AHCI RESEARCH GROUP
Publications
Papers published in international journals,
proceedings of conferences, workshops and books.
OUR RESEARCH
Scientific Publications
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Here you can find the complete list of our publications.
You can use the tag cloud to select only the papers dealing with specific research topics.
You can expand the Abstract, Links and BibTex record for each paper.
You can use the tag cloud to select only the papers dealing with specific research topics.
You can expand the Abstract, Links and BibTex record for each paper.
2023
Suryavanshi, D. P.; Kaveri, P. R.; Kadlag, P. S.
Advancing Digital Transformation in Indian Higher Education Institutions Proceedings Article
In: Intell. Comput. Control Eng. Bus. Syst., ICCEBS, Institute of Electrical and Electronics Engineers Inc., 2023, ISBN: 979-835039458-0 (ISBN).
Abstract | Links | BibTeX | Tags: Augmented Reality, Data Analysis, Data collection, Data handling, Developing countries, Digital revolution, Digital transformation, E-Learning, Educational Institution, Educational institutions, Engineering education, High educations, Higher education institutions, Information analysis, Learning systems, Literature studies, Metadata, Primary data, Stakeholder, Stakeholders, Technology Adoption
@inproceedings{suryavanshi_advancing_2023,
title = {Advancing Digital Transformation in Indian Higher Education Institutions},
author = {D. P. Suryavanshi and P. R. Kaveri and P. S. Kadlag},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85189153416&doi=10.1109%2fICCEBS58601.2023.10448947&partnerID=40&md5=8aff6f6dc84d011ed59e0f8cec9d9318},
doi = {10.1109/ICCEBS58601.2023.10448947},
isbn = {979-835039458-0 (ISBN)},
year = {2023},
date = {2023-01-01},
booktitle = {Intell. Comput. Control Eng. Bus. Syst., ICCEBS},
publisher = {Institute of Electrical and Electronics Engineers Inc.},
abstract = {The paper focuses on advancing the use of Digital Transformation in Indian Higher Education Institutions, although India being a developing country it is important for the educational institution to practice transformation in various forms. The paper covers the detail literature study and conclude with various opinions that have been generated through primary data collection. The objective of the study is to identify the need of digital transformation for education environment by two major methods literature study and stakeholder data analysis. Technological expectation was also studied using questionnaires. The study also analyzed related studies that had been done in the past using the Vosviewer programme for the years 1980 to 2004 for Scopus dataset in order to understand the year-by-year publications, research articles, and book chapters in the subject of Digital Transformation in Higher Education. The majority of stakeholders concur that using digital transformation technologies like IoT, AI & ChatGpt, Generative AI, Augmented reality in higher education is essential for implementing NEP 2020 and successfully integrating digital technologies. The paper covers a detail discussion including literature review on various aspects of digital transformation in education institutes. It also covers opinion from various stakeholders to understand actual outcomes expected from the study which was conducted. The current study uses a mixed research methodology because the questionnaire includes both quantitative and qualitative questions. A sample of 40 respondents was collected, representing the four main stakeholders in education: students, faculty, businesspeople, and educationalists. The responses were analysed using the SPSS Percentage and mean. The newly adopted educational policy NEP 2020 encourages the use of technology and skill-based learning. The importance of technology in teaching and learning processes has been emphasized in numerous research papers in order to improve the teaching-learning process and its outcomes. The thorough assessment of the literature was carried out utilizing the VOS viewer to evaluate the pertinent studies and pinpoint any gaps. © 2023 IEEE.},
keywords = {Augmented Reality, Data Analysis, Data collection, Data handling, Developing countries, Digital revolution, Digital transformation, E-Learning, Educational Institution, Educational institutions, Engineering education, High educations, Higher education institutions, Information analysis, Learning systems, Literature studies, Metadata, Primary data, Stakeholder, Stakeholders, Technology Adoption},
pubstate = {published},
tppubtype = {inproceedings}
}
The paper focuses on advancing the use of Digital Transformation in Indian Higher Education Institutions, although India being a developing country it is important for the educational institution to practice transformation in various forms. The paper covers the detail literature study and conclude with various opinions that have been generated through primary data collection. The objective of the study is to identify the need of digital transformation for education environment by two major methods literature study and stakeholder data analysis. Technological expectation was also studied using questionnaires. The study also analyzed related studies that had been done in the past using the Vosviewer programme for the years 1980 to 2004 for Scopus dataset in order to understand the year-by-year publications, research articles, and book chapters in the subject of Digital Transformation in Higher Education. The majority of stakeholders concur that using digital transformation technologies like IoT, AI & ChatGpt, Generative AI, Augmented reality in higher education is essential for implementing NEP 2020 and successfully integrating digital technologies. The paper covers a detail discussion including literature review on various aspects of digital transformation in education institutes. It also covers opinion from various stakeholders to understand actual outcomes expected from the study which was conducted. The current study uses a mixed research methodology because the questionnaire includes both quantitative and qualitative questions. A sample of 40 respondents was collected, representing the four main stakeholders in education: students, faculty, businesspeople, and educationalists. The responses were analysed using the SPSS Percentage and mean. The newly adopted educational policy NEP 2020 encourages the use of technology and skill-based learning. The importance of technology in teaching and learning processes has been emphasized in numerous research papers in order to improve the teaching-learning process and its outcomes. The thorough assessment of the literature was carried out utilizing the VOS viewer to evaluate the pertinent studies and pinpoint any gaps. © 2023 IEEE.
Ayre, D.; Dougherty, C.; Zhao, Y.
IMPLEMENTATION OF AN ARTIFICIAL INTELLIGENCE (AI) INSTRUCTIONAL SUPPORT SYSTEM IN A VIRTUAL REALITY (VR) THERMAL-FLUIDS LABORATORY Proceedings Article
In: ASME Int Mech Eng Congress Expos Proc, American Society of Mechanical Engineers (ASME), 2023, ISBN: 978-079188765-3 (ISBN).
Abstract | Links | BibTeX | Tags: Artificial intelligence, E-Learning, Education computing, Engineering education, Fluid mechanics, Generative AI, generative artificial intelligence, GPT, High educations, Instructional support, Laboratories, Laboratory class, Laboratory experiments, Physical laboratory, Professional aspects, Students, Support systems, Thermal fluids, Virtual Reality, Virtual-reality environment
@inproceedings{ayre_implementation_2023,
title = {IMPLEMENTATION OF AN ARTIFICIAL INTELLIGENCE (AI) INSTRUCTIONAL SUPPORT SYSTEM IN A VIRTUAL REALITY (VR) THERMAL-FLUIDS LABORATORY},
author = {D. Ayre and C. Dougherty and Y. Zhao},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85185393784&doi=10.1115%2fIMECE2023-112683&partnerID=40&md5=c2492592a016478a4b3591ff82a93be5},
doi = {10.1115/IMECE2023-112683},
isbn = {978-079188765-3 (ISBN)},
year = {2023},
date = {2023-01-01},
booktitle = {ASME Int Mech Eng Congress Expos Proc},
volume = {8},
publisher = {American Society of Mechanical Engineers (ASME)},
abstract = {Physical laboratory experiments have long been the cornerstone of higher education, providing future engineers practical real-life experience invaluable to their careers. However, demand for laboratory time has exceeded physical capabilities. Virtual reality (VR) labs have proven to retain many benefits of attending physical labs while also providing significant advantages only available in a VR environment. Previously, our group had developed a pilot VR lab that replicated six (6) unique thermal-fluids lab experiments developed using the Unity game engine. One of the VR labs was tested in a thermal-fluid mechanics laboratory class with favorable results, but students highlighted the need for additional assistance within the VR simulation. In response to this testing, we have incorporated an artificial intelligence (AI) assistant to aid students within the VR environment by developing an interaction model. Utilizing the Generative Pre-trained Transformer 4 (GPT-4) large language model (LLM) and augmented context retrieval, the AI assistant can provide reliable instruction and troubleshoot errors while students conduct the lab procedure to provide an experience similar to a real-life lab assistant. The updated VR lab was tested in two laboratory classes and while the overall tone of student response to an AI-powered assistant was excitement and enthusiasm, observations and other recorded data show that students are currently unsure of how to utilize this new technology, which will help guide future refinement of AI components within the VR environment. © 2023 by ASME.},
keywords = {Artificial intelligence, E-Learning, Education computing, Engineering education, Fluid mechanics, Generative AI, generative artificial intelligence, GPT, High educations, Instructional support, Laboratories, Laboratory class, Laboratory experiments, Physical laboratory, Professional aspects, Students, Support systems, Thermal fluids, Virtual Reality, Virtual-reality environment},
pubstate = {published},
tppubtype = {inproceedings}
}
Physical laboratory experiments have long been the cornerstone of higher education, providing future engineers practical real-life experience invaluable to their careers. However, demand for laboratory time has exceeded physical capabilities. Virtual reality (VR) labs have proven to retain many benefits of attending physical labs while also providing significant advantages only available in a VR environment. Previously, our group had developed a pilot VR lab that replicated six (6) unique thermal-fluids lab experiments developed using the Unity game engine. One of the VR labs was tested in a thermal-fluid mechanics laboratory class with favorable results, but students highlighted the need for additional assistance within the VR simulation. In response to this testing, we have incorporated an artificial intelligence (AI) assistant to aid students within the VR environment by developing an interaction model. Utilizing the Generative Pre-trained Transformer 4 (GPT-4) large language model (LLM) and augmented context retrieval, the AI assistant can provide reliable instruction and troubleshoot errors while students conduct the lab procedure to provide an experience similar to a real-life lab assistant. The updated VR lab was tested in two laboratory classes and while the overall tone of student response to an AI-powered assistant was excitement and enthusiasm, observations and other recorded data show that students are currently unsure of how to utilize this new technology, which will help guide future refinement of AI components within the VR environment. © 2023 by ASME.