Multimodal interaction technology has become a key aspect of remote education by enriching student engagement and learning results as it utilizes the speech, gesture, and visual feedback as various sensory channels. This publication reflects on the latest breakthroughs in multimodal interaction and its usage in remote learning environments, including a multi-layered discussion that addresses various levels of learning and understanding. It showcases the main technologies, such as speech recognition, computer vision, and haptic feedback, that enable the visitors and learning portals to exchange data fluidly. In addition, we investigate the function of multimodal learning analytics in order to measure the cognitive and emotional states of students, targeting personalized feedback and refining instructional strategies. Though multimodal communication may bring a historical improvement to the mode of online education, the platform still faces many issues, such as media synchronization, higher computational demand, physical adaptability, and privacy concerns. These problems demand further research in the fields of algorithm optimization, access to technology guidance, and the ethical use of big data. This paper presents a systematic review of the application of multimodal interaction in remote education. Through the analysis of 25 selected research papers, this review explores key technologies, applications, and challenges in the field. By synthesizing existing findings, this study highlights the role of multimodal learning analytics, speech recognition, gesture-based interaction, and haptic feedback in enhancing remote learning.

With the rapid advancement of mobile technology, e-learning has expanded significantly, making language learning more accessible than ever. At the same time, the rise of artificial intelligence (AI) technologies has opened new avenues for adaptive and personalized e-learning experiences. However, traditional e-learning methods remain limited by their reliance on static, predefined materials, which restricts equitable access to learning resources and fails to fully support lifelong learning. To address this limitation, this study proposes a location-based AI-driven e-learning system that dynamically generates language learning materials tailored to real-world contexts by integrating location-awareness technology with AI. This approach enables learners to acquire language skills that are directly applicable to their physical surroundings, thereby enhancing engagement, comprehension, and retention. Both objective evaluation and user surveys confirm the reliability and effectiveness of AI-generated language learning materials. Specifically, user surveys indicate that the generated content achieves a content relevance score of 8.4/10, an accuracy score of 8.8/10, a motivation score of 7.9/10, and a learning efficiency score of 7.8/10. Our method can reduce reliance on predefined content, allowing learners to access location-relevant learning resources anytime and anywhere, thereby improving accessibility and fostering lifelong learning in the context of sustainable education.

With advances in digital transformation (DX) in education and digital technologies becoming more deeply integrated into educational settings, global demand for video-based learning materials continues to rise, resulting in substantial effort being required from teachers to create e-learning videos. Furthermore, while many existing services offer visual content, they primarily rely on templates, making it challenging to design custom content that addresses specific needs. In this study, we develop a web service that facilitates e-learning video creation through integrated artificial intelligence (AI) and digital human technology. This service enhances educational content by integrating digital human characters and voice synthesis technologies, aiming to create comprehensive e-learning videos by incorporating visual motion and synchronized audio into educational content. In addition, this service also aims to enable the creation of engaging content through advanced visuals and animations, effectively maintaining learner interest.

Federated learning (FL) enables collaborative model training without centralizing raw data, but its application to large-scale vision models remains constrained by high communication cost, data heterogeneity, and privacy risks. Furthermore, in real-world applications such as autonomous driving and healthcare, model updates can inadvertently expose sensitive information even without direct data sharing. This highlights the need for frameworks that balance privacy, efficiency, and accuracy. The current approach to addressing information exposure involves encrypting data by incorporating additional encoding. However, such approaches to encrypting data significantly increase communication costs. In this paper, we propose Federated Share-A Low-Rank Adaptation with Differential Privacy (FedSA-LoRA-DP), a parameter-efficient and privacy-preserving federated learning framework. The framework combines selective aggregation of low-rank parameters with Differential Privacy (DP), ensuring that only lightweight components are shared while formally bounding individual data influence. Since DP simply perturbs the numeric values of existing parameters without altering their dimensionality or structure, it does not increase communication cost. This design allows FedSA-LoRA-DP to provide strong privacy guarantees while maintaining communication efficiency and model accuracy. Experiments on CIFAR-100, MNIST, and SVHN datasets demonstrate that the proposed framework achieves accuracy comparable to non-private counterparts, even under heterogeneous non-independent and identically distributed data and partial client participation. These results demonstrate that integrating differential privacy into low-rank adaptation enables privacy-preserving and communication-efficient federated learning without sacrificing model performance across heterogeneous environments.