This in-depth research investigates the transformational potential of generative artificial intelligence (AI) in virtual reality (VR) by methodically examining 26 papers obtained through advanced search techniques on the Scopus and JSTOR databases using the keywords "Artificial Intelligence" and "Virtual Reality." The study focuses on three major themes: immersive settings, content generation, and user interaction. Our findings show that generative AI improves VR by creating more realistic and dynamic immersive worlds, automating and personalizing content generation, and boosting user engagement with adaptive and intelligent systems. This combination of generative AI and VR promises to make substantial advances in a variety of industries, including gaming, education, training, and treatment, by creating more engaging and interactive experiences.

This systematic literature review examines at the impact of animation technology on virtual reality (VR) environments. Using complex search techniques on the Scopus and ERIC databases, 30 articles were chosen, with an emphasis on the keywords "animation," "virtual reality," and "technology." The investigation identifies three major themes: improved user experience, educational integration, and industry innovations. The study investigates how animation innovations contribute to immersion, presence, and involvement in virtual reality contexts. Educational Integration studies the use of animation technology in training simulations, virtual classrooms, and skill development. Industry Innovations evaluates the impact of animation technology on various industries, highlighting developing trends and potential for innovation. This study, through a thorough analysis of the literature, gives significant insights into the varied relationship between animation technology and VR, shedding light on its importance for user engagement, educational applications, and industrial advancement. Keywords include animation, virtual reality, technology, enhanced user experience, educational integration, and industry innovations.

The use of Artificial Intelligence (AI) in education has advanced rapidly, creating new prospects for improving creativity and critical thinking, particularly in digital media learning. This paper does a literature analysis to answer the research question: How beneficial is the employment of AI in design thinking-based activities in improving students' creativity and critical thinking in digital media education. A total of 118 peer-reviewed papers from the Scopus database (2020-2025) were initially discovered, with 36 selected after rigorous screening for relevance, methodology, and theme alignment. The analysis revealed three important themes: computational thinking, creative pedagogy, and hybrid learning. The findings show that AI-enhanced design thinking improves students' algorithmic reasoning and problem-solving abilities, which are critical for computational thinking growth. Furthermore, creative pedagogical techniques, such as project-based learning with AI tools, dramatically increase divergent thinking, learner motivation, and innovative outcomes. Hybrid learning environments that combine AI-powered platforms with human-centered design thinking provide more personalized, flexible, and immersive learning experiences. According to studies, generative AI tools like ChatGPT and no-code platforms enable creative experimentation and reflective learning. However, problems include insufficient teacher preparedness, ethical considerations, and the danger of decreased teamwork as a result of too specialized tasks. Overall, the literature supports the educational value of incorporating AI into design thinking to develop 21st-century abilities. This review emphasizes the importance of multidisciplinary, ethically conscious educational methods for maximizing the benefits of AI in digital media education.

Digital storytelling has revolutionized traditional teaching methodologies by merging technology and narrative, creating dynamic learning experiences. This systematic review examines "Technology-Infused Narratives," which emphasize the inseparable relationship between technology and narrative-based educational methods. Addressing a gap in comprehensive analysis, this study evaluates the implementation and impact of digital storytelling across educational levels and disciplines. Utilizing the PRISMA framework, literature from Scopus and ERIC was synthesized, with 30 articles selected for detailed analysis out of an initial 352. Findings reveal that digital storytelling enhances engagement, critical thinking and literacy skills, supporting multilingual learners and fostering creative pedagogy. It also facilitates cultural heritage preservation and promotes innovative teaching strategies. Despite its benefits, challenges such as story selection, legal issues and evaluating student learning persist, along with ethical considerations in social justice pedagogy. The study underscores the transformative potential of digital storytelling, advocating for its recognition as a versatile educational tool. Thoughtful implementation can maximize its effectiveness, addressing diverse learning needs and promoting active student involvement. This review provides a roadmap for educators and policymakers to navigate the integration of narrative-driven technology, highlighting the need for nuanced technology integration, collaboration and personalization in education. Ultimately, digital storytelling offers a significant departure from traditional methodologies, fostering a more engaging and effective educational environment.

The rise of online education has highlighted the crucial need to comprehend student participation in virtual learning environments. With the evolution of online learning platforms, understanding the impact of technological components, especially interactive avatars, on student engagement has become imperative. This study aims to investigate the influence of avatars on student participation in virtual classrooms. Specifically, it seeks to understand the impact of avatars on student interactions, engagement, and involvement within online learning environments. Three primary research questions guide the inquiry: the impact of avatars on student participation, the extent of technology-mediated interaction's effect on engagement, and the nuanced ways in which avatars contribute to or hinder student involvement. The study conducts a comprehensive review of existing literature, delving into the design, integration, and influence of avatars in virtual learning environments. It critically assesses technological advancements, focusing on interactive avatars, and their implications for student engagement. The methodology involves an in-depth analysis of scholarly works, educational platforms, and user experiences to gather valuable insights. The study uncovers the multifaceted impact of avatars in virtual classrooms. Interactive avatars significantly enhance student engagement and participation, fostering interactions between students and teachers as well as among peers. The customization and interactivity of avatars create a more immersive learning experience, positively influencing student involvement. Future research endeavours could explore the integration of avatars with emerging technologies like augmented reality and artificial intelligence, enhancing the depth and scope of virtual classroom interactions. Continued research in this area is essential for refining virtual learning environments and ensuring optimal student participation in the digital educational landscape.

This research investigates how Artificial Intelligence (AI) influences creative design in advertising and digital content in educational settings, with a particular emphasis on its effects on the development of students' creative skills. The review examines three main themes, creative learning, human-machine collaboration, and educational design transformation, drawing insights from 18 relevant papers chosen from a pool of 44 Scopus-indexed publications. AI has shown a growing impact on students' abilities to conceive ideas, test them out, and refine them in the realm of digital content creation. This often promotes divergent thinking and improves visual literacy. Generative AI tools like ChatGPT, Midjourney, and various content-producing platforms are often used to foster creative thinking and facilitate initial idea generation in the literature examined. The theme of human-machine collaboration highlights that AI serves best as a co-creative partner rather than a substitute for human input, especially when directed by organized pedagogical frameworks. Students gain the greatest advantage when human critique and AI assistance work together, promoting reflective thought and iteration. Aspects of educational design are undergoing development as well, with AI being incorporated into project-based learning settings especially within courses focused on advertising, media, and design. The potential of AI to tailor feedback and produce alternative design directions offers new possibilities for supporting creative processes in ways that were not possible before. Nevertheless, significant challenges persist like ethical issues, the question of originality, and the danger of becoming too dependent on algorithmic results. The review underscores that a significant incorporation of AI, based on human-led direction, can improve creative learning results and better equip students for AI-augmented creative sectors.