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16 pages, 2361 KiB

Open AccessArticle

Gen-SynDi: Leveraging Knowledge-Guided Generative AI for Dual Education of Syndrome Differentiation and Disease Diagnosis

by Won-Yung Lee, Sang-Yun Han, Ji-Hwan Kim, Byung-Wook Lee, Yejin Han and Seungho Lee

Appl. Sci. 2025, 15(9), 4862; https://doi.org/10.3390/app15094862 - 27 Apr 2025

Viewed by 117

Abstract

Syndrome differentiation and disease diagnosis are central to Traditional Asian Medicine (TAM) because they guide personalized treatment. Yet, most TAM courses give students few structured opportunities to practise these paired skills. We developed Gen-SynDi, a knowledge-guided generative-AI framework that links syndrome differentiation with [...] Read more.

Syndrome differentiation and disease diagnosis are central to Traditional Asian Medicine (TAM) because they guide personalized treatment. Yet, most TAM courses give students few structured opportunities to practise these paired skills. We developed Gen-SynDi, a knowledge-guided generative-AI framework that links syndrome differentiation with disease diagnosis to improve training. Using standardized patient files from the National Institute for Korean Medicine Development, we built a fatigue-focused dataset covering five Western-defined diseases and seven TAM syndromes. Carefully designed prompts and a large language model produced 28 virtual patient cases by joining compatible disease–syndrome pairs while preserving clinical realism. Inside an interactive web simulation, students conduct history-taking, receive free-text answers, and propose both syndrome and disease diagnoses; immediate feedback highlights missing questions, reasoning gaps, and overall accuracy. A built-in scoring module supplies quantitative measures of inquiry coverage and diagnostic precision, plus brief explanations of overlooked clues. A prompt-component role analysis confirmed that our prompt design improves response fidelity, and external experts endorsed the scenarios’ realism and educational value. Gen-SynDi therefore offers a scalable bridge between textbook knowledge and clinical practice, strengthening learners’ skills in differential diagnosis and syndrome differentiation. Full article

(This article belongs to the Special Issue Applications of Digital Technology and AI in Educational Settings)

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13 pages, 1066 KiB

Open AccessArticle

Students’ Perceptions of AI Digital Assistants (AIDAs): Should Institutions Invest in Their Own AIDAs?

by Bart Rienties, Felipe Tessarolo, Emily Coughlan, Tim Coughlan and John Domingue

Appl. Sci. 2025, 15(8), 4279; https://doi.org/10.3390/app15084279 - 13 Apr 2025

Viewed by 400

Abstract

This mixed methods study explores 315 distance learning students’ perceptions of artificial intelligence digital assistants (AIDAs) over an 11-month period in three distinct studies. The research investigates student perspectives on both a publicly available AI digital assistant (p-AIDA), such as ChatGPT, and a [...] Read more.

This mixed methods study explores 315 distance learning students’ perceptions of artificial intelligence digital assistants (AIDAs) over an 11-month period in three distinct studies. The research investigates student perspectives on both a publicly available AI digital assistant (p-AIDA), such as ChatGPT, and a potential institutionally developed AI digital assistant (i-AIDA). Findings indicate that students highly valued 24/7 immediate academic feedback and the personalisation of the i-AIDA, and these perspectives remained largely stable across the three studies. However, concerns about academic integrity, data privacy, and ethical implications persisted across the studies. A cluster analysis identified three distinct student groups of highly critical, supportive, and keenly supportive learners, with key differences based on prior GenAI experience, educational background, and age. This study underscores both the potential and challenges of developing institutional AI solutions to enhance student learning while addressing privacy and ethical concerns. Full article

(This article belongs to the Special Issue Applications of Digital Technology and AI in Educational Settings)

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18 pages, 3154 KiB

Open AccessArticle

Digital Human Technology in E-Learning: Custom Content Solutions

by Sinan Chen, Liuyi Yang, Yue Zhang, Miao Zhang, Yangmei Xie, Zhiyi Zhu and Jialong Li

Appl. Sci. 2025, 15(7), 3807; https://doi.org/10.3390/app15073807 - 31 Mar 2025

Viewed by 491

Abstract

With advances in digital transformation (DX) in education and digital technologies becoming more deeply integrated into educational settings, global demand for video-based learning materials continues to rise, resulting in substantial effort being required from teachers to create e-learning videos. Furthermore, while many existing [...] Read more.

With advances in digital transformation (DX) in education and digital technologies becoming more deeply integrated into educational settings, global demand for video-based learning materials continues to rise, resulting in substantial effort being required from teachers to create e-learning videos. Furthermore, while many existing services offer visual content, they primarily rely on templates, making it challenging to design custom content that addresses specific needs. In this study, we develop a web service that facilitates e-learning video creation through integrated artificial intelligence (AI) and digital human technology. This service enhances educational content by integrating digital human characters and voice synthesis technologies, aiming to create comprehensive e-learning videos by incorporating visual motion and synchronized audio into educational content. In addition, this service also aims to enable the creation of engaging content through advanced visuals and animations, effectively maintaining learner interest. Full article

(This article belongs to the Special Issue Applications of Digital Technology and AI in Educational Settings)

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27 pages, 4808 KiB

Open AccessArticle

Automatic Correction System for Learning Activities in Remote-Access Laboratories in the Mechatronics Area

by Guido S. Machado, Thiago R. M. Salgado, Florindo A. C. Ayres, Jr., Iury V. Bessa, Renan L. P. Medeiros and Vicente F. Lucena, Jr.

Appl. Sci. 2025, 15(5), 2574; https://doi.org/10.3390/app15052574 - 27 Feb 2025

Viewed by 480

Abstract

In recent years, the educational field has evolved rapidly owing to the integration of several technologies, especially experiments in remote laboratories in the engineering area. Therefore, this article addresses the development of an innovation system for automatically correcting experiments in remote laboratories in [...] Read more.

In recent years, the educational field has evolved rapidly owing to the integration of several technologies, especially experiments in remote laboratories in the engineering area. Therefore, this article addresses the development of an innovation system for automatically correcting experiments in remote laboratories in mechatronics using digital twins, convolutional neural networks (CNNs), and generative artificial intelligence technologies. This system was designed to overcome the limitations of physical laboratories and teacher’s availability and assist in learning, enabling automatic acquisitions at any time. The digital twin captures data from the teacher’s and student’s experiments, allowing accurate comparisons to identify successes and errors. The application of CNNs serves to validate the results of the experiments through image analysis, whereas generative AI helps to identify patterns. The system was evaluated in a didactic plant, effectively correcting experiments with digital inputs and outputs. In addition, it provides students with detailed feedback on their performance, including specific errors and suggestions for improvement. With a three-layer architecture, i.e., experiments, didactics, and management, the system efficiently processes data from teachers and students, contributing to correcting experiments and optimizing teaching in remote environments. Full article

(This article belongs to the Special Issue Applications of Digital Technology and AI in Educational Settings)

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21 pages, 3471 KiB

Open AccessArticle

Toward Questionnaire Complexity Reduction by Decreasing the Questions

by Miguel A. Molina-Cabello, José Serrano-Angulo, Jesús Benito-Picazo and Karl Thurnhofer-Hemsi

Appl. Sci. 2025, 15(2), 841; https://doi.org/10.3390/app15020841 - 16 Jan 2025

Viewed by 665

Abstract

Data analysis can unearth important insights like patterns, trends, and deductions. In education, it can be utilized to tailor teaching methods to suit student traits or devise new activities to foster different skills or reinforce existing ones, for example. Understanding the particular context [...] Read more.

Data analysis can unearth important insights like patterns, trends, and deductions. In education, it can be utilized to tailor teaching methods to suit student traits or devise new activities to foster different skills or reinforce existing ones, for example. Understanding the particular context and past experiences can aid in this endeavor. Surveys and questionnaires yield a wealth of data. Yet, the sheer volume of questions can lead to challenges in data management for teachers and a decline in student interest due to the time-consuming nature of fulfilling these tasks. This work presents a methodology designed to decrease the number of questions in questionnaires. This method can be applied to general questionnaires that consist of closed-ended questions with a set number of response choices, where each question can have a varying number of options compared to the other questions in the form. This methodology has been adapted into a newly developed software tool for examining learning styles based on a specific learning styles questionnaire: the Honey–Alonso Learning Styles Questionnaire (CHAEA). This software is available to the public and integrated with Moodle, arguably the most extensively used learning management system globally. To evaluate the effectiveness of the proposed method, it has been used across various subjects in Computer Sciences Engineering degrees over different academic years. The outcomes from this case study validate the appropriateness of the technique. Consequently, these findings could establish patterns that could assist in devising more suitable learning methodologies for students. Full article

(This article belongs to the Special Issue Applications of Digital Technology and AI in Educational Settings)

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19 pages, 4152 KiB

Open AccessArticle

Gamification and Immersive Experiences: A Gamified Approach for Promoting Active Aging

by Eduardo Nacimiento-García, Carina S. González-González, Lorena Colombo-Ruano and Francisco L. Gutiérrez-Vela

Appl. Sci. 2024, 14(23), 10880; https://doi.org/10.3390/app142310880 - 24 Nov 2024

Cited by 2 | Viewed by 1389

Abstract

With the global population of individuals aged 60 and above steadily increasing, the need for effective and realistic solutions to promote healthy aging has become imperative. Leveraging the potential of serious games, gamification, and immersive technologies, this study focuses on developing and implementing [...] Read more.

With the global population of individuals aged 60 and above steadily increasing, the need for effective and realistic solutions to promote healthy aging has become imperative. Leveraging the potential of serious games, gamification, and immersive technologies, this study focuses on developing and implementing a practical and tailored gamified platform to foster active aging in older adults. This platform was designed to incorporate game elements such as points, badges, levels, rankings, achievements, and immersive 360-degree images to provide a realistic and captivating user experience. Six distinct games and challenges have been developed through an extensive and iterative design process, each carefully calibrated to accommodate the aging population’s diverse cognitive abilities and interests. By combining the engagement-enhancing features of gamification with the immersive realism of 360-degree images, our platform offers a gamified and immersive solution for older adults. The gamified experiences are enjoyable and directly target cognitive functions, enhancing memory, attention, and problem-solving skills. The platform’s design has been refined through user feedback and usability testing, ensuring its relevance and effectiveness in real-life scenarios. The outcomes of this research shed light on a practical approach to active aging, emphasizing the importance of incorporating gaming experiences to engage and stimulate older adults. This study provides insights for the design and implementation of future interventions aimed at promoting digital literacy and technological proficiency among older populations, ultimately contributing to their active and fulfilling participation in the digital age. Full article

(This article belongs to the Special Issue Applications of Digital Technology and AI in Educational Settings)

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15 pages, 2440 KiB

Open AccessArticle

AI-Driven Smart Transformation in Physical Education: Current Trends and Future Research Directions

by Zhengchun Hu, Zhaohe Liu and Yushun Su

Appl. Sci. 2024, 14(22), 10616; https://doi.org/10.3390/app142210616 - 18 Nov 2024

Cited by 1 | Viewed by 3197

Abstract

Although the rapid development of Artificial Intelligence (AI) in recent years has brought increasing academic attention to the intelligent transformation of physical education, the core knowledge structure of this field, such as its primary research topics, has yet to be systematically explored. The [...] Read more.

Although the rapid development of Artificial Intelligence (AI) in recent years has brought increasing academic attention to the intelligent transformation of physical education, the core knowledge structure of this field, such as its primary research topics, has yet to be systematically explored. The LDA (latent Dirichlet allocation) topic model can identify latent themes in large-scale textual data, helping researchers extract key research directions and development trends from extensive literature. This study is based on data from the Web of Science Core Collection and employs a systematic literature screening process, utilizing the LDA topic model for in-depth analysis of relevant literature to reveal the current status and trends of AI technology in physical education. The findings indicate that AI applications in this field primarily focus on three areas: “AI and data-driven optimization of physical education and training”, “computer vision and AI-based movement behavior recognition and training optimization”, and “AI and virtual technology-driven innovation and assessment in physical education”. An in-depth analysis of existing research shows that the intelligentization of physical education, particularly in school and athletic training contexts, not only promotes sustainable development in the field but also significantly enhances teaching quality and safety, allowing educators to utilize data more precisely to optimize teaching strategies. However, current research remains relatively broad and lacks more precise and robust data support. Therefore, this study critically examines the limitations of current research in the field and proposes key research directions for further advancing the intelligent transformation of physical education, providing a solid theoretical framework and guidance for future research. Full article

(This article belongs to the Special Issue Applications of Digital Technology and AI in Educational Settings)

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Review

Jump to: Research

17 pages, 1786 KiB

Open AccessReview

An Overview of Commercial Virtual Reality Providers in Education: Mapping the Current Market Landscape

by Dominik Evangelou, Miriam Mulders and Bünyamin Sekerci

Appl. Sci. 2025, 15(7), 3906; https://doi.org/10.3390/app15073906 - 2 Apr 2025

Viewed by 261

Abstract

In recent years, virtual reality (VR) has emerged as a pivotal technology in the field of education, offering immersive and interactive experiences that have the potential to significantly enhance teaching and learning processes. However, for educational designers, teachers, and lecturers who lack advanced [...] Read more.

In recent years, virtual reality (VR) has emerged as a pivotal technology in the field of education, offering immersive and interactive experiences that have the potential to significantly enhance teaching and learning processes. However, for educational designers, teachers, and lecturers who lack advanced information technology skills, identifying and evaluating suitable VR applications can be a complex and labour-intensive endeavour. This article provides a non-technical, action-oriented overview of commercially available VR solutions designed for social skills training in education. To identify relevant providers, we conducted a four-phase snowball search from April to October 2024, combining academic literature reviews, expert interviews, web searches, and demo testing. This process led to the identification of ten VR providers suitable for social and communication skills development. The selected applications were analyzed across ten key criteria, including communication style, avatar design and customization, technological requirements, language support, and the availability of content libraries and authoring tools. The results reveal significant variation among providers in terms of pedagogical flexibility, technical accessibility, and degrees of user customization. By mapping these differences, the article offers a practical starting point for educational stakeholders seeking VR solutions that align with their instructional goals. Rather than offering an exhaustive review, the study presents a structured orientation to facilitate informed decision-making in selecting and implementing VR tools for social skills training. Full article

(This article belongs to the Special Issue Applications of Digital Technology and AI in Educational Settings)

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