BITS Faculty Publications

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Author: search.filters.author.Sangwan, DevikaSubject: search.filters.subject.EEE

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    Metaverse for education: developments, challenges, and future direction
    (Wiley, 2025-04) Chamola, Vinay; Sangwan, Devika
    The rapid advancements in digital technologies such as artificial intelligence (AI), virtual reality (VR), augmented reality (AR), mixed reality (MR), extended reality (XR), and the internet of things (IoT) have revolutionized various sectors, including education. Metaverse, a convergence of these transformative technologies, offers immersive, personalized, and interactive experiences, making it a powerful tool in modern education. This paper explores the Metaverse's role in enhancing education by examining its architecture, types, and components while addressing practical implementation challenges, and follows a structured review protocol to ensure a comprehensive analysis, including systematic research, paper selection, and a critical examination of relevant studies from reputable databases such as Google Scholar, IEEE Xplore, ACM, and Springer. The research objectives focus on evaluating the Metaverse's applications in education, ethical challenges, technological limitations, and potential strategies for sustainable integration. Key research questions address the need for Metaverse adoption in education, its benefits, challenges, and future directions. The Metaverse cultivates essential skills such as empathy, ethical reasoning, and effective communication by providing students with customized, immersive learning environments. However, ethical concerns, technical barriers, and infrastructural costs pose significant obstacles to its widespread adoption. It discusses strategies to solve these barriers, explores applications in distance learning, and proposes future research directions to create scalable and sustainable educational models in the Metaverse. Through this structured inquiry, the paper establishes the Metaverse as a transformative force in education, blending technological innovation with instructional advancement.
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    Development of a Human Centric Cyber Physical Production System Framework for Enhanced Social Sustainability
    (Elsevier, 2024) Sangwan, Kuldip Singh; Sangwan, Devika; Bera, Tufan Chandra
    Social sustainability focuses on building a sustainable workplace that prioritizes the occupational health, safety, and overall well-being of workers. It is considered one of the three fundamental pillars of sustainability. Human centric cyber physical production system (CPPS) emphasizes the central role of humans in the smart manufacturing process that has become an essential requirement to enhance social sustainability. This paper proposes a human centric CPPS framework for enhanced social sustainability. The social needs/requirements are identified and categorized into various types. Similarly, functional and design requirements are categorized into different elements and sub-elements of CPPS. The findings are used to create a QFD (Quality Function Deployment) matrix that integrates social requirements with the functional and design requirements of modular CPPS elements. The present work will be significant in enhancing the management capabilities and performance of traditional manufacturing systems, while also meeting diverse social needs and requirements.
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    A Comprehensive Review on Generative AI for Education
    (IEEE, 2024-09) Chamola, Vinay; Sangwan, Devika
    Artificial Intelligence (AI) has immense potential for personalized learning experiences, content generation, and vivid educational support. This paper delves into generative AI (GAI) and its potential applications within GAI, specifically mentioning generative adversarial networks (GANs). The article delves into the transformative impact of GAI in education, underscoring its expertise in creating diverse instructional materials, from texts and images to videos. Adaptive learning, one of the chief abilities of GAI, has been highlighted, emphasizing its capability to select content customized to individual student profiles, learning habits, and preferences. The paper further explores the fusion of GAI with innovative education systems, highlighting how these models can mimic conversational interfaces, promoting an engaging, customized learning journey. The exploration doesn’t stop at the benefits; it delves into challenges like ensuring data privacy, mitigating biases, and ensuring accountability in AI-driven educational systems. The conclusion contemplates the potential limitations and assurances of embedding GAI within educational setups. An appeal has been made for more profound research and enhancement of AI’s educational function. The intersection of pedagogical insights and effective human-AI collaboration is pivotal in this journey. This paper serves as a compass, guiding educators, researchers, and policymakers toward harnessing GAI’s potential to sculpt enriched, immersive educational landscapes.