AHCI RESEARCH GROUP
Publications
Papers published in international journals,
proceedings of conferences, workshops and books.
OUR RESEARCH
Scientific Publications
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Here you can find the complete list of our 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
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.
Chen, J.; Grubert, J.; Kristensson, P. O.
Analyzing Multimodal Interaction Strategies for LLM-Assisted Manipulation of 3D Scenes Proceedings Article
In: Proc. - IEEE Conf. Virtual Real. 3D User Interfaces, VR, pp. 206–216, Institute of Electrical and Electronics Engineers Inc., 2025, ISBN: 979-833153645-9 (ISBN).
Abstract | Links | BibTeX | Tags: 3D modeling, 3D reconstruction, 3D scene editing, 3D scenes, Computer simulation languages, Editing systems, Immersive environment, Interaction pattern, Interaction strategy, Language Model, Large language model, large language models, Multimodal Interaction, Scene editing, Three dimensional computer graphics, Virtual environments, Virtual Reality
@inproceedings{chen_analyzing_2025,
title = {Analyzing Multimodal Interaction Strategies for LLM-Assisted Manipulation of 3D Scenes},
author = {J. Chen and J. Grubert and P. O. Kristensson},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-105002716635&doi=10.1109%2fVR59515.2025.00045&partnerID=40&md5=306aa7fbb3dad0aa9d43545f3c7eb9ea},
doi = {10.1109/VR59515.2025.00045},
isbn = {979-833153645-9 (ISBN)},
year = {2025},
date = {2025-01-01},
booktitle = {Proc. - IEEE Conf. Virtual Real. 3D User Interfaces, VR},
pages = {206–216},
publisher = {Institute of Electrical and Electronics Engineers Inc.},
abstract = {As more applications of large language models (LLMs) for 3D content in immersive environments emerge, it is crucial to study user behavior to identify interaction patterns and potential barriers to guide the future design of immersive content creation and editing systems which involve LLMs. In an empirical user study with 12 participants, we combine quantitative usage data with post-experience questionnaire feedback to reveal common interaction patterns and key barriers in LLM-assisted 3D scene editing systems. We identify opportunities for improving natural language interfaces in 3D design tools and propose design recommendations. Through an empirical study, we demonstrate that LLM-assisted interactive systems can be used productively in immersive environments. © 2025 IEEE.},
keywords = {3D modeling, 3D reconstruction, 3D scene editing, 3D scenes, Computer simulation languages, Editing systems, Immersive environment, Interaction pattern, Interaction strategy, Language Model, Large language model, large language models, Multimodal Interaction, Scene editing, Three dimensional computer graphics, Virtual environments, Virtual Reality},
pubstate = {published},
tppubtype = {inproceedings}
}
As more applications of large language models (LLMs) for 3D content in immersive environments emerge, it is crucial to study user behavior to identify interaction patterns and potential barriers to guide the future design of immersive content creation and editing systems which involve LLMs. In an empirical user study with 12 participants, we combine quantitative usage data with post-experience questionnaire feedback to reveal common interaction patterns and key barriers in LLM-assisted 3D scene editing systems. We identify opportunities for improving natural language interfaces in 3D design tools and propose design recommendations. Through an empirical study, we demonstrate that LLM-assisted interactive systems can be used productively in immersive environments. © 2025 IEEE.