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
Nguyen, A.; Gul, F.; Dang, B.; Huynh, L.; Tuunanen, T.
Designing embodied generative artificial intelligence in mixed reality for active learning in higher education Journal Article
In: Innovations in Education and Teaching International, vol. 62, no. 5, pp. 1632–1647, 2025, ISSN: 14703297 (ISSN); 14703300 (ISSN), (Publisher: Routledge).
Abstract | Links | BibTeX | Tags: Active learning, Generative AI, higher education, Mixed reality, Self-regulated learning
@article{nguyen_designing_2025,
title = {Designing embodied generative artificial intelligence in mixed reality for active learning in higher education},
author = {A. Nguyen and F. Gul and B. Dang and L. Huynh and T. Tuunanen},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-105004906187&doi=10.1080%2F14703297.2025.2499177&partnerID=40&md5=5c1e8652b53ab3bf680555a1dcadd5f4},
doi = {10.1080/14703297.2025.2499177},
issn = {14703297 (ISSN); 14703300 (ISSN)},
year = {2025},
date = {2025-01-01},
journal = {Innovations in Education and Teaching International},
volume = {62},
number = {5},
pages = {1632–1647},
abstract = {Generative Artificial Intelligence (GenAI) technologies have introduced significant changes to higher education, but the role of Embodied GenAI Agents in Mixed Reality (MR) environments is still relatively unexplored. This study was carried out to develop an embodied GenAI system designed to facilitate active learning, self-regulated learning and enhance human-AI shared regulation in educational settings. The study also aimed to understand how adult learners engage with and perceive these anthropomorphic agents in an immersive MR setting, with a particular focus on their effects on active learning and cognitive load. Using an echeloned Design Science Research (eDSR) approach, we developed an MR learning experience incorporating an Embodied GenAI Agent. The application was demonstrated with 26 higher education learners through questionnaires and observational recordings. Our study contributes to the ongoing design and development of AI-based educational tools, with the potential to afford more active and agentic learning experiences. © 2025 Elsevier B.V., All rights reserved.},
note = {Publisher: Routledge},
keywords = {Active learning, Generative AI, higher education, Mixed reality, Self-regulated learning},
pubstate = {published},
tppubtype = {article}
}
Generative Artificial Intelligence (GenAI) technologies have introduced significant changes to higher education, but the role of Embodied GenAI Agents in Mixed Reality (MR) environments is still relatively unexplored. This study was carried out to develop an embodied GenAI system designed to facilitate active learning, self-regulated learning and enhance human-AI shared regulation in educational settings. The study also aimed to understand how adult learners engage with and perceive these anthropomorphic agents in an immersive MR setting, with a particular focus on their effects on active learning and cognitive load. Using an echeloned Design Science Research (eDSR) approach, we developed an MR learning experience incorporating an Embodied GenAI Agent. The application was demonstrated with 26 higher education learners through questionnaires and observational recordings. Our study contributes to the ongoing design and development of AI-based educational tools, with the potential to afford more active and agentic learning experiences. © 2025 Elsevier B.V., All rights reserved.
Juarez, A.; Rábago, J.; Pliego, A.; Salazar, G.; Hinrichsen, C.; Castro, M.; Pachajoa, T.
Innovative Methodology for the Integration of Emerging Technologies in Global Education: Mixed Realities, AI, Metaverse, and SDGs Proceedings Article
In: Institute of Electrical and Electronics Engineers Inc., 2025, ISBN: 9798350355239 (ISBN).
Abstract | Links | BibTeX | Tags: Artificial intelligence, Arts computing, Collaborative learning, E-Learning, Education computing, Educational Innovation, Educational innovations, Educational Technology, Emerging technologies, Engineering education, Global education, High educations, higher education, Innovative methodologies, Me-xico, Metaverse, Metaverses, Mixed Realities, Mixed reality, Product design, Sebastian, Social aspects, Students, Sustainable development, Sustainable Development Goals, Teaching, Technical skills
@inproceedings{juarez_innovative_2025,
title = {Innovative Methodology for the Integration of Emerging Technologies in Global Education: Mixed Realities, AI, Metaverse, and SDGs},
author = {A. Juarez and J. Rábago and A. Pliego and G. Salazar and C. Hinrichsen and M. Castro and T. Pachajoa},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-105011951378&doi=10.1109%2FIFE63672.2025.11024834&partnerID=40&md5=4e101ad649487ce729c3a5fa9e875559},
doi = {10.1109/IFE63672.2025.11024834},
isbn = {9798350355239 (ISBN)},
year = {2025},
date = {2025-01-01},
publisher = {Institute of Electrical and Electronics Engineers Inc.},
abstract = {The academic collaboration among Tecnologico de Monterrey (Mexico), the University of San Sebastián (Chile), and the Catholic University of Colombia was an innovative effort to transform the teaching of the "Formal Representation of Space" through the use of emerging technologies. This project was based on the convergence of the theory of Community of Inquiry (CoI), International Collaborative Online Learning (COIL), and the integration of Mixed Realities, Metaverse, and generative artificial intelligence. The central objective of this collaboration was to improve the technical and creative skills of students of architecture, industrial design, digital art, communication, and music production through a pedagogical approach that utilizes 3D spatial visualization and intercultural interaction. The use of the Tec Virtual Campus's Metaverse and the Global Classroom program was instrumental in facilitating real-time collaboration among students from different countries, allowing for the creation of joint projects that reflect a deep understanding of the Sustainable Development Goals (SDGs). This effort resulted in an advanced methodology that improves students' technical skills and promotes a meaningful global commitment to sustainability and social responsibility, reflecting the transformative power of international collaborative education. © 2025 Elsevier B.V., All rights reserved.},
keywords = {Artificial intelligence, Arts computing, Collaborative learning, E-Learning, Education computing, Educational Innovation, Educational innovations, Educational Technology, Emerging technologies, Engineering education, Global education, High educations, higher education, Innovative methodologies, Me-xico, Metaverse, Metaverses, Mixed Realities, Mixed reality, Product design, Sebastian, Social aspects, Students, Sustainable development, Sustainable Development Goals, Teaching, Technical skills},
pubstate = {published},
tppubtype = {inproceedings}
}
The academic collaboration among Tecnologico de Monterrey (Mexico), the University of San Sebastián (Chile), and the Catholic University of Colombia was an innovative effort to transform the teaching of the "Formal Representation of Space" through the use of emerging technologies. This project was based on the convergence of the theory of Community of Inquiry (CoI), International Collaborative Online Learning (COIL), and the integration of Mixed Realities, Metaverse, and generative artificial intelligence. The central objective of this collaboration was to improve the technical and creative skills of students of architecture, industrial design, digital art, communication, and music production through a pedagogical approach that utilizes 3D spatial visualization and intercultural interaction. The use of the Tec Virtual Campus's Metaverse and the Global Classroom program was instrumental in facilitating real-time collaboration among students from different countries, allowing for the creation of joint projects that reflect a deep understanding of the Sustainable Development Goals (SDGs). This effort resulted in an advanced methodology that improves students' technical skills and promotes a meaningful global commitment to sustainability and social responsibility, reflecting the transformative power of international collaborative education. © 2025 Elsevier B.V., All rights reserved.
Abdelmagid, A. S.; Jabli, N. M.; Al-Mohaya, A. Y.; Teleb, A. A.
In: Sustainability (Switzerland), vol. 17, no. 12, 2025, ISSN: 20711050 (ISSN), (Publisher: Multidisciplinary Digital Publishing Institute (MDPI)).
Abstract | Links | BibTeX | Tags: Artificial intelligence, digitization, e-entrepreneurship, entrepreneur, generative artificial intelligence, green digital economy, green economy, higher education, Learning, Metaverse, Sustainable development
@article{abdelmagid_integrating_2025,
title = {Integrating Interactive Metaverse Environments and Generative Artificial Intelligence to Promote the Green Digital Economy and e-Entrepreneurship in Higher Education},
author = {A. S. Abdelmagid and N. M. Jabli and A. Y. Al-Mohaya and A. A. Teleb},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-105008981835&doi=10.3390%2Fsu17125594&partnerID=40&md5=acbdf61feea14fd78346f7022556bd03},
doi = {10.3390/su17125594},
issn = {20711050 (ISSN)},
year = {2025},
date = {2025-01-01},
journal = {Sustainability (Switzerland)},
volume = {17},
number = {12},
abstract = {The rapid evolution of the Fourth Industrial Revolution has significantly transformed educational practices, necessitating the integration of advanced technologies into higher education to address contemporary sustainability challenges. This study explores the integration of interactive metaverse environments and generative artificial intelligence (GAI) in promoting the green digital economy and developing e-entrepreneurship skills among graduate students. Grounded in a quasi-experimental design, the research was conducted with a sample of 25 postgraduate students enrolled in the “Computers in Education” course at King Khalid University. A 3D immersive learning environment (FrameVR) was combined with GAI platforms (ChatGPT version 4.0, Elai.io version 2.5, Tome version 1.3) to create an innovative educational experience. Data were collected using validated instruments, including the Green Digital Economy Scale, the e-Entrepreneurship Scale, and a digital product evaluation rubric. The findings revealed statistically significant improvements in students’ awareness of green digital concepts, entrepreneurial competencies, and their ability to produce sustainable digital products. The study highlights the potential of immersive virtual learning environments and AI-driven content creation tools in enhancing digital literacy and sustainability-oriented innovation. It also underscores the urgent need to update educational strategies and curricula to prepare future professionals capable of navigating and shaping green digital economies. This research provides a practical and replicable model for universities seeking to embed sustainability through emerging technologies, supporting broader goals such as SDG 4 (Quality Education) and SDG 9 (Industry, Innovation, and Infrastructure). © 2025 Elsevier B.V., All rights reserved.},
note = {Publisher: Multidisciplinary Digital Publishing Institute (MDPI)},
keywords = {Artificial intelligence, digitization, e-entrepreneurship, entrepreneur, generative artificial intelligence, green digital economy, green economy, higher education, Learning, Metaverse, Sustainable development},
pubstate = {published},
tppubtype = {article}
}
The rapid evolution of the Fourth Industrial Revolution has significantly transformed educational practices, necessitating the integration of advanced technologies into higher education to address contemporary sustainability challenges. This study explores the integration of interactive metaverse environments and generative artificial intelligence (GAI) in promoting the green digital economy and developing e-entrepreneurship skills among graduate students. Grounded in a quasi-experimental design, the research was conducted with a sample of 25 postgraduate students enrolled in the “Computers in Education” course at King Khalid University. A 3D immersive learning environment (FrameVR) was combined with GAI platforms (ChatGPT version 4.0, Elai.io version 2.5, Tome version 1.3) to create an innovative educational experience. Data were collected using validated instruments, including the Green Digital Economy Scale, the e-Entrepreneurship Scale, and a digital product evaluation rubric. The findings revealed statistically significant improvements in students’ awareness of green digital concepts, entrepreneurial competencies, and their ability to produce sustainable digital products. The study highlights the potential of immersive virtual learning environments and AI-driven content creation tools in enhancing digital literacy and sustainability-oriented innovation. It also underscores the urgent need to update educational strategies and curricula to prepare future professionals capable of navigating and shaping green digital economies. This research provides a practical and replicable model for universities seeking to embed sustainability through emerging technologies, supporting broader goals such as SDG 4 (Quality Education) and SDG 9 (Industry, Innovation, and Infrastructure). © 2025 Elsevier B.V., All rights reserved.