MirageXR continuously evolves through collaboration with clients, industry partners, and research institutions to address real operational needs while integrating the latest technological innovations.This ensures the platform remains scientifically grounded, commercially competitive, and aligned with emerging XR and AI standards.
Insights and validation studies are published in leading journals and presented at major international conferences, including the works listed below.
(make them clickable to the links provided)
Shidende, D., Kessel, T., & Moebs, S. (2023, May). Towards accessible augmented reality learning authoring tool: A case of MirageXR. In 2023 IST-Africa Conference (IST-Africa) (pp. 1-13). IEEE. https://ieeexplore.ieee.org/document/10187746
Qiblawi, R. A., Sliman, L., Osman, Z., & Haidar, A. M. (2026). MirageXR: A Framework for Metaverse-Enabled Cross-Platform Integration of Physical Hardware and XR Environments. In Metaverses: Reshaping Law, Economy, and Society: A Comprehensive Analysis of Virtual Worlds and Their Real-World Implications (pp. 155-179). Cham: Springer Nature Switzerland. https://link.springer.com/chapter/10.1007/978-3-032-08664-8_9
Thanyadit, S., Heintz, M., Law, E. L., & Mangina, E. (2022). How easy is it to extend reality? a usability study of authoring toolkits. Human Interaction & Emerging Technologies (IHIET 2022): Artificial Intelligence & Future Applications, 68. http://doi.org/10.54941/ahfe1002707
Samson, F., & Shidende, D. (2025). Contribution of artificial intelligence in improving the user experience of augmented reality learning applications. Form@ re-Open Journal per la formazione in rete, 25(1), 155-166. https://oaj.fupress.net/index.php/formare/article/view/17169
Karampatzakis, D., Fominykh, M., Fanchamps, N., Firssova, O., Amanatidis, P., Van Lankveld, G., ... & Klemke, R. (2024, May). Educational Robotics at Schools Online with Augmented Reality. In 2024 IEEE Global Engineering Education Conference (EDUCON) (pp. 1-10). IEEE. https://doi.org/10.1109/EDUCON60312.2024.10578583
Wild, F., Perey, C., Hensen, B., & Klamma, R. (2020, December). IEEE standard for augmented reality learning experience models. In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) (pp. 1-3). IEEE. https://doi.org/10.1109/TALE48869.2020.9368405
Gruber, A., Berns, A., & Fominykh, M. (2024). Enhancing language teaching with augmented reality: Insights from the ARIDLL project. CALL for Humanity - EuroCALL 2024 Short Papers pp. 155-162. http://dx.doi.org/10.4995/EuroCALL2024.2024.19056
Kißmehl, A. S., Fominykh, M., Wild, F., & Aagaard, T. (2025, July). Supporting Second Language Acquisition with Artificial Intelligence and Augmented Reality. In 2025 IEEE International Conference on Advanced Learning Technologies (ICALT) (pp. 177-179). IEEE. https://doi.org/10.1109/ICALT64023.2025.00056
Matin, F., & Mangina, E. (2024, November). Exploring Students’ Acceptance of Augmented Reality Technologies in Education: An Extended Technology Acceptance Model Approach. In International Conference on Virtual Reality and Mixed Reality (pp. 243-258). Cham: Springer Nature Switzerland. https://link.springer.com/chapter/10.1007/978-3-031-78593-1_14
Farella, M., Arrigo, M., Tosto, C., Seta, L., Chifari, A., Mangina, E., ... & Chiazzese, G. (2022, September). The ARETE ecosystem for the creation and delivery of open augmented reality educational resources: The PBIS case study. In International Workshop on Higher Education Learning Methodologies and Technologies Online (pp. 760-775). Cham: Springer Nature Switzerland. https://link.springer.com/chapter/10.1007/978-3-031-29800-4_57
Domínguez, A., Pacho, G., Bowers, L., Wild, F., Alcock, S., Chiazzese, G., ... & Masneri, S. (2023). Dataset of user interactions across four large pilots on the use of augmented reality in learning experiences. Scientific Data, 10(1), 823. https://www.nature.com/articles/s41597-023-02743-6
Shidende, D., Kessel, T., & Treydte, A. C. (2025). Fostering agroecological knowledge through augmented reality-driven experiential learning. Form@ re-Open Journal per la formazione in rete, 25(1), 288-299. https://doi.org/10.36253/form-17176
Huang, X., Wild, F., & Whitelock, D. (2021). Design dimensions for holographic intelligent agents: A comparative analysis. http://ceur-ws.org/Vol-2902/paper2.pdf
Dengel, A., Iqbal, M. Z., Grafe, S., & Mangina, E. (2022). A review on augmented reality authoring toolkits for education. Frontiers in Virtual Reality, 3, 798032. https://doi.org/10.3389/frvir.2022.798032
Domínguez, A. et al. (2023). Collaborative Augmented Reality Tools for Behavioral Lessons. In: Auer, M.E., Pachatz, W., Rüütmann, T. (eds) Learning in the Age of Digital and Green Transition. ICL 2022. Lecture Notes in Networks and Systems, vol 633. Springer, Cham. https://doi.org/10.1007/978-3-031-26876-2_10
Borroni, A., Perboli, G., Piccinelli, G.M. (2026). Immersive Futures: Charting the Legal, Ethical, and Technological Frontiers. In: Borroni, A., Perboli, G., Piccinelli, G.M. (eds) Metaverses: Reshaping Law, Economy, and Society. PoliTO Springer Series. Springer, Cham. https://doi.org/10.1007/978-3-032-08664-8_1
Han, X., Maillarbaux, T., Doyle, C., Idowu, O., Garg, P., Killian, C., ... & Campbell, A. (2025, July). AVINA: Automated Visual Novel Generation Using LLMs from MCQ Inputs. In 2025 IEEE Gaming, Entertainment, and Media Conference (GEM) (pp. 1-6). IEEE. https://doi.org/10.1109/GEM66882.2025.11155579
Psyrra, G., Mangina, E. (2023). Harvesting Metadata for XR Digital Learning Objects. In: Fulantelli, G., Burgos, D., Casalino, G., Cimitile, M., Lo Bosco, G., Taibi, D. (eds) Higher Education Learning Methodologies and Technologies Online. HELMeTO 2022. Communications in Computer and Information Science, vol 1779. Springer, Cham. https://doi.org/10.1007/978-3-031-29800-4_43
Natarajan, G., Raja, S. R., Elango, E., & Soman, S. (2025). Augmented Reality and Virtual Reality: Transforming the Learning Experience with AI Tools. Virtual Reality and Augmented Reality with 6G Communication, 217-243. https://doi.org/10.1002/9781394336081.ch9
Chiazzese, G., Seta, L., Domìnguez, A., Taibi, D., Tosto, C., Arrigo, M., ... & Farella, M. (2023). Using xAPIs for monitoring behavioral lessons in augmented reality. In Perspectives on Learning Analytics for Maximizing Student Outcomes (pp. 144-167). IGI Global. https://www.igi-global.com/chapter/using-xapis-for-monitoring-behavioral-lessons-in-augmented-reality/332981
Pitsikalis, S., Lasica, I. E., Kostas, A., & Vitsilaki, C. (2024). Educational Design Guidelines for Teaching with Immersive Technologies—Updating Learning Outcomes of the European Qualification Framework. Trends in Higher Education, 3(4), 1091-1108. https://doi.org/10.3390/higheredu3040064
Boowuo, H., & Dittman, K. (2025). Immersive technologies for special students in higher education: A systematic literature review. Journal of Higher Education Theory and Practice, 25(2), 43-61. Retrieved from https://www.proquest.com/scholarly-journals/immersive-technologies-special-students-higher/docview/3216945695/se-2
Muff, F., Fill, HG. (2023). A Domain-Specific Visual Modeling Language for Augmented Reality Applications Using WebXR. In: Almeida, J.P.A., Borbinha, J., Guizzardi, G., Link, S., Zdravkovic, J. (eds) Conceptual Modeling. ER 2023. Lecture Notes in Computer Science, vol 14320. Springer, Cham. https://doi.org/10.1007/978-3-031-47262-6_18
