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
Wei, X.; Chen, Y.; Zhao, P.; Wang, L.; Lee, L. -K.; Liu, R.
In: Interactive Learning Environments, 2025, ISSN: 10494820 (ISSN).
Abstract | Links | BibTeX | Tags: 5E learning model, generative artificial intelligence, Immersive virtual reality, Pedagogical agents, primary students, Science education
@article{wei_effects_2025,
title = {Effects of immersive virtual reality on primary students’ science performance in classroom settings: a generative AI pedagogical agents-enhanced 5E approach},
author = {X. Wei and Y. Chen and P. Zhao and L. Wang and L. -K. Lee and R. Liu},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-105007642085&doi=10.1080%2f10494820.2025.2514101&partnerID=40&md5=94fee41fcdce74ebb9e91c6430ed9507},
doi = {10.1080/10494820.2025.2514101},
issn = {10494820 (ISSN)},
year = {2025},
date = {2025-01-01},
journal = {Interactive Learning Environments},
abstract = {Immersive virtual reality (IVR) holds the potential to transform science education by offering opportunities to enhance learners’ engagement, motivation, and conceptual understanding. However, the integration of generative AI pedagogical agents (GPAs) into IVR environments remains underexplored. Specifically, the application of GPAs as a scaffold within the framework of the 5E learning model in science education has not been fully examined. To address these gaps, this study explored the impact of a GPA-enhanced 5E (GPA-5E) learning approach in IVR on primary students’ academic achievement, self-efficacy, collective efficacy, and their perceptions of the proposed method. Adopting a mixed-methods design, eighty sixth-grade students from two complete classes were assigned to either an experimental group engaging IVR science learning with a GPA-5E approach or a control group following the traditional 5E method. The results indicated that the GPA-5E approach in IVR science learning significantly improved students’ academic achievement, self-efficacy, and collective efficacy compared to the traditional method. Students in the experimental group also reported positive perceptions of the GPA-5E method, emphasizing its benefits in IVR science learning. These findings underscore the potential of integrating GPA-enhanced scaffolds within IVR environments to enrich pedagogical strategies and improve student outcomes in science education. © 2025 Informa UK Limited, trading as Taylor & Francis Group.},
keywords = {5E learning model, generative artificial intelligence, Immersive virtual reality, Pedagogical agents, primary students, Science education},
pubstate = {published},
tppubtype = {article}
}
Immersive virtual reality (IVR) holds the potential to transform science education by offering opportunities to enhance learners’ engagement, motivation, and conceptual understanding. However, the integration of generative AI pedagogical agents (GPAs) into IVR environments remains underexplored. Specifically, the application of GPAs as a scaffold within the framework of the 5E learning model in science education has not been fully examined. To address these gaps, this study explored the impact of a GPA-enhanced 5E (GPA-5E) learning approach in IVR on primary students’ academic achievement, self-efficacy, collective efficacy, and their perceptions of the proposed method. Adopting a mixed-methods design, eighty sixth-grade students from two complete classes were assigned to either an experimental group engaging IVR science learning with a GPA-5E approach or a control group following the traditional 5E method. The results indicated that the GPA-5E approach in IVR science learning significantly improved students’ academic achievement, self-efficacy, and collective efficacy compared to the traditional method. Students in the experimental group also reported positive perceptions of the GPA-5E method, emphasizing its benefits in IVR science learning. These findings underscore the potential of integrating GPA-enhanced scaffolds within IVR environments to enrich pedagogical strategies and improve student outcomes in science education. © 2025 Informa UK Limited, trading as Taylor & Francis Group.
Wei, X.; Wang, L.; Lee, L. -K.; Liu, R.
Multiple Generative AI Pedagogical Agents in Augmented Reality Environments: A Study on Implementing the 5E Model in Science Education Journal Article
In: Journal of Educational Computing Research, vol. 63, no. 2, pp. 336–371, 2025, ISSN: 07356331 (ISSN).
Abstract | Links | BibTeX | Tags: 5E learning model, Augmented Reality, elementary science education, generative artificial intelligence, Pedagogical agents
@article{wei_multiple_2025,
title = {Multiple Generative AI Pedagogical Agents in Augmented Reality Environments: A Study on Implementing the 5E Model in Science Education},
author = {X. Wei and L. Wang and L. -K. Lee and R. Liu},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85211165915&doi=10.1177%2f07356331241305519&partnerID=40&md5=ab592abf16398732391a5dd3bd4ca7ed},
doi = {10.1177/07356331241305519},
issn = {07356331 (ISSN)},
year = {2025},
date = {2025-01-01},
journal = {Journal of Educational Computing Research},
volume = {63},
number = {2},
pages = {336–371},
abstract = {Notwithstanding the growing advantages of incorporating Augmented Reality (AR) in science education, the pedagogical use of AR combined with Pedagogical Agents (PAs) remains underexplored. Additionally, few studies have examined the integration of Generative Artificial Intelligence (GAI) into science education to create GAI-enhanced PAs (GPAs) that enrich the learning experiences. To address these gaps, this study designed and implemented a GPA-enhanced 5E model within AR environments to scaffold students’ science learning. A mixed-methods design was conducted to investigate the effectiveness of the proposed approach on students’ academic achievement, cognitive load, and their perceptions of GPAs as learning aids through using the 5E model. Sixty sixth-grade students from two complete classes were randomly assigned to either an experimental group engaged in AR science learning with a GPA-enhanced 5E approach or a control group that followed the traditional 5E method. The findings revealed that the GPA-enhanced 5E approach in AR environments significantly improved students’ academic achievement and decreased cognitive load. Furthermore, students in the experimental group reported positive perceptions of the GPA-enhanced 5E method during the AR science lessons. The findings offer valuable insights for instructional designers and educators who leverage advanced educational technologies to support science learning aligned with constructivist principles. © The Author(s) 2024.},
keywords = {5E learning model, Augmented Reality, elementary science education, generative artificial intelligence, Pedagogical agents},
pubstate = {published},
tppubtype = {article}
}
Notwithstanding the growing advantages of incorporating Augmented Reality (AR) in science education, the pedagogical use of AR combined with Pedagogical Agents (PAs) remains underexplored. Additionally, few studies have examined the integration of Generative Artificial Intelligence (GAI) into science education to create GAI-enhanced PAs (GPAs) that enrich the learning experiences. To address these gaps, this study designed and implemented a GPA-enhanced 5E model within AR environments to scaffold students’ science learning. A mixed-methods design was conducted to investigate the effectiveness of the proposed approach on students’ academic achievement, cognitive load, and their perceptions of GPAs as learning aids through using the 5E model. Sixty sixth-grade students from two complete classes were randomly assigned to either an experimental group engaged in AR science learning with a GPA-enhanced 5E approach or a control group that followed the traditional 5E method. The findings revealed that the GPA-enhanced 5E approach in AR environments significantly improved students’ academic achievement and decreased cognitive load. Furthermore, students in the experimental group reported positive perceptions of the GPA-enhanced 5E method during the AR science lessons. The findings offer valuable insights for instructional designers and educators who leverage advanced educational technologies to support science learning aligned with constructivist principles. © The Author(s) 2024.