Louis Nisiotis
Lecturer in Computing and the Deputy Course Leader for BSc Computing at the University of Central Lancashire, Cyprus Campus. Engaging in multidisciplinary research at the University's School of Sciences, specialising in Immersive Technologies, and their application in Cyber-Physical-Social Systems and in Education. My research interests include VR/AR/MR/XR, Human-Computer Interaction, Cyber-Physical-Social-Systems, Digital Twins, Computer Supported Collaborative Work, Virtual Communities, Sociability, Presence and Immersion in Virtual Worlds.
Currently leading research in innovation and application of cutting-edge robotics and immersive technologies to support the digital transformation of a plethora of domains. My current research work focuses on emerging a new type of Cyber-Physical-Social Eco-Society of systems that seamlessly blend the real with virtual worlds and are influenced by humans and their behaviour, using VR, Robots and Social Networking technologies.
Also leading research focusing on the use of immersive learning technologies and XR environments to support and enhance education, specifically investigating student collaboration, engagement, motivation and their learning experience. Over the years, i have developed a series of guidelines on how to design virtual environments and collaborative educational activities and learning tasks to effectively support online learning through virtual worlds. I am the Principal Investigator and Lead Developer of the VirtualSHU (virtualshu.com), bringing interactive and immersive multimodal technologies into the classroom to support teaching and learning.
Member of the IEEE Digital Reality steering committee, and a member of the Immersive Learning Research Network. I am also a Fellow of the Higher Education Academy, UK, IEEE and ACM SIGCSE.
I have been awarded my PhD (2015, Sheffield Hallam University) for investigating the use of 3D Virtual Worlds to support students experiencing barriers accessing Education. I have obtained my MSc in IT in 2010, and hold a BSc with Honours in Computer Information Systems and Website Development.
Address: Sheffield Hallam University
Currently leading research in innovation and application of cutting-edge robotics and immersive technologies to support the digital transformation of a plethora of domains. My current research work focuses on emerging a new type of Cyber-Physical-Social Eco-Society of systems that seamlessly blend the real with virtual worlds and are influenced by humans and their behaviour, using VR, Robots and Social Networking technologies.
Also leading research focusing on the use of immersive learning technologies and XR environments to support and enhance education, specifically investigating student collaboration, engagement, motivation and their learning experience. Over the years, i have developed a series of guidelines on how to design virtual environments and collaborative educational activities and learning tasks to effectively support online learning through virtual worlds. I am the Principal Investigator and Lead Developer of the VirtualSHU (virtualshu.com), bringing interactive and immersive multimodal technologies into the classroom to support teaching and learning.
Member of the IEEE Digital Reality steering committee, and a member of the Immersive Learning Research Network. I am also a Fellow of the Higher Education Academy, UK, IEEE and ACM SIGCSE.
I have been awarded my PhD (2015, Sheffield Hallam University) for investigating the use of 3D Virtual Worlds to support students experiencing barriers accessing Education. I have obtained my MSc in IT in 2010, and hold a BSc with Honours in Computer Information Systems and Website Development.
Address: Sheffield Hallam University
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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.