Browsing by Author "Kasapakis, Vlasis"
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- Ancient greek technology: an immersive learning use case described using a co-intelligent custom ChatGPT assistantPublication . Morgado, Leonel; Kasapakis, VlasisAchieving consistency in immersive learning case descriptions is essential but challenging due to variations in research focus, methodology, and researchers' background. We address these challenges by leveraging the Immersive Learning Case Sheet (ILCS), a methodological instrument to standardize case descriptions, that we applied to an immersive learning case on ancient Greek technology in VRChat. Research team members had differing levels of familiarity with the ILCS and the case content, so we developed a custom ChatGPT assistant to facilitate consistent terminology and process alignment across the team. This paper constitutes an example of how structured case reports can be a novel contribution to immersive learning literature. Our findings demonstrate how the ILCS supports structured reflection and interpretation of the case. Further we report that the use of a ChatGPT assistant significantly sup-ports the coherence and quality of the team members development of the final ILCS. This exposes the potential of employing AI-driven tools to enhance collaboration and standardization of research practices in qualitative educational research. However, we also discuss the limitations and challenges, including reliance on AI for interpretive tasks and managing varied levels of expertise within the team. This study thus provides insights into the practical application of AI in standardizing immersive learning research processes.
- Immersive virtual reality learning environments for higher education: a student acceptance studyPublication . Aufenanger, Stefan; Bastian, Jasmin; Bastos, Glória; Castelhano, Maria; Ferreira, Célia; Fokides, Emmanuel; Gavalas, Damianos; Kasapakis, Vlasis; Agelada, Androniki; Kostas, Apostolos; Koutromanos, George; Makrides, Gregory; Morgado, Leonel; Szemberg, Tomasz; Pedrosa, Daniela; Sofos, Alivizos; Szpond, JustynaThe study investigates the integration of Virtual Reality Learning Environments (VRLEs) in academic teaching through the EU-funded "REVEALING" project. Researchers from Cyprus, Germany, Greece, Poland, and Portugal developed and evaluated five different immersive VRLEs, each focusing on diverse educational topics, including ancient Greek technology, sea urchin measurements, linear algebra, and historical expeditions. The study aims to determine effective instructional design principles for VRLEs and assess students’ acceptance and learning outcomes. The VRLEs were designed based on literature-derived principles that emphasise ease of tool usage, authentic experiences, and continuous feedback. Students from the participating universities explored these VR environments, providing feedback through a standardized questionnaire on aspects like immersion, ease of use, motivation, and emotions. Results show that most participants positively engaged with the VRLEs, reporting high motivation and positive emotional responses, particularly for experiences involving interactivity. However, challenges like motion sickness and technical issues were noted, especially at one institution. The findings suggest that immersive VR experiences can significantly enhance motivation and engagement, but their effectiveness depends on careful alignment with pedagogical goals, design quality, and user experience considerations.