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.
2024
Salloum, A.; Alfaisal, R.; Salloum, S. A.
Revolutionizing Medical Education: Empowering Learning with ChatGPT Book Section
In: Studies in Big Data, vol. 144, pp. 79–90, Springer Science and Business Media Deutschland GmbH, 2024, ISBN: 21976503 (ISSN).
Abstract | Links | BibTeX | Tags: Abstracting, AI integration, ChatGPT, Education, Human like, Interactivity, Language Model, Learning platform, Learning platforms, Medical education, Metaverse, Metaverses, Paradigm shifts, Personalizations, Technological advancement
@incollection{salloum_revolutionizing_2024,
title = {Revolutionizing Medical Education: Empowering Learning with ChatGPT},
author = {A. Salloum and R. Alfaisal and S. A. Salloum},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85191302844&doi=10.1007%2f978-3-031-52280-2_6&partnerID=40&md5=a5325b8e43460906174a3c7a2c383e1a},
doi = {10.1007/978-3-031-52280-2_6},
isbn = {21976503 (ISSN)},
year = {2024},
date = {2024-01-01},
booktitle = {Studies in Big Data},
volume = {144},
pages = {79–90},
publisher = {Springer Science and Business Media Deutschland GmbH},
abstract = {The landscape of medical education is undergoing a paradigm shift driven by technological advancements. This abstract explores the potential of ChatGPT, an advanced AI language model developed by OpenAI, in revolutionizing medical education. ChatGPT’s capacity to understand and generate human-like text opens doors to interactive, personalized, and adaptive learning experiences that address the evolving demands of medical training. Medical education traditionally relies on didactic approaches that often lack interactivity and personalization. ChatGPT addresses this limitation by introducing a conversational AI-driven dimension to medical learning. Learners can engage with ChatGPT in natural language, seeking explanations, asking questions, and clarifying doubts. This adaptive interactivity mirrors the dynamic nature of medical practice and fosters critical thinking skills essential for medical professionals. Furthermore, ChatGPT augments educators’ roles by assisting in content creation, formative assessments, and immediate feedback delivery. This empowers educators to focus on higher-order facilitation and mentorship, enriching the learning journey. However, responsible integration of ChatGPT into medical education demands careful curation of accurate medical content and validation against trusted sources. Ethical considerations related to AI-generated content and potential biases also warrant attention. This abstract underscores the transformative potential of ChatGPT in reshaping medical education. By creating an environment of engagement, adaptability, and personalization, ChatGPT paves the way for a dynamic and empowered medical learning ecosystem that aligns with the demands of modern healthcare. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.},
keywords = {Abstracting, AI integration, ChatGPT, Education, Human like, Interactivity, Language Model, Learning platform, Learning platforms, Medical education, Metaverse, Metaverses, Paradigm shifts, Personalizations, Technological advancement},
pubstate = {published},
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The landscape of medical education is undergoing a paradigm shift driven by technological advancements. This abstract explores the potential of ChatGPT, an advanced AI language model developed by OpenAI, in revolutionizing medical education. ChatGPT’s capacity to understand and generate human-like text opens doors to interactive, personalized, and adaptive learning experiences that address the evolving demands of medical training. Medical education traditionally relies on didactic approaches that often lack interactivity and personalization. ChatGPT addresses this limitation by introducing a conversational AI-driven dimension to medical learning. Learners can engage with ChatGPT in natural language, seeking explanations, asking questions, and clarifying doubts. This adaptive interactivity mirrors the dynamic nature of medical practice and fosters critical thinking skills essential for medical professionals. Furthermore, ChatGPT augments educators’ roles by assisting in content creation, formative assessments, and immediate feedback delivery. This empowers educators to focus on higher-order facilitation and mentorship, enriching the learning journey. However, responsible integration of ChatGPT into medical education demands careful curation of accurate medical content and validation against trusted sources. Ethical considerations related to AI-generated content and potential biases also warrant attention. This abstract underscores the transformative potential of ChatGPT in reshaping medical education. By creating an environment of engagement, adaptability, and personalization, ChatGPT paves the way for a dynamic and empowered medical learning ecosystem that aligns with the demands of modern healthcare. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.
Pester, A.; Tammaa, A.; Gütl, C.; Steinmaurer, A.; El-Seoud, S. A.
Conversational Agents, Virtual Worlds, and Beyond: A Review of Large Language Models Enabling Immersive Learning Proceedings Article
In: IEEE Global Eng. Edu. Conf., EDUCON, IEEE Computer Society, 2024, ISBN: 21659559 (ISSN); 979-835039402-3 (ISBN).
Abstract | Links | BibTeX | Tags: Computational Linguistics, Computer aided instruction, Conversational Agents, Education, Immersive learning, Language Model, Large language model, Learning systems, Literature reviews, LLM, Metaverse, Metaverses, Natural language processing systems, Pedagogy, Survey literature review, Virtual Reality, Virtual worlds
@inproceedings{pester_conversational_2024,
title = {Conversational Agents, Virtual Worlds, and Beyond: A Review of Large Language Models Enabling Immersive Learning},
author = {A. Pester and A. Tammaa and C. Gütl and A. Steinmaurer and S. A. El-Seoud},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85199068668&doi=10.1109%2fEDUCON60312.2024.10578895&partnerID=40&md5=1b904fd8a5e06d7ced42a328c028bbb7},
doi = {10.1109/EDUCON60312.2024.10578895},
isbn = {21659559 (ISSN); 979-835039402-3 (ISBN)},
year = {2024},
date = {2024-01-01},
booktitle = {IEEE Global Eng. Edu. Conf., EDUCON},
publisher = {IEEE Computer Society},
abstract = {Large Language Models represent a significant breakthrough in Natural Language Processing research and opened a wide range of application domains. This paper demonstrates the successful integration of Large Language Models into immersive learning environments. The review highlights how this emerging technology aligns with pedagogical principles, enhancing the effectiveness of current educational systems. It also reflects recent advancements in integrating Large Language Models, including fine-tuning, hallucination reduction, fact-checking, and human evaluation of generated results. © 2024 IEEE.},
keywords = {Computational Linguistics, Computer aided instruction, Conversational Agents, Education, Immersive learning, Language Model, Large language model, Learning systems, Literature reviews, LLM, Metaverse, Metaverses, Natural language processing systems, Pedagogy, Survey literature review, Virtual Reality, Virtual worlds},
pubstate = {published},
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Large Language Models represent a significant breakthrough in Natural Language Processing research and opened a wide range of application domains. This paper demonstrates the successful integration of Large Language Models into immersive learning environments. The review highlights how this emerging technology aligns with pedagogical principles, enhancing the effectiveness of current educational systems. It also reflects recent advancements in integrating Large Language Models, including fine-tuning, hallucination reduction, fact-checking, and human evaluation of generated results. © 2024 IEEE.
Haramina, E.; Paladin, M.; Petričušić, Z.; Posarić, F.; Drobnjak, A.; Botički, I.
Learning Algorithms Concepts in a Virtual Reality Escape Room Proceedings Article
In: S., Babic; Z., Car; M., Cicin-Sain; D., Cisic; P., Ergovic; T.G., Grbac; V., Gradisnik; S., Gros; A., Jokic; A., Jovic; D., Jurekovic; T., Katulic; M., Koricic; V., Mornar; J., Petrovic; K., Skala; D., Skvorc; V., Sruk; M., Svaco; E., Tijan; N., Vrcek; B., Vrdoljak (Ed.): ICT Electron. Conv., MIPRO - Proc., pp. 2057–2062, Institute of Electrical and Electronics Engineers Inc., 2024, ISBN: 979-835038249-5 (ISBN).
Abstract | Links | BibTeX | Tags: Artificial intelligence, Computational complexity, Computer generated three dimensional environment, E-Learning, Education, Escape room, Extended reality, generative artificial intelligence, Learn+, Learning, Learning algorithms, Learning systems, Puzzle, puzzles, user experience, User study, User testing, Users' experiences, Virtual Reality
@inproceedings{haramina_learning_2024,
title = {Learning Algorithms Concepts in a Virtual Reality Escape Room},
author = {E. Haramina and M. Paladin and Z. Petričušić and F. Posarić and A. Drobnjak and I. Botički},
editor = {Babic S. and Car Z. and Cicin-Sain M. and Cisic D. and Ergovic P. and Grbac T.G. and Gradisnik V. and Gros S. and Jokic A. and Jovic A. and Jurekovic D. and Katulic T. and Koricic M. and Mornar V. and Petrovic J. and Skala K. and Skvorc D. and Sruk V. and Svaco M. and Tijan E. and Vrcek N. and Vrdoljak B.},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85198221737&doi=10.1109%2fMIPRO60963.2024.10569447&partnerID=40&md5=8a94d92d989d1f0feb84eba890945de8},
doi = {10.1109/MIPRO60963.2024.10569447},
isbn = {979-835038249-5 (ISBN)},
year = {2024},
date = {2024-01-01},
booktitle = {ICT Electron. Conv., MIPRO - Proc.},
pages = {2057–2062},
publisher = {Institute of Electrical and Electronics Engineers Inc.},
abstract = {Although the standard way to learn algorithms is by coding, learning through games is another way to obtain knowledge while having fun. Virtual reality is a computer-generated three-dimensional environment in which the player is fully immersed by having external stimuli mostly blocked out. In the game presented in this paper, players are enhancing their algorithms skills by playing an escape room game. The goal is to complete the room within the designated time by solving puzzles. The puzzles change for every playthrough with the use of generative artificial intelligence to provide every player with a unique experience. There are multiple types of puzzles such as. time complexity, sorting algorithms, searching algorithms, and code execution. The paper presents the results of a study indicating students' preference for learning through gaming as a method of acquiring algorithms knowledge. © 2024 IEEE.},
keywords = {Artificial intelligence, Computational complexity, Computer generated three dimensional environment, E-Learning, Education, Escape room, Extended reality, generative artificial intelligence, Learn+, Learning, Learning algorithms, Learning systems, Puzzle, puzzles, user experience, User study, User testing, Users' experiences, Virtual Reality},
pubstate = {published},
tppubtype = {inproceedings}
}
Although the standard way to learn algorithms is by coding, learning through games is another way to obtain knowledge while having fun. Virtual reality is a computer-generated three-dimensional environment in which the player is fully immersed by having external stimuli mostly blocked out. In the game presented in this paper, players are enhancing their algorithms skills by playing an escape room game. The goal is to complete the room within the designated time by solving puzzles. The puzzles change for every playthrough with the use of generative artificial intelligence to provide every player with a unique experience. There are multiple types of puzzles such as. time complexity, sorting algorithms, searching algorithms, and code execution. The paper presents the results of a study indicating students' preference for learning through gaming as a method of acquiring algorithms knowledge. © 2024 IEEE.
Krauss, C.; Bassbouss, L.; Upravitelev, M.; An, T. -S.; Altun, D.; Reray, L.; Balitzki, E.; Tamimi, T. El; Karagülle, M.
Opportunities and Challenges in Developing Educational AI-Assistants for the Metaverse Proceedings Article
In: R.A., Sottilare; J., Schwarz (Ed.): Lect. Notes Comput. Sci., pp. 219–238, Springer Science and Business Media Deutschland GmbH, 2024, ISBN: 03029743 (ISSN); 978-303160608-3 (ISBN).
Abstract | Links | BibTeX | Tags: 3D modeling, AI-assistant, AI-Assistants, Computational Linguistics, Computer aided instruction, Concept-based, E-Learning, Education, Interoperability, Language Model, Large language model, large language models, Learning Environments, Learning systems, Learning Technologies, Learning technology, LLM, Metaverse, Metaverses, Natural language processing systems, Proof of concept, User interfaces, Virtual assistants, Virtual Reality
@inproceedings{krauss_opportunities_2024,
title = {Opportunities and Challenges in Developing Educational AI-Assistants for the Metaverse},
author = {C. Krauss and L. Bassbouss and M. Upravitelev and T. -S. An and D. Altun and L. Reray and E. Balitzki and T. El Tamimi and M. Karagülle},
editor = {Sottilare R.A. and Schwarz J.},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85196214138&doi=10.1007%2f978-3-031-60609-0_16&partnerID=40&md5=9a66876cb30e9e5d287a86e6cfa66e05},
doi = {10.1007/978-3-031-60609-0_16},
isbn = {03029743 (ISSN); 978-303160608-3 (ISBN)},
year = {2024},
date = {2024-01-01},
booktitle = {Lect. Notes Comput. Sci.},
volume = {14727 LNCS},
pages = {219–238},
publisher = {Springer Science and Business Media Deutschland GmbH},
abstract = {The paper explores the opportunities and challenges for metaverse learning environments with AI-Assistants based on Large Language Models. A proof of concept based on popular but proprietary technologies is presented that enables a natural language exchange between the user and an AI-based medical expert in a highly immersive environment based on the Unreal Engine. The answers generated by ChatGPT are not only played back lip-synchronously, but also visualized in the VR environment using a 3D model of a skeleton. Usability and user experience play a particularly important role in the development of the highly immersive AI-Assistant. The proof of concept serves to illustrate the opportunities and challenges that lie in the merging of large language models, metaverse applications and educational ecosystems, which are self-contained research areas. Development strategies, tools and interoperability standards will be presented to facilitate future developments in this triangle of tension. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.},
keywords = {3D modeling, AI-assistant, AI-Assistants, Computational Linguistics, Computer aided instruction, Concept-based, E-Learning, Education, Interoperability, Language Model, Large language model, large language models, Learning Environments, Learning systems, Learning Technologies, Learning technology, LLM, Metaverse, Metaverses, Natural language processing systems, Proof of concept, User interfaces, Virtual assistants, Virtual Reality},
pubstate = {published},
tppubtype = {inproceedings}
}
The paper explores the opportunities and challenges for metaverse learning environments with AI-Assistants based on Large Language Models. A proof of concept based on popular but proprietary technologies is presented that enables a natural language exchange between the user and an AI-based medical expert in a highly immersive environment based on the Unreal Engine. The answers generated by ChatGPT are not only played back lip-synchronously, but also visualized in the VR environment using a 3D model of a skeleton. Usability and user experience play a particularly important role in the development of the highly immersive AI-Assistant. The proof of concept serves to illustrate the opportunities and challenges that lie in the merging of large language models, metaverse applications and educational ecosystems, which are self-contained research areas. Development strategies, tools and interoperability standards will be presented to facilitate future developments in this triangle of tension. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.
Velev, D.; Steshina, L.; Petukhov, I.; Zlateva, P.
Challenges of Merging Generative AI with Metaverse for Next-Gen Education Proceedings Article
In: A.J., Tallon-Ballesteros (Ed.): Front. Artif. Intell. Appl., pp. 606–616, IOS Press BV, 2024, ISBN: 09226389 (ISSN); 978-164368569-4 (ISBN).
Abstract | Links | BibTeX | Tags: Adversarial machine learning, Augmented Reality, Contrastive Learning, Data privacy and securities, Digital literacies, Education, Federated learning, Generative adversarial networks, Generative AI, High speed internet, Instructional designs, Learning Environments, Metaverse, Metaverses, Personalized learning, Realtime processing, Teaching methods, Virtual environments, Virtual Reality
@inproceedings{velev_challenges_2024,
title = {Challenges of Merging Generative AI with Metaverse for Next-Gen Education},
author = {D. Velev and L. Steshina and I. Petukhov and P. Zlateva},
editor = {Tallon-Ballesteros A.J.},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85215823646&doi=10.3233%2fFAIA241462&partnerID=40&md5=a3ed4e8486e2e32d0856a71a3a87496c},
doi = {10.3233/FAIA241462},
isbn = {09226389 (ISSN); 978-164368569-4 (ISBN)},
year = {2024},
date = {2024-01-01},
booktitle = {Front. Artif. Intell. Appl.},
volume = {398},
pages = {606–616},
publisher = {IOS Press BV},
abstract = {The integration of Generative Artificial Intelligence (GenAI) with the Metaverse for a next-generation education is a complex but challenging task. The GenAI-enhanced Metaverse classrooms require innovative instructional designs that use virtual reality and augmented reality to enhance engagement and personalized learning. Educators must adapt to new roles over traditional teaching methods, while learners need to develop digital literacy skills that are essential for navigating and inhabiting in these environments. Such learning environments require significant advancements in real-time processing, scalability and interoperability of different platforms, while ensuring data privacy and security. The equity of access to high-speed internet and advanced devices still remains a serious barrier, which can increase the potential existing inequalities between different educational environments. Ethical considerations, including the responsible use of GenAI, the creation of unbiased educational content, and the psychological impacts of extended usage of virtual reality, are also of important consideration. The aim of the paper is to explore in detail the different challenges through a comprehensive analysis of the obstacles and potential solutions and to propose a collaborative framework involving educators, technologists, policymakers and industry stakeholders to address the effective implementation of the integration of GenAI and the Metaverse for a next generation education. © 2024 The Authors.},
keywords = {Adversarial machine learning, Augmented Reality, Contrastive Learning, Data privacy and securities, Digital literacies, Education, Federated learning, Generative adversarial networks, Generative AI, High speed internet, Instructional designs, Learning Environments, Metaverse, Metaverses, Personalized learning, Realtime processing, Teaching methods, Virtual environments, Virtual Reality},
pubstate = {published},
tppubtype = {inproceedings}
}
The integration of Generative Artificial Intelligence (GenAI) with the Metaverse for a next-generation education is a complex but challenging task. The GenAI-enhanced Metaverse classrooms require innovative instructional designs that use virtual reality and augmented reality to enhance engagement and personalized learning. Educators must adapt to new roles over traditional teaching methods, while learners need to develop digital literacy skills that are essential for navigating and inhabiting in these environments. Such learning environments require significant advancements in real-time processing, scalability and interoperability of different platforms, while ensuring data privacy and security. The equity of access to high-speed internet and advanced devices still remains a serious barrier, which can increase the potential existing inequalities between different educational environments. Ethical considerations, including the responsible use of GenAI, the creation of unbiased educational content, and the psychological impacts of extended usage of virtual reality, are also of important consideration. The aim of the paper is to explore in detail the different challenges through a comprehensive analysis of the obstacles and potential solutions and to propose a collaborative framework involving educators, technologists, policymakers and industry stakeholders to address the effective implementation of the integration of GenAI and the Metaverse for a next generation education. © 2024 The Authors.
Tan, B. S.; Ong, S. H.; Andrew, K. H. T.; Wong, T. L.; Bai, P. S.; Rao, A. P.
Usability Study of GenAI for English Learning in VR Journal Article
In: Pakistan Journal of Life and Social Sciences, vol. 22, no. 2, pp. 7367–7382, 2024, ISSN: 17274915 (ISSN).
Abstract | Links | BibTeX | Tags: Education, Educational Technology, English Language, generative artificial intelligence, Virtual Reality
@article{tan_usability_2024,
title = {Usability Study of GenAI for English Learning in VR},
author = {B. S. Tan and S. H. Ong and K. H. T. Andrew and T. L. Wong and P. S. Bai and A. P. Rao},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85207260177&doi=10.57239%2fPJLSS-2024-22.2.00556&partnerID=40&md5=22c640bcbf6a9c19da4eb3c263bc5617},
doi = {10.57239/PJLSS-2024-22.2.00556},
issn = {17274915 (ISSN)},
year = {2024},
date = {2024-01-01},
journal = {Pakistan Journal of Life and Social Sciences},
volume = {22},
number = {2},
pages = {7367–7382},
abstract = {Traditional English learning environments in university often hindered by outdated focus on reading and writing, limited textbook content, insufficient speaking practice opportunities, and pre-programmed artificial intelligence (AI) in English speaking practice. This study explores the potential of leveraging VR technologies and generative AI (GenAI) to overcome these barriers. EasyEnglish is a real-time conversation game with GenAI non-player character (NPC)s. This game utilizes voice input recognition, large language model (LLM) for language assessment and text-to-speech (TTS) for NPC lip-sync animation. The content validity was assessed by 3 experts to evaluate the conversation quality. A usability test was conducted using a purposive sampling method with 7 undergraduate non-native English speakers who have less than 1 year experience in using VR technology. This study employed System Usability Scale (SUS) and Content Validity Index (CVI) metrics for assessment. The CVI result showed satisfactory agreement in conversation quality but highlighted areas for improvement in learning objectives. The SUS result revealed satisfaction in consistency of user interface (UI) and learnability of EasyEnglish, while also highlighting the need for improvement in UI, setup, and visual cues. The significance of the study lies in the GenAI's ability to provide diverse response, avoid repetitive dialogue and speak using gestures to undergraduate students. GenAI effectively identify and assess irrelevant words in conversation, provide immediate grammar and vocabulary correction and suggestion of conversation improvement accurately. Future research should focus on improving accessibility, include more multimodal interactions, and mapping learning objectives with the soft skills emphasized by the World Economic Forum (WEF). © (2024), (Elite Scientific Publications). All rights reserved.},
keywords = {Education, Educational Technology, English Language, generative artificial intelligence, Virtual Reality},
pubstate = {published},
tppubtype = {article}
}
Traditional English learning environments in university often hindered by outdated focus on reading and writing, limited textbook content, insufficient speaking practice opportunities, and pre-programmed artificial intelligence (AI) in English speaking practice. This study explores the potential of leveraging VR technologies and generative AI (GenAI) to overcome these barriers. EasyEnglish is a real-time conversation game with GenAI non-player character (NPC)s. This game utilizes voice input recognition, large language model (LLM) for language assessment and text-to-speech (TTS) for NPC lip-sync animation. The content validity was assessed by 3 experts to evaluate the conversation quality. A usability test was conducted using a purposive sampling method with 7 undergraduate non-native English speakers who have less than 1 year experience in using VR technology. This study employed System Usability Scale (SUS) and Content Validity Index (CVI) metrics for assessment. The CVI result showed satisfactory agreement in conversation quality but highlighted areas for improvement in learning objectives. The SUS result revealed satisfaction in consistency of user interface (UI) and learnability of EasyEnglish, while also highlighting the need for improvement in UI, setup, and visual cues. The significance of the study lies in the GenAI's ability to provide diverse response, avoid repetitive dialogue and speak using gestures to undergraduate students. GenAI effectively identify and assess irrelevant words in conversation, provide immediate grammar and vocabulary correction and suggestion of conversation improvement accurately. Future research should focus on improving accessibility, include more multimodal interactions, and mapping learning objectives with the soft skills emphasized by the World Economic Forum (WEF). © (2024), (Elite Scientific Publications). All rights reserved.
Scott, A. J. S.; McCuaig, F.; Lim, V.; Watkins, W.; Wang, J.; Strachan, G.
Revolutionizing Nurse Practitioner Training: Integrating Virtual Reality and Large Language Models for Enhanced Clinical Education Proceedings Article
In: G., Strudwick; N.R., Hardiker; G., Rees; R., Cook; R., Cook; Y.J., Lee (Ed.): Stud. Health Technol. Informatics, pp. 671–672, IOS Press BV, 2024, ISBN: 09269630 (ISSN); 978-164368527-4 (ISBN).
Abstract | Links | BibTeX | Tags: 3D modeling, 3D models, 3d-modeling, adult, anamnesis, clinical decision making, clinical education, Clinical Simulation, Computational Linguistics, computer interface, Computer-Assisted Instruction, conference paper, Curriculum, Decision making, E-Learning, Education, Health care education, Healthcare Education, human, Humans, Language Model, Large language model, large language models, Mesh generation, Model animations, Modeling languages, nurse practitioner, Nurse Practitioners, Nursing, nursing education, nursing student, OSCE preparation, procedures, simulation, Teaching, therapy, Training, Training program, User-Computer Interface, Virtual Reality, Virtual reality training
@inproceedings{scott_revolutionizing_2024,
title = {Revolutionizing Nurse Practitioner Training: Integrating Virtual Reality and Large Language Models for Enhanced Clinical Education},
author = {A. J. S. Scott and F. McCuaig and V. Lim and W. Watkins and J. Wang and G. Strachan},
editor = {Strudwick G. and Hardiker N.R. and Rees G. and Cook R. and Cook R. and Lee Y.J.},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85199593781&doi=10.3233%2fSHTI240272&partnerID=40&md5=90c7bd43ba978f942723e6cf1983ffb3},
doi = {10.3233/SHTI240272},
isbn = {09269630 (ISSN); 978-164368527-4 (ISBN)},
year = {2024},
date = {2024-01-01},
booktitle = {Stud. Health Technol. Informatics},
volume = {315},
pages = {671–672},
publisher = {IOS Press BV},
abstract = {This project introduces an innovative virtual reality (VR) training program for student Nurse Practitioners, incorporating advanced 3D modeling, animation, and Large Language Models (LLMs). Designed to simulate realistic patient interactions, the program aims to improve communication, history taking, and clinical decision-making skills in a controlled, authentic setting. This abstract outlines the methods, results, and potential impact of this cutting-edge educational tool on nursing education. © 2024 The Authors.},
keywords = {3D modeling, 3D models, 3d-modeling, adult, anamnesis, clinical decision making, clinical education, Clinical Simulation, Computational Linguistics, computer interface, Computer-Assisted Instruction, conference paper, Curriculum, Decision making, E-Learning, Education, Health care education, Healthcare Education, human, Humans, Language Model, Large language model, large language models, Mesh generation, Model animations, Modeling languages, nurse practitioner, Nurse Practitioners, Nursing, nursing education, nursing student, OSCE preparation, procedures, simulation, Teaching, therapy, Training, Training program, User-Computer Interface, Virtual Reality, Virtual reality training},
pubstate = {published},
tppubtype = {inproceedings}
}
This project introduces an innovative virtual reality (VR) training program for student Nurse Practitioners, incorporating advanced 3D modeling, animation, and Large Language Models (LLMs). Designed to simulate realistic patient interactions, the program aims to improve communication, history taking, and clinical decision-making skills in a controlled, authentic setting. This abstract outlines the methods, results, and potential impact of this cutting-edge educational tool on nursing education. © 2024 The Authors.
2023
Vincent, B.; Ayyar, K.
Roblox Generative AI in action Proceedings Article
In: S.N., Spencer (Ed.): Proc. - SIGGRAPH Real-Time Live!, Association for Computing Machinery, Inc, 2023, ISBN: 979-840070158-0 (ISBN).
Abstract | Links | BibTeX | Tags: AI techniques, Complex model, Creation process, Education, Game, Games, Interactive computer graphics, Interactive objects, Lighting, Metaverse, Metaverses, Modeling, Modeling languages, Natural languages, Object and scenes, Pipeline, Real-Time Rendering, Rendering (computer graphics)
@inproceedings{vincent_roblox_2023,
title = {Roblox Generative AI in action},
author = {B. Vincent and K. Ayyar},
editor = {Spencer S.N.},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85167946022&doi=10.1145%2f3588430.3597250&partnerID=40&md5=61fda81c33eb3623240f7d14f51607b0},
doi = {10.1145/3588430.3597250},
isbn = {979-840070158-0 (ISBN)},
year = {2023},
date = {2023-01-01},
booktitle = {Proc. - SIGGRAPH Real-Time Live!},
publisher = {Association for Computing Machinery, Inc},
abstract = {Roblox is investing in generative AI techniques to revolutionize the creation process on its platform. By leveraging natural language and other intuitive expressions of intent, creators can build interactive objects and scenes without complex modeling or coding. The use of AI image generation services and large language models aim to make creation faster and easier for every user on the platform. © 2023 Owner/Author.},
keywords = {AI techniques, Complex model, Creation process, Education, Game, Games, Interactive computer graphics, Interactive objects, Lighting, Metaverse, Metaverses, Modeling, Modeling languages, Natural languages, Object and scenes, Pipeline, Real-Time Rendering, Rendering (computer graphics)},
pubstate = {published},
tppubtype = {inproceedings}
}
Roblox is investing in generative AI techniques to revolutionize the creation process on its platform. By leveraging natural language and other intuitive expressions of intent, creators can build interactive objects and scenes without complex modeling or coding. The use of AI image generation services and large language models aim to make creation faster and easier for every user on the platform. © 2023 Owner/Author.
2021
Augello, Agnese; Gentile, Manuel; Picone, Marco
Mind Games Proceedings Article
In: pp. 84–93, 2021.
Abstract | BibTeX | Tags: Education, Mental Maps, Natural Language Processing, Serious game
@inproceedings{augelloMindGames2021,
title = {Mind Games},
author = { Agnese Augello and Manuel Gentile and Marco Picone},
year = {2021},
date = {2021-01-01},
pages = {84--93},
abstract = {This paper describes the preliminary stages and the theoretical and methodological inspiration for the design of UrbanCraft, a gamified activity based on Kevin Lynch's mental maps and aiming at enhancing youth participation and inclusion in urban co-design and governance. This activity draws on previous local experiences on participation and social inclusion, held in the Southern Italian city of Palermo, in an attempt to mix urban studies, serious games and artificial intelligence methodologies. In this experiment, we designed a gamified activity conceived for nine- to twelve-year-old primary and secondary school children, due to our previous cooperation with several primary and secondary schools in Palermo. Overall, the goal of this proposal is to adapt Lynch's notions of imageability and public images to a serious game and lead the players to an enhanced spatial awareness of their neighborhood and the entire city. Although UrbanCraft is still in its early design stages, the existing network of public institutions, research centers and schools provides a fertile ground for developing the project.},
keywords = {Education, Mental Maps, Natural Language Processing, Serious game},
pubstate = {published},
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This paper describes the preliminary stages and the theoretical and methodological inspiration for the design of UrbanCraft, a gamified activity based on Kevin Lynch's mental maps and aiming at enhancing youth participation and inclusion in urban co-design and governance. This activity draws on previous local experiences on participation and social inclusion, held in the Southern Italian city of Palermo, in an attempt to mix urban studies, serious games and artificial intelligence methodologies. In this experiment, we designed a gamified activity conceived for nine- to twelve-year-old primary and secondary school children, due to our previous cooperation with several primary and secondary schools in Palermo. Overall, the goal of this proposal is to adapt Lynch's notions of imageability and public images to a serious game and lead the players to an enhanced spatial awareness of their neighborhood and the entire city. Although UrbanCraft is still in its early design stages, the existing network of public institutions, research centers and schools provides a fertile ground for developing the project.
Augello, Agnese; Gentile, Manuel; Picone, Marco
Mind Games Proceedings Article
In: pp. 84–93, 2021.
Abstract | BibTeX | Tags: Education, Mental Maps, Natural Language Processing, Serious game
@inproceedings{augello_mind_2021,
title = {Mind Games},
author = {Agnese Augello and Manuel Gentile and Marco Picone},
year = {2021},
date = {2021-01-01},
pages = {84–93},
abstract = {This paper describes the preliminary stages and the theoretical and methodological inspiration for the design of UrbanCraft, a gamified activity based on Kevin Lynchś mental maps and aiming at enhancing youth participation and inclusion in urban co-design and governance. This activity draws on previous local experiences on participation and social inclusion, held in the Southern Italian city of Palermo, in an attempt to mix urban studies, serious games and artificial intelligence methodologies. In this experiment, we designed a gamified activity conceived for nine- to twelve-year-old primary and secondary school children, due to our previous cooperation with several primary and secondary schools in Palermo. Overall, the goal of this proposal is to adapt Lynchś notions of imageability and public images to a serious game and lead the players to an enhanced spatial awareness of their neighborhood and the entire city. Although UrbanCraft is still in its early design stages, the existing network of public institutions, research centers and schools provides a fertile ground for developing the project.},
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pubstate = {published},
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This paper describes the preliminary stages and the theoretical and methodological inspiration for the design of UrbanCraft, a gamified activity based on Kevin Lynchś mental maps and aiming at enhancing youth participation and inclusion in urban co-design and governance. This activity draws on previous local experiences on participation and social inclusion, held in the Southern Italian city of Palermo, in an attempt to mix urban studies, serious games and artificial intelligence methodologies. In this experiment, we designed a gamified activity conceived for nine- to twelve-year-old primary and secondary school children, due to our previous cooperation with several primary and secondary schools in Palermo. Overall, the goal of this proposal is to adapt Lynchś notions of imageability and public images to a serious game and lead the players to an enhanced spatial awareness of their neighborhood and the entire city. Although UrbanCraft is still in its early design stages, the existing network of public institutions, research centers and schools provides a fertile ground for developing the project.
2020
Augello, Agnese; Daniela, Linda; Gentile, Manuel; Ifenthaler, Dirk; Pilato, Giovanni
Editorial: Robot-Assisted Learning and Education Journal Article
In: Frontiers in Robotics and AI, vol. 7, 2020, ISSN: 22969144.
Links | BibTeX | Tags: Education, Robotics
@article{augelloEditorialRobotAssistedLearning2020,
title = {Editorial: Robot-Assisted Learning and Education},
author = { Agnese Augello and Linda Daniela and Manuel Gentile and Dirk Ifenthaler and Giovanni Pilato},
doi = {10.3389/frobt.2020.591319},
issn = {22969144},
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Bono, Adriana; Augello, Agnese; Pilato, Giovanni; Vella, Filippo; Gaglio, Salvatore
An ACT-R Based Humanoid Social Robot to Manage Storytelling Activities Journal Article
In: Robotics, vol. 9, no. 2, 2020, ISSN: 22186581.
Abstract | Links | BibTeX | Tags: ACT-R, Cognitive Architectures, Education, Humanoid Robots, Introspective Dialogs, Social Practices, Social Robots, Storytelling Robots
@article{bonoACTRBasedHumanoid2020,
title = {An ACT-R Based Humanoid Social Robot to Manage Storytelling Activities},
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Bono, Adriana; Augello, Agnese; Pilato, Giovanni; Gaglio, Salvatore
Exploiting Cognitive Architectures to Design Storytelling Activities for NarRob Proceedings Article
In: Proceedings - 4th IEEE International Conference on Robotic Computing, IRC 2020, pp. 428–429, Institute of Electrical and Electronics Engineers Inc., 2020, ISBN: 978-1-72815-237-0.
Abstract | Links | BibTeX | Tags: Cognitive Architectures, Cognitive Process, Education, Interactive Storytelling, Social Robots, Storytelling Robots
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In this work, we exploited the potential of a cognitive architecture to model the characters of a story in an interactive storytelling system. The system is accessible through NarRob, a humanoid storyteller robot. Our main goal was to implement the cognitive processes of the agents played by the robot within a narrative context environment. textcopyright 2020 IEEE.
Bono, Adriana; Augello, Agnese; Gentile, Manuel; Gaglio, Salvatore
Social Practices Based Characters in a Robotic Storytelling System Proceedings Article
In: 29th IEEE International Conference on Robot and Human Interactive Communication, RO-MAN 2020, pp. 90–95, Institute of Electrical and Electronics Engineers Inc., 2020, ISBN: 978-1-72816-075-7.
Abstract | Links | BibTeX | Tags: ACT-R, Cognitive Architectures, Cognitive Systems, Education, Reasoning, Robotics, Social Practices
@inproceedings{bonoSocialPracticesBased2020,
title = {Social Practices Based Characters in a Robotic Storytelling System},
author = { Adriana Bono and Agnese Augello and Manuel Gentile and Salvatore Gaglio},
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In this work, we present a robotic storytelling system, where the characters have been modelled as cognitive agents embodied in Pepper and NAO robots. The characters have been designed by exploiting the ACT-R architecture, taking into account knowledge, behaviours, norms, and expectations typical of social practices and desires resulting from their personality. The characters explain their reasoning processes during the narration, through a sort of internal dialogue that generate a high level of credibility experienced over the audience. textcopyright 2020 IEEE.
Bono, Adriana; Augello, Agnese; Pilato, Giovanni; Vella, Filippo; Gaglio, Salvatore
An ACT-R based humanoid social robot to manage storytelling activities Journal Article
In: Robotics, vol. 9, no. 2, 2020, ISSN: 22186581.
Abstract | Links | BibTeX | Tags: ACT-R, Cognitive Architectures, Education, Humanoid Robots, Introspective Dialogs, Social Practices, Social Robots, Storytelling Robots
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Bono, Adriana; Augello, Agnese; Pilato, Giovanni; Gaglio, Salvatore
Exploiting Cognitive Architectures to Design Storytelling Activities for NarRob Proceedings Article
In: Proceedings - 4th IEEE International Conference on Robotic Computing, IRC 2020, pp. 428–429, Institute of Electrical and Electronics Engineers Inc., 2020, ISBN: 978-1-72815-237-0.
Abstract | Links | BibTeX | Tags: Cognitive Architectures, Cognitive Process, Education, Interactive Storytelling, Social Robots, Storytelling Robots
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Augello, Agnese; Daniela, Linda; Gentile, Manuel; Ifenthaler, Dirk; Pilato, Giovanni
Editorial: Robot-Assisted Learning and Education Journal Article
In: Frontiers in Robotics and AI, vol. 7, 2020, ISSN: 22969144.
Links | BibTeX | Tags: Education, Robotics
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Bono, Adriana; Augello, Agnese; Gentile, Manuel; Gaglio, Salvatore
Social Practices based characters in a Robotic Storytelling System Proceedings Article
In: 29th IEEE International Conference on Robot and Human Interactive Communication, RO-MAN 2020, pp. 90–95, Institute of Electrical and Electronics Engineers Inc., 2020, ISBN: 978-1-72816-075-7.
Abstract | Links | BibTeX | Tags: ACT-R, Cognitive Architectures, Cognitive Systems, Education, Reasoning, Robotics, Social Practices
@inproceedings{bono_social_2020,
title = {Social Practices based characters in a Robotic Storytelling System},
author = {Adriana Bono and Agnese Augello and Manuel Gentile and Salvatore Gaglio},
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2019
Augello, Agnese; Infantino, Ignazio; Maniscalco, Umberto; Pilato, Giovanni; Vella, Filippo
Introducing NarRob, a Robotic Storyteller Proceedings Article
In: Gentile, M; Allegra, M; Sobke, H (Ed.): GAMES AND LEARNING ALLIANCE, GALA 2018, pp. 387–396, SPRINGER INTERNATIONAL PUBLISHING AG, GEWERBESTRASSE 11, CHAM, CH-6330, SWITZERLAND, 2019, ISBN: 978-3-030-11548-7 978-3-030-11547-0.
Abstract | Links | BibTeX | Tags: Bullying, Chatbots, Conversational Agents, Education, Robotics, Social Practices, Storytelling Robots
@inproceedings{augelloIntroducingNarRobRobotic2019,
title = {Introducing NarRob, a Robotic Storyteller},
author = { Agnese Augello and Ignazio Infantino and Umberto Maniscalco and Giovanni Pilato and Filippo Vella},
editor = { M Gentile and M Allegra and H Sobke},
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In this work we introduce NarRob, a robot able to engage in conversations and tell stories, by accompanying the speech with proper gestures. We discuss about the main components of the robot's architecture, and some possible education experiments that we are planning to carry out in real scholastic contexts.
Augello, Agnese; Infantino, Ignazio; Maniscalco, Umberto; Pilato, Giovanni; Vella, Filippo
NarRob: A Humanoid Social Storyteller with Emotional Expression Capabilities Proceedings Article
In: relax AV Samsonovich, (Ed.): BIOLOGICALLY INSPIRED COGNITIVE ARCHITECTURES 2018, pp. 9–15, SPRINGER INTERNATIONAL PUBLISHING AG, GEWERBESTRASSE 11, CHAM, CH-6330, SWITZERLAND, 2019, ISBN: 978-3-319-99316-4 978-3-319-99315-7.
Abstract | Links | BibTeX | Tags: Education, Emotion Recognition, Gestural user interfaces, Robotics, Storytelling Robots
@inproceedings{augelloNarRobHumanoidSocial2019,
title = {NarRob: A Humanoid Social Storyteller with Emotional Expression Capabilities},
author = { Agnese Augello and Ignazio Infantino and Umberto Maniscalco and Giovanni Pilato and Filippo Vella},
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Augello, Agnese; Infantino, Ignazio; Maniscalco, Umberto; Pilato, Giovanni; Vella, Filippo
NarRob: A Humanoid Social Storyteller with Emotional Expression Capabilities Proceedings Article
In: Samsonovich, AV (Ed.): BIOLOGICALLY INSPIRED COGNITIVE ARCHITECTURES 2018, pp. 9–15, SPRINGER INTERNATIONAL PUBLISHING AG, GEWERBESTRASSE 11, CHAM, CH-6330, SWITZERLAND, 2019, ISBN: 978-3-319-99316-4 978-3-319-99315-7.
Abstract | Links | BibTeX | Tags: Education, Emotion Recognition, Gestural user interfaces, Robotics, Storytelling Robots
@inproceedings{augello_narrob_2019,
title = {NarRob: A Humanoid Social Storyteller with Emotional Expression Capabilities},
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Augello, Agnese; Infantino, Ignazio; Maniscalco, Umberto; Pilato, Giovanni; Vella, Filippo
Introducing NarRob, a Robotic Storyteller Proceedings Article
In: Gentile, M; Allegra, M; Sobke, H (Ed.): GAMES AND LEARNING ALLIANCE, GALA 2018, pp. 387–396, SPRINGER INTERNATIONAL PUBLISHING AG, GEWERBESTRASSE 11, CHAM, CH-6330, SWITZERLAND, 2019, ISBN: 978-3-030-11548-7 978-3-030-11547-0.
Abstract | Links | BibTeX | Tags: Bullying, Chatbots, Conversational Agents, Education, Robotics, Social Practices, Storytelling Robots
@inproceedings{augello_introducing_2019,
title = {Introducing NarRob, a Robotic Storyteller},
author = {Agnese Augello and Ignazio Infantino and Umberto Maniscalco and Giovanni Pilato and Filippo Vella},
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In this work we introduce NarRob, a robot able to engage in conversations and tell stories, by accompanying the speech with proper gestures. We discuss about the main components of the robot's architecture, and some possible education experiments that we are planning to carry out in real scholastic contexts.
2018
Citt`a, Giuseppe; Arnab, Sylvester; Augello, Agnese; Gentile, Manuel; Zielonka, Sebastian Idelsohn; Ifenthaler, Dirk; Infantino, Ignazio; Guardia, Dario La; Manfr`e, Adriano; Allegra, Mario
Move Your Mind: Creative Dancing Humanoids as Support to STEAM Activities Journal Article
In: Smart Innovation, Systems and Technologies, vol. 76, pp. 190–199, 2018, ISSN: 21903018.
Abstract | Links | BibTeX | Tags: Anthropomorphic Robots, Cognitive Architectures, Cognitive Systems, Computational Creativity, Education, Embodied Cognition, Enactivism, Human computer interaction, STEAM
@article{cittaMoveYourMind2018,
title = {Move Your Mind: Creative Dancing Humanoids as Support to STEAM Activities},
author = { Giuseppe Citt{`a} and Sylvester Arnab and Agnese Augello and Manuel Gentile and Sebastian Idelsohn Zielonka and Dirk Ifenthaler and Ignazio Infantino and Dario La Guardia and Adriano Manfr{`e} and Mario Allegra},
editor = { Robert J. Howlett and Luigi Gallo and Giuseppe De Pietro and Lakhmi C. Jain},
doi = {10.1007/978-3-319-59480-4_20},
issn = {21903018},
year = {2018},
date = {2018-01-01},
journal = {Smart Innovation, Systems and Technologies},
volume = {76},
pages = {190--199},
abstract = {Educational activities based on dance can support interest in comprehension of concepts from maths, geometry, physics, bio-mechanics and computational thinking. In this work, we discuss a possible use of a dancing humanoid robot as an innovative technology to support and enhance STEAM learning activities. textcopyright Springer International Publishing AG 2018.},
keywords = {Anthropomorphic Robots, Cognitive Architectures, Cognitive Systems, Computational Creativity, Education, Embodied Cognition, Enactivism, Human computer interaction, STEAM},
pubstate = {published},
tppubtype = {article}
}
Educational activities based on dance can support interest in comprehension of concepts from maths, geometry, physics, bio-mechanics and computational thinking. In this work, we discuss a possible use of a dancing humanoid robot as an innovative technology to support and enhance STEAM learning activities. textcopyright Springer International Publishing AG 2018.
Città, Giuseppe; Arnab, Sylvester; Augello, Agnese; Gentile, Manuel; Zielonka, Sebastian Idelsohn; Ifenthaler, Dirk; Infantino, Ignazio; Guardia, Dario La; Manfrè, Adriano; Allegra, Mario
Move your mind: Creative dancing humanoids as support to STEAM activities Journal Article
In: Smart Innovation, Systems and Technologies, vol. 76, pp. 190–199, 2018, ISSN: 21903018.
Abstract | Links | BibTeX | Tags: Anthropomorphic Robots, Cognitive Architectures, Cognitive Systems, Computational Creativity, Education, Embodied Cognition, Enactivism, Human computer interaction, STEAM
@article{citta_move_2018,
title = {Move your mind: Creative dancing humanoids as support to STEAM activities},
author = {Giuseppe Città and Sylvester Arnab and Agnese Augello and Manuel Gentile and Sebastian Idelsohn Zielonka and Dirk Ifenthaler and Ignazio Infantino and Dario La Guardia and Adriano Manfrè and Mario Allegra},
editor = {Robert J. Howlett and Luigi Gallo and Giuseppe De Pietro and Lakhmi C. Jain},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85020412823&doi=10.1007%2f978-3-319-59480-4_20&partnerID=40&md5=0dd3a32d07a98214b8c275b30f2ca49f},
doi = {10.1007/978-3-319-59480-4_20},
issn = {21903018},
year = {2018},
date = {2018-01-01},
journal = {Smart Innovation, Systems and Technologies},
volume = {76},
pages = {190–199},
abstract = {Educational activities based on dance can support interest in comprehension of concepts from maths, geometry, physics, bio-mechanics and computational thinking. In this work, we discuss a possible use of a dancing humanoid robot as an innovative technology to support and enhance STEAM learning activities. © Springer International Publishing AG 2018.},
keywords = {Anthropomorphic Robots, Cognitive Architectures, Cognitive Systems, Computational Creativity, Education, Embodied Cognition, Enactivism, Human computer interaction, STEAM},
pubstate = {published},
tppubtype = {article}
}
Educational activities based on dance can support interest in comprehension of concepts from maths, geometry, physics, bio-mechanics and computational thinking. In this work, we discuss a possible use of a dancing humanoid robot as an innovative technology to support and enhance STEAM learning activities. © Springer International Publishing AG 2018.
2016
Bovier, Fabrizia; Caggianese, Giuseppe; Pietro, Giuseppe De; Gallo, Luigi; Neroni, Pietro
An Interactive 3D Holographic Pyramid for Museum Exhibition Proceedings Article
In: 2016 12th International Conference on Signal-Image Technology Internet-Based Systems (SITIS), pp. 428–434, 2016.
Abstract | Links | BibTeX | Tags: Cultural heritage, Education, Holograms, Prototypes, Three-dimensional displays, Touchless interaction, User interface, Virtual heritage, Virtual Reality, Visualization
@inproceedings{bovierInteractive3DHolographic2016,
title = {An Interactive 3D Holographic Pyramid for Museum Exhibition},
author = { Fabrizia Bovier and Giuseppe Caggianese and Giuseppe De Pietro and Luigi Gallo and Pietro Neroni},
doi = {10.1109/SITIS.2016.73},
year = {2016},
date = {2016-11-01},
booktitle = {2016 12th International Conference on Signal-Image Technology Internet-Based Systems (SITIS)},
pages = {428--434},
abstract = {In this paper, an interactive holographic system, realized with the aim of creating, exchanging, discussing and disseminating cultural heritage information, is presented. By using low-cost and off-the-shelf devices, the system provides the visitors with a 'floating' computer generated representation of a virtual cultural artefact that, unlike the real one, can be examined in detail through a touchless natural interface. The proposed system is realized in such a way that it can be easily placed in a cultural exhibition without requiring any structural intervention. As such, it could represent a useful instrument complementary to a museum visit thanks to its capacity both to convey different types of digital cultural information and especially to allow the visitor to become an active actor, able to enjoy different perspectives and all the details of the artefact sharing her/his experience with other visitors. The paper describes the system modules and the hardware design to physically realize the pyramid, and details the user interface composed of two main actions designed to obtain a simple exploration of a virtual cultural heritage artefact.},
keywords = {Cultural heritage, Education, Holograms, Prototypes, Three-dimensional displays, Touchless interaction, User interface, Virtual heritage, Virtual Reality, Visualization},
pubstate = {published},
tppubtype = {inproceedings}
}
In this paper, an interactive holographic system, realized with the aim of creating, exchanging, discussing and disseminating cultural heritage information, is presented. By using low-cost and off-the-shelf devices, the system provides the visitors with a 'floating' computer generated representation of a virtual cultural artefact that, unlike the real one, can be examined in detail through a touchless natural interface. The proposed system is realized in such a way that it can be easily placed in a cultural exhibition without requiring any structural intervention. As such, it could represent a useful instrument complementary to a museum visit thanks to its capacity both to convey different types of digital cultural information and especially to allow the visitor to become an active actor, able to enjoy different perspectives and all the details of the artefact sharing her/his experience with other visitors. The paper describes the system modules and the hardware design to physically realize the pyramid, and details the user interface composed of two main actions designed to obtain a simple exploration of a virtual cultural heritage artefact.