ERSeGEL 2026 Abstracts

Area 1 - Extended Reality and Serious Games for Education and Learning
Full Papers Short Papers

Area 1 - Extended Reality and Serious Games for Education and Learning

Full Papers
Paper Nr: 5
Title:

A Design Science Research Architecture for XR-Based Pre-Visit Cultural Heritage Learning Applications
Authors:

Mousa Al-Kfairy, Omar Alfandi and Saed Alrabaee
Abstract: Pre-Visit preparation plays a critical role in shaping visitors’ learning and engagement in cultural heritage sites; however, existing approaches largely rely on static and passive materials that fail to foster meaningful understanding before the physical visit. Extended Reality (XR) technologies offer new opportunities to address this gap by enabling immersive, narrative-driven pre-visit learning experiences. This paper proposes a conceptual architecture for XR-based pre-visit cultural heritage learning applications, grounded in Design Science Research (DSR). Drawing on museum pedagogy, experiential learning, and XR interaction design, the study identifies key educational and technical requirements and translates them into a layered, modular system architecture. The proposed architecture integrates components for immersive interaction, storytelling and scenario management, gamification and feedback, heritage content management, data logging, and system integration. Rather than focusing on implementation or evaluation, the paper offers a reusable, adaptable design blueprint intended to guide future XR developments in cultural heritage education. The architecture aims to enhance learners’ cognitive and emotional readiness, support curatorial and educational workflows, and promote sustainable, scalable pre-visit learning experiences.
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Paper Nr: 11
Title:

Integrating Ethnic Musical Heritage into Primary Instrumental Pedagogy: A SWOT–CRT Needs Analysis for Gamified Bamboo Flute Instruction in Inner Mongolian Schools
Authors:

Meng Yi, Abdul Rahman bin Safian and Muchammad Bayu Tejo Sampurno
Abstract: Amid sustained reforms in basic music education and national cultural inheritance policies, the systematic integration of ethnic musical heritage into primary-level instrumental instruction remains an unresolved pedagogical challenge. This study addresses the absence of a structured, culturally embedded teaching module for bamboo flute (dizi) instruction at the primary school level. Grounded in Culturally Responsive Teaching (CRT) theory and positioned within the needs-analysis phase of Design and Development Research (DDR), the study employed semi-structured interviews with twelve purposively selected expert participants across four cities in Inner Mongolia. Data were analysed through thematic coding and mapped onto a Strengths– Weaknesses–Opportunities–Threats (SWOT) framework interpreted through a CRT lens. Three critical deficiencies were identified: (a) the absence of systematic instructional scaffolding embedding cultural content within skill-development sequences; (b) the marginalisation of cultural context in favour of technical accuracy; and (c) inadequate institutional and professional support for culturally responsive practice. Three opportunities were likewise identified: (a) growing practitioner receptivity to gamification; (b) favourable national policy conditions supporting ethnic cultural inheritance; and (c) strong musical compatibility between Mongolian folk song structures and primary-level bamboo flute pedagogy. In response, the study proposes BOMO-GAME (Bamboo-flute Oriented Mongolian-music Gamified module for Active Musical Engagement), a theoretically grounded, four-phase conceptual design framework comprising Cultural Orientation, Skill Integration, Expressive Performance, and Cultural Reflection. Following Deterding et al. (2011), the study adopts a gamification framing, defined as the use of game design elements in a non-game instructional context, rather than game-based learning in the strict sense. BOMO-GAME operationalises culturally responsive teaching through game mechanics in which cultural understanding is structurally required to unlock technical progression, rather than treated as a decorative preface. The framework, together with the integrated SWOT–CRT analytical approach, constitutes the study’s primary contribution.
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Paper Nr: 12
Title:

The Paradox of Virtual Nature: Evaluating the Impact of Immersive Environments on Cognitive Load, Attention Restoration, and Learning Performance
Authors:

Jean-Christophe Sakdavong and Nadia Fournier
Abstract: The integration of Extended Reality (XR) and immersive environments into educational paradigms offers unprecedented opportunities to modulate spatial cognition, engagement, and situated learning. While natural environments are traditionally associated with attention restoration and cognitive recovery in physical settings, their efficacy during continuous declarative encoding tasks within Virtual Reality (VR) remains intensely contested. Grounded in the intersection of Attention Restoration Theory (ART) and Cognitive Load Theory (CLT), this study investigates the paradoxical effects of virtual nature on declarative memory encoding and the restoration of sustained attention. Twenty-four adults were randomly assigned to one of two immersive VR environments, a highly detailed simulated natural forest or a minimalist virtual office setting, while completing a continuous auditory learning task. Executive attention was measured using the Sustained Attention to Response Task (SART), and semantic memory was evaluated via a formula-scored objective assessment. Results from a Welch's independent samples t-test indicate that the office environment yielded significantly higher memory retention compared to the natural environment (p = .027,d = -0.937). Furthermore, a hybrid analysis of SART errors, combining a repeated-measures ANOVA (interaction p = .654) and a Bayesian Repeated Measures ANOVA (BF_01=2.34), demonstrated that neither environment restored sustained attention, effectively challenging the universal applicability of biophilic design in concurrent, high-load cognitive tasks.
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Paper Nr: 15
Title:

Designing Game-Based Activities in a Digital Learning Environment: A Ready-to-Use Model
Authors:

Valeria Fradiante, Marina Marchisio Conte and Sergio Rabellino
Abstract: Game-based learning, gamification and serious games are becoming increasingly widespread in education. Digital technologies can effectively support these approaches, creating more interactive and engaging learning environments. The University of Turin has developed two serious games to enhance Mathematics learning and integrated them into a digital learning environment. These activities were conducted with 357 university students enrolled in five non-Mathematics degree programmes during 2023-2024 and 2024-2025 academic years. A model for designing game-based activities in a digital learning environment was developed based on a review of the literature and the results of experiments conducted. The model is intended to be shared as an open educational resource. The research group considered the qualitative and quantitative data from two experimentations involving one of the games (the “Murderer Game”). The results show that the game was favourably evaluated in terms of its usability and its impact on students' perceptions of their Mathematics learning. However, the results regarding technology acceptance and engagement were less satisfactory. Differences in the evaluation of the serious game also emerge across degree programmes and between genders.
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Paper Nr: 18
Title:

Gamified XR Training for Workplace Ergonomics: Design and Implementation Plan of an Immersive Learning Environment
Authors:

Alfonso Fernández Montero, Juan A. Sánchez-Margallo and Francisco M. Sánchez-Margallo
Abstract: Work-related musculoskeletal disorders remain a major concern in office-based work, and conventional ergonomics training often lacks personalization, interactivity, and real-time guidance. This pilot, controlled proof-of-concept study explored whether continuous feedback delivered in mixed reality could influence posture-related risk during real work-related task performance. Six office workers were randomly assigned to a feedback condition or a no-feedback condition (n = 3 per group). Using Meta Quest 3 and headset-based body tracking, an adapted RULA-based ergonomic risk score was generated for three 10-minute office-task sessions performed on three consecutive days. The primary outcome was the session-level mean global adapted score. No statistically significant effects were found for group, day, or group-day interaction in the exploratory non-parametric longitudinal analysis. However, descriptive results suggested more favourable results towards mitigating risks in the feedback condition, with lower final-day median values and reduced dispersion, whereas the no-feedback condition showed greater inter-individual variability and less stable trajectories. These findings do not provide conclusive evidence of effectiveness, but they support the feasibility and potential training relevance of integrating real-time ergonomic feedback into mixed-reality office environments.
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Paper Nr: 20
Title:

From Scripted to Adaptive Serious Games: On-Device Language Models for Conflict Training
Authors:

Umberto Barbieri, Raffaele Di Fuccio, Pierpaolo Limone, Davide Marocco and Elena Dell'Aquila
Abstract: This paper investigates the use of small language models (SLMs) for real-time classification of conflict management styles in serious games for teacher training. We evaluate whether a locally deployable model can classify teacher utterances and support adaptive simulation. Using an annotated dataset of classroom interactions, results show that optimized prompting enables reliable classification performance comparable to cloud-based models. These findings demonstrate that on-device models can enable adaptive, low-latency, and privacy-preserving serious game applications, supporting scalable deployment and real-time personalization in educational contexts.
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Paper Nr: 24
Title:

An Intelligent Rule-Based System for Gamified Augmented Reality Wet Granulation Simulation in Pharmacy Education
Authors:

Jabulani Tshepo Rumo, Kessel Okinga Koumou, Omowunmi Elizabeth Isafiade, Mfundo Andrew Maneli and Samuel Egieyeh
Abstract: Pharmacy education in underprivileged areas confronts significant challenges in delivering hands-on lab training, particularly in learning specialised skills such as wet granulation. The disparity in skills before students transition to the industry is exacerbated by high faculty-to-student ratios and the high expense of GMP-grade equipment. To address these challenges, this study developed DigiDoseAR+, a gamified mobile proof-ofconcept application focused on the wet granulation concept. The solution implemented an Artificial Intelligence (AI) rule-based mechanism and Augmented Reality (AR) to create interactive visualizations of pharmaceutical equipment, allowing trainees to practice wet granulation operations in a safe virtual setting. A participatory design approach was used with an agile Scrum framework to guide solution development, and a pharmacy expert was actively involved throughout the development phase to ensure pedagogical relevance and technical accuracy. The application was created using the Unity 3D game engine (version 6), with 3ds Max 2023 employed to optimize 3D model assets. Development testing, including unit, component, system, and regression testing, was conducted iteratively to confirm technical feasibility. The results present the proof-ofconcept and substantiate the feasibility of the proposed system. In addition, the study discusses its limitations and outlines recommendations to enable iterative improvement, with user validation testing identified as a critical component of future refinement and eventual large-scale adoption.
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Short Papers
Paper Nr: 8
Title:

IMPULSE: Performing Digital Heritage in Mixed Realities
Authors:

Adnan Hadziselimovic
Abstract: This paper discusses artistic research practices (Borgdorff, 2010) through performing digital heritage, within the IMPULSE research project (Żegleń, 2025), seeking ways digitised cultural heritage is experienced and interpreted through immersive virtual environments. The research project aims to utilize digital heritage assets in performances and exhibitions that engage audiences in innovative ways, employing artistic research methodologies to explore speculative interpretations of digital archives. It leverages emerging technologies and metaverses to expand the scope of heritage research (Azoulay, 2019), addressing challenges such as accessibility, inclusivity, interoperability, and user-centered design. The paper examines the transformative role of artistic research as a methodology and explores its potential to foster emotional and cognitive engagement, highlighting how performing digital heritage can reshape the understanding and dissemination of cultural artifacts.
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Paper Nr: 19
Title:

Improviano: A Study of AR-Assisted Jazz Piano Training and Improvisation
Authors:

Helena Jeretina, Klara Žnideršič and Matevž Pesek
Abstract: This paper presents Improviano, an AR-assisted piano learning system designed to support jazz improvisation through real-time visualization of chords, scales, and playable notes on a physical MIDI keyboard in a passthrough AR environment. Building on prior work in AR-augmented piano systems, the system contributes a structured learning approach based on the traditional jazz head–solo–head form, integrating guided practice, improvisation, and performance scoring modes within a single coherent workflow. We conducted an exploratory user study comparing traditional self-directed learning with AR-assisted learning, examining user experience, learning outcomes, motivation, and confidence in improvisation. Preliminary results suggest that AR-assisted learning may help reduce the cognitive barrier associated with improvisation by visually linking harmonic theory with physical performance.
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Paper Nr: 25
Title:

Defining an Immersive Environments Production Pipeline for Safety Simulation in Virtual Reality
Authors:

Alessandro Soliman, Paola Gasbarri, Silvia Meschini, Agata Marta Soccini, Lavinia Chiara Tagliabue and Marco Grangetto
Abstract: The paper presents a Virtual Reality content production pipeline based on the integration of 3D modelling and real-time engines, aimed at identifying reusable workflows for immersive applications across different domains. Specifically, the study focuses on the end-to-end formalization and iterative verification of the pipeline across all operational phases, from real-world data acquisition to Unreal Engine prototyping, emphasizing the trade-off between spatial fidelity, real-time performance and VR comfort. The approach is discussed through a 3D virtualisation of the Department of Computer Science of the University of Turin, conceived not only for immersive visits and orientation, but also as a basis for fire-safety and accessibility-oriented applications. In this case, the model supports the representation of escape routes, safety signage and emergency devices, and is intended to enable future crowd-simulation and evacuation analyses, including inclusive scenarios involving users with accessibility needs. The results highlight how the proposed pipeline can support immersive environment development, demonstrating its potential in Digital Twin-oriented applications.
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Paper Nr: 10
Title:

Emotion Recognition Support System
Authors:

Keyner Rodriguez, Mariana Rodriguez and Robinson Jímenez-Moreno
Abstract: : This document presents the development of an emotional support system through the design of a robot capable of listening to the user and reacting with emotional expressions on an LCD screen. The development focuses on the use of Raspberry Pi and NVIDIA Jetson embedded systems with a language recognition module for interaction via natural language processing, supported by an LLM model for the robot's response. The development demonstrates the Raspberry Pi's ability to run the interaction algorithms, but with slow response times, while the NVIDIA Jetson executes the algorithms more smoothly, albeit at a higher computational and economic cost.
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Paper Nr: 13
Title:

Improving Hydrogen Technical Skills through the Use of a Digital Training
Authors:

Benjamin Estevan, Andreea Dan, María González Martínez, Pierre Lagarrigue, David Panzoli and Michel Galaup
Abstract: The rapid growth of the hydrogen sector creates significant training needs while safety constraints limit hands-on practice. This paper explores the use of virtual reality (VR) as a safe, engaging, and low-cost training solution for fuel cell technologies. Awareness-oriented VR tools were adapted into learning scenarios and evaluated with students. Results indicate good usability, high engagement, and improved procedural learning outcomes. These findings suggest that repurposed VR tools can effectively support technical training, although further validation on larger samples is required.
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Paper Nr: 22
Title:

A Preliminary Usability Study of a Virtual Reality-Based Rehabilitation System Using IMU Sensors
Authors:

Ranfery Josua Peregrina Morales, Victor Alejandro Ovalle Pantaleón, Leticia Neira-Tovar and Homero Morales Carrillo
Abstract: This paper presents a preliminary usability study of a motion-based rehabilitation system developed in the Unity3D Game Engine and integrated with SlimeVR inertial sensors. The system is designed to guide and monitor shoulder and knee exercises through real-time body tracking and dynamic repetition goals. A total of 30 university students participated in the evaluation, performing guided exercises and completing a structured questionnaire based on a 1–10 Likert scale. The evaluation focused on three dimensions: usability, subjective experience, and perceived functionality. Results indicate high user acceptance, with average usability scores above 9.3 and strong internal consistency (Cronbach's alpha = 0.96). However, lower scores in error detection (8.67) and environmental immersion (8.87) highlight areas for improvement. This study does not evaluate clinical effectiveness but provides an engineering validation of IMU-based tracking systems as a viable alternative to camera-based approaches for interactive rehabilitation support.
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