voyeurism

student's paper on story-driven games and creative writing to be shared at eLearn 2025

our team is grateful to God for affording us the opportunity to share a paper conceptualized and enacted by Elijah Thai at eLearn 2025. 

the paper is titled Exploring the Potential Relationship between Story-driven Games and Students’ Creative Writing Skills, and will be shared at eLearn, which this year will be held from the 13th to the 16th of October 2025, in Bangkok.

Montara - a geo-coded spatial annotation app for the Apple Vision Pro

i am absolutely thrilled to share that Bryan Kuok's efforts at designing and developing his first app for the Apple Vision Pro have paid off in Montara.

Montara is a geo-coded spatial annotation app for VisionOS and is now available from the App Store.

it has been conceptualized in part to facilitate pedagogical strategies described in our earlier post from May 2024.

sharing our work during the IEEE International Conference on Omni-layer Intelligent Systems

we are very happy to share that we will have the opportunity to read a paper on inertial guidance and mapping, during the IEEE International Conference on Omni-layer Intelligent Systems (IEEE COINS) to be held in Madison in August.

our paper will be read in the track on Tiny ML and Embedded AI.

we thank God for this opportunity.

we publish one of the first empirical studies on the affordances for learning of the Apple Vision Pro

the team is happy to share one of the first empirical studies investigating the affordances for learning of the Apple Vision Pro.

we acknowledge and give thanks that this opportunity has come only through God's grace.

in pursuing this work - titled Annotating the Field: Investigating the Affordances of Mixed Reality for Learning Beyond the Classroom - we drew inspiration from Andrea Moed's NYU Masters thesis from 2004.

the abstract of our paper reads:

While educational excursions are widely acknowledged to enhance student learning through immersive, real-world experiences, there is limited research on how students can best capture and retain knowledge during such activities. Traditional note-taking methods, such as pen and paper or digital devices, may be inadequate for recording spatial or multimodal information encountered in these dynamic environments. With the emergence of mixed reality (MR) technologies, there is an opportunity to explore spatial, immersive note-taking that aligns with the dynamic nature of field-based learning. This study compares the effectiveness of mixed reality, pen and paper, and digital note-taking during educational excursions. A total of 50 participants in grades 7 through 12 used the Apple Vision Pro headset for mixed reality notes, mobile phones for digital notes, and clipboards paired with a pen and paper for traditional notes. The information encountered was categorised as physical, textual, or video-based. The effectiveness was evaluated through three measures: content extracted and organised in notes, post-activity quizzes on retention and critical thinking, and participant feedback. For physical information, mixed reality significantly improved the content extraction and retention. For textual information, mixed reality yielded more content, but pen and paper outperformed it in terms of organisation. Statistically, all the note-taking methods were equally effective in the remaining aspects. Although mixed reality shows potential to be integrated into educational excursions, participant feedback highlighted discomfort with the headset, suggesting that mixed reality should complement, not replace, traditional approaches.

Investigating effects of microclimate on stress and affect using low-cost wearables in quasi-formal academic contexts

our team gives thanks to God for our paper publication. we acknowledge this opportunity comes only through His grace.

our most recent publication is in AI, Brain and Child and is titled Investigating effects of microclimate on stress and affect using low-cost wearables in quasi-formal academic contexts.

its abstract reads:

The influence of microclimate on the affective state of learners is of interest in the context of anthropogenic climate change. In prior work, these impacts have been documented using electrodermal activity (EDA). This paper extends that approach with a multimodal analysis of neuro-physiological data in the context of scholastic activity with the inclusion of electroencephalography (EEG), facial action units (FAU), EDA, and photoplethysmography (PPG). Our methodology represents a citizen science, neuroergonomic and multi-pronged approach to investigate the relationships between human neuro-physiologic health and mental well-being. In the present study, low-cost, bespoke wearables were assembled, including EEG headsets, and physiological wristbands. EEG was chosen for its potential to offer neuro-physiological insights. EDA was incorporated as a non-invasive method to detect stress and emotional arousal. PPG was utilised as another indicator, being influenced by vascular, cardiac, and autonomic nervous systems. Finally, FAUs were analysed to prove the feasibility of FAUs as a stand-alone source of data which can support other analysis methods. Statistical tests and machine learning models were used to investigate relationships between neuro-physiological data, subjective data and the surrounding environment. Results suggest that features of the multimodal data were significant as they are correlated with environmental factors, and emotional arousal. The specific extent of the influence was also confirmed using Shapley values. With a deeper understanding of the feasibility of a robust multimodal approach, more complex relationships can be investigated with the upscaling of experiments for different age groups, especially children. This pipeline of data analysis could also be improved and enhanced by the usage of AI. Subsequently, there is potential for policy makers, and individuals to improve environments to maximise well-being.