AHCI RESEARCH GROUP
Publications
Papers published in international journals,
proceedings of conferences, workshops and books.
OUR RESEARCH
Scientific Publications
How to
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.
2025
Guo, P.; Zhang, Q.; Tian, C.; Xue, W.; Feng, X.
Digital Human Techniques for Education Reform Proceedings Article
In: ICETM - Proc. Int. Conf. Educ. Technol. Manag., pp. 173–178, Association for Computing Machinery, Inc, 2025, ISBN: 979-840071746-8 (ISBN).
Abstract | Links | BibTeX | Tags: Augmented Reality, Contrastive Learning, Digital elevation model, Digital human technique, Digital Human Techniques, Digital humans, Education Reform, Education reforms, Educational Technology, Express emotions, Federated learning, Human behaviors, Human form models, Human techniques, Immersive, Innovative technology, Modeling languages, Natural language processing systems, Teachers', Teaching, Virtual environments, Virtual humans
@inproceedings{guo_digital_2025,
title = {Digital Human Techniques for Education Reform},
author = {P. Guo and Q. Zhang and C. Tian and W. Xue and X. Feng},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-105001671326&doi=10.1145%2f3711403.3711428&partnerID=40&md5=dd96647315af9409d119f68f9cf4e980},
doi = {10.1145/3711403.3711428},
isbn = {979-840071746-8 (ISBN)},
year = {2025},
date = {2025-01-01},
booktitle = {ICETM - Proc. Int. Conf. Educ. Technol. Manag.},
pages = {173–178},
publisher = {Association for Computing Machinery, Inc},
abstract = {The rapid evolution of artificial intelligence, big data, and generative AI models has ushered in significant transformations across various sectors, including education. Digital Human Technique, an innovative technology grounded in advanced computer science and artificial intelligence, is reshaping educational paradigms by enabling virtual humans to simulate human behavior, express emotions, and interact with users. This paper explores the application of Digital Human Technique in education reform, focusing on creating immersive, intelligent classroom experiences that foster meaningful interactions between teachers and students. We define Digital Human Technique and delve into its key technical components such as character modeling and rendering, natural language processing, computer vision, and augmented reality technologies. Our methodology involves analyzing the role of educational digital humans created through these technologies, assessing their impact on educational processes, and examining various application scenarios in educational reform. Results indicate that Digital Human Technique significantly enhances the learning experience by enabling personalized teaching, increasing engagement, and fostering emotional connections. Educational digital humans serve as virtual teachers, interactive learning aids, and facilitators of emotional interaction, effectively addressing the challenges of traditional educational methods. They also promote a deeper understanding of complex concepts through simulated environments and interactive digital content. © 2024 Copyright held by the owner/author(s).},
keywords = {Augmented Reality, Contrastive Learning, Digital elevation model, Digital human technique, Digital Human Techniques, Digital humans, Education Reform, Education reforms, Educational Technology, Express emotions, Federated learning, Human behaviors, Human form models, Human techniques, Immersive, Innovative technology, Modeling languages, Natural language processing systems, Teachers', Teaching, Virtual environments, Virtual humans},
pubstate = {published},
tppubtype = {inproceedings}
}
The rapid evolution of artificial intelligence, big data, and generative AI models has ushered in significant transformations across various sectors, including education. Digital Human Technique, an innovative technology grounded in advanced computer science and artificial intelligence, is reshaping educational paradigms by enabling virtual humans to simulate human behavior, express emotions, and interact with users. This paper explores the application of Digital Human Technique in education reform, focusing on creating immersive, intelligent classroom experiences that foster meaningful interactions between teachers and students. We define Digital Human Technique and delve into its key technical components such as character modeling and rendering, natural language processing, computer vision, and augmented reality technologies. Our methodology involves analyzing the role of educational digital humans created through these technologies, assessing their impact on educational processes, and examining various application scenarios in educational reform. Results indicate that Digital Human Technique significantly enhances the learning experience by enabling personalized teaching, increasing engagement, and fostering emotional connections. Educational digital humans serve as virtual teachers, interactive learning aids, and facilitators of emotional interaction, effectively addressing the challenges of traditional educational methods. They also promote a deeper understanding of complex concepts through simulated environments and interactive digital content. © 2024 Copyright held by the owner/author(s).
Barbu, M.; Iordache, D. -D.; Petre, I.; Barbu, D. -C.; Băjenaru, L.
Framework Design for Reinforcing the Potential of XR Technologies in Transforming Inclusive Education Journal Article
In: Applied Sciences (Switzerland), vol. 15, no. 3, 2025, ISSN: 20763417 (ISSN).
Abstract | Links | BibTeX | Tags: 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
@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}
}
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.
2024
Tan, B. S.; Ong, S. H.; Andrew, K. H. T.; Wong, T. L.; Bai, P. S.; Rao, A. P.
Usability Study of GenAI for English Learning in VR Journal Article
In: Pakistan Journal of Life and Social Sciences, vol. 22, no. 2, pp. 7367–7382, 2024, ISSN: 17274915 (ISSN).
Abstract | Links | BibTeX | Tags: Education, Educational Technology, English Language, generative artificial intelligence, Virtual Reality
@article{tan_usability_2024,
title = {Usability Study of GenAI for English Learning in VR},
author = {B. S. Tan and S. H. Ong and K. H. T. Andrew and T. L. Wong and P. S. Bai and A. P. Rao},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85207260177&doi=10.57239%2fPJLSS-2024-22.2.00556&partnerID=40&md5=22c640bcbf6a9c19da4eb3c263bc5617},
doi = {10.57239/PJLSS-2024-22.2.00556},
issn = {17274915 (ISSN)},
year = {2024},
date = {2024-01-01},
journal = {Pakistan Journal of Life and Social Sciences},
volume = {22},
number = {2},
pages = {7367–7382},
abstract = {Traditional English learning environments in university often hindered by outdated focus on reading and writing, limited textbook content, insufficient speaking practice opportunities, and pre-programmed artificial intelligence (AI) in English speaking practice. This study explores the potential of leveraging VR technologies and generative AI (GenAI) to overcome these barriers. EasyEnglish is a real-time conversation game with GenAI non-player character (NPC)s. This game utilizes voice input recognition, large language model (LLM) for language assessment and text-to-speech (TTS) for NPC lip-sync animation. The content validity was assessed by 3 experts to evaluate the conversation quality. A usability test was conducted using a purposive sampling method with 7 undergraduate non-native English speakers who have less than 1 year experience in using VR technology. This study employed System Usability Scale (SUS) and Content Validity Index (CVI) metrics for assessment. The CVI result showed satisfactory agreement in conversation quality but highlighted areas for improvement in learning objectives. The SUS result revealed satisfaction in consistency of user interface (UI) and learnability of EasyEnglish, while also highlighting the need for improvement in UI, setup, and visual cues. The significance of the study lies in the GenAI's ability to provide diverse response, avoid repetitive dialogue and speak using gestures to undergraduate students. GenAI effectively identify and assess irrelevant words in conversation, provide immediate grammar and vocabulary correction and suggestion of conversation improvement accurately. Future research should focus on improving accessibility, include more multimodal interactions, and mapping learning objectives with the soft skills emphasized by the World Economic Forum (WEF). © (2024), (Elite Scientific Publications). All rights reserved.},
keywords = {Education, Educational Technology, English Language, generative artificial intelligence, Virtual Reality},
pubstate = {published},
tppubtype = {article}
}
Traditional English learning environments in university often hindered by outdated focus on reading and writing, limited textbook content, insufficient speaking practice opportunities, and pre-programmed artificial intelligence (AI) in English speaking practice. This study explores the potential of leveraging VR technologies and generative AI (GenAI) to overcome these barriers. EasyEnglish is a real-time conversation game with GenAI non-player character (NPC)s. This game utilizes voice input recognition, large language model (LLM) for language assessment and text-to-speech (TTS) for NPC lip-sync animation. The content validity was assessed by 3 experts to evaluate the conversation quality. A usability test was conducted using a purposive sampling method with 7 undergraduate non-native English speakers who have less than 1 year experience in using VR technology. This study employed System Usability Scale (SUS) and Content Validity Index (CVI) metrics for assessment. The CVI result showed satisfactory agreement in conversation quality but highlighted areas for improvement in learning objectives. The SUS result revealed satisfaction in consistency of user interface (UI) and learnability of EasyEnglish, while also highlighting the need for improvement in UI, setup, and visual cues. The significance of the study lies in the GenAI's ability to provide diverse response, avoid repetitive dialogue and speak using gestures to undergraduate students. GenAI effectively identify and assess irrelevant words in conversation, provide immediate grammar and vocabulary correction and suggestion of conversation improvement accurately. Future research should focus on improving accessibility, include more multimodal interactions, and mapping learning objectives with the soft skills emphasized by the World Economic Forum (WEF). © (2024), (Elite Scientific Publications). All rights reserved.