ERSeGEL 2025 Abstracts

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

Full Papers

Paper Nr:	5
Title:	Gamification in Architecture: The Future Interface in Design as an Incentive to Participatory Democracy
Authors:	Daniele Battista, Liliana Cecere, Francesco Colace, Caterina Gabriella Guida, Angelo Lorussso and Domenico Santaniello
Abstract:	The research illustrates an innovative approach to urban planning by using a collaborative digital platform that encourages involvement and interaction between citizens, technicians and administrators. Leveraging the proposed digital platform, the citizen becomes a promoter of urban renewal, triggering processes of inclusion, participation and civic engagement. The study focuses on the use of BIM (Building Information Modeling) as a base model that becomes the setting for a desktop gaming platform: it determines a virtual three-dimensional (3D) interactive environment, based on a desktop application, for the training of citizens and their collaboration for the creation of new design ideas, as well as for proposals for the refunctionalization of existing buildings. In this way, the ultimate user becomes itself designer, creator of an intervention, thinking about spaces and hypothesizing different functions. It is thus strengthened the role of active participation of citizens and governance of the territory of the P.A., which becomes a subject able to manage contributions of different nature, with a view to co-design and co-production of services. Furthermore, the successful integration of HBIM (Heritage Building Information Modeling) and the application opens the way to new applications of involvement, learning and interactive training, which require a detailed and reality-based built environment as a context in which to act.
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Paper Nr:	12
Title:	Integrating Serious Games in Education: Advancing Inclusive Design
Authors:	Belma Ramic-Brkic, Hana Ibric and Bojan Mijatovic
Abstract:	Game-based learning is becoming an increasingly valuable tool for enhancing education, especially for young learners. This study explores the usability, engagement, and educational impact of a serious game designed to help children develop skills in math and logic, colors, reading and writing, and shapes through interactive gameplay. The game was tested by both children and adults, with feedback gathered through scaled question responses, open-ended suggestions, and task-related questions. The results show that children found the game intuitive and enjoyable, with particularly high ratings for interface usability and clarity of instructions. While adults provided a different perspective from the target audience, their feedback offered useful insights for improving the game’s design. These findings highlight the importance of user-centered design and adaptive learning approaches in creating engaging and effective educational games.
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Paper Nr:	16
Title:	Cybersecurity Early Education: A Review of Current Cybersecurity Education for Young Children
Authors:	Elham Ebrahimi, Marjorie Pare, Geoff Stoker and Shauna White
Abstract:	Cybersecurity education is critical for children growing up in a digital world where learning to navigate the internet safely is as important as learning to safely cross a busy street. Interacting with engaging games is an excellent way for children to learn complex cybersecurity concepts. Students are increasingly engaged in online activities at school, via social media, and on gaming platforms. Cybersecurity education helps them recognize and avoid potential threats, like phishing scams, online predators, and privacy breaches. Teaching children to protect their personal information (like names, addresses, and locations) can help prevent identity theft and reduce the risks of cyberbullying. Furthermore, cybersecurity education fosters digital literacy, enabling children to understand the broader digital environment, including the ethical use of technology and the consequences of their online actions. Early exposure to cybersecurity concepts also cultivates interest in STEM, which opens doors to future technical careers and builds valuable problem-solving and analytical skills. This article aims to provide an overview of available games on cybersecurity topics for primary and secondary school students and to describe the implementation of a browser-based game platform for primary school students.
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Paper Nr:	17
Title:	Learning Scenarios for Serious Educational Games with Creative Visualization in Natural Eco-Context
Authors:	Maxim Goynov, Detelin Luchev, Radoslav Pavlov, Lilia Pavlova, Mariya Monova-Zheleva, Yanislav Zhelev and Desislava Paneva-Marinova
Abstract:	Serious educational games are increasingly helping to promote creativity, engagement and effective learning in modern education. The focus of this paper is on learning scenarios and their key role in the development of serious educational games with creative visualization to build competence in natural ecosystems, responsible management of natural resources and environmental protection, in the context of the ProNature project. In the development, a structured framework for developing game scenarios was set and followed, applying and integrating pedagogical principles, game design elements, and adaptive learning technologies to improve educational outcomes. The paper discusses the key dimensions of effective educational game design and provides insights into formalizing game scenarios and integrating them into a scalable, user-friendly platform. The findings highlight the potential of serious games to address critical environmental challenges while promoting innovative and inclusive learning experiences.
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Short Papers

Paper Nr:	7
Title:	Forensic Psychiatry and Big Data: Towards a Cyberphysical System in Service of Clinic, Research and Cybersecurity
Authors:	Mathieu Brideau-Duquette, Sara Saint-Pierre Côté, Tarik Boukhalfi and Patrice Renaud
Abstract:	The advent of big data and artificial intelligence has led to the elaboration of computational psychiatry. In parallel, great progress has been made with extended reality (XR) technologies. In this article, we propose to build a forensic cyberphysical system (CPS) that, with a data lake as its computational and data repository core, will support clinical and research efforts in forensic psychiatry, this in both intramural and extramural settings. The proposed CPS requires offender's data (notably clinical, behavioural and physiological), but also emphasises the collection of such data in various XR contexts. The same data would be used to train machine and deep learning, artificial intelligence, algorithms. Beyond the direct feedback these algorithms could give to forensic specialists, they could help build forensic digital twins. They could also serve in the fine tuning of XR usage with offenders. This paper concludes with human-centered cybersecurity concerns and opportunities the same CPS would imply. The proximity between a forensic and XR-supported CPS and social engineering will be addressed, and special consideration will be given to the opportunity for situational awareness training with offenders. We conclude by sketching ethical and implementation challenges that would require future inquiring.
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Paper Nr:	11
Title:	Digital Transformation of Education: An Integrated Framework for Metaverse, Blockchain, and AI-Driven Learning
Authors:	Mousa Al-Kfairy, Omar Alfandi, Ravi S. Sharma and Saed Alrabaee
Abstract:	The integration of Metaverse, Blockchain, and Artificial Intelligence (AI) has the potential to revolutionize the educational landscape by providing immersive, secure, and personalized learning environments. This study proposes a conceptual framework that combines these technologies to address the key challenges faced by contemporary education systems, including accessibility, engagement, security, and personalization. The Metaverse serves as the immersive platform, offering virtual classrooms, interactive simulations, and gamified learning experiences. Blockchain provides the foundation for secure and transparent academic records, enabling tamper-proof credential verification and decentralized data management. AI enhances the educational experience by powering adaptive learning systems, predictive analytics, and intelligent tutoring systems that personalize content delivery and identify at-risk students. This framework aims to foster a more inclusive, efficient, and student-centered learning ecosystem. Practical use cases demonstrate how the integration of these technologies can improve STEM education, medical training, credentialing systems, and inclusive learning environments. However, the implementation of these technologies presents challenges related to infrastructure costs, regulatory compliance, and ethical considerations in AI decision-making. Future research should explore the empirical validation of this framework, scalability issues, and strategies for overcoming adoption barriers to fully realize the transformative potential of these technologies in education.
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Paper Nr:	14
Title:	Advancing Suicide Prevention Through Immersive Technology
Authors:	Shenghao Chen, Yi Li, Chao Mei and Thomas Joiner
Abstract:	This study presents a novel translational method for suicide prevention research, employing customizable virtual reality (VR) simulations that mimic real-life situations. We aim to validate the usability of these VR scenarios as approximations of actual suicide and to rigorously assess their safety. By increasing the variety of simulated suicide methods and variables, this study enables researchers to effectively isolate the causes of suicide and thus provide key insights for suicide prevention.
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Paper Nr:	15
Title:	Exploring Healthcare Virtual Simulation Modality Preferences an Interprofessional Learning Experience
Authors:	Lorene Cobb, Leslie Rippon, Marcia Downer, Lauren Snowdon, Alicia McGregor, Natalie Neubauer, Lisa Sheikovits, Angela Lis and Genevieve Pinto Zipp
Abstract:	Background: Various simulation platforms are available to employ a trial-and-error teaching method via artificial experiences to engage healthcare professional students in activities reflecting real-life experiences without risks. Objective: To understand faculty preferences regarding two different types of virtual simulation platforms. Methods: Upon completing two 30-minute avatar-based simulation experiences employing a patient case under two different simulation platforms (A=AI generated avatar, B=Live actor avatar) participants completed online surveys including the Interprofessional Collaborative Competency Attainment Scale (ICAAS), demographic information, sliding scale to assess perception of verbal and nonverbal communication, and open question items assessing perception of communication, perceptions in avatar type preference, and if the experience promoted confidence, ability and knowledge. Sample: This pilot study consisted of 9 faculty members from various allied health professions. Results: Participants preferred the Live actor avatar over the AI avatar experiences for verbal communication and authenticity of emotions. Following the Live avatar simulation, participants reported improved perception of confidence, ability, and knowledge necessary for interprofessional teamwork. Conclusion: The small sample size may affect the generalizability of the results, participants perceived value to both types of avatar patient experiences with the perceptions more favourable for simulating patient centred interactions with the live actor avatars.
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Paper Nr:	18
Title:	Relationship Between Eye-Tracking Metrics and Cognitive Load in Mixed Reality
Authors:	Daniel Stuhlmacher, René Kockord and Oliver Bodensiek
Abstract:	The rapid development of mixed reality is also affecting the educational sector, offering innovative learning environments but also creating new challenges. For adaptive learning environments in mixed reality the cognitive load of the users plays an important role since it can reflect, amongst others, how to adjust level of difficulty to best support the learner. Modern mixed reality head-mounted devices often come along with integrated eyetrackers, simplifying the investigation of cognitive load by means of eye-tracking. This paper investigates the relationship between certain eye-tracking metrics and cognitive load in a mixed reality learning environment to provide a basis for more adaptive learning systems. The results show that selected eye-tracking parameters correlate significantly with different subtypes of cognitive load, the most promising of which are the fixation rate and the relative percentage of fixations. The analysis is based on data from a study that investigated the first time contact with a mixed reality head-mounted device while performing simple tasks with virtual dice. Cognitive load and its subtypes were assessed after each task using self-rating scales
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Paper Nr:	19
Title:	Inclusive and Engaging Virtual Museum Experience for Children: A Usability Evaluation
Authors:	Brigida Bonino, Franca Giannini and Katia Lupinetti
Abstract:	This study explores inclusive and educational museum experiences in virtual environments for children. Virtual Reality (VR) enables adaptable scenarios tailored to users’ needs, addressing cultural differences and sensory disabilities. Moreover, it encourages the creation of interactive activities, such as simulating object manipulation, enhancing immersion and engagement, as well as supporting the understanding of artistic concepts and history. In particular, this work presents the design and development of a virtual museum application, consisting of two phases: exploration and game. The virtual environment is customized based on the single user preferences and capabilities to ensure accessibility for diverse groups of children, facilitate an engaging and playful acquisition of information, and enhance interest in cultural heritage. A preliminary study on usability and engagement is also conducted.
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Paper Nr:	23
Title:	Pedagogical Agents in Virtual Reality for Training of Biomedical Engineering Students
Authors:	Ersilia Vallefuoco, Elisabetta Ponticelli, Alessandro Pepino and Francesco Amato
Abstract:	Technological advancements have enhanced the development of pedagogical agents (PAs) to support the learning processes. The present work describes a new application of a PA in a virtual reality (VR) environment for the education of students in biomedical engineering. The PA, represented by a virtual physician, allows the student to analyze the healthcare system in an interactive way, favoring the acquisition of professional skills. A preliminary test was performed with a small sample size. The results show good usability and credibility, with responses from participants revealing that the PA is effective for reflection on complex healthcare systems. Future enhancement will be done on the PA’s nonverbal cues, followed by full integration into virtual environments to improve user engagement and realism.
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Paper Nr:	26
Title:	Real-Time 3D Posture Tracking for Surgeons in Pediatric Minimally Invasive Surgery
Authors:	Pietro Neroni, Giuseppe Caggianese, Ciro Esposito and Luigi Gallo
Abstract:	Minimally invasive pediatric surgery presents ergonomic challenges that significantly increase the risk of musculoskeletal disorders (MSDs) among surgeons due to prolonged periods of suboptimal posture. This study introduces a real-time posture monitoring and correction system designed to address this issue. The system utilizes depth camera technology, interactive feedback mechanisms, advanced skeletal tracking, and ergonomic assessment algorithms to continuously monitor and evaluate surgeons’ posture. Through rapid data processing, the system provides real-time feedback, enabling immediate posture adjustments during surgical procedures. It delivers non-intrusive alerts to inform medical staff when incorrect postures are detected, thereby promoting ergonomic well-being and reducing the incidence of MSDs. Designed for seamless integration into the peri-operative environment, the system meets strict requirements for privacy, sterility, and operational efficiency. Beyond its application in surgical practice, the system can also enhance surgical education and training by providing real-time feedback, enabling personalized learning pathways, and gamified simulation exercises. It provides detailed analyses of trainee performance, enabling instructors to deliver targeted feedback and develop adaptive training strategies based on detected posture deviations.
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Paper Nr:	6
Title:	Exploring the Use of a Business Simulation Game in Professional Certification
Authors:	Nesrine Rahmouni, Filipe Borges Albernaz and Azzeddine Benabbou
Abstract:	This paper explores the use of the Startero business simulation game in the context of professional certification. Startero immerses learners in the role of managing a personal sports coaching business, allowing them to develop entrepreneurial and decision-making skills in a risk-free environment. Through analysing participant's feedback in a certification session, this study highlights both the strengths and improvement areas. Learners appreciated the game's immersive and interactive aspects. However, they also pointed out organizational and content challenges. These insights provide valuable directions for optimizing Startero, as well as business simulation games in general, for more effective use in certification programs.
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Paper Nr:	13
Title:	From Coefficients to 3D Planes: A VR Mathematics Module for Teaching Systems of Linear Equations with 3D Interaction
Authors:	Adam Nowak, Anita Dabrowicz-Tlalka, Magdalena M. Musielak, Katrzyna Kujawska, Zuzanna Partyka, Dorota Krawczyk-Stando, Anna Laska-Lesniewicz, Nina Szczygiel and Jacek Stańdo
Abstract:	Traditional approaches to teaching systems of linear equations frequently fail to connect abstract algebraic principles with students’ spatial reasoning, resulting in recurring errors in solution determination. To address this, we developed a virtual reality (VR) application for Meta Quest headsets that enables immersive interaction with 3D graphical representations of systems of linear equations. The application allows users to manipulate equations as interactive planes in virtual space, adjust coefficients and visualize intersections in real time. In a study of 38 students, participants were tasked with identifying valid solutions (empty set, point, line, plane) in a paper-based exercise. Results indicated that students frequently misidentified solutions, selecting incorrect options such as two lines, three lines, several points, lines, and two triangles. Furthermore, correct solutions were not consistently identified (empty set: 60%, point: 44%, line: 51%, plane 68%). After a VR session, all students correctly recognized proper solution types (empty set, point, line, plane) in post-test scenarios, demonstrating improved conceptual mastery. Qualitative feedback highlighted heightened engagement and reduced cognitive load during VR tasks. These findings suggest that VR presentation can significantly improve algebraic problem-solving skills compared to static, paper-based methods. This study underscores the potential of immersive technologies to transform mathematics education while emphasizing the need for teacher training to integrate such tools effectively.
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