AHCI RESEARCH GROUP
Publications
Papers published in international journals,
proceedings of conferences, workshops and books.
OUR RESEARCH
Scientific Publications
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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
Wang, W. -S.; Lin, C. -J.; Lee, H. -Y.; Huang, Y. -M.; Wu, T. -T.
Integrating feedback mechanisms and ChatGPT for VR-based experiential learning: impacts on reflective thinking and AIoT physical hands-on tasks Journal Article
In: Interactive Learning Environments, vol. 33, no. 2, pp. 1770–1787, 2025, ISSN: 10494820 (ISSN).
Abstract | Links | BibTeX | Tags: AIoT, feedback mechanisms, generative artificial intelligence, physical hands-on tasks, reflective thinking, Virtual Reality
@article{wang_integrating_2025,
title = {Integrating feedback mechanisms and ChatGPT for VR-based experiential learning: impacts on reflective thinking and AIoT physical hands-on tasks},
author = {W. -S. Wang and C. -J. Lin and H. -Y. Lee and Y. -M. Huang and T. -T. Wu},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-105001238541&doi=10.1080%2f10494820.2024.2375644&partnerID=40&md5=136ac17a3a460dfd98cf7baa6439062e},
doi = {10.1080/10494820.2024.2375644},
issn = {10494820 (ISSN)},
year = {2025},
date = {2025-01-01},
journal = {Interactive Learning Environments},
volume = {33},
number = {2},
pages = {1770–1787},
abstract = {This study investigates the application of Virtual Reality (VR) in the educational field, particularly its integration with GAI technologies such as ChatGPT to enhance the learning experience. The research indicates that while VR provides an immersive learning environment fostering student interaction and interest, the lack of a structured learning framework and personalized feedback may limit its educational effectiveness and potentially affect the transfer of VR-learned knowledge to physical hands-on tasks. Hence, it calls for the provision of more targeted and personalized feedback in VR learning environments. Through a randomized controlled trial (RCT), this study collected data from 77 university students, integrating experiential learning in VR for acquiring AIoT knowledge and practical skills, and compared the effects of traditional feedback versus GPT feedback on promoting reflective thinking, learning motivation, cognitive levels, and AIoT hands-on abilities among the students. The results show that the group receiving GPT feedback significantly outperformed the control group across these learning indicators, demonstrating the effectiveness of GAI technologies in providing personalized learning support, facilitating deep learning, and enhancing educational outcomes. This study offers new insights into the integration of GAI technology in VR learning environments, paving new pathways for the development and application of future educational technologies. © 2024 Informa UK Limited, trading as Taylor & Francis Group.},
keywords = {AIoT, feedback mechanisms, generative artificial intelligence, physical hands-on tasks, reflective thinking, Virtual Reality},
pubstate = {published},
tppubtype = {article}
}
This study investigates the application of Virtual Reality (VR) in the educational field, particularly its integration with GAI technologies such as ChatGPT to enhance the learning experience. The research indicates that while VR provides an immersive learning environment fostering student interaction and interest, the lack of a structured learning framework and personalized feedback may limit its educational effectiveness and potentially affect the transfer of VR-learned knowledge to physical hands-on tasks. Hence, it calls for the provision of more targeted and personalized feedback in VR learning environments. Through a randomized controlled trial (RCT), this study collected data from 77 university students, integrating experiential learning in VR for acquiring AIoT knowledge and practical skills, and compared the effects of traditional feedback versus GPT feedback on promoting reflective thinking, learning motivation, cognitive levels, and AIoT hands-on abilities among the students. The results show that the group receiving GPT feedback significantly outperformed the control group across these learning indicators, demonstrating the effectiveness of GAI technologies in providing personalized learning support, facilitating deep learning, and enhancing educational outcomes. This study offers new insights into the integration of GAI technology in VR learning environments, paving new pathways for the development and application of future educational technologies. © 2024 Informa UK Limited, trading as Taylor & Francis Group.
Wang, W. -S.; Lin, C. -J.; Lee, H. -Y.; Huang, Y. -M.; Wu, T. -T.
Enhancing self-regulated learning and higher-order thinking skills in virtual reality: the impact of ChatGPT-integrated feedback aids Journal Article
In: Education and Information Technologies, 2025, ISSN: 13602357 (ISSN).
Abstract | Links | BibTeX | Tags: ChatGPT, Cognitive levels, feedback mechanisms, Higher-order thinking skills, Self-regulated learning, Virtual Reality
@article{wang_enhancing_2025,
title = {Enhancing self-regulated learning and higher-order thinking skills in virtual reality: the impact of ChatGPT-integrated feedback aids},
author = {W. -S. Wang and C. -J. Lin and H. -Y. Lee and Y. -M. Huang and T. -T. Wu},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-105002253324&doi=10.1007%2fs10639-025-13557-x&partnerID=40&md5=d737f7160ecfb478201b4f1f960031e4},
doi = {10.1007/s10639-025-13557-x},
issn = {13602357 (ISSN)},
year = {2025},
date = {2025-01-01},
journal = {Education and Information Technologies},
abstract = {This study explores the integration of ChatGPT technology into Virtual Reality (VR) learning environments to support self-regulated learning (SRL) strategies and foster higher-order thinking skills (HOTS). Utilizing a randomized controlled trial (RCT) design, 81 undergraduate students were randomly assigned to either an experimental group with GPT-feedback-supported VR learning or a control group with traditional feedback-supported VR learning. The VR learning environment focused on embedded IoT tasks, structured into six learning units aligned with Bloom’s taxonomy. Results indicate that the experimental group demonstrated significantly higher cognitive levels across memory, understanding, and application tasks compared to the control group. Notably, GPT feedback markedly improved problem-solving and critical thinking skills, though its impact on creativity was limited. This limitation may be attributed to the directive nature of GPT feedback or the structured scope of learning tasks, which may not have encouraged open-ended creative exploration. SRL abilities were also significantly improved in the experimental group, highlighting the efficacy of GPT feedback in promoting self-reflection, goal setting, and strategy adjustment. The findings underscore the potential of integrating generative AI technologies like ChatGPT into VR learning environments to provide targeted, real-time feedback, thus addressing limitations of traditional VR feedback mechanisms. This integration supports deeper engagement and more effective learning outcomes, particularly in problem-solving and critical thinking, providing valuable insights for future educational technology implementations. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2025.},
keywords = {ChatGPT, Cognitive levels, feedback mechanisms, Higher-order thinking skills, Self-regulated learning, Virtual Reality},
pubstate = {published},
tppubtype = {article}
}
This study explores the integration of ChatGPT technology into Virtual Reality (VR) learning environments to support self-regulated learning (SRL) strategies and foster higher-order thinking skills (HOTS). Utilizing a randomized controlled trial (RCT) design, 81 undergraduate students were randomly assigned to either an experimental group with GPT-feedback-supported VR learning or a control group with traditional feedback-supported VR learning. The VR learning environment focused on embedded IoT tasks, structured into six learning units aligned with Bloom’s taxonomy. Results indicate that the experimental group demonstrated significantly higher cognitive levels across memory, understanding, and application tasks compared to the control group. Notably, GPT feedback markedly improved problem-solving and critical thinking skills, though its impact on creativity was limited. This limitation may be attributed to the directive nature of GPT feedback or the structured scope of learning tasks, which may not have encouraged open-ended creative exploration. SRL abilities were also significantly improved in the experimental group, highlighting the efficacy of GPT feedback in promoting self-reflection, goal setting, and strategy adjustment. The findings underscore the potential of integrating generative AI technologies like ChatGPT into VR learning environments to provide targeted, real-time feedback, thus addressing limitations of traditional VR feedback mechanisms. This integration supports deeper engagement and more effective learning outcomes, particularly in problem-solving and critical thinking, providing valuable insights for future educational technology implementations. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2025.