape Room for Bullying Awareness in Secondary Education

by Yosra Achab-Moukram, Paula Rodríguez-Rivera, José Manuel Aguilar-Parra, José M. Rodríguez-Ferrer, Javier Rodríguez-Moreno and Ana Manzano-León

Multimodal Technol. Interact. 2025, 9(6), 55; https://doi.org/10.3390/mti9060055 - 6 Jun 2025

Abstract

This study evaluates the effectiveness of a digital escape room designed according to the Universal Design for Learning (UDL) principles as an educational tool to raise awareness about school bullying and cyberbullying in lower secondary education. Using a quasi-experimental design with 137 students [...] Read more.

This study evaluates the effectiveness of a digital escape room designed according to the Universal Design for Learning (UDL) principles as an educational tool to raise awareness about school bullying and cyberbullying in lower secondary education. Using a quasi-experimental design with 137 students (66 in the control group and 71 in the experimental group), the gamified activity was compared to a traditional expository intervention. Empathy was measured using the Brief Basic Empathy Scale (BES-B), and bullying-related knowledge and experiences were assessed with the SPB-A scale. The escape room integrated key UDL principles, including multiple means of representation (e.g., video, images, text), action and expression (interactive tasks and puzzles), and engagement (narrative-based missions and collaborative challenges). The results indicate significant improvements in knowledge about behaviors related to school bullying among participants who completed the escape room. Although changes in affective and cognitive empathy were not statistically significant, positive trends were observed in the experimental group. The immersive, collaborative, and accessible nature of the activity positions the escape room as a promising tool within broader strategies for bullying prevention. Full article

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

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27 pages, 6914 KiB

Open AccessArticle

A New Serious Game (e-SoundWay) for Learning English Phonetics

by Alfonso Lago-Ferreiro, María Ángeles Gómez-González and José Carlos López-Ardao

Multimodal Technol. Interact. 2025, 9(6), 54; https://doi.org/10.3390/mti9060054 - 4 Jun 2025

Abstract

This paper presents the design and evaluation of e-SoundWay, a cross-platform serious game developed to improve English phonetic competence through a multimodal and narrative-driven approach. While the platform is specifically tailored to meet the needs of Spanish-speaking learners, it is adaptable for [...] Read more.

This paper presents the design and evaluation of e-SoundWay, a cross-platform serious game developed to improve English phonetic competence through a multimodal and narrative-driven approach. While the platform is specifically tailored to meet the needs of Spanish-speaking learners, it is adaptable for a wider range of English as a Foreign Language (EFL) users. e-SoundWay offers over 600 interactive multimedia minigames that target three core competencies: perception, production, and transcription. Learners progress along a gamified version of the Camino de Santiago, interacting with characters representing diverse English accents. A mixed-methods evaluation combining pre- and post-tests with a user experience questionnaire revealed statistically significant improvements across all domains, particularly in perception. Reduced post-test variability indicated more equitable learning outcomes. User satisfaction was high, with 64% of participants reporting satisfaction with their phonetic progress and 91% stating they would recommend the platform. These findings highlight the educational effectiveness, accessibility, and motivational value of e-SoundWay, reinforcing the role of serious games and multimodal technologies in delivering inclusive and engaging pronunciation instruction. Full article

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

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25 pages, 5444 KiB

Open AccessArticle

Evaluating the Usability and Engagement of a Gamified, Desktop, Virtual Art Appreciation Module

by Sitong Li, Nurfaradilla Mohamad Nasri and Helmi Norman

Multimodal Technol. Interact. 2025, 9(6), 53; https://doi.org/10.3390/mti9060053 - 3 Jun 2025

Abstract

Traditional art appreciation instruction relies heavily on textbooks, slides, or videos, limiting student engagement and immersion. To address this issue, this study proposes a desktop VR (GDVR) art appreciation module based on a gamification approach. Unlike traditional VR art learning environments, the GDVR [...] Read more.

Traditional art appreciation instruction relies heavily on textbooks, slides, or videos, limiting student engagement and immersion. To address this issue, this study proposes a desktop VR (GDVR) art appreciation module based on a gamification approach. Unlike traditional VR art learning environments, the GDVR module combines real-time feedback and gamification elements to increase students’ motivation and understanding of information. This study used focus group interviews to evaluate the usability of the GDVR module, as well as student engagement. In addition, on-screen observations have been adopted to capture student interaction behavior and navigation patterns, providing greater insight into usability. Forty Chinese middle school students participated, and the data were analyzed thematically. The results show that the GDVR module demonstrates stable technical performance, intuitive navigation, and a high level of immersion. Moreover, most students find it more engaging than traditional methods, noting that the real-time feedback system significantly enhanced their engagement with and understanding of the material. Furthermore, this study highlights the practical application potential of utilizing low-cost, desktop-based virtual reality systems in the context of middle school art appreciation. Finally, the study acknowledges its limitations and provides recommendations for future research to further refine and expand the application of GDVR in the field of art education. Full article

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