This article aims to assist readers in understanding the current status of studies on the subject by providing a descriptive bibliometric analysis of publications on virtual reality (VR), augmented reality (AR), and mixed reality (MR) technologies in cultural heritage. A bibliometric analysis of 1214 publications in this discipline in the Scopus database between 2014 and the beginning of June 2024 was performed. We used VOSviewer and Bibliometrix as the analysis tools in this investigation. The outcome of this study provides a detailed overview of the descriptive bibliometric analysis based on seven categories, including the annual count of articles and citations, the most productive author, the primary affiliation, the publication source, and the subject areas. The contribution of this research lies in offering valuable insights for practitioners and researchers, helping them make informed decisions on the use of immersive technologies, for example, VR, AR, and MR, in the context of cultural heritage.

Emotions are an important aspect in learning and with the current boom in instructional technology, researchers are exploring methods to investigate how emotions may be manipulated to positively influence online learning. One such method is by adapting the theory of emotional design through multimedia elements. This theory emphasises on individuality and metacognition in exploring these learning outcomes and by this we choose to explore the effects of emotional intelligence (EI). We replicated the methodology used in previous research studies in emotional design in multimedia learning by further exploring the gaps from those studies especially the effects of negative design, EI and a new sample that primarily focusses on engineering undergraduates in Malaysia. This study was designed as a quantitative quasi-experimental using a 3 × 2 factorial design. Based on the findings, it was found that emotional design is a better predictor of cognitive outcomes, whereas EI was a better predictor of emotional outcomes such as motivation and satisfaction for multimedia-based learning. It was also found that positive and negative designs have similar effects on students’ learning outcomes, while EI affected perceived satisfaction in each design.

This study is designed as a preliminary study to explore the effects of emotional intelligence (EI) on achievement, perceived intrinsic motivation and perceived satisfaction when expose to an emotional designed Multimedia Learning Environment (MLE) that was designed to induce either positive, neutral or negative emotions. All three designs had similar content and narration but differed in visual element such as colour, font size, font style and images. Based on the findings, it was reported that students performed better in the design used to induce negative emotion (NegD design) followed by the positive (PosD) and Neutral (NeuD). There is no significant difference in levels of emotional intelligence towards these learning outcomes; however, students with Low EI performed better overall. EI only qualified perceived satisfaction when using a MLE designed to induce emotions and it was found that students with Low EI preferred the design that induces positive emotions. In addition, High EI students favored designs with emotionality (positive or negative) compared to neutral design.

As cyber-bullying has become more serious lately, steps should be taken to ensure that this threat is curtailed. Some schools currently use small group discussions, large school assemblies, or lecture workshops to address this problem and these methods are often ineffective. Other than these conventional methods, initiative that could be taken includes developing a multimedia application that would be able to assist adolescents in increasing their knowledge and awareness on cyber-bullying. This paper reports the findings of a pilot study on the use of a multimedia application, CyBA in increasing the knowledge and perceived adolescents towards cyber-bullying among adolescents. A quasi-experimental research design with pre-test and post-test was used to investigate the effectiveness of CyBA. The result indicates that knowledge and perceived awareness among the adolescents were increased after they were exposed to the multimedia application

This paper describes the results of a preliminary evaluation of an educational multimedia app containing information and videos of some exemplary techniques in performing reading intervention towards children with dyslexia. The activities encompassed an evaluation with content expert, heuristic evaluation with courseware experts and a pilot study. The evaluation activities revealed some minor errors in the app and were used to make refinement. The pilot study was carried out to evaluate the effects of the app towards learners by employing a pre-test and post-test with a sample of target respondents (n=30). They were special education pre-service teachers who were in their fourth semester. Subjects were administered with two instruments about knowledge and self-efficacy belief in dyslexia literacy intervention, before and after using the app. The results revealed mean increase in subjects’ knowledge and self-efficacy belief after receiving the treatment