Louis Nisiotis
Assistant Professor in Computing, teaching Games Development and Computer Graphics at the University of Central Lancashire, Cyprus. Leading research in innovation and application of Intelligent Reality systems and eXtended Reality technologies to support and foster the ongoing digital transformation of a plethora of industrial, educational and societal domains. My research interests include eXtended Reality (XR), Intelligent Reality Systems, Cyber-Physical-Social Systems, Digital Twins, Serious & Entertainment Videogames, and Immersive Learning.
I am serving the scientific community through multiple leading positions and through several volunteering activities, and i am a review editor and editorial member for prestigious scientific journals and conferences. I am a Steering Committee Member of the IEEE Metaverse scientific community, and member of IEEE, IEEE Computer Society, ACM, Eurographics, and the Immersive Learning Research Network. I am also a Fellow of the UK Higher Education Academy.
I am particularly interested in leveraging the Metaverse and the convergence of emerging disruptive technologies, to create new types of Intelligent Reality environments that seamlessly blend the real with digital worlds, and disrupt the way we (humans) interact with real and virtual environments, with our surroundings, and with each other.
I am serving the scientific community through multiple leading positions and through several volunteering activities, and i am a review editor and editorial member for prestigious scientific journals and conferences. I am a Steering Committee Member of the IEEE Metaverse scientific community, and member of IEEE, IEEE Computer Society, ACM, Eurographics, and the Immersive Learning Research Network. I am also a Fellow of the UK Higher Education Academy.
I am particularly interested in leveraging the Metaverse and the convergence of emerging disruptive technologies, to create new types of Intelligent Reality environments that seamlessly blend the real with digital worlds, and disrupt the way we (humans) interact with real and virtual environments, with our surroundings, and with each other.
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Papers by Louis Nisiotis
The educational capabilities of cyber campuses have been investigated thoroughly in the literature (Gregory et al., 2014). However, little is know about the extent to which cyber campuses can support students experiencing barriers hindering access to education. To investigate this, the SHU3DED (Sheffield Hallam University 3D Education) cyber campus was developed, and a mixture of quantitative and qualitative research was performed. A series of experimental studies were performed to i) evaluate the efficacy of SHU3DED to support online learning activities, ii) understand the barriers hindering access to Higher Education, and iii) ascertain the extent to which a cyber campus can alleviate some of these barriers and support students participate in online learning activities.
The findings of this research project revealed several barriers impeding access into Higher Education, together with a set of environment characteristics that contribute to the students’ online learning experience. The findings imply that a cyber campus can be a sound social space that supports participation in online learning activities for students experiencing situational and institutional barriers accessing education. The findings provide strong indications that a cyber campus has the potential mitigate some of the barriers that challenge or exclude students from accessing education, allowing them to participate in social online learning activities. As a result of this research project, a list of suggestions for the design and arrangement of cyber campuses have also been devised.