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 expand the Abstract, Links and BibTex record for each paper.
2025
Ly, D. -N.; Do, H. -N.; Tran, M. -T.; Le, K. -D.
Evaluation of AI-Based Assistant Representations on User Interaction in Virtual Explorations Proceedings Article
In: W., Buntine; M., Fjeld; T., Tran; M.-T., Tran; B., Huynh Thi Thanh; T., Miyoshi (Ed.): Commun. Comput. Info. Sci., pp. 323–337, Springer Science and Business Media Deutschland GmbH, 2025, ISBN: 18650929 (ISSN); 978-981964287-8 (ISBN).
Abstract | Links | BibTeX | Tags: 360-degree Video, AI-Based Assistant, Cultural heritages, Cultural science, Multiusers, Single users, Social interactions, Three dimensional computer graphics, User interaction, Users' experiences, Virtual environments, Virtual Exploration, Virtual Reality, Virtualization
@inproceedings{ly_evaluation_2025,
title = {Evaluation of AI-Based Assistant Representations on User Interaction in Virtual Explorations},
author = {D. -N. Ly and H. -N. Do and M. -T. Tran and K. -D. Le},
editor = {Buntine W. and Fjeld M. and Tran T. and Tran M.-T. and Huynh Thi Thanh B. and Miyoshi T.},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-105004253350&doi=10.1007%2f978-981-96-4288-5_26&partnerID=40&md5=5f0a8c1e356cd3bdd4dda7f96f272154},
doi = {10.1007/978-981-96-4288-5_26},
isbn = {18650929 (ISSN); 978-981964287-8 (ISBN)},
year = {2025},
date = {2025-01-01},
booktitle = {Commun. Comput. Info. Sci.},
volume = {2352 CCIS},
pages = {323–337},
publisher = {Springer Science and Business Media Deutschland GmbH},
abstract = {Exploration activities, such as tourism, cultural heritage, and science, enhance knowledge and understanding. The rise of 360-degree videos allows users to explore cultural landmarks and destinations remotely. While multi-user VR environments encourage collaboration, single-user experiences often lack social interaction. Generative AI, particularly Large Language Models (LLMs), offer a way to improve single-user VR exploration through AI-driven virtual assistants, acting as tour guides or storytellers. However, it’s uncertain whether these assistants require a visual presence, and if so, what form it should take. To investigate this, we developed an AI-based assistant in three different forms: a voice-only avatar, a 3D human-sized avatar, and a mini-hologram avatar, and conducted a user study to evaluate their impact on user experience. The study, which involved 12 participants, found that the visual embodiments significantly reduce feelings of being alone, with distinct user preferences between the Human-sized avatar and the Mini hologram. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.},
keywords = {360-degree Video, AI-Based Assistant, Cultural heritages, Cultural science, Multiusers, Single users, Social interactions, Three dimensional computer graphics, User interaction, Users' experiences, Virtual environments, Virtual Exploration, Virtual Reality, Virtualization},
pubstate = {published},
tppubtype = {inproceedings}
}
Exploration activities, such as tourism, cultural heritage, and science, enhance knowledge and understanding. The rise of 360-degree videos allows users to explore cultural landmarks and destinations remotely. While multi-user VR environments encourage collaboration, single-user experiences often lack social interaction. Generative AI, particularly Large Language Models (LLMs), offer a way to improve single-user VR exploration through AI-driven virtual assistants, acting as tour guides or storytellers. However, it’s uncertain whether these assistants require a visual presence, and if so, what form it should take. To investigate this, we developed an AI-based assistant in three different forms: a voice-only avatar, a 3D human-sized avatar, and a mini-hologram avatar, and conducted a user study to evaluate their impact on user experience. The study, which involved 12 participants, found that the visual embodiments significantly reduce feelings of being alone, with distinct user preferences between the Human-sized avatar and the Mini hologram. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.
Dang, B.; Huynh, L.; Gul, F.; Rosé, C.; Järvelä, S.; Nguyen, A.
Human–AI collaborative learning in mixed reality: Examining the cognitive and socio-emotional interactions Journal Article
In: British Journal of Educational Technology, 2025, ISSN: 00071013 (ISSN).
Abstract | Links | BibTeX | Tags: Artificial intelligence agent, Collaborative learning, Educational robots, Embodied agent, Emotional intelligence, Emotional interactions, Generative adversarial networks, generative artificial intelligence, Hierarchical clustering, Human–AI collaboration, Interaction pattern, Mixed reality, ordered network analysis, Ordered network analyze, Social behavior, Social interactions, Social psychology, Students, Supervised learning, Teaching
@article{dang_humanai_2025,
title = {Human–AI collaborative learning in mixed reality: Examining the cognitive and socio-emotional interactions},
author = {B. Dang and L. Huynh and F. Gul and C. Rosé and S. Järvelä and A. Nguyen},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-105007896240&doi=10.1111%2fbjet.13607&partnerID=40&md5=b58a641069461f8880d1ee0adcf42457},
doi = {10.1111/bjet.13607},
issn = {00071013 (ISSN)},
year = {2025},
date = {2025-01-01},
journal = {British Journal of Educational Technology},
abstract = {The rise of generative artificial intelligence (GAI), especially with multimodal large language models like GPT-4o, sparked transformative potential and challenges for learning and teaching. With potential as a cognitive offloading tool, GAI can enable learners to focus on higher-order thinking and creativity. Yet, this also raises questions about integration into traditional education due to the limited research on learners' interactions with GAI. Some studies with GAI focus on text-based human–AI interactions, while research on embodied GAI in immersive environments like mixed reality (MR) remains unexplored. To address this, this study investigates interaction dynamics between learners and embodied GAI agents in MR, examining cognitive and socio-emotional interactions during collaborative learning. We investigated the paired interactive patterns between a student and an embodied GAI agent in MR, based on data from 26 higher education students with 1317 recorded activities. Data were analysed using a multi-layered learning analytics approach, including quantitative content analysis, sequence analysis via hierarchical clustering and pattern analysis through ordered network analysis (ONA). Our findings identified two interaction patterns: type (1) AI-led Supported Exploratory Questioning (AISQ) and type (2) Learner-Initiated Inquiry (LII) group. Despite their distinction in characteristic, both types demonstrated comparable levels of socio-emotional engagement and exhibited meaningful cognitive engagement, surpassing the superficial content reproduction that can be observed in interactions with GPT models. This study contributes to the human–AI collaboration and learning studies, extending understanding to learning in MR environments and highlighting implications for designing AI-based educational tools. Practitioner notes What is already known about this topic Socio-emotional interactions are fundamental to cognitive processes and play a critical role in collaborative learning. Generative artificial intelligence (GAI) holds transformative potential for education but raises questions about how learners interact with such technology. Most existing research focuses on text-based interactions with GAI; there is limited empirical evidence on how embodied GAI agents within immersive environments like Mixed Reality (MR) influence the cognitive and socio-emotional interactions for learning and regulation. What this paper adds Provides first empirical insights into cognitive and socio-emotional interaction patterns between learners and embodied GAI agents in MR environments. Identifies two distinct interaction patterns: AISQ type (structured, guided, supportive) and LII type (inquiry-driven, exploratory, engaging), demonstrating how these patterns influence collaborative learning dynamics. Shows that both interaction types facilitate meaningful cognitive engagement, moving beyond superficial content reproduction commonly associated with GAI interactions. Implications for practice and/or policy Insights from the identified interaction patterns can inform the design of teaching strategies that effectively integrate embodied GAI agents to enhance both cognitive and socio-emotional engagement. Findings can guide the development of AI-based educational tools that capitalise on the capabilities of embodied GAI agents, supporting a balance between structured guidance and exploratory learning. Highlights the need for ethical considerations in adopting embodied GAI agents, particularly regarding the human-like realism of these agents and potential impacts on learner dependency and interaction norms. © 2025 The Author(s). British Journal of Educational Technology published by John Wiley & Sons Ltd on behalf of British Educational Research Association.},
keywords = {Artificial intelligence agent, Collaborative learning, Educational robots, Embodied agent, Emotional intelligence, Emotional interactions, Generative adversarial networks, generative artificial intelligence, Hierarchical clustering, Human–AI collaboration, Interaction pattern, Mixed reality, ordered network analysis, Ordered network analyze, Social behavior, Social interactions, Social psychology, Students, Supervised learning, Teaching},
pubstate = {published},
tppubtype = {article}
}
The rise of generative artificial intelligence (GAI), especially with multimodal large language models like GPT-4o, sparked transformative potential and challenges for learning and teaching. With potential as a cognitive offloading tool, GAI can enable learners to focus on higher-order thinking and creativity. Yet, this also raises questions about integration into traditional education due to the limited research on learners' interactions with GAI. Some studies with GAI focus on text-based human–AI interactions, while research on embodied GAI in immersive environments like mixed reality (MR) remains unexplored. To address this, this study investigates interaction dynamics between learners and embodied GAI agents in MR, examining cognitive and socio-emotional interactions during collaborative learning. We investigated the paired interactive patterns between a student and an embodied GAI agent in MR, based on data from 26 higher education students with 1317 recorded activities. Data were analysed using a multi-layered learning analytics approach, including quantitative content analysis, sequence analysis via hierarchical clustering and pattern analysis through ordered network analysis (ONA). Our findings identified two interaction patterns: type (1) AI-led Supported Exploratory Questioning (AISQ) and type (2) Learner-Initiated Inquiry (LII) group. Despite their distinction in characteristic, both types demonstrated comparable levels of socio-emotional engagement and exhibited meaningful cognitive engagement, surpassing the superficial content reproduction that can be observed in interactions with GPT models. This study contributes to the human–AI collaboration and learning studies, extending understanding to learning in MR environments and highlighting implications for designing AI-based educational tools. Practitioner notes What is already known about this topic Socio-emotional interactions are fundamental to cognitive processes and play a critical role in collaborative learning. Generative artificial intelligence (GAI) holds transformative potential for education but raises questions about how learners interact with such technology. Most existing research focuses on text-based interactions with GAI; there is limited empirical evidence on how embodied GAI agents within immersive environments like Mixed Reality (MR) influence the cognitive and socio-emotional interactions for learning and regulation. What this paper adds Provides first empirical insights into cognitive and socio-emotional interaction patterns between learners and embodied GAI agents in MR environments. Identifies two distinct interaction patterns: AISQ type (structured, guided, supportive) and LII type (inquiry-driven, exploratory, engaging), demonstrating how these patterns influence collaborative learning dynamics. Shows that both interaction types facilitate meaningful cognitive engagement, moving beyond superficial content reproduction commonly associated with GAI interactions. Implications for practice and/or policy Insights from the identified interaction patterns can inform the design of teaching strategies that effectively integrate embodied GAI agents to enhance both cognitive and socio-emotional engagement. Findings can guide the development of AI-based educational tools that capitalise on the capabilities of embodied GAI agents, supporting a balance between structured guidance and exploratory learning. Highlights the need for ethical considerations in adopting embodied GAI agents, particularly regarding the human-like realism of these agents and potential impacts on learner dependency and interaction norms. © 2025 The Author(s). British Journal of Educational Technology published by John Wiley & Sons Ltd on behalf of British Educational Research Association.
2024
Geurts, E.; Warson, D.; Ruiz, G. Rovelo
Boosting Motivation in Sports with Data-Driven Visualizations in VR Proceedings Article
In: ACM Int. Conf. Proc. Ser., Association for Computing Machinery, 2024, ISBN: 979-840071764-2 (ISBN).
Abstract | Links | BibTeX | Tags: Artificial intelligence, Asynchronoi social interaction, Asynchronous social interaction, Cycling, Data driven, Dynamics, Extended reality, Group dynamics, Language Model, Large language model, large language models, Motivation, Natural language processing systems, Real-world, Real-world data, Social interactions, Sports, User interface, User interfaces, Virtual Reality, Visualization, Visualizations
@inproceedings{geurts_boosting_2024,
title = {Boosting Motivation in Sports with Data-Driven Visualizations in VR},
author = {E. Geurts and D. Warson and G. Rovelo Ruiz},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85195387493&doi=10.1145%2f3656650.3656669&partnerID=40&md5=ec69e7abe61e572a94261ad6bbfed11c},
doi = {10.1145/3656650.3656669},
isbn = {979-840071764-2 (ISBN)},
year = {2024},
date = {2024-01-01},
booktitle = {ACM Int. Conf. Proc. Ser.},
publisher = {Association for Computing Machinery},
abstract = {In recent years, the integration of Artificial Intelligence (AI) has sparked revolutionary progress across diverse domains, with sports applications being no exception. At the same time, using real-world data sources, such as GPS, weather, and traffic data, offers opportunities to improve the overall user engagement and effectiveness of such applications. Despite the substantial advancements, including proven success in mobile applications, there remains an untapped potential in leveraging these technologies to boost motivation and enhance social group dynamics in Virtual Reality (VR) sports solutions. Our innovative approach focuses on harnessing the power of AI and real-world data to facilitate the design of such VR systems. To validate our methodology, we conducted an exploratory study involving 18 participants, evaluating our approach within the context of indoor VR cycling. By incorporating GPX files and omnidirectional video (real-world data), we recreated a lifelike cycling environment in which users can compete with simulated cyclists navigating a chosen (real-world) route. Considering the user's performance and interactions with other cyclists, our system employs AI-driven natural language processing tools to generate encouraging and competitive messages automatically. The outcome of our study reveals a positive impact on motivation, competition dynamics, and the perceived sense of group dynamics when using real performance data alongside automatically generated motivational messages. This underscores the potential of AI-driven enhancements in user interfaces to not only optimize performance but also foster a more engaging and supportive sports environment. © 2024 ACM.},
keywords = {Artificial intelligence, Asynchronoi social interaction, Asynchronous social interaction, Cycling, Data driven, Dynamics, Extended reality, Group dynamics, Language Model, Large language model, large language models, Motivation, Natural language processing systems, Real-world, Real-world data, Social interactions, Sports, User interface, User interfaces, Virtual Reality, Visualization, Visualizations},
pubstate = {published},
tppubtype = {inproceedings}
}
In recent years, the integration of Artificial Intelligence (AI) has sparked revolutionary progress across diverse domains, with sports applications being no exception. At the same time, using real-world data sources, such as GPS, weather, and traffic data, offers opportunities to improve the overall user engagement and effectiveness of such applications. Despite the substantial advancements, including proven success in mobile applications, there remains an untapped potential in leveraging these technologies to boost motivation and enhance social group dynamics in Virtual Reality (VR) sports solutions. Our innovative approach focuses on harnessing the power of AI and real-world data to facilitate the design of such VR systems. To validate our methodology, we conducted an exploratory study involving 18 participants, evaluating our approach within the context of indoor VR cycling. By incorporating GPX files and omnidirectional video (real-world data), we recreated a lifelike cycling environment in which users can compete with simulated cyclists navigating a chosen (real-world) route. Considering the user's performance and interactions with other cyclists, our system employs AI-driven natural language processing tools to generate encouraging and competitive messages automatically. The outcome of our study reveals a positive impact on motivation, competition dynamics, and the perceived sense of group dynamics when using real performance data alongside automatically generated motivational messages. This underscores the potential of AI-driven enhancements in user interfaces to not only optimize performance but also foster a more engaging and supportive sports environment. © 2024 ACM.