Publications

@inproceedings{chen_bringing_2025,

title = {Bringing Microbiology to Life in Museum: Using Mobile VR and LLM-Powered Virtual Character for Children's Science Learning},

author = {Y. Chen and Y. Yan and G. Yang},

editor = {K. T. Chui and C. Jaikaeo and J. Niramitranon and W. Kaewmanee and K. -K. Ng and P. Ongkunaruk},

url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-105015708152&doi=10.1109%2FISET65607.2025.00025&partnerID=40&md5=77ae9a4829656155010abc280a817a72},

doi = {10.1109/ISET65607.2025.00025},

isbn = {9798331595500 (ISBN)},

year  = {2025},

date = {2025-01-01},

pages = {83–87},

publisher = {Institute of Electrical and Electronics Engineers Inc.},

abstract = {Although the increasing advantages of immersive technology-enhanced museum informal learning in children's science education, the application of mobile virtual reality (MVR) technology combined with large language models (LLM) in this environment has not yet been fully explored. Furthermore, virtual character, as an intelligent learning assistant, is capable of providing personalized guidance and instant feedback to children through natural language interactions, but its potential in museum learning has yet to be fully tapped. To address these gaps, this study investigates the effectiveness of integrating MVR with LLM-powered virtual character in promoting children's microbiology learning during museum activities. In this paper, the technology-enhanced POE (Prediction-observation-explanation) learning model was studied, and the corresponding MVR system was designed and developed to carry out microbial learning activities. A quasiexperimental design was used with 60 children aged 10-12. The experimental group learned via an MVR system combining LLM-powered virtual character, while the control group used traditional methods. Results showed the experimental group significantly outperformed the control group in both academic achievement and learning motivation, including attention, confidence, and satisfaction. This provides evidence for using immersive technologies in informal learning and offers insights into applying LLM-powered virtual character in science education. © 2025 Elsevier B.V., All rights reserved.},

keywords = {Computer aided instruction, E-Learning, Engineering education, Experimental groups, Immersive technologies, Informal learning, Language Model, Large language model, large language models, Learning systems, Microbiology, Mobile virtual reality, Museum, Museums, Science education, Science learning, Virtual addresses, Virtual character, Virtual Reality, Virtual reality system},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{gaudi_structural_2024,

title = {Structural and Functional Fidelity of Virtual Humans in Immersive Virtual Learning Environments},

author = {T. Gaudi and B. Kapralos and A. Uribe},

url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85199517136&doi=10.1109%2FGEM61861.2024.10585535&partnerID=40&md5=3fe8f64b88ce17b50f34f458ab5a59fc},

doi = {10.1109/GEM61861.2024.10585535},

isbn = {9798350374537 (ISBN)},

year  = {2024},

date = {2024-01-01},

booktitle = {IEEE Gaming, Entertain., Media Conf., GEM},

publisher = {Institute of Electrical and Electronics Engineers Inc.},

abstract = {Central to many immersive virtual learning environments (iVLEs) are virtual humans, or characters that are digital representations, which can serve as virtual instructors to facilitate learning. Current technology is allowing the production of photo-realistic (high fidelity/highly realistic) avatars, whether using traditional approaches relying on 3D modeling, or modern tools leveraging generative AI and virtual character creation tools. However, fidelity (i.e., level of realism) is complex as it can be analyzed from various points of view referring to its structure, function, interactivity, and behavior among others. Given its relevance, fidelity can influence various aspects of iVLEs including engagement and ultimately learning outcomes. In this work-in-progress paper, we propose a study that will examine the effect of structural and functional fidelity of a virtual human assistant on engagement within a virtual simulation designed to teach the cognitive aspects (e.g., the steps of a procedure) of the heart auscultation procedure. © 2024 Elsevier B.V., All rights reserved.},

keywords = {3D modeling, Computer aided instruction, Digital representations, E-Learning, Engagement, fidelity, Immersive, Immersive virtual learning environment, Serious game, Serious games, Three dimensional computer graphics, Virtual character, virtual human, Virtual humans, Virtual instructors, Virtual learning environments, Virtual Reality, virtual simulation, Virtual simulations},

pubstate = {published},

tppubtype = {inproceedings}

}