Multimodal Technologies and Interaction

21 pages, 3847 KiB

Open AccessArticle

Evaluating Uses of XR in Fostering Art Students’ Learning

by Panagiotis Dafiotis, Stella Sylaiou, Efstratios Stylianidis, Dimitrios Koukopoulos and Christos Fidas

Multimodal Technol. Interact. 2025, 9(4), 36; https://doi.org/10.3390/mti9040036 - 14 Apr 2025

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Abstract

This paper addresses the potential of extended reality (XR) to foster art students’ learning and creativity with specially developed applications for the creation of art exhibitions. This study is based on the EU-funded research project ‘Scaffolding Creativity of Arts Students: Framework, Toolchain, and [...] Read more.

This paper addresses the potential of extended reality (XR) to foster art students’ learning and creativity with specially developed applications for the creation of art exhibitions. This study is based on the EU-funded research project ‘Scaffolding Creativity of Arts Students: Framework, Toolchain, and Educational Material on how to Create their Own Virtual Exhibitions’ (CREAMS). CREAMS develops interconnected virtual reality (VR), augmented reality (AR), and mixed reality (MR) indoor and outdoor exhibition creation applications. The article puts emphasis on the issue of what evaluation methodology is more adequate to assess the efficacy of such applications, and pertinent challenges, as well as related research, are discussed. In this context, ways in which Fine Art School undergraduates can benefit from the creation of XR/VR exhibitions are explored. Such uses of XR are primarily examined in terms of their potential to enhance learning, and foster students’ skills. The potential of adding multimodal resources that contextualize exhibited artworks is examined to foster viewers’ meaningful engagement. Art students’ ability to communicate the underlying concepts/ideas of their art through XR apps is also addressed. Moreover, this paper investigates how XR technologies can foster the collaboration of tutors and students in Fine Art Schools through specially developed platforms embedded in the XR applications. The ability of the CREAMS VR application to foster such cooperation between students and their tutors is also evaluated. The scientific contribution of this paper relates to the evaluation methodology of XR art exhibition applications that have an educational role. Full article

(This article belongs to the Special Issue Innovative Theories and Practices for Designing and Evaluating Inclusive Educational Technology and Online Learning)

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18 pages, 1050 KiB

Open AccessArticle

The Use of 3D Printing and ICT in the Designing of Didactic Strategies to Foster Creative Thinking

by Lorena Cabrera-Frías, Diana-Margarita Córdova-Esparza, Julio-Alejandro Romero-González, Teresa García-Ramírez, Rocio-Edith López-Martínez, Juan Terven and Juan-José Rodríguez-Peña

Multimodal Technol. Interact. 2025, 9(4), 35; https://doi.org/10.3390/mti9040035 - 7 Apr 2025

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Abstract

The use of iteration is fundamental in the field of design, as it allows for the exploration of multiple options and the development of innovative solutions. This research analyzes how iteration, combined with Information and Communications Technology (ICT), especially 3D printing, facilitates the [...] Read more.

The use of iteration is fundamental in the field of design, as it allows for the exploration of multiple options and the development of innovative solutions. This research analyzes how iteration, combined with Information and Communications Technology (ICT), especially 3D printing, facilitates the development of creativity in higher-level students, specifically Industrial Designers. A qualitative approach was employed, using an action-research methodological strategy with a field journal to document student activities during the iterative process. The results indicate that group dynamics enhance iteration by facilitating the exchange of ideas; therefore, the incorporation of activities that adopt constant feedback is necessary to refine initial concepts and integrate new perspectives. Additionally, the use of technology, such as 3D printing, drives the creative process by encouraging students to continue developing their ideas through physical iteration, allowing them to materialize and improve their concepts. The creative process only needs to be stimulated through different methodological strategies, both analog and digital, in and outside the classroom, with the use of technologies as essential learning tools. Full article

(This article belongs to the Special Issue Innovative Theories and Practices for Designing and Evaluating Inclusive Educational Technology and Online Learning)

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20 pages, 1862 KiB

Open AccessArticle

Evaluation of a Virtual Human in Delivering Relaxation Exercises for Wound Healing and Stress Reduction: A Randomised Controlled Trial

by Isabella Pickering, Mikaela Law, Kate Loveys, Mark Sagar, Nadine Skoluda, Urs M. Nater and Elizabeth Broadbent

Multimodal Technol. Interact. 2025, 9(4), 34; https://doi.org/10.3390/mti9040034 (registering DOI) - 7 Apr 2025

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Abstract

Objective: Relaxation delivered via audiotapes can reduce stress and improve wound healing. Virtual humans are a promising technology to deliver relaxation, but robust research is needed into their effectiveness. This randomised controlled trial investigated whether relaxation delivered by a virtual human could improve [...] Read more.

Objective: Relaxation delivered via audiotapes can reduce stress and improve wound healing. Virtual humans are a promising technology to deliver relaxation, but robust research is needed into their effectiveness. This randomised controlled trial investigated whether relaxation delivered by a virtual human could improve healing and reduce stress after an experimental wound. Methods: A total of 159 healthy adults underwent a tape-stripping wounding procedure and were randomly assigned to relaxation delivered by a virtual human, human audiotape, or a control condition. Skin barrier recovery (SBR) was measured by assessing changes in transepidermal water loss at baseline, post-tape-stripping, and post-intervention. Psychological and physiological variables were measured over the session. Participants’ perceptions of the interventions were assessed. Results: There were no significant differences in SBR between conditions. All conditions experienced significant improvements in the psychological variables, heart rate, and cortisol over time. After controlling for the baseline values, the virtual human and audiotape conditions were significantly more relaxed post-intervention than the control condition (p = 0.005), the audiotape condition had lower post-intervention anxiety than the control condition (p = 0.016), and alpha-amylase was significantly reduced in the virtual human group compared with the audiotape (p = 0.041). The audiotape received the highest satisfaction and engagement ratings, with qualitative results suggesting the appearance and lip-syncing of the virtual human could be improved. Conclusions: Relaxation instructions delivered by a virtual human increased participants’ relaxation levels with similar effects to traditional audiotapes. Furthermore, it reduced physiological stress indices. Further work with other wound types and stressed samples is needed. The voice and interactiveness of the virtual human should be improved to promote greater engagement and satisfaction. Full article

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21 pages, 2000 KiB

Open AccessArticle

Bloom: Scaffolding Multiple Positive Emotion Regulation Techniques to Enhance Casual Conversations and Promote the Subjective Well-Being of Emerging Adults

by Kyra Kozin, Sehar Mapara, Chajoong Kim and JungKyoon Yoon

Multimodal Technol. Interact. 2025, 9(4), 33; https://doi.org/10.3390/mti9040033 (registering DOI) - 7 Apr 2025

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Abstract

This paper presents Bloom, a low-tech interactive artifact designed to enhance in-person social interactions among emerging adults. Drawing upon emotion regulation theories, the development of Bloom explores how multiple Positive Emotion Regulation (PER) techniques can be incorporated into an artifact that can effectively [...] Read more.

This paper presents Bloom, a low-tech interactive artifact designed to enhance in-person social interactions among emerging adults. Drawing upon emotion regulation theories, the development of Bloom explores how multiple Positive Emotion Regulation (PER) techniques can be incorporated into an artifact that can effectively enhance users’ subjective well-being in their routines. By grounding on autobiographical research through design, we discuss the design methodology employed to develop a prototype that supports five PER techniques, along with key design features, and experiences of using Bloom. The chosen PER techniques are as follows: (1) being immersed and absorbed, (2) engaging in a collective, (3) creating a savoring atmosphere, (4) sharing the positive experience with others, and (5) infusing ordinary events with positive meaning. Through daily observations and reflections, we discuss key design features that have proven critical in engaging ourselves in PER, the benefits of utilizing diverse PER techniques to enhance our well-being, and implications for future behavioral intervention technologies. Full article

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15 pages, 734 KiB

Open AccessSystematic Review

Utilizing VR Visual Novels Incorporating Social Stories for Learning in Children with Autism Spectrum Disorder: A Systematic Literature Review

by Katerina Atsalaki and Ioannis Kazanidis

Multimodal Technol. Interact. 2025, 9(4), 32; https://doi.org/10.3390/mti9040032 - 4 Apr 2025

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Abstract

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that impacts social, communication, and emotional skills, presenting significant challenges in learning and social interaction. Traditional teaching approaches often fail to engage children with ASD, highlighting the need for innovative solutions. This study investigates the [...] Read more.

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that impacts social, communication, and emotional skills, presenting significant challenges in learning and social interaction. Traditional teaching approaches often fail to engage children with ASD, highlighting the need for innovative solutions. This study investigates the potential of virtual reality (VR) visual novels, incorporating social stories, as a tool to enhance social skills in children with ASD Level 1. Through a comprehensive literature review, the research evaluates VR environments that blend the interactive, choice-based structure of visual novels with immersive social narratives. Key aspects such as empathy, communication, and emotional regulation are analyzed to assess whether VR-based social stories provide better learning outcomes compared to conventional 2D methods. The findings aim to inform about the application of VR technologies in educational interventions, demonstrating how immersive learning experiences can promote essential social competencies in children with ASD. Full article

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17 pages, 4523 KiB

Open AccessArticle

Predicting Activity in Brain Areas Associated with Emotion Processing Using Multimodal Behavioral Signals

by Lahoucine Kdouri, Youssef Hmamouche, Amal El Fallah Seghrouchni and Thierry Chaminade

Multimodal Technol. Interact. 2025, 9(4), 31; https://doi.org/10.3390/mti9040031 - 31 Mar 2025

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Abstract

Artificial agents are expected to increasingly interact with humans and to demonstrate multimodal adaptive emotional responses. Such social integration requires both perception and production mechanisms, thus enabling a more realistic approach to emotional alignment than existing systems. Indeed, existing emotion recognition methods rely [...] Read more.

Artificial agents are expected to increasingly interact with humans and to demonstrate multimodal adaptive emotional responses. Such social integration requires both perception and production mechanisms, thus enabling a more realistic approach to emotional alignment than existing systems. Indeed, existing emotion recognition methods rely on behavioral signals, predominantly facial expressions, as well as non-invasive brain recordings, such as Electroencephalograms (EEGs) and functional Magnetic Resonance Imaging (fMRI), to identify humans’ emotions, but accurate labeling remains a challenge. This paper introduces a novel approach examining how behavioral and physiological signals can be used to predict activity in emotion-related regions of the brain. To this end, we propose a multimodal deep learning network that processes two categories of signals recorded alongside brain activity during conversations: two behavioral signals (video and audio) and one physiological signal (blood pulse). Our network enables (1) the prediction of brain activity from these multimodal inputs, and (2) the assessment of our model’s performance depending on the nature of interlocutor (human or robot) and the brain region of interest. Results demonstrate that the proposed architecture outperforms existing models in anterior insula and hypothalamus regions, for interactions with a human or a robot. An ablation study evaluating subsets of input modalities indicates that local brain activity prediction was reduced when one or two modalities are omitted. However, they also revealed that the physiological data (blood pulse) achieve similar levels of predictions alone compared to the full model, further underscoring the importance of somatic markers in the central nervous system’s processing of social emotions. Full article

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40 pages, 817 KiB

Open AccessArticle

The Impact of Dating Apps on the Mental Health of the LGBTIQA+ Population

by Laura Perić, Michel Rabar and Tihomir Orehovački

Multimodal Technol. Interact. 2025, 9(4), 30; https://doi.org/10.3390/mti9040030 - 27 Mar 2025

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Abstract

This study explores the psychological impact of dating app usage on the mental health of LGBTIQA+ individuals in Southeast Europe, focusing on key factors such as anxiety, cyberbullying, perceived security, and self-confidence. Data were collected through an online survey administered to a representative [...] Read more.

This study explores the psychological impact of dating app usage on the mental health of LGBTIQA+ individuals in Southeast Europe, focusing on key factors such as anxiety, cyberbullying, perceived security, and self-confidence. Data were collected through an online survey administered to a representative sample of active dating app users within the LGBTIQA+ community, enabling a comprehensive analysis of how these factors influence users’ emotional states, attitudes, and behavioral intentions related to dating app use. The findings reveal that, while dating apps provide important opportunities for social connection and support, they also pose significant risks. Cyberbullying was identified as a prominent issue, strongly associated with heightened anxiety, reduced self-confidence, and increased fear. Anxiety also showed a negative association with perceived security. Among the examined factors, fear and pleasure emerged as significant predictors of LGBTIQA+ users’ attitudes toward dating apps, which in turn influenced their intention to continue using them. The results underscore the need for enhanced security features and inclusive design practices that prioritize the psychological well-being of LGBTIQA+ users. By addressing these challenges, dating app developers and policymakers can create environments that support healthier interactions and promote more positive experiences for marginalized users. Full article

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44 pages, 14851 KiB

Open AccessArticle

Physics-Based Tool Usage Simulations in VR

by Nikolaos Partarakis, Xenophon Zabulis, Dimitris Zourarakis, Ioanna Demeridou, Ines Moreno, Arnaud Dubois, Nikolaos Nikolaou, Peiman Fallahian, David Arnaud, Noël Crescenzo, Patricia Hee and Andriani Stamou

Multimodal Technol. Interact. 2025, 9(4), 29; https://doi.org/10.3390/mti9040029 - 24 Mar 2025

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Abstract

The need for scalable, immersive training systems is universal and recently has been included in fields that rely on complex, hands-on processes, such as surgery operations, assembly operations, construction processes training, etc. This paper examines the potential to support immersive training via digital [...] Read more.

The need for scalable, immersive training systems is universal and recently has been included in fields that rely on complex, hands-on processes, such as surgery operations, assembly operations, construction processes training, etc. This paper examines the potential to support immersive training via digital tool manipulation in the domain of traditional handicrafts. The proposed methodology employs Finite Element Method simulations to compute material transformations and apply them to interactive virtual environments. The challenge is to accurately simulate human–tool interactions, which are critical to the acquisition of manual skills. Using Simulia Abaqus (v.2023HF2), crafting simulations are authored, executed, and exported as animation sequences. These are further refined in Blender (v3.6) and integrated into Unity to create reusable training components called Action Animators. Two software applications—Craft Studio (v1.0) and Apprentice Studio (v1.0)—are designed and implemented to enable instructors to create training lessons and students to practice and get evaluated in virtual environments. The methodology has wide-ranging applications beyond crafts, offering a solution for immersive training in skill-based activities. The validation and evaluation of the proposed approach suggest that it can significantly improve training effectiveness, scalability, and accessibility across various industries. Full article

(This article belongs to the Special Issue Innovative Theories and Practices for Designing and Evaluating Inclusive Educational Technology and Online Learning)

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Multimodal Technol. Interact., Volume 9, Issue 4 (April 2025) – 8 articles

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