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We present an educational application of virtual reality that we created to help students gain an in-depth understanding of the internal structure of crystals and related key concepts. Teachers can use it to give lectures to small groups (10-15) of students in a shared virtual environment, both remotely (with teacher and students in different locations) and locally (while sharing the same physical space). Lectures can be recorded, stored in an online repository, and shared with students who can either review a recorded lecture in the same virtual environment or can use the application for self-studying by exploring a large collection of available crystal structures. We validated our application with human subjects receiving positive feedback.The online version contains supplementary material available at 10.1007/s11042-022-13410-0https://doi.org/10.1007/s11042-022-13410-0.

Space debris represents a threat to space missions and operational satellites. Failing to control its growth might lead to the inability to use near-Earth space. However, this issue is still largely unknown to most people. In this paper, we present an educational experience in virtual reality created to raise awareness about the problem of space debris. The application exploits the entity-component-system (ECS) programming pattern to manage around 20000 orbiting objects with a high frame rate to convey a fluid experience. We preliminarily validated our application, in terms of usability as well as quality of user experience, during several events involving both a broad audience (e.g., citizens of all ages, from teenagers to elders) and an experienced audience (e.g., engineering students enrolled in the aerospace degree). The results of the evaluation were extremely positive, showing once again that virtual reality can be an effective means to engage people in captivating and interactive activities, making them experience what can only be imagined - the thousands pieces of space debris surrounding our planet.

Our research explores new forms of technology-enhanced interventions for children with Intellectual Disability (ID). The paper presents an innovative smart space called Magic K-Room, which has been designed in cooperation with ID specialists and provides multisensory stimuli exploiting full-body interaction with various kinds of smart objects and ambient features. Using brain signals acquired through a wearable EEG headset, the space is responsive to a particular child's levels of relaxation and attention, automatically adapting the stimuli to the child's state, and allows therapists to automatically collect a child's data for diagnosis purposes or to fine tune their therapy.

Our research explores new forms of technology-enhanced intervention for children with Intellectual Disability (ID) that exploits our Magic K-Room, an interactive multisensory smart space designed in cooperation with therapists and special educators at a local rehabilitation center. The Magic K-Room integrates smart objects, smart lights, and (immersive) multimedia contents. It also supports monitoring of brain-signals and automatic ambient adaptation, to dynamically personalize the smart space to the specific needs of each child. These features are enabled by a wearable device that automatically detects and interprets EEG signals.