Explore the vast range of titles available.

Virtual Humans are becoming a commodity in computing technology and lately have been utilized in the context of interactive presentations in Virtual Cultural Heritage environments and exhibitions. To this end, this research work underlines the importance of aligning and fine-tuning Virtual Humans’ appearance to their roles and highlights the importance of affective components. Building realistic Virtual Humans was traditionally a great challenge requiring a professional motion capturing studio and heavy resources in 3D animation and design. In this paper, a workflow for their implementation is presented, based on current technological trends in wearable mocap systems and advancements in software technology for their implementation, animation, and visualization. The workflow starts from motion recording and segmentation to avatar implementation, retargeting, animation, lip synchronization, face morphing, and integration to a virtual or physical environment. The testing of the workflow occurs in a use case for the Mastic Museum of Chios and the implementation is validated both in a 3D virtual environment accessed through Virtual Reality and on-site at the museum through an Augmented Reality application. The findings, support the initial hypothesis through a formative evaluation, and lessons learned are transformed into a set of guidelines to support the replication of this work.

The integration of Internet of Things (IoT) technologies with deep learning has introduced powerful opportunities for advancing cross-media art and design. This paper proposed DeepFusionNet, an IoT-driven multimodal classification framework developed to process real-time visual, auditory, and motion data acquired from distributed sensor networks. Rather than generating new content, the system classifies contextual input states to activate predefined artistic modules within interactive multimedia environments. The architecture of DeepFusionNet integrates Convolutional Neural Networks (CNNs) for spatial feature extraction, as well as Gated Recurrent Units (GRUs) and Long Short-Term Memory (LSTM) layers for modeling temporal dependencies in auditory and motion data. Additionally, it features fully connected layers for multimodal feature fusion and final classification. Input data undergoes comprehensive preprocessing, including normalization, imputation, noise filtering, and augmentation, to ensure consistent and high-quality multimodal representations. Extracted features from each modality are fused within the network to identify user interaction contexts that guide adaptive system responses. Unlike existing multimodal transformer-based frameworks, DeepFusionNet prioritizes low-latency and synchronized IoT processing, offering a Lightweight yet robust alternative for real-time interaction. Employing deep multimodal fusion rather than simple rule-based triggers ensures contextual awareness, scalability, and resilience in interactive art installations. Experimental evaluations demonstrate that DeepFusionNet achieves high performance, with 94.2% accuracy, 92.5% sensitivity, 96.1% specificity, 93.8% F1-score, 95.0% precision, MCC of 0.846, and an AUC of 0.96. Furthermore, the model achieves a 15% reduction in latency compared to baseline frameworks. The DeepFusionNet offers a scalable and real-time infrastructure for user-aware, IoT-enhanced cross-media art applications.

Information technology, as an essential element of modern teaching, has always played a vital role in foreign language teaching. Recently, with the rapid advancement of artificial intelligence (AI), the integration of information technology into foreign language teaching has been increased in all aspects. To identify the current research status and future development trends, this research presents a visual analysis of the integration development of information technology into foreign language teaching (2000–2024), which is based on 4, 587 documents from the WoSCC (Web of Science Core Collection) database and CiteSpace software. The results show that the integration research has experienced a period of incubation (2000-2005), followed by an emergent period (2006-2019), before entering a relatively stable period since 2020. The keywords used for research on integration development can be summarized as follows: integration idea, technological media, instructional approach, and learning method. (1) Teaching idea is upgraded from auxiliary integration to resource integration and structure integration; (2) Technological media has transformed from audio-visual media to interactive media, as well as intelligent media; (3) There are three instructional approaches, including computer-aided teaching, multimedia teaching and intelligent teaching; (4) There are three corresponding learning methods: independent learning based on audio-visual materials, interactive learning based on diversified information platforms and personalized learning based on intelligent technology. In the future, the research on the integration of information technology and foreign languages will become more refined and systematic, highlighting student-centered teaching reform and the intelligent analysis of personalized learning data, which will fundamentally change the forms of teaching resources, ways of teaching and learning, and modes of evaluation.

Recent advances in Artificial Intelligence (AI) have paved the way for the integration of text-based and voice-enabled chatbots as adaptive virtual tutors in education. Despite the increasing use of AI-powered chatbots in language learning, there is a lack of studies exploring the attitudes and perceptions of teachers and students towards these intelligent tutors. This study aims to compare several linguistic and technological aspects of four App-Integrated Chatbots (AICs) and to examine the perceptions among English as a Foreign Language (EFL) teacher candidates. In this mixed-methods research based on convenience sampling, 237 college students from Spain (n = 155) and the Czech Republic (n = 82) interacted with four AICs over a month, and evaluated them following a rubric based on the Chatbot-Human Interaction Satisfaction Model. This scale was specifically designed to assess different linguistic and technological features of AICs such as response interval, semantic coherence, sentence length, and user interface. Quantitative and qualitative data were gathered through a pre-post-survey, based on the CHISM model and student assessment reports. Quantitative data were analyzed using SPSS statistics software, while qualitative data were examined using QDA Miner software, focusing on identifying recurring themes through frequency analysis. The findings indicated a moderate level of satisfaction with AICs, suggesting that enhancements in areas such as better adapting to learner needs, integrating interactive multimedia, and improving speech technologies are necessary for a more human-like user interaction.

This study investigated how interactive teaching, constructive feedback, technology use, and teacher-student relationships influence student participation in Bangladeshi universities. Using a quantitative, cross-sectional design, data were collected from 417 students across public and private universities through structured questionnaires. Analyses using descriptive statistics, Spearman’s correlation, ANOVA, and regression models tested ten hypotheses. Results showed significant positive associations between interactive teaching and participation (ρ = 0.386, p  < .001), and between teacher feedback and motivation (ρ = 0.415, p  < .001). Technology use was positively associated with both interactive teaching and student participation, indicating a mediating relationship. The findings suggest that technology use is more strongly associated with participation when combined with interactive pedagogy and emotional support. However, not all hypotheses were supported; particularly the moderation effect of technology use (H₅), and demographic differences by gender and academic discipline (H₈, H₉), which were not statistically significant. Despite limitations such as self-reported data and a single-country focus, the study contributes to understanding how pedagogy, technology, and relational factors jointly foster engagement. It offers practical insights for educators and policymakers to design more interactive, inclusive, and motivating learning environments.

This paper presents an approach to the production of web-based interactive fiction, which is grounded in the requirements posed by an expert focus group, and which integrates a domain-specific language (DSL) for interactive fiction (HEXIFE) and an authoring tool for this DSL (IFDBMaker). HEXIFE is an extension of HMTL5 that includes markup specifically devoted to different aspects of interactive fiction, such as hyperlinking, choice points, personalization, stretchtext, annotations, conditional content, and gamification. This DSL, which can be easily extended with new interactive fiction behaviors, is supported by a runtime environment based on conventional web technologies (HTML5, CSS3, JavaScript, Web Components, PHP, and MySQL). IFDBMaker, in turn, piggybacks in a widely used web-based HTML editing framework (TinyMCE) to allow the creation of interactive HEXIFE fiction through a user-friendly approach. A postmortem evaluation shows how: (i) the approach makes the feasibility of supporting interactive fiction on conventional web technologies apparent; and (ii) the approach is a feasible one to actively involve writers in the final production of interactive fiction that are distributed and played through the web.

This study aims to develop and evaluate an interactive learning system for children. Through mixed-method research, combined with quantitative and qualitative data analysis, this study provides a comprehensive evaluation of the educational effectiveness of the system. The study involves children in grades 1–6, and data on learning effectiveness before and after using the system are collected through pre-experiments and formal experiments. The results of the quantitative analysis show that after using the system, the average improvement rates for students in grades 1–3 and 4–6 are 24.6% and 22.2% in mathematics and 28.1% and 26.8% in science. The average response time of the system is 1.77 s, with the longest response time being 3.1 s. User satisfaction reaches 94%, and the error rate is 0.2%. These results demonstrate that the developed learning system significantly impacts children’s learning effectiveness and optimizing user experience.

New technologies and urban expansion have made it increasingly important for architects to incorporate movement into building facades, using a variety of artistic methods. This study explores the use of movable and movable-like solutions on urban elevations, ranging from visual effects to advanced technologies enabling physical movement. Case studies demonstrate different approaches to incorporating movement in building exteriors and their goals. This study considered how these solutions impact urban aesthetics, functionality, and energy efficiency. The research methods used include visual analysis, a literature review, and technological analysis of the kinetic systems used. The results show that movement at elevations can be achieved using various tools and can affect energy efficiency and building layout, in addition to having visual impacts. This study concluded that it is important to integrate new technologies into urban design and called for further research into the long-term impacts of changeable elevations on the urban environment.

PurposeThe purpose of this paper is to examine how the emergent 3D interactive media technologies are used as a viable tool for enhancing visitors’ overall experiences at an exhibition entitled, 300 Years of Hakka Kungfu – Digital Vision of Its Legacy and Future (Hakka Kungfu Exhibition) – presented and co-organized by the Intangible Cultural Heritage Office of Hong Kong, International Guoshu Association and the School of Creative Media, City University of Hong Kong.Design/methodology/approachA questionnaire survey in both online and paper-based formats was used for identifying visitors’ experiences in the interactions with the multimedia technologies. For this research study, a questionnaire, consisting of 26 items, was set out to measure the visitors’ experiences at the Exhibition. Since the Exhibition was about presenting a centuries-old Chinese cultural heritage, Hakka Kungfu via the use multimedia technologies, in the context of establishing a dialogue between the past and present, the researchers included questionnaire items that were devoted to enquire about the level of understanding, knowledge and enjoyment, and visitors’ new knowledge about Hong Kong history and culture was successfully disseminated to the respondents at the end of the questionnaire.FindingsA total of 209 completed questionnaires were collected at this Hakka Kungfu Exhibition. The findings reveal that the exhibits did attract people at all ages. This Exhibition gave the visitors a sense of interest and wonder in the object and information presented in the Exhibition. Findings of this study also reveal that this Exhibition has successfully attracted a large number of female visitors, as well as visitors who have never taken any martial arts training. In addition, visitors’ Exhibition experience was found to be memorable, as well as enjoyable. Furthermore, visitors’ experience within the Exhibition suggested that it was entertaining, as well as educational. By creating a long-lasting impact on the minds of these Exhibition visitors about the connections between and relevance of traditional Chinese Kungfu, their collective cultural identity, as well as the contemporary society we live in. The Exhibition exemplified the successful integration of the presentation of Kungfu as a form of cultural heritage with engagement-creating technology, in which technology is unobtrusive but effective.Originality/valueAlthough it is already a global trend for the museums to integrate multimedia technologies into their exhibitions, research on the situation and feedback of multimedia technology used in the museum exhibitions in Hong Kong is scarce as well as scattered. Findings of this study could help identify various factors involved in audience participation, thereby exploring the possibility of building a contact point/space for traditional Chinese Kungfu as an intangible cultural heritage, via the integration of the latest media technologies. In particular, the development of multimedia technologies has become increasingly important to museums, and museum professionals have been exploring how digital and communication technologies can be developed to offer visitors a more interactive, personalized museum experience. In general, despite the growing interest in deploying digital technology as interpretation devices in museums and galleries, there are relatively few studies that examine how visitors, both alone and with others, use new technologies when exploring the museum contents.