Publications

@article{barbu_framework_2025,

title = {Framework Design for Reinforcing the Potential of XR Technologies in Transforming Inclusive Education},

author = {M. Barbu and D. -D. Iordache and I. Petre and D. -C. Barbu and L. Băjenaru},

url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85217742383&doi=10.3390%2fapp15031484&partnerID=40&md5=3148ff2a8a8fa1bef8094199cd6d32e3},

doi = {10.3390/app15031484},

issn = {20763417 (ISSN)},

year  = {2025},

date = {2025-01-01},

journal = {Applied Sciences (Switzerland)},

volume = {15},

number = {3},

abstract = {This study presents a novel approach to inclusive education by integrating augmented reality (XR) and generative artificial intelligence (AI) technologies into an immersive and adaptive learning platform designed for students with special educational needs. Building upon existing solutions, the approach uniquely combines XR and generative AI to facilitate personalized, accessible, and interactive learning experiences tailored to individual requirements. The framework incorporates an intuitive Unity XR-based interface alongside a generative AI module to enable near real-time customization of content and interactions. Additionally, the study examines related generative AI initiatives that promote inclusion through enhanced communication tools, educational support, and customizable assistive technologies. The motivation for this study arises from the pressing need to address the limitations of traditional educational methods, which often fail to meet the diverse needs of learners with special educational requirements. The integration of XR and generative AI offers transformative potential by creating adaptive, immersive, and inclusive learning environments. This approach ensures real-time adaptability to individual progress and accessibility, addressing critical barriers such as static content and lack of inclusivity in existing systems. The research outlines a pathway toward more inclusive and equitable education, significantly enhancing opportunities for learners with diverse needs and contributing to broader social integration and equity in education. © 2025 by the authors.},

keywords = {Adaptive Learning, Adversarial machine learning, Artificial intelligence technologies, Augmented Reality, Contrastive Learning, Educational Technology, Extended reality (XR), Federated learning, Framework designs, Generative adversarial networks, Immersive, immersive experience, Immersive learning, Inclusive education, Learning platform, Special education needs},

pubstate = {published},

tppubtype = {article}

}

@article{gao_ai-driven_2024,

title = {AI-Driven Avatars in Immersive 3D Environments for Education Workflow and Case Study of the Temple of Demeter, Greece},

author = {H. Gao and M. Lindquist and R. S. Vergel},

url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85195600841&doi=10.14627%2f537752059&partnerID=40&md5=a9d79077ada5560e8985a5f76aaf5756},

doi = {10.14627/537752059},

issn = {23674253 (ISSN)},

year  = {2024},

date = {2024-01-01},

journal = {Journal of Digital Landscape Architecture},

volume = {2024},

number = {9},

pages = {640–651},

abstract = {Generative Artificial Intelligence (AI) and Virtual Reality (VR) technologies are changing education and offer new opportunities for how people interact with environments. Technological advances over the past few decades have lowered barriers to creating virtual environments; however, there are still challenges, particularly when creating realistic virtual environments of real places. Realism is important as the fidelity of virtual environments influences user experience. In addition, methods and techniques that can facilitate ease of interacting with these environments are needed to streamline the user experience. One promising way to do this is incorporating AI-driven avatars into realistic scenes, allowing users to use natural language immersive learning experiences focused on sustainability education that incorporate realistic scenes to interact with and learn about the landscapes. To this end, we have developed workflows for design scenarios and natural interaction with AI avatars. This study created point cloud digital 3D models from photogrammetry and incorporated these into Unreal Engine 5. We then integrated generative AI avatars into the environment, enabling natural language interaction between users and an AI tutor. The integration facilitates interactive participation and enables high-precision digital reproduction of the physical environment. The novel proposed workflow is presented via a case study for a virtual study abroad experience in Naxos, Greece, using an AI-driven tutor to educate about the historical aspects of the island. This project provides the beneficial learning experience of study abroad experiences without the economic and environmental costs of sending students on field excursions. We recommend constructing immersive education experiences using real-world environments and natural AI-driven conversations and demonstrating its potential to revolutionize social interaction, historical heritage preservation, and sustainable pedagogy. © Wichmann Verlag, VDE VERLAG GMBH · Berlin · Offenbach.},

keywords = {AI-driven avatars, generative artificial intelligence, heritage preservation, immersive experience, Virtual Reality},

pubstate = {published},

tppubtype = {article}

}