Search Results (1,105)

This study investigates the effectiveness of designing a gamified Virtual Reality (VR) intervention, grounded in Kolb’s Experiential Learning Theory, in enhancing social reciprocity, affective expression, and daily living skills among Thai children with Autism Spectrum Disorder (ASD). Utilizing the Meta Quest 2 headset, the intervention simulated five real-world contexts—home routines, classroom behavior, street crossing, supermarket shopping, and fast-food interactions. A quasi-experimental pretest-posttest control group design was employed with 33 children aged 6–12, complemented by thematic analysis of caregiver and therapist interviews. Results from the Social Responsiveness Scale, Second Edition (SRS-2), indicated significant improvements in social communication (p = 0.001) and social motivation (p = 0.045), while changes in social awareness (p = 0.233) and repetitive behaviors (p = 0.169) were not statistically significant. However, an ANCOVA analysis controlling for pre-test scores found that the difference in post-test outcomes between the intervention and control groups did not reach statistical significance (p = 0.073), suggesting that observed improvements may be influenced by baseline variability. Qualitative feedback highlighted the program’s engagement value, cultural relevance, and usability, alongside suggestions for increased adaptivity and contextual nuance. These results underscore the potential of VR-based learning while highlighting the need for further research with larger samples and more adaptive systems. These findings offer practical insights for educators, researchers, teachers, and program developers by demonstrating how culturally grounded, gamified VR interventions when guided by experiential learning principles can effectively enhance engagement and support targeted social skill development in children with ASD. Full article

Virtual reality offers unique opportunities to personalize learning by adapting instructions to individual learning styles. This study explores the relationships between learning styles, cognitive load, and learning outcomes in a virtual reality environment designed for engineering education. Drawing on Kolb’s experiential learning theory, the research investigates how immersion and flow, in relation to learning styles, influence learning outcomes within the Submarine Simulator, an educational tool for underwater engineering. To enhance instructional design in virtual reality, this study proposes to aggregate existing and validated models, such as Kolb’s framework, to develop new models tailored specifically for learning environments in virtual reality. This research aims to highlight the interplay of these variables in a learning process focused on acquiring knowledge in the Science, Technology, Engineering, and Mathematics fields, specifically hydrodynamics, through designing and operating a simulated submarine model in virtual reality. A cohort of 26 students from MINES Paris—PSL participated in a three-phase testing process to evaluate the effectiveness of original virtual reality software designed to support learning in underwater engineering. The findings enhance our understanding of how learning styles influence learner engagement and performance and how virtual reality environments can be optimized through adaptive instructional design guided by these novel models tailored specifically for such immersive settings. Full article

STEM education is constantly seeking innovative methods to enhance student learning. Virtual Reality technology can represent a critical tool for effectively teaching complex engineering subjects. This study evaluates an original Virtual Reality software application, entitled Submarine Simulator, which is developed specifically to support competencies in hydrodynamics within an Underwater Engineering course at MINES Paris—PSL. Our application uniquely integrates a customized physics engine explicitly designed for realistic underwater simulation, significantly improving user comprehension through accurate real-time representation of hydrodynamic forces. The study involved a homogeneous group of 26 fourth-year engineering students, all specializing in engineering and sharing similar academic backgrounds in robotics, electronics, programming, and computer vision. This uniform cohort, primarily aged 22–28, enrolled in the same 3-month course, was intentionally chosen to minimize variations in skills, prior knowledge, and learning pace. Through a combination of quantitative assessments and Confirmatory Factor Analysis, we find that Virtual Reality affordances significantly predict user flow state (path coefficient: 0.811) which then predicts user engagement and satisfaction (path coefficient: 0.765). These findings show the substantial educational potential of tailored Virtual Reality experiences in STEM, particularly in engineering, and highlight directions for further methodological refinement. Full article

Technological advances have enabled the development of innovative educational tools, particularly those aimed at supporting English as a Second Language (ESL) learning, with a specific focus on oral skills. However, pronunciation remains a significant challenge due to the limited availability of personalized learning opportunities that offer immediate feedback and contextualized practice. In this context, the present research proposes the design, implementation, and validation of an immersive application that leverages virtual reality (VR) and artificial intelligence (AI) to enhance English pronunciation. The proposed system integrates a 3D interactive environment developed in Unity, voice classification models trained using Teachable Machine, and real-time communication with Firebase, allowing users to practice and assess their pronunciation in a simulated library-like virtual setting. Through its integrated AI module, the application can analyze the pronunciation of each word in real time, detecting correct and incorrect utterances, and then providing immediate feedback to help users identify and correct their mistakes. The virtual environment was designed to be a welcoming and user-friendly, promoting active engagement with the learning process. The application’s distributed architecture enables automated feedback generation via data flow between the cloud-based AI, the database, and the visualization interface. Results demonstrate that using 400 samples per class and a confidence threshold of 99.99% for training the AI model effectively eliminated false positives, significantly increasing system accuracy and providing users with more reliable feedback. This directly contributes to enhanced learner autonomy and improved ESL acquisition outcomes. Furthermore, user surveys conducted to understand their perceptions of the application’s usefulness as a support tool for English learning yielded an average acceptance rate of 93%. This reflects the acceptance of these immersive technologies in educational contexts, as the combination of these technologies offers a realistic and user-friendly simulation environment, in addition to detailed word analysis, facilitating self-assessment and independent learning among students. Full article

Artificial intelligence (AI) for placemaking holds the potential to revolutionize how we conceptualize, design, and manage urban spaces to create more vibrant, resilient, and people-centered cities. In this context, integrating Human-Centered AI (HCAI) into public infrastructure presents an exciting opportunity to reimagine the role of urban amenities and furniture in shaping inclusive, responsive, and technologically enhanced public spaces. This review examines the state-of-the-art in HCAI for placemaking, focusing on some of the main factors that must be analyzed to guide future technological research and development, such as (a) AI-driven tools for community engagement in the placemaking process, including sentiment analysis, participatory design platforms, and virtual reality simulations; (b) AI sensors and image recognition technology for analyzing user behaviors within public spaces to inform evidence-based urban design decisions; (c) the role of HCAI in enhancing community engagement in the placemaking process, focusing on tools and approaches that facilitate more inclusive and participatory design practices; and (d) the utilization of AI in analyzing and understanding user behaviors within public spaces, highlighting how these insights can inform more responsive and user-centric design decisions. The review identifies current innovations, implementation challenges, and emerging opportunities at the intersection of artificial intelligence, urban design, and human experience. Full article

Location-based games offer innovative approaches for health promotion among older adults, but their effectiveness depends on understanding complex contextual factors beyond technological design. In our study, we aimed to adapt a location-based game in the form of a smartphone application which originally targeted younger people. We employed ethnographic observations in a field test under real-world conditions for identifying the needs and preferences of older adults in this regard. Field notes of one co-creative workshop were analyzed using thematic analysis. Four key contextual factor categories emerged that significantly influenced user engagement: (1) temporal/spatial factors including weather conditions, topography, and traffic safety that impacted screen visibility and cognitive function; (2) virtual-physical orientation challenges requiring high cognitive load to transfer abstract digital maps to real environments; (3) individual factors such as technical competence, mobility levels, and prior accessibility experiences that shaped usage patterns; and (4) social dynamics that provided motivation and peer support while potentially creating exclusionary practices. Successful digital health innovations for older adults require a socio-technical systems approach that addresses environmental conditions, reduces cognitive transfer demands between virtual and physical navigation, leverages social elements while preventing exclusion, and accounts for heterogeneity among older adults as contextually interactive factors rather than merely individual differences. Full article

The Cultural STEM Night (CSN) initiative was developed to address the persistent lack of culturally relevant STEM teaching materials, which often contributes to student disengagement—particularly among underrepresented populations. This study examined the impact of the CSN program on enhancing STEM affinity and cultural intelligence (CQ) among American and Korean teacher candidates. Over six weeks, participants engaged in synchronous workshops, virtual cultural exchanges, and collaborative STEM lesson design integrating Korean cultural contexts. Quantitative analysis of pre- and post-program surveys using the STEM Affinity Test and Cultural Intelligence Scale revealed statistically significant improvements across all subdomains of STEM affinity (identity, interest, self-concept, value, and attitudes) and in most dimensions of CQ (metacognitive, cognitive, and behavioral). However, motivational CQ did not show significant gains, likely due to limited student interaction time during the event. Qualitative data from written reflections and focus group discussions supported these findings, indicating increased instructional adaptability, cultural awareness, and confidence in designing inclusive STEM lessons. These results demonstrate the transformative potential of interdisciplinary, culturally immersive programs in teacher education. The CSN model, supported by digital collaboration tools, offers a scalable and effective approach to preparing educators for diverse classrooms. Findings underscore the importance of integrating culturally responsive teaching into STEM education to promote equity, engagement, and global competence. Full article

This study presents the development of an open-source Driver-in-the-Loop simulation platform, specifically designed to test and analyze advanced automated driving functions. We emphasize the creation of a versatile system architecture that ensures seamless integration and interchangeability of components, supporting diverse research needs. Central to the simulator’s configuration is a hexapod motion platform with six degrees of freedom, chosen through a detailed benchmarking process to ensure dynamic accuracy and fidelity. The simulator employs a half-vehicle cabin, providing an immersive environment where drivers can interact with authentic human–machine interfaces such as pedals, steering, and gear shifters. By projecting complex driving scenarios onto a curved screen, drivers engage with critical maneuvers in a controlled virtual environment. Key innovations include the integration of a motion cueing algorithm and an adaptable, cost-effective open-source framework, facilitating collaboration among researchers and industry experts. The platform enables standardized testing and offers a robust solution for the iterative development and validation of automated driving technologies. Functionality and effectiveness were validated through testing with the ISO lane change maneuver, affirming the simulator’s capabilities. Full article

Architecture, engineering, and construction (AEC) education requires a radical shift in pedagogical strategies to enhance knowledge retention, critical thinking, practical skills development, and student engagement. The integration of immersive tools such as virtual reality and augmented reality (VR/AR) into AEC curricula has shown enormous potential in enhancing learning outcomes. Despite the increasing popularity of these tools, their adoption for sustainable construction materials and systems such as mass timber building remains underexplored, especially for teaching and facilitating their curricula delivery. This study adopted a systematic review following PRISMA guidelines and a scientometric analysis across key AEC journals. The study synthesizes findings from 69 peer-reviewed articles across three databases. While the findings suggest that VR/AR significantly enhances learning outcomes, key gaps such as lack of standardized evaluation metrics, inadequate faculty training, and a lack of a robust integration framework persist, especially for mass timber and overall sustainability education. This study proposed a foundational framework for VR/AR integration in AEC curricula for mass timbers education and highlighted some pedagogical strategies for bridging the identified gaps. The insights establish the basis for future research that will develop and evaluate a VR-based instructional tool to teach mass timber and sustainable construction education. Full article

Music is an elusive phenomenon with sounds that disappear while sounding. This challenges the description of the music and its processing by the listener or performer. A possible answer to this problem lies in the definition of music as flowing sound energy that continuously modifies its substance and shape. Such an approach adheres to the materiality of sound and allows for a description of music in rheological terms. We therefore take as a starting point the analogy of music as a virtual, motional object that follows a trajectory through time, revolving around three major issues: (i) the relation between sound and motion, (ii) the description of motion or movement over time, and (iii) the embodied and enactive character of musical engagement. The paper relies mainly on historical sources—most notably the work of Alexander Truslit on motion perception and Ernst Kurth on energetics—and connects them to modern paradigms of embodied and enactive cognition as applied to music. Full article

This feature paper explores the comparative pedagogical roles of concrete and virtual manipulatives in preservice mathematics teacher education. Based on a design-based research (DBR) methodology, this study investigates the effects of tangible tools (e.g., base-ten blocks, fraction circles) and digital applications (e.g., GeoGebra Classic 6, Polypad) on preservice teachers’ problem solving, conceptual understanding, engagement, and instructional reasoning. Data were collected through surveys (n = 53), semi-structured interviews (n = 25), and classroom observations (n = 30) in a Spanish university’s teacher education program. Key findings show that both forms of manipulatives significantly enhance engagement and conceptual clarity, but are affected by logistical and digital access barriers. This paper further proposes a theoretically grounded model for simulating manipulatives through ICT-based environments, enabling scalable and adaptive mathematics teacher training. By linking constructivist learning theory, the Technologically Enhanced Learning Environment (TELE) framework, and simulation-based pedagogy, this model aims to replicate the cognitive, affective, and collaborative affordances of manipulatives in virtual contexts. Distinct from prior work, this study contributes an integrated theoretical and practical framework, contextualized through empirical classroom data, and presents a clear plan for real-world ICT-based implementation. The findings provide actionable insights for teacher educators, edtech developers, and policymakers seeking to expand equitable and engaging mathematics education through simulation and blended modalities. Full article

Background/Objectives: Maintaining proper oral hygiene is particularly challenging for individuals with autism spectrum disorder (ASD) due to sensory sensitivities, communication difficulties, and anxiety. Traditional oral hygiene education methods may be ineffective for this population, thereby necessitating innovative solutions. This study evaluates the effectiveness of a virtual reality (VR)-based educational program in improving home oral hygiene practices among children and adolescents with ASD. Methods: Sixty-four children with ASD (Level 1) were recruited and divided into two groups. Group 1 received traditional oral hygiene education, while Group 2 used a VR-based intervention featuring a virtual domestic bathroom with an avatar demonstrating proper brushing and flossing techniques. The intervention lasted eight weeks, with two one-hour sessions per week. The oral health assessment tool (OHAT) was used to evaluate oral hygiene status before and after the intervention. An unpaired t-test compared outcomes between groups. Results: Both groups showed improvements in oral hygiene, but the VR intervention group exhibited a significantly greater reduction in OHAT scores compared to the traditional education group (p < 0.001) due to a greater improvement in oral health. The VR-based approach enhanced engagement and adherence to oral hygiene routines, particularly benefiting children with ASD who struggle with conventional methods. Conclusions: VR-based education appears to be a promising tool for improving oral hygiene habits in children with ASD by providing an interactive and immersive learning experience. Future research should explore long-term adherence and the broader application of VR in healthcare education. Full article

Software-Defined Networking (SDN) is a network architecture that decouples the control plane from the data plane, enabling centralized, programmable management of network traffic. SDN introduces centralized control and programmability to modern networks, improving flexibility while also exposing new security vulnerabilities across the application, control, and data planes. This paper provides a comprehensive overview of SDN security threats and defenses, covering recent developments in controller hardening, trust management, route optimization, and anomaly detection. Based on these findings, we present a comparative analysis of SDN controllers in terms of performance, scalability, and deployment complexity. This culminates in the introduction of the Cloud-to-Edge Layer Two (CELT)-Secure switch, a virtual OpenFlow-based data-plane security mechanism. CELT-Secure detects and blocks Internet Control Message Protocol flooding attacks in approximately two seconds and actively disconnects hosts engaging in Address Resolution Protocol-based man-in-the-middle attacks. In comparative testing, it achieved detection performance 10.82 times faster than related approaches. Full article

Modern technologies are transforming occupational health and safety training by enhancing education, innovation, fire prevention, and promoting sustainability conditions in various sectors of industries. Digital tools such as virtual reality, artificial intelligence, and interactive simulations improve learning efficiency, engagement, and risk awareness. By integrating the technologies, companies can better prepare employees for hazardous situations, reduce workplace accidents, and ensure compliance with safety regulations. Fire courses on fire prevention and control are an essential element in health and safety trainings, and a crucial aspect of safety management. In any business, employees should be prepared for emergency situations, including fires by using modern tools like artificial intelligence. This article aimed to assess the implementation of modern technologies in Polish occupational health and safety training across various industrial sectors. Additionally, this research considered variations in training program development based on company size and financial capacity, highlighting the importance of integrating training, education, and innovative technologies into the company’s overall development strategy. The relationships between safety training programs, education, and innovation in 597 industrial companies were evaluated. The research findings suggest that integrating innovative technologies into training can improve working conditions in a more sustainable way and enhance the market competitiveness of enterprises. Full article

As the Metaverse continues to evolve as a transformative digital ecosystem, its environmental implications remain insufficiently examined within academic discourse. Despite growing interest in its technological and societal impacts, there is a lack of comprehensive evaluations that synthesize existing knowledge on its sustainability potential. This interdisciplinary narrative review addresses this gap by critically exploring how Metaverse technologies intersect with environmental sustainability across key sectors, including education, healthcare, tourism, e-commerce, manufacturing, and urban development. Employing a narrative review methodology informed by a systematic selection of scholarly and industry sources, the study consolidates current practices, emerging opportunities, and notable trade-offs. While the Metaverse presents promising avenues for reducing material consumption, optimizing urban planning through digital twins, and lowering emissions via virtual alternatives to physical travel, it also raises pressing environmental concerns, particularly related to high energy consumption, short hardware lifespans, and the rebound effects of intensified digital engagement. The findings suggest that environmental sustainability within the Metaverse is not inherent to its virtual nature but hinges on deliberate design, regulatory foresight, and the broader energy systems it depends on. This review offers timely insights for policymakers, technology developers, and sustainability advocates seeking to align immersive digital innovation with ecological responsibility and long-term planetary health. Full article