Multimodal Technologies and Interaction

18 pages, 7318 KB

Open AccessArticle

Design of Enhanced Virtual Reality Training Environments for Industrial Rotary Dryers Using Mathematical Modeling

by Ricardo A. Gutiérrez-Aguiñaga, Jonathan H. Rosales-Hernández, Rogelio Salinas-Santiago, Froylán M. E. Escalante and Efrén Aguilar-Garnica

Multimodal Technol. Interact. 2025, 9(10), 102; https://doi.org/10.3390/mti9100102 - 30 Sep 2025

Abstract

Rotary dryers are widely used in industry for their ease of operation in processing large volumes of material continuously despite persistent challenges in energy efficiency, cost-effectiveness, and safety. Addressing the need for effective operator training, the purpose of this study is to develop [...] Read more.

Rotary dryers are widely used in industry for their ease of operation in processing large volumes of material continuously despite persistent challenges in energy efficiency, cost-effectiveness, and safety. Addressing the need for effective operator training, the purpose of this study is to develop virtual reality (VR) environments for industrial rotary dryers. Visual and behavioral aspects were considered in the methodology for developing the environments for two application cases—ammonium nitrate and low-rank coal drying. Visual aspects considered include the industrial-scale geometry and detailed components of the rotary dryer, while behavioral aspects were governed by mathematical modeling of heat and mass transfer phenomena. The case studies of ammonium nitrate and low-rank coal were selected due to their industrial relevance and contrasting drying characteristics, ensuring the versatility and applicability of the developed VR environments. The main contribution of this work is the embedding of validated mathematical models—expressed as ordinary differential equations—into these environments. The numerical integration of these models provides key process variables, such as solid temperature and moisture content along the rotary dryer, thereby enhancing the behavioral realism of the developed VR environments. Full article

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22 pages, 2952 KB

Open AccessArticle

SmartRead: A Multimodal eReading Platform Integrating Computing and Gamification to Enhance Student Engagement and Knowledge Retention

by Ifeoluwa Pelumi and Neil Gordon

Multimodal Technol. Interact. 2025, 9(10), 101; https://doi.org/10.3390/mti9100101 - 23 Sep 2025

Abstract

This paper explores the integration of computing and multimodal technologies into personal reading practices to enhance student engagement and knowledge assimilation in higher education. In response to a documented decline in voluntary academic reading, we investigated how technology-enhanced reading environments can re-engage students [...] Read more.

This paper explores the integration of computing and multimodal technologies into personal reading practices to enhance student engagement and knowledge assimilation in higher education. In response to a documented decline in voluntary academic reading, we investigated how technology-enhanced reading environments can re-engage students through interactive and personalized experiences. Central to this research is SmartRead, a proposed multimodal eReading platform that incorporates gamification, adaptive content delivery, and real-time feedback mechanisms. Drawing on empirical data collected from students at a higher education institution, we examined how features such as progress tracking, motivational rewards, and interactive comprehension aids influence reading behavior, engagement levels, and information retention. Results indicate that such multimodal interventions can significantly improve learner outcomes and user satisfaction. This paper contributes actionable insights into the design of innovative, accessible, and pedagogically sound digital reading tools and proposes a framework for future eReading technologies that align with multimodal interaction principles. Full article

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10 pages, 7955 KB

Open AccessArticle

Investigating the Effect of Pseudo-Haptics on Perceptions Toward Onomatopoeia Text During Finger-Point Tracing

by Satoshi Saga and Kanta Shirakawa

Multimodal Technol. Interact. 2025, 9(10), 100; https://doi.org/10.3390/mti9100100 - 23 Sep 2025

Abstract

With the advancement of haptic technology, the use of pseudo-haptics to provide tactile feedback without physical contact has garnered significant attention. This paper aimed to investigate whether sliding fingers over onomatopoetic text strings with pseudo-haptic effects induces change in perception toward their symbolic [...] Read more.

With the advancement of haptic technology, the use of pseudo-haptics to provide tactile feedback without physical contact has garnered significant attention. This paper aimed to investigate whether sliding fingers over onomatopoetic text strings with pseudo-haptic effects induces change in perception toward their symbolic semantics. To address this, we conducted an experiment using finger-point reading as our subject matter. The experimental results confirmed that the “neba-neba,” “puru-puru,” and “fusa-fusa” effects create a pseudo-haptic feeling for the associated texts on the “hard–soft,” “slippery–sticky,” and “elastic–inelastic” adjective pairs. Specifically, for “hard–soft,” it was found that the proposed effects could consistently produce an impact. Full article

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72 pages, 1218 KB

Open AccessSystematic Review

Assessing Cognitive Load Using EEG and Eye-Tracking in 3-D Learning Environments: A Systematic Review

by Rozemun Khan, Johannes Vernooij, Daniela Salvatori and Beerend P. Hierck

Multimodal Technol. Interact. 2025, 9(9), 99; https://doi.org/10.3390/mti9090099 - 22 Sep 2025

Abstract

The increasing use of immersive 3-D technologies in education raises critical questions about their cognitive impact on learners. This systematic review evaluates how electroencephalography (EEG) and eye-tracking have been used to objectively measure cognitive load in 3-D learning environments. We conducted a comprehensive [...] Read more.

The increasing use of immersive 3-D technologies in education raises critical questions about their cognitive impact on learners. This systematic review evaluates how electroencephalography (EEG) and eye-tracking have been used to objectively measure cognitive load in 3-D learning environments. We conducted a comprehensive literature search (2009–2025) across PubMed, Scopus, Web of Science, PsycInfo, and ERIC, identifying 51 studies that used EEG or eye-tracking in experimental contexts involving stereoscopic or head-mounted 3-D technologies. Our findings suggest that 3-D environments may enhance learning and engagement, particularly in spatial tasks, while affecting cognitive load in complex, task-dependent ways. Studies reported mixed patterns across psychophysiological measures, including spectral features (e.g., frontal theta, parietal alpha), workload indices (e.g., theta/alpha ratio), and gaze-based metrics (e.g., fixation duration, pupil dilation): some studies observed increased load, while others reported reductions or no difference. These discrepancies reflect methodological heterogeneity and underscore the value of time-sensitive assessments. While a moderate cognitive load supports learning, an excessive load may impair performance, and overload thresholds can vary across individuals. EEG and eye-tracking offer scalable methods for monitoring cognitive effort dynamically. Overall, 3-D and XR technologies hold promise but must be aligned with task demands and learner profiles and guided by real-time indicators of cognitive load in immersive environments. Full article

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37 pages, 948 KB

Open AccessReview

A Review of Socially Assistive Robotics in Supporting Children with Autism Spectrum Disorder

by Muhammad Nadeem, Julien Moussa H. Barakat, Dani Daas and Albert Potams

Multimodal Technol. Interact. 2025, 9(9), 98; https://doi.org/10.3390/mti9090098 - 18 Sep 2025

Abstract

This study aimed to investigate the use of social robots as an interactive learning approach for treating children diagnosed with autism spectrum disorder (ASD). A review was conducted using the meta-analysis technique to compile pertinent research. An analysis was performed on the results [...] Read more.

This study aimed to investigate the use of social robots as an interactive learning approach for treating children diagnosed with autism spectrum disorder (ASD). A review was conducted using the meta-analysis technique to compile pertinent research. An analysis was performed on the results of the online search process, which gathered information on pertinent research published until 31 January 2025, from three publication databases: IEEE Xplore, SCOPUS, and Google Scholar. One hundred and seven papers out of the 591 publications that were retrieved satisfied the previously established inclusion and exclusion criteria. Despite the differences in methodology and heterogeneity, the data were synthesized narratively. This review focuses on the various types of social robots used to treat ASD, as well as their communication mechanisms, development areas, target behaviors, challenges, and future directions. Both practitioners and seasoned researchers looking for a fresh approach to their next project will find this review a useful resource that offers broad summaries of state-of-the-art research in this field. Full article

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16 pages, 4069 KB

Open AccessArticle

Exploring Consumer Perception of Augmented Reality (AR) Tools for Displaying and Understanding Nutrition Labels: A Pilot Study

by Cristina Botinestean, Stergios Melios and Emily Crofton

Multimodal Technol. Interact. 2025, 9(9), 97; https://doi.org/10.3390/mti9090097 - 16 Sep 2025

Abstract

Augmented reality (AR) technology offers a promising approach to providing consumers with detailed and personalized information about food products. The aim of this pilot study was to explore how the use of AR tools comprising visual and auditory formats affects consumers’ perception and [...] Read more.

Augmented reality (AR) technology offers a promising approach to providing consumers with detailed and personalized information about food products. The aim of this pilot study was to explore how the use of AR tools comprising visual and auditory formats affects consumers’ perception and understanding of nutrition labels of two commercially available products (lasagne ready meal and strawberry yogurt). The nutritional information of both the lasagne and yogurt product were presented to consumers (n = 30) under three experimental conditions: original packaging, visual AR, and visual and audio AR. Consumers answered questions about their perceptions of the products’ overall healthiness, caloric content, and macronutrient composition, as well as how the information was presented. The results showed that while nutritional information presented under the original packaging condition was more effective in changing consumer perceptions, the AR tools were found to be more “novel” and “memorable”. More specifically, for both lasagne and yogurt, the visual AR tool resulted in a more memorable experience compared to original packaging. The use of visual AR and visual and audio AR tools were considered novel experiences for both products. However, the provision of nutritional information had a greater impact on product perception than the specific experimental condition used to present it. These results provide evidence from a pilot study supporting the development of an AR tool for displaying and potentially improving the understanding of nutrition labels. Full article

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25 pages, 3911 KB

Open AccessArticle

Analyzing Player Behavior in a VR Game for Children Using Gameplay Telemetry

by Mihai-Alexandru Grosu and Stelian Nicola

Multimodal Technol. Interact. 2025, 9(9), 96; https://doi.org/10.3390/mti9090096 - 9 Sep 2025

Abstract

Virtual reality (VR) has become increasingly popular and has started entering homes, schools, and clinics, yet evidence on how children interact during free-form, unguided play remains limited. Understanding how interaction dynamics relate to player performance is essential for designing more accessible and engaging [...] Read more.

Virtual reality (VR) has become increasingly popular and has started entering homes, schools, and clinics, yet evidence on how children interact during free-form, unguided play remains limited. Understanding how interaction dynamics relate to player performance is essential for designing more accessible and engaging VR experiences, especially in educational contexts. For this reason, we developed VRBloons, a child-friendly VR game about popping balloons. The game logs real-time gameplay telemetry such as total hand movement, accuracy, throw rate, and other performance related gameplay data. By analyzing several feature-engineered metrics using unsupervised clustering and non-parametric statistical validation, we aim to identify distinct behavioral patterns. The analysis revealed several associations between input preferences, movement patterns, and performance outcomes, forming clearly distinct clusters. From the performed analysis, input preference emerged as an independent dimension of play style, supporting the inclusion of redundant input mappings to accommodate diverse motor capabilities. Additionally, the results highlight the opportunities for performance-sensitive assistance systems that adapt the difficulty of the game in real time. Overall, this study demonstrates how telemetry-based profiling can shape the design decisions in VR experiences, offering a methodological framework for assessing varied interaction styles and a diverse player population. Full article

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14 pages, 1553 KB

Open AccessArticle

Unplugged Activities in the Development of Computational Thinking with Poly-Universe

by Aldemir Malveira de Oliveira, Piedade Vaz-Rebelo and Maria da Graça Bidarra

Multimodal Technol. Interact. 2025, 9(9), 95; https://doi.org/10.3390/mti9090095 - 9 Sep 2025

Abstract

This paper presents an educational experience of using Poly-Universe, a game created by Janos Saxon, with the aim of developing computational thinking (CT) skills through unplugged activities. It was implemented in the course “Algorithm Analysis,” with the participation of students in the sixth [...] Read more.

This paper presents an educational experience of using Poly-Universe, a game created by Janos Saxon, with the aim of developing computational thinking (CT) skills through unplugged activities. It was implemented in the course “Algorithm Analysis,” with the participation of students in the sixth period of Computer Science at a University Center for Higher Education in Brazil. These students were facing various cognitive difficulties in using the four pillars of CT, namely abstraction, pattern recognition, algorithm, and decomposition. To address the students’ learning gaps, unplugged activities were implemented using Poly-Universe pieces—geometric shapes such as triangles, squares, and circles—exploring the connection through the pillars of CT. A mixed methodology integrating quantitative and qualitative approaches was applied to compare the progress of the students and their reactions when developing the activities. The results obtained evidenced that the level of learning involving the computational pillars on “Algorithm Analysis” had a significant evolution, from 30% to almost 80% in terms of achievement in academic tests. In addition, an increase in students’ engagement and collaboration was also registered. Therefore, the implementation of unplugged activities with Poly-Universe revealed a promotion of skills related to the pillars of CT, especially in the analysis of algorithms. Full article

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33 pages, 1510 KB

Open AccessSystematic Review

Augmented Reality in Education Through Collaborative Learning: A Systematic Literature Review

by Georgios Christoforos Kazlaris, Euclid Keramopoulos, Charalampos Bratsas and Georgios Kokkonis

Multimodal Technol. Interact. 2025, 9(9), 94; https://doi.org/10.3390/mti9090094 - 6 Sep 2025

Abstract

The rapid advancement of technology in our era has brought significant changes to various fields of human activity, including education. As a key pillar of intellectual and social development, education integrates innovative tools to enrich learning experiences. One such tool is Augmented Reality [...] Read more.

The rapid advancement of technology in our era has brought significant changes to various fields of human activity, including education. As a key pillar of intellectual and social development, education integrates innovative tools to enrich learning experiences. One such tool is Augmented Reality (AR), which enables dynamic interaction between physical and digital environments. This systematic review, following PRISMA guidelines, examines AR’s use in education, with a focus on enhancing collaborative learning across various educational levels. A total of 29 peer-reviewed studies published between 2010 and 2024 were selected based on defined inclusion criteria, retrieved from major databases such as Scopus, Web of Science, IEEE Xplore, and ScienceDirect. The findings suggest that AR can improve student engagement and foster collaboration through interactive, immersive methods. However, the review also identifies methodological gaps in current research, such as inconsistent sample size reporting, limited information on questionnaires, and the absence of standardized evaluation approaches. This review contributes to the field by offering a structured synthesis of current research, highlighting critical gaps, and proposing directions for more rigorous, transparent, and pedagogically grounded studies on the integration of AR in collaborative learning environments. Full article

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22 pages, 9741 KB

Open AccessArticle

Augminded: Ambient Mirror Display Notifications

by Timo Götzelmann, Pascal Karg and Mareike Müller

Multimodal Technol. Interact. 2025, 9(9), 93; https://doi.org/10.3390/mti9090093 - 4 Sep 2025

Abstract

This paper presents a new approach for providing contextual information in real-world environments. Our approach is consciously designed to be low-threshold; by using mirrors as augmented reality surfaces, no devices such as AR glasses or smartphones have to be worn or held by [...] Read more.

This paper presents a new approach for providing contextual information in real-world environments. Our approach is consciously designed to be low-threshold; by using mirrors as augmented reality surfaces, no devices such as AR glasses or smartphones have to be worn or held by the user. It enables technical and non-technical objects in the environment to be visually highlighted and thus subtly draw the attention of people passing by. The presented technology enables the provision of information that can be viewed in more detail by the user if required by slowing down their movement. Users can decide whether this is relevant to them or not. A prototype system was implemented and evaluated through a user study. The results show a high level of acceptance and intuitive usability of the system, with participants being able to reliably perceive and process the information displayed. The technology thus offers promising potential for the unobtrusive and context-sensitive provision of information in various application areas. The paper discusses limitations of the system and outlines future research directions to further optimize the technology and extend its applicability. Full article

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33 pages, 3194 KB

Open AccessArticle

Evaluating Educational Game Design Through Human–Machine Pair Inspection: Case Studies in Adaptive Learning Environments

by Ioannis Sarlis, Dimitrios Kotsifakos and Christos Douligeris

Multimodal Technol. Interact. 2025, 9(9), 92; https://doi.org/10.3390/mti9090092 - 1 Sep 2025

Abstract

Educational games often fail to effectively merge game mechanics with educational goals, lacking adaptive feedback and real-time performance monitoring. This study explores how Human–Computer Interaction principles and adaptive feedback can enhance educational game design to improve learning outcomes and user experience. Four educational [...] Read more.

Educational games often fail to effectively merge game mechanics with educational goals, lacking adaptive feedback and real-time performance monitoring. This study explores how Human–Computer Interaction principles and adaptive feedback can enhance educational game design to improve learning outcomes and user experience. Four educational games were analyzed using a mixed-methods approach and evaluated through established frameworks, such as the Serious Educational Games Evaluation Framework, the Assessment of Learning and Motivation Software, the Learning Object Evaluation Scale for Students, and Universal Design for Learning guidelines. In addition, a novel Human–Machine Pair Inspection protocol was employed to gather real-time data on adaptive feedback, cognitive load, and interactive behavior. Findings suggest that Human–Machine Pair Inspection-based adaptive mechanisms significantly boost personalized learning, knowledge retention, and student motivation by better aligning games with learning objectives. Although the sample size is small, this research provides practical insights for educators and designers, highlighting the effectiveness of adaptive Game-Based Learning. The study proposes the Human–Machine Pair Inspection methodology as a valuable tool for creating educational games that successfully balance user experience with learning goals, warranting further empirical validation with larger groups. Full article

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

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13 pages, 2910 KB

Open AccessArticle

Assessment of the Validity and Reliability of Reaction Speed Measurements Using the Rezzil Player Application in Virtual Reality

by Jacek Polechoński and Agata Horbacz

Multimodal Technol. Interact. 2025, 9(9), 91; https://doi.org/10.3390/mti9090091 - 1 Sep 2025

Cited by 1

Abstract

Virtual reality (VR) is widely used across various areas of human life. One field where its application is rapidly growing is sport and physical activity (PA). Training applications are being developed that support various sports disciplines, motor skill acquisition, and the development of [...] Read more.

Virtual reality (VR) is widely used across various areas of human life. One field where its application is rapidly growing is sport and physical activity (PA). Training applications are being developed that support various sports disciplines, motor skill acquisition, and the development of motor abilities. Immersive technologies are increasingly being used to assess motor and cognitive capabilities. As such, validation studies of these diagnostic tools are essential. The aim of this study was to estimate the validity and reliability of reaction speed (RS) measurements using the Rezzil Player application (“Reaction” module) in immersive VR compared to results obtained with the SMARTFit device in a real environment (RE). The study involved 43 university students (17 women and 26 men). Both tests required participants to strike light targets on a panel with their hands. Two indicators of response were analyzed in both tests: the number of hits on illuminated targets within a specified time frame and the average RS in response to visual stimuli. Statistically significant and relatively strong correlations were observed between the two measurement methods: number of hits (r_S = 0.610; p < 0.001) and average RS (r_S = 0.535; p < 0.001). High intraclass correlation coefficients (ICCs) were also found for both test environments: number of hits in VR (ICC = 0.851), average RS in VR (0.844), number of hits in RE (ICC = 0.881), and average RS in RE (0.878). The findings indicate that the Rezzil Player application can be considered a valid and reliable tool for measuring reaction speed in VR. The correlation with conventional methods and the high ICC values attest to the psychometric quality of the tool. Full article

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42 pages, 5885 KB

Open AccessArticle

Design and Evaluation of a Serious Game Prototype to Stimulate Pre-Reading Fluency Processes in Paediatric Hospital Classrooms

by Juan Pedro Tacoronte-Sosa and María Ángeles Peña-Hita

Multimodal Technol. Interact. 2025, 9(9), 90; https://doi.org/10.3390/mti9090090 - 27 Aug 2025

Abstract

Didactic digital tools can commence, enhance, and strengthen reading fluency in children undergoing long-term hospitalization due to oncology conditions. However, resources specifically designed to support rapid naming and decoding in Spanish remain scarce. This study presents the design, development, and evaluation of a [...] Read more.

Didactic digital tools can commence, enhance, and strengthen reading fluency in children undergoing long-term hospitalization due to oncology conditions. However, resources specifically designed to support rapid naming and decoding in Spanish remain scarce. This study presents the design, development, and evaluation of a game prototype aimed at addressing this gap among Spanish-speaking preschoolers in hospital settings. Developed using Unity through a design-based research methodology, the game comprises three narratively linked levels targeting rapid naming, decoding, and fluency. A sequential exploratory mixed-methods design (QUAL-quan) guided the evaluation. Qualitative data were obtained from a focus group of hospital teachers (N = 6) and interviews with experts (N = 30) in relevant fields. Quantitative validation involved 274 experts assessing the game’s contextual, pedagogical, and technical quality. The prototype was also piloted with four end-users using standardised tests for rapid naming, decoding, and fluency in Spanish. Results indicated strong expert consensus regarding the game’s educational value, contextual fit, and usability. Preliminary findings suggest potential for fostering and supplementing early literacy skills in hospitalised children. Further research with larger clinical samples is recommended to validate these outcomes. Full article

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

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12 pages, 1597 KB

Open AccessArticle

Cognitive Workload Assessment in Aerospace Scenarios: A Cross-Modal Transformer Framework for Multimodal Physiological Signal Fusion

by Pengbo Wang, Hongxi Wang and Heming Zhang

Multimodal Technol. Interact. 2025, 9(9), 89; https://doi.org/10.3390/mti9090089 - 26 Aug 2025

Abstract

In the field of cognitive workload assessment for aerospace training, existing methods exhibit significant limitations in unimodal feature extraction and in leveraging complementary synergy among multimodal signals, while current fusion paradigms struggle to effectively capture nonlinear dynamic coupling characteristics across modalities. This study [...] Read more.

In the field of cognitive workload assessment for aerospace training, existing methods exhibit significant limitations in unimodal feature extraction and in leveraging complementary synergy among multimodal signals, while current fusion paradigms struggle to effectively capture nonlinear dynamic coupling characteristics across modalities. This study proposes DST-Net (Cross-Modal Downsampling Transformer Network), which synergistically integrates pilots’ multimodal physiological signals (electromyography, electrooculography, electrodermal activity) with flight dynamics data through an Anti-Aliasing and Average Pooling LSTM (AAL-LSTM) data fusion strategy combined with cross-modal attention mechanisms. Evaluation on the “CogPilot” dataset for flight task difficulty prediction demonstrates that AAL-LSTM achieves substantial performance improvements over existing approaches (AUC = 0.97, F1 Score = 94.55). Given the dataset’s frequent sensor data missingness, the study further enhances simulated flight experiments. By incorporating eye-tracking features via cross-modal attention mechanisms, the upgraded DST-Net framework achieves even higher performance (AUC = 0.998, F1 Score = 97.95) and reduces the root mean square error (RMSE) of cumulative flight error prediction to 1750. These advancements provide critical support for safety-critical aviation training systems. Full article

(This article belongs to the Special Issue Human-AI Collaborative Interaction Design: Rethinking Human-Computer Symbiosis in the Age of Intelligent Systems)

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25 pages, 19135 KB

Open AccessArticle

Development of a Multi-Platform AI-Based Software Interface for the Accompaniment of Children

by Isaac León, Camila Reyes, Iesus Davila, Bryan Puruncajas, Dennys Paillacho, Nayeth Solorzano, Marcelo Fajardo-Pruna, Hyungpil Moon and Francisco Yumbla

Multimodal Technol. Interact. 2025, 9(9), 88; https://doi.org/10.3390/mti9090088 - 26 Aug 2025

Abstract

The absence of parental presence has a direct impact on the emotional stability and social routines of children, especially during extended periods of separation from their family environment, as in the case of daycare centers, hospitals, or when they remain alone at home. [...] Read more.

The absence of parental presence has a direct impact on the emotional stability and social routines of children, especially during extended periods of separation from their family environment, as in the case of daycare centers, hospitals, or when they remain alone at home. At the same time, the technology currently available to provide emotional support in these contexts remains limited. In response to the growing need for emotional support and companionship in child care, this project proposes the development of a multi-platform software architecture based on artificial intelligence (AI), designed to be integrated into humanoid robots that assist children between the ages of 6 and 14. The system enables daily verbal and non-verbal interactions intended to foster a sense of presence and personalized connection through conversations, games, and empathetic gestures. Built on the Robot Operating System (ROS), the software incorporates modular components for voice command processing, real-time facial expression generation, and joint movement control. These modules allow the robot to hold natural conversations, display dynamic facial expressions on its LCD (Liquid Crystal Display) screen, and synchronize gestures with spoken responses. Additionally, a graphical interface enhances the coherence between dialogue and movement, thereby improving the quality of human–robot interaction. Initial evaluations conducted in controlled environments assessed the system’s fluency, responsiveness, and expressive behavior. Subsequently, it was implemented in a pediatric hospital in Guayaquil, Ecuador, where it accompanied children during their recovery. It was observed that this type of artificial intelligence-based software, can significantly enhance the experience of children, opening promising opportunities for its application in clinical, educational, recreational, and other child-centered settings. Full article

(This article belongs to the Special Issue Human-AI Collaborative Interaction Design: Rethinking Human-Computer Symbiosis in the Age of Intelligent Systems)

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23 pages, 2112 KB

Open AccessArticle

3D Printing as a Multimodal STEM Learning Technology: A Survey Study in Second Chance Schools

by Despina Radiopoulou, Antreas Kantaros, Theodore Ganetsos and Paraskevi Zacharia

Multimodal Technol. Interact. 2025, 9(9), 87; https://doi.org/10.3390/mti9090087 - 24 Aug 2025

Abstract

This study explores the integration of 3D printing technology by adult learners in Greek Second Chance Schools (SCS), institutions designed to address Early School Leaving and promote Lifelong Learning. Grounded in constructivist and experiential learning theories, the research examines adult learners’ attitudes toward [...] Read more.

This study explores the integration of 3D printing technology by adult learners in Greek Second Chance Schools (SCS), institutions designed to address Early School Leaving and promote Lifelong Learning. Grounded in constructivist and experiential learning theories, the research examines adult learners’ attitudes toward 3D printing technology through a hands-on STEM activity in the context of teaching scientific literacy. The instructional activity was centered on a physics experiment illustrating Archimedes’ principle using a multimodal approach, combining 3D computer modeling for visualization and design with tangible manipulation of a printed object, thereby offering both digital and Hands-on learning experiences. Quantitative data was collected using a structured questionnaire to assess participants’ perception toward the 3D printing technology. Findings indicate a positive trend in adult learners’ responses, finding 3D printing accessible, interesting, and easy to use. While expressing hesitation about independently applying the technology in the future, overall responses suggest strong interest and openness to using emerging technologies within educational settings, even among marginalized adult populations. This work highlights the value of integrating emerging technologies into alternative education frameworks and offers a replicable model for inclusive STEM education and lays the groundwork for further research in adult learning environments using innovative, learner-centered approaches. Full article

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23 pages, 13023 KB

Open AccessArticle

Telerehabilitation Strategy for University Students with Back Pain Based on 3D Animations: Case Study

by Carolina Ponce-Ibarra, Diana-Margarita Córdova-Esparza, Teresa García-Ramírez, Julio-Alejandro Romero-González, Juan Terven, Mauricio Arturo Ibarra-Corona and Rolando Pérez Palacios-Bonilla

Multimodal Technol. Interact. 2025, 9(9), 86; https://doi.org/10.3390/mti9090086 - 24 Aug 2025

Abstract

Nowadays, the use of technology has become increasingly indispensable, leading to prolonged exposure to computers and other screen devices. This situation is common in work areas related to Information and Communication Technologies (ICTs), where people spend long hours in front of a computer. [...] Read more.

Nowadays, the use of technology has become increasingly indispensable, leading to prolonged exposure to computers and other screen devices. This situation is common in work areas related to Information and Communication Technologies (ICTs), where people spend long hours in front of a computer. This exposure has been associated with the development of musculoskeletal disorders, among which nonspecific back pain is particularly prevalent. This observational study presents the design of a telerehabilitation strategy based on 3D animations, which is aimed at enhancing the musculoskeletal health of individuals working or studying in ICT-related fields. The intervention was developed through the Moodle platform and designed using the ADDIE instructional model, incorporating educational content and therapeutic exercises adapted to digital ergonomics. The sample included university students in the field of computer science who were experiencing symptoms associated with prolonged computer use. After a four-week intervention period, the results show favorable changes in pain perception and knowledge of postural hygiene. These findings suggest that a distance-based educational and therapeutic strategy may be a useful approach for the prevention and treatment of back pain in academic settings. Full article

(This article belongs to the Special Issue uHealth Interventions and Digital Therapeutics for Better Diseases Prevention and Patient Care)

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14 pages, 412 KB

Open AccessArticle

Do Novices Struggle with AI Web Design? An Eye-Tracking Study of Full-Site Generation Tools

by Chen Chu, Jianan Zhao and Zhanxun Dong

Multimodal Technol. Interact. 2025, 9(9), 85; https://doi.org/10.3390/mti9090085 - 22 Aug 2025

Abstract

AI-powered full-site web generation tools promise to democratize website creation for novice users. However, their actual usability and accessibility for novice users remain insufficiently studied. This study examines interaction barriers faced by novice users when using Wix ADI to complete three tasks: Task [...] Read more.

AI-powered full-site web generation tools promise to democratize website creation for novice users. However, their actual usability and accessibility for novice users remain insufficiently studied. This study examines interaction barriers faced by novice users when using Wix ADI to complete three tasks: Task 1 (onboarding), Task 2 (template customization), and Task 3 (product page creation). Twelve participants with no web design background were recruited to perform these tasks while their behavior was recorded via screen capture and eye-tracking (Tobii Glasses 2), supplemented by post-task interviews. Task completion rates declined significantly in Task 2 (66.67%) and 3 (33.33%). Help-seeking behaviors increased significantly, particularly during template customization and product page creation. Eye-tracking data indicated elevated cognitive load in later tasks, with fixation count and saccade count peaking in Task 2 and pupil diameter peaking in Task 3. Qualitative feedback identified core challenges such as interface ambiguity, limited transparency in AI control, and disrupted task logic. These findings reveal a gap between AI tool affordances and novice user needs, underscoring the importance of interface clarity, editable transparency, and adaptive guidance. As full-site generators increasingly target general users, lowering barriers for novice audiences is essential for equitable access to web creation. Full article

(This article belongs to the Special Issue Human-AI Collaborative Interaction Design: Rethinking Human-Computer Symbiosis in the Age of Intelligent Systems)

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19 pages, 712 KB

Open AccessSystematic Review

Systematic Review of Artificial Intelligence in Education: Trends, Benefits, and Challenges

by Juan Garzón, Eddy Patiño and Camilo Marulanda

Multimodal Technol. Interact. 2025, 9(8), 84; https://doi.org/10.3390/mti9080084 - 20 Aug 2025

Cited by 1

Abstract

Artificial intelligence (AI) is changing how we teach and learn, generating excitement and concern about its potential to transform education. To contribute to the debate, this systematic literature review examines current research trends (publication year, country of study, publication journal, education level, education [...] Read more.

Artificial intelligence (AI) is changing how we teach and learn, generating excitement and concern about its potential to transform education. To contribute to the debate, this systematic literature review examines current research trends (publication year, country of study, publication journal, education level, education field, and AI type), as well as the benefits and challenges of integrating AI into education. This review analyzed 155 peer-reviewed empirical studies published between 2015 and 2025. The review reveals a significant increase in research activity since 2022, reflecting the impact of generative AI tools, such as ChatGPT. Studies highlight a range of benefits, including enhanced learning outcomes, personalized instruction, and increased student motivation. However, there are challenges to overcome, such as students’ ethical use of AI, teachers’ resistance to using AI systems, and the digital dependency these systems can generate. These findings show AI’s potential to enhance education; however, its success depends on careful implementation and collaboration among educators, researchers, and policymakers to ensure meaningful and equitable outcomes. Full article

(This article belongs to the Special Issue Online Learning to Multimodal Era: Interfaces, Analytics and User Experiences)

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Multimodal Technologies and Interaction

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