applied
sciences
Review
A Review of Human–Computer Interaction and Virtual Reality
Research Fields in Cognitive InfoCommunications
Jozsef Katona






Citation: Katona, J. A Review of
Human–Computer Interaction and
Virtual Reality Research Fields in
Cognitive InfoCommunications. Appl.
Sci. 2021, 11, 2646. https://doi.org/
10.3390/app11062646
Academic Editor: Enrico Vezzetti
Received: 22 February 2021
Accepted: 15 March 2021
Published: 16 March 2021
Publisher’s Note: MDPI stays neutral
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iations.
Copyright: © 2021 by the author.
Licensee MDPI, Basel, Switzerland.
This article is an open access article
distributed under the terms and
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Attribution (CC BY) license (https://
creativecommons.org/licenses/by/
4.0/).
Appl. Sci. 2021, 11, 2646. https://doi.org/10.3390/app11062646
CogInfoCom Based Learn Ability Research Team, Department of Software Development and Application,
Informatics Institute, University of Dunaujvaros, 2400 Dunaujvaros, Hungary; katonaj@uniduna.hu;
Tel.: +36-(25)-551-605
Abstract: Cognitive infocommunications (CogInfoCom) is a young and evolving discipline that is at
the crossroads of information and communication technology (ICT) and cognitive sciences with many
promising results. The goal of the field is to provide insights into how human cognitive capabilities
can be merged and extended with the cognitive capabilities of the digital devices surrounding us,
with the goal of enabling more seamless interactions between humans and artificially cognitive
agents. Results in the field have already led to the appearance of numerous CogInfoCom-based
technological innovations. For example, the field has led to a better understanding of how humans
can learn more effectively, and the development of new kinds of learning environment have followed
accordingly. The goal of this paper is to summarize some of the most recent results in CogInfoCom
and to introduce important research trends, developments and innovations that play a key role in
understanding and supporting the merging of cognitive processes with ICT.
Keywords: cognitive infocommunications; CogInfoCom; HCI; VR
1. Introduction
Cognitive infocommunication (CogInfoCom) is an interdisciplinary field of science
created by Hungarian researchers who have recognized that human relationships with
information technology, robotics and communication devices, “smart” homes, cities and
cars will change significantly in the near future. In addition to all this, the generation
that is now growing up using information technology (IT) tools, smartphones, display a
different development of certain areas of their brains, which can mean not only biological,
physiological, but also mental change. The basic definition was formulated by P. Baranyi
and A. Csapo [1] of the field of science, while it was extended and finalized by P. Baranyi
and A. Csapo also [2] and G. Sallai [3]:
“Cognitive infocommunications (CogInfoCom) investigates the link between the research areas
of infocommunications and the cognitive sciences, as well as the various engineering applications
which have emerged as the synergic combination of these sciences. The primary goal of CogInfoCom
is to provide a systematic view of how cognitive processes can co-evolve with infocommunications
devices so that the capabilities of the human brain may not only be extended through these devices,
irrespective of geographical distance, but may also interact with the capabilities of any artificially
cognitive system. This merging and extension of cognitive capabilities is targeted towards engineer-
ing applications in which artificial and/or natural cognitive systems are enabled to work together
more effectively.”
The above definition can be summarized as CogInfoCom, a science that studies the
interaction between information technology and people, which examines the possibility of
creating new cognitive communication channels in addition to the topic of conventional
human–machine relationships; and it can also be seen as a synergy of the research topics
illustrated in Figure 1. The areas listed in the figure can provide the creation of complex
sensory IT systems that can be used to make human–machine communication more efficient
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 2021, 11, 2646 2 of 14
Appl. Sci. 2021, 11, 2646 2 of 13
i. 2021, 11, 2646 2 of 14

efficient and new procedures, mathematical modelling, learning techniques and related
behavioural andprocedures,
new new
efficient andresearch procedures,
help to better mathematical
understand
mathematical modelling,
perceptual
modelling, andlearning
brain
learning techniques
processes
techniques and
also.
and related behavioural
related
research
behavioural research help
help to to better
better understand
understand perceptual
perceptual and
and brain
brain processes
processes also.
also.

Speechability,
communication,
Virtual and emotion
Speechability,
Augmented interaction
communication, Mathability
Realityand
Virtual emotion
Augmented interaction Mathability
Reality Brain Computer
CogInfoCom
Interfaces &
Aided
Human and Bio-
Brain Computer
Engineering
CogInfoCom interfaces
Interfaces &
Aided
Human and Bio-
Engineering
interfaces

Human
Socio-Cognitive
ICT CogInfoCom Computer
Interaction
Human
Socio-Cognitive
ICT CogInfoCom Computer
Interaction
VR-based
education &
Cognitive data Educoaching
VR-based&
visualization CogInfoCom
education &
Cognitive data based learning&
Educoaching
visualization abilities
CogInfoCom
Human factors, Digital based learning
E-health, and transformation abilities
People with
Human factors, Linguistic and environment
Digital for
Specific Needs
E-health, and Behavioural education
transformation
People with Interactionand
Linguistic environment for
Specific Needs Analysis
Behavioural education
Interaction
Analysis

Figure 1. The main related topics of cognitive infocommunication (CogInfoCom).

Figure 1. The main related
Figure topics
1. The mainof cognitive infocommunication
related topics (CogInfoCom). (CogInfoCom).
of cognitive infocommunication
The aim of this paper is to provide an overview of human–computer interaction
(HCI)The
and aim
virtual
of reality
thisThe (VR)
paper
aim ofisresearch fields
to provide
this paper isaninprovide
to CogInfoCom
overview anof duringof the
human–computer
overview eight-year periodinteraction (HCI)
interaction
human–computer
from
(HCI)2012
andto 2020
virtual based
reality on
(VR)the International
research fields Conference
in CogInfoCom on Cognitive
during the
and virtual reality (VR) research fields in CogInfoCom during the eight-year Infocommunica-
eight-year period period from
tions and its special
from 2012 to 2020 issues.
2012based
to 2020 These
on based works were
the International classified
Conference
on the International in terms of
on Cognitive
Conference application areas into
Infocommunica-
on Cognitive Infocommunications
two categories:
tions (1)
andhuman–computer
and its special issues.
its specialThese
issues. interaction
works
Thesewere andwere
(2) virtual
classified
works in terms reality.
classified ofinapplication areas into areas into two
terms of application
two categories:categories:
(1) human–computer interactioninteraction
(1) human–computer and (2) virtual
and reality.
(2) virtual reality.
2. Overview of International Conference on Cognitive Infocommunications (CogInfo-
Com) and Its of
2. Overview 2.International
SpecialOverview
Issues ofConference
International onConference on Cognitive Infocommunications
Cognitive Infocommunications (CogInfo-
Com) and Its (CogInfoCom)
Special Issues and Its Special Issues
Together with the definition of the field, the 1st International Workshop on Cognitive
Infocommunications
Together with the Together
ondefinitionwithofthe
CogInfoCom thedefinition
was held
field, of
1stthe
theat the field, the 1st
University
International International
of Tokyo in
Workshop Workshop
on 2010, fol- on Cognitive
Cognitive
lowed Infocommunications
by the International Conference on on CogInfoCom
Cognitive was held at the University of Tokyo in 2010, followed
Infocommunications on CogInfoCom was held at Infocommunications,
the University of Tokyo which
in has been
2010, fol-
held every year by the International
to this day. Conference Conference
The conference on Cognitive Infocommunications,
series hasInfocommunications,
been published in several which has been held
lowed by the International on Cognitive whichcountries
has been
and everyover year the
to this day. The conference series has
1000been published in several
and countries and
heldcities
everyinyear
Europe to this day. The past 9 years,
conference with more
series thanpublished
has been studies published
in several countries
cities in Europe over the past 9 years, with more than 1000 studies published and thousands
thousands
and cities ofin references
Europe over received
the past until Q1 2021,
9 years, withasmore
well asthanindexed by scientifically
1000 studies publishedrele-
and
of references received until Q1 2021, as well as indexed by scientifically relevant databases
vant databases
thousands such as IEEE
of references Xplore,
received Scopus
until or Web
Q1 2021, of Science.
as well The special
as indexed feature of rele-
by scientifically the
such as IEEE Xplore, Scopus or Web of Science. The special feature of the conference series
conference seriessuch
vant databases is that for several
as IEEE Xplore, years,
Scopusthe or majority of the presentations
Web of Science. The special featurehave of
been
the
is that for several years, the majority of the presentations have been shown in 3D, virtual
shown in 3D,series
conference virtual isspaces
that for supported and implemented
several years, the majoritybyofthe theMaxWhere
presentationsplatform.
have (Fig-
been
spaces supported and implemented by the MaxWhere platform. (Figure 2).
ure 2). in 3D, virtual spaces supported and implemented by the MaxWhere platform. (Fig-
shown
ure 2).

Figure 2. The 11th IEEE International Conference on Cognitive Infocommunications conference presentations were seen by
Figure 2. The 11th IEEE International Conference on Cognitive Infocommunications conference
participants in 3D virtual space.
presentations
Figure 2. Thewere
11th seen
IEEEby participantsConference
International in 3D virtual
on space.
Cognitive Infocommunications conference
presentations were seen by participants in 3D virtual space.
 Appl. Sci. 2021, 11, 2646 3 of 14

Moreover, the following journal special issues (Table 1) have appeared on CogInfo-
Appl. Sci. 2021, 11, 2646 Com-related topics. 3 of 13

Table 1. Journal special issues related to CogInfoCom topics.

Year
Moreover, the following journal Special Issuesissues (Table 1) have appeared on
special Editor(s)
CogInfoCom-
2021 Applications
related topics. of Cognitive Infocommunications (CogInfoCom) J. Katona
Digital Transformation Environment for Education in the Space
2021 Gy. Molnar
of CogInfoCom
Table 1. Journal special issues related to CogInfoCom topics.
Special Issue on Digital Transformation Environment for Edu-
2020 Gy. Molnar
Year Special Issues cation in the Space of CogInfoCom Editor(s)
2021 2019
Applications of Cognitive Special Issue on(CogInfoCom)
Infocommunications Cognitive Infocommunications J. Katona P. Baranyi
2019 Special Issue on Cognitive
Digital Transformation Environment for Education in the Space of Infocommunications P. Baranyi
2021 Joint Special Issue on TP Model Transformation and Gy. Molnar
Cognitive
CogInfoCom
2018 P. Baranyi
Special Issue on Digital Transformation Environment Infocommunications
for Education
2020 Gy. Molnar
in the Space of CogInfoCom
2018 Special Issue on Cognitive Infocommunications P. Baranyi
2019 Special Issue on Cognitive
CogInfoComInfocommunications
Enabled Research and Applications in Engineer- P. Baranyi
2019 2015
Special Issue on Cognitive Infocommunicationsing B. Solvang, W.D. Solvang
P. Baranyi
Joint Special Issue2014
on TP Model Transformation and Cognitive
Knowledge Bases for Cognitive Infocommunications Systems P. Baranyi, H. Fujita
2018 P. Baranyi
Infocommunications
Multimodal Interfaces in Cognitive Infocommunication Sys-
2018 Special Issue on Cognitive Infocommunications
2014 P. Baranyi
P. Baranyi, A. Csapo
2015 CogInfoCom Enabled Research and Applications in Engineering tems B. Solvang, W.D. Solvang
2014 Knowledge Bases2014 Speechability of CogInfoCom
for Cognitive Infocommunications Systems Systems A.Fujita
P. Baranyi, H. Esposito, K. Vicsi
2014 2013in Cognitive
Multimodal Interfaces Special Issue on Cognitive
Infocommunication InfocommunicationsP. Baranyi, A. Csapo
Systems P. Baranyi
2014 2012
Speechability of CogInfoCom Systems CogInfoCom 2012 H. Charaf
A. Esposito, K. Vicsi
2013 Special Issue on Cognitive Infocommunications P. Baranyi
P. Baranyi, G. Sallai, A.
2012 2012CogInfoCom 2012 Cognitive Infocommunications H. Charaf Csapo
2012 Cognitive Infocommunications P. Baranyi, G. P.
Sallai, A. Csapo
Baranyi, H. Hashimoto,
2012 2012
Cognitive Cognitive Infocommunications P. Baranyi, H. Hashimoto, G. Sallai
Infocommunications G. Sallai

3.3.Related
RelatedPapers
Papers
3.1.
3.1.Human–Computer
Human–ComputerInteraction
Interaction(HCI)
(HCI)
HCI,
HCI,also
alsocalled
calledhuman–machine
human–machineinteraction
interaction(HMI)
(HMI)refers
referstotothe
theinterfaces
interfacesbetween
between
computer
computertechnology
technologyand andpeople
peopleasasusers
users(Figure
(Figure3).3).The
Theaimaimofofthis
thissection
sectionisistotoprovide
provide
ananoverview
overviewofofHCIHCI fields which
fields whichwere published
were publishedon on
International
InternationalConference
Conference on Cognitive
on Cogni-
Infocommunications
tive Infocommunications (CogInfoCom) and itsand
(CogInfoCom) special issues. issues.
its special For thisForoverview, two search
this overview, two
engines
search engines were used to collect papers over the specified time period thatselected
were used to collect papers over the specified time period that were were se-
using
lectedthe following
using boolean string:
the following boolean((Human ComputerComputer
string: ((Human Interaction OR HCI) OR
Interaction OR (Human
HCI) OR
Machine
(HumanInteraction OR HMI) OR
Machine Interaction OR (Brain
HMI) OR Computer Interface OR
(Brain Computer BCI) OR
Interface OREye Tracking
BCI) OR Eye
OR Gaze Tracking OR Gesture Control). 2012–2020 was chosen as
Tracking OR Gaze Tracking OR Gesture Control). 2012–2020 was chosen as the timeline the timeline for this
literature review, as the publications of the conference series related to the field
for this literature review, as the publications of the conference series related to the field of of science
and its special
science and itsissue canissue
special be found in the
can be foundmajor databases
in the in this time
major databases in band untilband
this time 2021 until
Q1.
A2021
further condition was formulated as an additional criterion: (Citations
Q1. A further condition was formulated as an additional criterion: (Citations numbernumber ≥ 10 in
IEEE Xplore OR in Scopus until 2021 Q1).
≥ 10 in IEEE Xplore OR in Scopus until 2021 Q1).

Figure3.3.High-level
Figure High-leveldiagram
diagramofofaatypical
typicalhuman–computer
human–computerinteraction
interaction(HCI).
(HCI).

According to L. Izso [4], complex HCI-based support systems implemented in the

field of CogInfoCom can improve the quality of life of patients with cognitive disorders
and related disabilities. Examples of such complex systems include brain–computer inter-
faces (BCIs), which allow the implementation of an alternative communication channel
 Appl. Sci. 2021, 11, 2646 4 of 14

According to L. Izso [4], complex HCI-based support systems implemented in the

Appl. Sci. 2021, 11, 2646 4 of 13
field of CogInfoCom can improve the quality of life of patients with cognitive disorders
and related disabilities. Examples of such complex systems include brain–computer inter-
faces (BCIs), which allow the implementation of an alternative communication channel
between
betweenthe thecomputer
computerand and the human
the human brain (Figure
brain (Figure 4). 4).
In the research
In the by J.by
research Katona
J. Katonaet al.et[5],
al.
human–robot
[5], human–robot interaction (HRI)(HRI)
interaction was developed
was developedbased based
on a cost-effective BCI system,
on a cost-effective where
BCI system,
the speed
where thecontrol
speed of a mobile
control of arobot
mobile wasrobot
implemented, and its effectiveness
was implemented, was testedwas
and its effectiveness in
atested
real environment involving test subjects. The results of development
in a real environment involving test subjects. The results of development and re- and research can
contribute,
search can for example,
contribute, fortoexample,
the development of a brainwave-controlled
to the development wheelchairwheel-
of a brainwave-controlled for a
person with
chair for reducedwith
a person mobility and mobility
reduced to increase andits to
operational
increase itsefficiency. M. Tariq
operational et al. [6]
efficiency. M.
aimed to al.
Tariq et improve
[6] aimedthe to
quality
improveof life
theofquality
patientsof with
life ofimpaired
patients motor functionsmotor
with impaired by imple-
func-
menting
tions byaimplementing
BCI-based neurorehabilitation system mainly focusing
a BCI-based neurorehabilitation systemonmainly
the quantification
focusing onand the
investment of mu-beta event-related desynchronization (ERD)
quantification and investment of mu-beta event-related desynchronization (ERD) andand event-related synchro-
nization (ERS).synchronization
event-related In addition, the results
(ERS). In obtained
addition,cantheberesults
appliedobtained
well in robotics during well
can be applied the
implementation of the movement of a robot arm or leg. As described
in robotics during the implementation of the movement of a robot arm or leg. As described by J. Katona [7,8],
BCI
by J.systems
Katonacan also
[7,8], play
BCI a significant
systems can alsoroleplayinaincreasing
significantthe effectiveness
role in increasing ofthe
learning
effective-by
monitoring attention
ness of learning as a key cognitive
by monitoring attentionprocess
as a keyand can alsoprocess
cognitive appearandas acan
kind of appear
also learning as
support system.
a kind of learning support system.

Figure 4. High-level block diagram of a typical brain–computer interface (BCI).

Figure 4. High-level block diagram of a typical brain–computer interface (BCI).
Human–computer
Human–computerinteractions
interactionsare aresignificantly
significantly influenced
influenced bybythethe
means
means of of
communi-
commu-
cation used
nication usedto to
control
controlthethe
computer.
computer. Systems
Systems based
based onongesture
gesturecontrol
controlororeye
eyemovement
movement
tracking
trackingmay
mayallow
allowsome
somefunctions
functionsof ofthe
themouse
mouseor orkeyboard
keyboardto tobe
betriggered
triggeredor orreplaced.
replaced.
G.
G. Sziladi et al [9] compared the traditional computer mouse and its handling withwith
Sziladi et al [9] compared the traditional computer mouse and its handling a
a cost-
cost-effective hand gesture detection and processing system called Leap
effective hand gesture detection and processing system called Leap Motion (Figure 5a) by Motion (Figure 5a)
by analyzing
analyzing thethe movement
movement of aofcomputer
a computer mouse
mouse cursor.
cursor. Although
Although the gesture
the gesture control
control used
used showed more inaccurate and uncertain mouse cursor movement,
showed more inaccurate and uncertain mouse cursor movement, the results obtained may the results obtained
may be key
be key in performing
in performing a task
a task thatthat requiresless
requires lessfine
finemovement,
movement, wherewhere thethe use
use of
ofgesture
gesture
control systems may be beneficial to the user. In addition to the cost-effective
control systems may be beneficial to the user. In addition to the cost-effective gesture con- gesture
controls used
trols used bybyG.G. Sziladietetalal[9],
Sziladi [9],other
otherdevices
deviceswithwith similar
similar characteristics
characteristics are are available.
available.
The
The aim of the research by B.A. Csapo [10] is to examine the effectiveness ofan
aim of the research by B.A. Csapo [10] is to examine the effectiveness of anarmband
armband
called
calledMyo
Myo(Figure
(Figure5b)5b)and
andtoto discuss
discuss howhow visually
visually impaired
impaired people cancan
people useuse
thisthis
device as
device
aaskind of support tool in their everyday lives. The results obtained show
a kind of support tool in their everyday lives. The results obtained show that the device that the device
is currently only partially suitable for performing continuous search tasks and further
calibration methodological improvements are needed for more efficient operation.
Appl. Sci.
Appl. Sci. 2021,
2021, 11,
11, 2646
2646 55 of
of 14
14

Appl. Sci. 2021, 11, 2646 5 of 13

is currently
is currently only
only partially
partially suitable
suitable for
for performing
performing continuous
continuous search
search tasks
tasks and
and further
further cal-
cal-
ibration methodological
ibration methodological improvements
improvements areare needed
needed for
for more
more efficient
efficient operation.
operation.

(a)
(a) (b)
(b)
Figure
Figure 5.
Figure5. Leap
5.Leap Motion
LeapMotion controller
Motioncontroller (a)
controller(a) and
(a)and Myo
andMyo armband
Myoarmband (b).
armband (b). [9].
(b). [9].
[9].

J.J. Zsolt
Zsolt et et al.al. [11]
[11] described
described aa self-developed
self-developed system system for for replacing
replacing computer
computer input input
peripherals (keyboard
peripherals (keyboardand
(keyboard andmouse)
and mouse)using
mouse) usingeye
using eye
eye path
path
path tracking.
tracking.
tracking. In In In
some some
some cases,
cases,
cases, gaze gaze
gaze
controlcontrol
control
can
can
can be much
be
be much much
more more
more informative
informative
informative than
thanthansimple simple
simple
mouse mouse
mouse movement,
movement,
movement, as not asonly
as not only
not only
the paththe path
the path
of theofofgaze
the
the
gaze
gaze butthe
but
but also also
also the emotional
the
emotional emotional factors
factorsfactors
become become
become
readable readable
readable
in this inin this
way.this way.
A.way.Torok A.etTorok
A. Torok
al. [12] etanalyzed
et al. [12]
al. [12] ana-
ana-
the
lyzed
technique the technique
of reading of
a reading
colorful a colorful
early map early
by map
examining
lyzed the technique of reading a colorful early map by examining eye movement param- by examining
eye movement eye movement
parameters, param-
where
it waswhere
eters,
eters, observed
where itit wasthatobserved
was test subjects
observed that spend
that more time
test subjects
test subjects spend
spend studying
more time
more the studying
time cluttered
studying area, but this
the cluttered
the cluttered
effectbut
area,
area, canthis
but be related
this effect can
effect to eccentricity.
can be related
be related to toThe experiences
eccentricity.
eccentricity. The
The and the obtained
experiences
experiences andresults
and can contribute
the obtained
the obtained results
results
to the
can
can design and
contribute
contribute to development
to the
the design and
design of modern user
and development
development interfaces.
of modern
of modern user userK.interfaces.
Hercegfi et
interfaces. K.al.
K. [13] present
Hercegfi
Hercegfi et al.
et al.
the usability
[13]
[13] present the
present testing
the of a semi-intelligent
usability
usability testing of
testing agent called agent
of aa semi-intelligent
semi-intelligent the
agent Emotional
called the
called Display
the Emotional
Emotional Object of the
Display
Display
Virtualof
Object
Object Collaboration
of the Virtual
the Arena (VirCA)
Virtual Collaboration
Collaboration based
Arena
Arena on interviews
(VirCA)
(VirCA) based on
based onand eye-tracking.
interviews
interviews The results
and eye-tracking.
and eye-tracking.
show
The that
The results selective
results showshow that attention
that selective is quite
selective attention strong
attention is is quiteand during
quite strong
strong and new
and during tasks
during new the test
new tasks subjects
tasks the testfocus
the test sub-
sub-
only
jects on
jects focus the
focus only most
only on important
on the
the most points
most important of the
important points screen
points of for
of the the
the screen solution
screen for for the and for
the solution the
solution and less
and for important
for the
the less
less
parts they parts
important
important do
parts nottheynotice
they dothe
do notchanges
not notice the
notice during
the changes
changes the observation.
during the
during A. Kovari et A.
the observation.
observation. al. [14]
A. Kovari
Kovari examine
et al.
et al.
the forms
[14]
[14] examine
examine and the
the effectiveness
forms and
forms of the debugging
and effectiveness
effectiveness thephase
of the
of of software
debugging
debugging phasedevelopment
phase of software
of through eye
software development
development
movement
through
through eyetracking
eye movement
movement with the involvement
tracking
tracking with the
with of test subjects.
the involvement
involvement of test
of testAfter examining
subjects.
subjects. the
After examining
After results,
examining
it can be
the results,
the seen
results, itit can that
can be test
be seen subjects
seen thatthat test who
test subjectsmade
subjects who many
who made minor
made many modifications
many minor minor modifications as well
modifications as as
asmore
well
well
frequent
as more
as compilations
more frequent
frequent compilations and
compilations and runs with
and runs less
runs with efficiency
with less and
less efficiency more
efficiency and time
and more required,
more time discovered
time required,
required, dis- dis-
and corrected
covered
covered and more hidden
and corrected
corrected moreerrors
more hidden
hidden in errors
the
errorssource
in the
in code
the thancode
source
source those
code whothose
than
than placed
those who
who moreplaced
placedemphasis
more
more
on interpretation,
emphasis
emphasis on and they used
on interpretation,
interpretation, and they
and the ability
they used the
used to compile
the ability to
ability toand run the
compile
compile and
and application
run the
run less often.
the application
application
T. Ujbanyi
less
less often. T.
often. et Ujbanyi
T. al. [15] examine
Ujbanyi et al.
et al. [15] eye
[15] movement
examine
examine parametersparameters
eye movement
eye movement in the context
parameters of the
in the
in the acquisition
context
context of the
of the
of IT skills.
acquisition of
acquisition The
of IT results
IT skills.
skills. Theobtained
The results show
results obtained that
obtained show differences
show that in gaze
that differences
differences inmovement
in gaze can
gaze movement be
movement detectedcan
can
in detected
be
be students
detected with in different
in students
students withlevels
with of knowledge,
different
different levels of
levels offrom which conclusions
knowledge,
knowledge, from which
from whichcan be stated and
conclusions
conclusions can
can
related
be stated to
stated and effectiveness,
and related
related to success
to effectiveness, or failure
effectiveness, success of
success or learning.
or failure Figure
failure of 6
of learning. shows
learning. Figure Figure cost-effective
two
be 66 shows
shows two two
and reliable eye tracker devices that were used in the reviewed literatures.
cost-effective and
cost-effective and reliable
reliable eye eye tracker
tracker devices
devices that that were
were usedused in in the
the reviewed
reviewed literatures.
literatures.

(a)
(a) (b)
(b)
Figure
Figure 6.
Figure6. The
6.The Eye
TheEye Tribe
EyeTribe tracker
Tribe tracker [15]
tracker [15] (a),
[15] (a), the Gazepoint
(a), the
the Gazepoint GP3
Gazepoint GP3 Eye
GP3 Eye tracker
Eye tracker [14]
tracker [14] (b).
[14] (b).
(b).

A. Garai
A.
A. Garai et
Garai et al.
al. [16] examine HMI
[16] examine HMI for
for body-sensors
body-sensors that that collect
collect and store health
and store health data
data
about its
about its user
user and
and extends
extends anan adaptive
adaptive eHealth
eHealth content
content management
management methodology. Such
methodology. Such
informationand
information
information andtelecommunication
and telecommunicationsystems
telecommunication systems
systems make
make
make it possible
itit possible
possible to monitor
to monitor
to monitor the patient’s
the patient's
the patient's live
live
live data
data away
data away
away from from
from classical classical
classical medicalmedical institutions.
medical institutions.
institutions. B. B.
B. Solvang
Solvang etSolvang
et al. et
al. [17]al. [17]
[17] present present
present aa new a new
new archi-
archi-
architecture
tecture
tecture for for human–machine
for human–machine
human–machine andand
and machine-to-machine
machine-to-machine
machine-to-machine communicationand
communication
communication andcontrol
and control that
control that
facilitates communication between old and new devices and equipment and improves
human–machine interaction through more efficient integration. some sub-units can make
better use of their capabilities.
Appl. Sci. 2021, 11, 2646 6 of 13

Table 2 summarizes the year of reviewed publications of this section, the area of
applicability of the obtained results, and the applied HCI/HMI components.

Table 2. The area of applicability of the results of the reviewed literature and the applied human–computer
interaction/human–machine interaction (HCI/HMI) components.

Authors Work Year The area of applicability of the results HCI/HMI Component
human-robot interaction, mobile robots, velocity
J. Katona et al. [5] 2016 EEG-based BCI 1
control
medical signal detection, robotics, neurophysiology,
M. Tariq et al. [6] 2017 EEG-based BCI
patient rehabilitation
education, observe the level of vigilance, cognitive
J. Katona et al. [7,8] 2018 EEG-based BCI
actions
gesture recognition, human-computer interaction,
G. Sziladi et al. [9] 2017 Gesture Control
mouse controllers (computers), controlling systems
gesture recognition, haptic interfaces, image
B. A. Csapo et al. [10] 2016 Gesture Control
motion analysis, motion control, auditory control
human-computer interaction, emotional
J. Zsolt et al. [11] 2012 Eye/Gaze tracking
recognition, iris detection
data visualization, user interfaces, task
A. Torok et al. [12] 2017 Eye/Gaze tracking
analysis, cognition
human-robot interaction, virtual reality,
K. Hercegfi et al. [13] 2019 Eye/Gaze tracking
virtual agent
A. Kovari et al. [14] 2020 programming, debugging, education Eye/Gaze tracking
T. Ujbanyi et al. [15] 2016 computer network, visualization, education Eye/Gaze tracking
medical computing, telemedicine, cloud
A. Garai et al. [16] 2016 Body-sensors
computing, health care, embedded systems
human-machine interaction, inter-machine
B. Solvang et al. [17] 2012 Shop-Floor architecture
interaction, manufacturing equipment
1 EEG-based BCI: Electroencephalogram-based Brain-Computer Interface.

With the development of technology, it is assumed by A. Torok [18] that the efficiency
and reliability of HCI-based systems can be improved, but in order to be able to design and
implement highly efficient, understandable and manageable HCI-based systems, we need
to know human behavior, human limits, human needs, and human cognition. In addition,
I. Siegert et al. [19] mentioned that we need to pay attention to the overlapping speech
effect present in HCI communication and also make recommendations to avoid this.

3.2. Virtual Reality (VR)

VR is a collective name for specialized, widely used electronic technologies designed to
create a virtual environment in which the user can feel as if they exist in physical reality. The
aim of this section is to provide an overview of VR-based education and educoaching and
CogInfoCom-based learning abilities which were published by the International Conference
on Cognitive Infocommunications (CogInfoCom) and its special issues. For this overview,
two search engines were used to collect papers over the specified time period that were
selected using the following boolean string: ((Virtual Reality OR VR) AND Education OR
Learning). We chose 2012–2020 as the timeline for this literature review, as the publications
of the conference series related to the field of science and its special issue can be found in
the major databases in this time band until 2021 Q1. Further condition was formulated as
an additional criterion: (Citations number ≥10 in IEEE Xplore OR in Scopus until 2021 Q1).
VR tools can provide both professionals and students with cost-effective and risk-free
practice areas that can help plan, implement, and evaluate certain processes, and even
provide remote connectivity. E. Markopoulos et al. [20] describe a prototype of a cost-
effective and portable VR-based system that, after a successful testing phase, will provide
seafarers with training and practice opportunities in virtual reality in either a home or
office environment. M. Al-Adawi et al. [21] demonstrate a fire safety application-based
VR also that can be used by both professionals and students for fire protection exercises,
 until 2021 Q1).
VR tools can provide both professionals and students with cost-effective and risk-
free practice areas that can help plan, implement, and evaluate certain processes, and even
provide remote connectivity. E. Markopoulos et al. [20] describe a prototype of a cost-
Appl. Sci. 2021, 11, 2646
effective and portable VR-based system that, after a successful testing phase, will provide 7 of 13
seafarers with training and practice opportunities in virtual reality in either a home or
office environment. M. Al-Adawi et al. [21] demonstrate a fire safety application-based
VR also that can be used by both professionals and students for fire protection exercises,
contributing
contributingtotothe
thedevelopment
developmentand andtesting
testingofofthe
themost
mosteffective
effectivefirefighting
firefightingtechniques
techniques
for
fordifferent
differenttypes
typesofoffires.
fires.As
Asaasummary
summaryofofthe theprocessed
processedarticles,
articles,ititcan
canbebestated
statedthat
that
professionals
professionalsororstudents,
students,regardless
regardlessofofthe
thephysical
physicalwork
workareas,
areas,can
canlearn
learnthe
thetasks
tasksrelated
related
tototheir
theirwork
workeffectively
effectivelywithout
withoutphysical
physicaldangers,
dangers,andandcan
canreact
reacttotoreactions
reactionstotovarious
various
dangerous
dangerous situations and prepare for unexpected situations. Figure 7 showsthe
situations and prepare for unexpected situations. Figure 7 shows thetools
toolsand
and
their
theirconnections
connectionsrequired
requiredfor
forproducing
producingVR VRtraining
trainingscenarios.
scenarios.

Figure7.7.Tools
Figure Toolsand
andtheir
theirconnections
connectionsfor
forproducing
producingvirtual
virtualreality
reality(VR)
(VR)training
trainingscenarios.
scenarios.

S.S.Korečko
Korečkoetetal. al.[22]
[22]examine
examinethe theevaluation
evaluationofofcognitive
cognitivefunctions
functionsofofthe thevisual
visualspace
space
and
andthe
thepossibilities
possibilitiesofofteaching
teachingininaavirtual
virtualenvironment.
environment.The Thestudy
studyusedusedcognitive
cognitivetests,
tests,
EEG measurements, cognitively
EEG measurements, cognitively stimulating tasks and two VR games in an
tasks and two VR games in an immersive 3D immersive
3D virtual
virtual environment-based
environment-based CAVE
CAVE (Cave
(Cave Automatic
Automatic Virtual
Virtual Environment)
Environment) system.
system. The The
ob-
obtained results can contribute to the comprehensive study of various
tained results can contribute to the comprehensive study of various cognitive processes cognitive processes
ininthe
thefield
fieldofofcognitive
cognitiveresearch.
research.
InInthe
thelast
lastdecade,
decade,distance
distancelearning,
learning,alsoalsoknown
knownas ase-learning,
e-learning,isisincreasingly
increasinglyemerg-
emerg-
ing in the field of higher education, in which teachers make the most static
ing in the field of higher education, in which teachers make the most static content avail- content available.
Today, however,
able. Today, remote remote
however, and virtual
and laboratories are gaining
virtual laboratories ground,ground,
are gaining especially in the en-
especially in
gineering disciplines. T. Budai et al. [23] examine the possibilities
the engineering disciplines. T. Budai et al. [23] examine the possibilities of developing of developing such
laboratory systems
such laboratory and current
systems solutions,
and current focusingfocusing
solutions, primarily on higher
primarily oneducation, stating
higher education,
that
stating that with the help of CogInfoCom we can explore the important factors that canto
with the help of CogInfoCom we can explore the important factors that can be used be
increase the efficiency of such systems. G. Csapo [24] presents a 3D virtual
used to increase the efficiency of such systems. G. Csapo [24] presents a 3D virtual envi- environment
implemented in MaxWhere,
ronment implemented where students
in MaxWhere, wherewere provided
students werewith all the with
provided information and
all the infor-
resources that could support the effective mastery of spreadsheet programming,
mation and resources that could support the effective mastery of spreadsheet program- computer
problem solving, database management, and building algorithms. In an electrical engineer-
ming, computer problem solving, database management, and building algorithms. In an
ing course, it is quite difficult for students to teach the structure and operation of various
electrical engineering course, it is quite difficult for students to teach the structure and
electrical machines and drives with 2D illustrations, while using 3D, animated content
operation of various electrical machines and drives with 2D illustrations, while using 3D,
can make this process much more efficient. Z. Kvasznicza [25] focuses on more efficient
animated content can make this process much more efficient. Z. Kvasznicza [25] focuses
training of asynchronous machines in a 3D VR space and emphasizes that devices and
on more efficient training of asynchronous machines in a 3D VR space and emphasizes
equipment that are difficult and expensive to obtain in physical reality can be produced
that devices and equipment that are difficult and expensive to obtain in physical reality
easily and cost-effectively in a virtual environment. Computer science requires a kind
can be produced easily and cost-effectively in a virtual environment. Computer science
of inventive thinking, so we should strive to develop student creativity and innovative
thinking in university education as well. Based on G. Bujdoso’s [26] results, it can be
stated that with the help of virtual reality, these abilities can be significantly improved.
The study was conducted in a so-called immersive VR (iVR) system developed on the
MaxWhere platform, which offers a wide range of opportunities for user interaction and
provides tools to trigger cognitive processes that can contribute to the development of
inventive thinking. According to A. Kovari [27], by supporting IT tools and technologies
based on CogInfoCom, such as 3D VR learning environments, traditional education can be
expanded and made more efficient, resulting in increased learning efficiency, motivation
and creativity. A. Csapo et al. [28] also examine VR environments from a psychological
 sults, it can be stated that with the help of virtual reality, these abilities can be significantly
improved. The study was conducted in a so-called immersive VR (iVR) system developed
on the MaxWhere platform, which offers a wide range of opportunities for user interac-
tion and provides tools to trigger cognitive processes that can contribute to the develop-
ment of inventive thinking. According to A. Kovari [27], by supporting IT tools and tech-
Appl. Sci. 2021, 11, 2646 8 of 13
nologies based on CogInfoCom, such as 3D VR learning environments, traditional educa-
tion can be expanded and made more efficient, resulting in increased learning efficiency,
motivation and creativity. A. Csapo et al. [28] also examine VR environments from a psy-
perspective,
chological perspective, analyzing
analyzing thethe impact
impact of of thesetypes
these typesofofenvironment
environmenton onthe
the for-
formation of new
mation of new memories, and also makes recommendations for the development of effec- AI-enhanced
memories, and also makes recommendations for the development of effective
tive AI-enhanced CogInfoCom
CogInfoCom systems. The results
systems. of theofstudy
The results show show
the study that the elements
that presented in the VR
the elements
environment are stored more deeply in human memory,
presented in the VR environment are stored more deeply in human memory, which can which can ultimately result in a
more efficient retrieval and learning process. Figure 8 shows
ultimately result in a more efficient retrieval and learning process. Figure 8 shows twotwo study “desks” with task
study “desks”descriptions, helping thehelping
with task descriptions, template theand study. and study.
template

Figure Figure
8. Two 8.
study
Two“desks” with task
study “desks” description,
with helpinghelping
task description, the template and study.
the template and study.

The possibilities
The ofpossibilities
the 3D VR environment
of the 3D VR are not limited to
environment areeducation
not limited andtolearning
education and learn-
but can even make the can
ing but planning
even andmakeadministration
the planningofand education more efficient.
administration I. Horvath
of education more efficient. I.
[29] emphasizes that the[29]
Horvath increasing
emphasizesuse of VRthe
that andincreasing
augmented usereality
of VR(AR) technologiesreality
and augmented in (AR) tech-
nologiescan
the field of education in the field of education
significantly contribute can
to significantly
the development contribute
of newtolearner-cen-
the development of new
learner-centred
tred teaching and teaching
learning strategies andand learning
methods, as strategies
a result of and
whichmethods, as a result
an innovative ed- of which an
innovative
ucational ecosystem can be educational
created. Theecosystem
results ofcanthebeexperiment
created. Thepresented
results ofinthe
theexperiment
study presented
in the study show that in 3D space implemented
show that in 3D space implemented in the MaxWhere environment, digital instructor in the MaxWhere environment, digital
instructor workflows required 37–64% fewer user
workflows required 37–64% fewer user and 72% less machine operations compared to and 72% less machine operations com-
those performedpared to those performed
on traditional on traditional
2D interfaces. This can mean2D interfaces. This canasmean
that MaxWhere, an edu- that MaxWhere,
as anoffers
cational platform, educational
benefits platform,
not only tooffers benefits
students not to
but also only to students
faculty. but also
A. D. Kovacs et to faculty. A.
al. [30] provideD.anKovacs
example et al. [30]through
of this providethe an self-assessment
example of thisworkflow
through the self-assessment
associated with workflow
associated with institutional accreditation, which has
institutional accreditation, which has shown that such a workflow can reduce it by up to shown that such a workflow can
reduce it by up to 25% due to more effective collaboration,
25% due to more effective collaboration, increased work flexibility, and easier organiza- increased work flexibility, and
tion. work time easier organization.
requirement. work time
B. Lampert et al.requirement.
[31] analyze B. theLampert
processeset al. [31] analyze
of sharing work- the processes of
flows, descriptions, digital content and technological tools, and the defined results can be the defined
sharing workflows, descriptions, digital content and technological tools, and
well applied inresults canofbe
the field well applied
workflow in the
sharing. Thefield of workflow
results sharing.
of the applied The results
tests show that inof the applied
tests show that in the MaxWhere 3D environment,
the MaxWhere 3D environment, users were able to execute the required workflows users were able to execute
at the required
ci. 2021, 11, 2646 workflows at least 50% faster compared to other traditional
least 50% faster compared to other traditional 2D environments. Figure 9 shows two 3D 2D environments.
9 of 14 Figure 9
shows two
representation of workflows. 3D representation of workflows.

(a) (b)
Figure
Figure 9. 3D
9. 3D representation
representation of the
of the workflow
workflow [31][31]
(a) (a)
andand MaxWhere
MaxWhere 3D 3D employees’
employees’ workspace
workspace [31][31]
(b).
(b).
CogInfoCom also examines the interaction between thinking and social processes and
CogInfoCom alsoitexamines
extends the space.
to the virtual interaction betweenetthinking
I. L. Komlosi and social
al. [32] examine processes
post-Y-generation informa-
and extends ittion
to the virtual space.
processing I. L. Komlosi
properties et al. [32] examine
and characteristics post-Y-generation
in the context in- management.
of knowledge
formation processing properties and characteristics in the context of knowledge manage-
ment. People born in the digital age and socialized in culture are much more able to de-
velop knowledge transfer and communication interaction between human and non-hu-
man agents. The study emphasizes that the transformation of linear information pro-
cessing that has developed in the past is expected in the future. V. Kovecses-Gosi [33] also
Appl. Sci. 2021, 11, 2646 9 of 13

People born in the digital age and socialized in culture are much more able to develop
knowledge transfer and communication interaction between human and non-human
agents. The study emphasizes that the transformation of linear information processing
that has developed in the past is expected in the future. V. Kovecses-Gosi [33] also empha-
sizes the importance of introducing new teaching methods and exploiting the potential
of 3D virtual spaces in the field of education and presents how the lesson built on the
improvement of different intelligence levels can be accomplished. I. Horvath [34] describes
an edu-coaching teaching method supported by ICT tools that fit into the digital-based
life of Generation Z students based on a special interrogatory technique. Based on the
defined results, the real environment of education that requires expensive engineering
tools can be replaced well by a properly constructed and simulated 3D virtual environment.
I. Horvath [34,35] emphasizes that environments designed in this way can revolutionize en-
gineering education, as they do not necessarily require expensive physical equipment, and
computer networks allow physically distant teachers and students to interact effectively in
such environments, with which education is ultimately, in addition to its cost-effectiveness,
student motivation may also increase.
It is essential that immersive VR environments effectively simulate and track different
forms of movement and make them more effective through exercises and training, improve
route search and orientation as cognitive processes, and significantly enhance lifelike audio-
visual elements in addition to illustrating well-chosen visual elements. the effectiveness of
immersive VR “being there”.
D. Edler et al. [36] use an example of the transformation and development of a
post-industrial area to show how it is possible to increase the user experience of a 3D
environment by supporting the Unreal Engine 4 game engine. In addition, he emphasizes
that the use of immersive VR-based technology can enrich us with additional extremely real
experiences that are not experienced during a visit to a real physical area and can appear
as a kind of design support option in the field of landscape architecture and research. C.
Boletsis et al. [37] present and analyze the user experiences provided by contemporary and
now widespread VR movement techniques through empirical research. The results of the
study show that users delve into virtual space mostly through a walking-in place, but this
also means the greatest psychophysical strain on them. The VR movement supported by
different controllers or joysticks showed ease of use; however, visual jumps made with
these devices very easily break the feeling of immersion. F. Hruby et al. [38] examine the im-
portance of scaling and makes recommendations, as it is extremely important for immersive
VR systems to create a sense of reality, so mapping different geographical environments in
great detail is of paramount importance. Based on the results of E. I. Lokka et al. [39], it can
be stated that the individual cognitive training developed during the research, optimized
for route learning, can counterbalance the decline in spatial memory associated with older
age and the associated route search and orientation difficulties. F. Hruby [40] attaches great
importance to the study of multisensory experiences in order to maximize the “being there”
presence in the VR environment and, as an alternative, analyzes the Geovisualization
Immersive Environment (GeoIVE) to investigate the potential of sound. Table 3 shows the
summary on applied virtual reality applications and environments.

Table 3. The area of applicability of the results of the reviewed literature and the applied virtual reality (VR) applica-
tion/environment.

Authors Work Year The area of applicability of the results VR Application

computer based training, marine engineering, MarSEVR (Maritime Safety
E. Markopoulos et al. [20] 2019
ergonomics, maritime safety training Education with VR)
simulation, fire safety, computer-based
Electric Cabin Fire
M. Al-Adawi et al. [21] 2019 training, industrial training,
Simulation
occupational safety
Appl. Sci. 2021, 11, 2646 10 of 13

Table 3. Cont.

Authors Work Year The area of applicability of the results VR Application

visuospatial cognitive functions, computer
Š. Korečko et al. [22] 2018 CAVE system
games, cognition, neurophysiology
virtual laboratory, design, simulation, MaxWhere 3D VR
T. Budai [23] 2018
education, learning management system Framework
computer science education, spreadsheet MaxWhere 3D VR
G. Csapo [24] 2017
programs, collaboration, problem solving Framework
electrical engineering computing/training, 3D VR educational
Z. Kvasznicza [25] 2017 education, computer animation, electric environment of a pilot
machines, mechatronics project
computer science education, computer aided
MaxWhere 3D VR
G. Bujdoso [26] 2017 instruction, collaborative work, iVR system,
Framework
inventive thinking
engineering education, learning, problem
A. Kovari [27] 2018 -
solving, cognition, mathematics computing
comprehensive memory management, MaxWhere 3D VR
A. Csapo [28] 2018
cognition, AI-enhanced CogInfoCom Framework
computer aided instruction, teaching, user
MaxWhere 3D VR
I. Horvath [29] 2018 interfaces, e-learning platform, digital
Framework
workflows
educational administrative data processing, MaxWhere 3D VR
A. D. Kovacs et al. [30] 2019
teaching, cooperation, collaboration Framework
education, VR-learning, workflow, digital MaxWhere 3D VR
B. Lampert et al. [31] 2018
content sharing Framework
cognitive entity generation, social cognition,
MaxWhere 3D VR
I. L. Komlosi et al. [32] 2016 information processing, digital culture,
Framework
knowledge management
cooperative learning, teaching methodology, MaxWhere 3D VR
V. Kovecses-Gosi [33] 2018
digital culture, interactive learning-teaching Framework
computer aided instruction, edu-coaching, MaxWhere 3D VR
I. Horvath [34] 2017
educational, informatics Framework
engineering education, innovation
Virtual Collaboration Arena
I. Horvath [35] 2016 management, computer aided instruction,
(VirCA)
visualization ICT
3D cartography, multimedia cartography,
3D iVR based Unreal Engine
D. Edler et al. [36] 2019 urban transformation, navigation,
4 (UE4)
constructivism
VR locomotion techniques, human-computer 3D iVR based Unreal Engine
C. Boletsis et al. [37] 2019
interaction, user experience 4 (UE4)
VR, scale, immersion, Immersive virtual highly immersive VR-system
F. Hruby et al. [38] 2020
environments (HIVE)
VR navigational tasks, memory training, Mixed Virtual Environment
I. E. Lokka et al. [39] 2018
older adults, cognitive training (MixedVR)
Immersion, spatial presence, immersive
Immersive Virtual
F. Hruby [40] 2019 virtual environments, audiovisual
Environments (IVE), GeoIVE
cartography

4. Discussion and Conclusions

From 2012 to 2020, the study provided a brief overview of the results published and
most cited in the two most important research areas of the CogInfoCom discipline based
on the International Conference on Cognitive Infocommunications and its special issues.
One of the most important research areas of CogInfoCom is the development of
complex HCI-based systems and the study of their efficiency. In summarizing the results,
it was revealed that EEG-based BCI, gesture control, and eye/gaze tacking appeared
as the most frequently used alternative communication tools. The results presented in
the field of BCI may support the development of communication channels between the
human brain and the computer that can be used in the following areas: HRI, robotics,
Appl. Sci. 2021, 11, 2646 11 of 13

velocity control, medical signal detection, neurophysiology, patient rehabilitation and

education. The results summarized in the field of gesture control complement or extend
the possibilities of developing human-computer interactions and can also be used in
areas such as controlling systems, haptic interfaces, image motion analysis and motion or
auditory control. The results explored and summarized in the field of eye/gaze tracking
can contribute to the development of areas such as emotional recognition, iris detection,
visualization, user interfaces, task analysis, cognition, HRI, virtual reality and agents,
programming, computer network and education.
Based on the reviewed literature, it can be stated that more cost-effective and reliable
HCI-based systems are increasingly appearing and becoming part of our everyday lives.
For people with disabilities, such systems will increasingly be able to provide a full life
in the future, significantly improving their quality of life. In addition, the use of BCI,
eye-tracking, or gesture control systems is expected to expand and develop traditional
communication between humans and robots, as well as various devices and equipment.
Moreover, the spread of BCI systems can be predicted to increase the learning efficiency
of children with learning difficulties and it is also possible to compile adaptive learning
materials that can describe the learning material to be acquired in a dynamic way, taking
into account the current state of concentration of the students, as opposed to a traditional
book, which does all this in a static way.
Another major area of research is a special, widely applicable electronic technology, the
VR, which is primarily used to create a virtual environment in which the user can perform
their tasks as if they were in a physical reality. Depending on the goals, several softwares
are used to create the virtual environment. One such goal may be to provide users with an
area where they can practice trying new techniques without physical hazards. To achieve
this goal, for example, MarSEVR (Maritime Safety Education with VR Technology) or
Electric Cabin Fire Simulation are used, which can be used in areas such as computer-based
training, marine engineering, ergonomics, maritime safety training, simulation, fire safety
or industrial training. Another priority could be to increase the efficiency of learning and
the organization of education, and to examine the interaction between thinking and social
processes, extended to the virtual space. To achieve such goals, for example, the MaxWhere
3D VR Framework is used, which can be used in other areas such as simulation, informatics
and AI-enhanced CogInfoCom.
Based on the reviewed literature, it can be stated that in the future we will be increas-
ingly able to create the feeling of “being there” by utilizing all our senses more effectively.
Immersive 3D VR will be a key application in real-life simulation of environments free of
physical hazards, where professionals or students can practice, master, and develop new
techniques in the event of a potential emergency. In addition, 3D-based virtual environ-
ments will be of paramount importance in the field of education for the development of
more effective learning materials, and the purchase of expensive tools and equipment for
educational purposes will be avoided as we will be able to simulate and illustrate them
more effectively. In addition, the use of virtual reality can better develop students’ creative
and innovative thinking, as well as predict a significant improvement in motivation. In
addition to teaching and learning, 3D VR environments will be able to effectively support
and accelerate the planning and administration of education. For example, the students of
the future will not have to gather in one physical place to listen to a lecture, for example,
but can do so from anywhere in the world. Overall, the use of 3D VR environments will
create an innovative educational ecosystem, as opposed to the now obsolete traditional
2D-based interfaces, which can be assumed to be continuously replaced.
In the future, the fusion of HCI-based systems and 3D VR environments can com-
plement each other to raise the level of utilization, development and support of human
cognitive abilities, leading to more creative and innovative ways of thinking and knowledge
acquisition expected according to the abilities of the individual.
With the continuous development of technology, the implementation of increasingly
reliable and cost-effective CogInfoCom-based systems can be assumed. However, we must
Appl. Sci. 2021, 11, 2646 12 of 13

also take into account that the development, operation and maintenance of increasingly
complex systems will present new challenges, and that people as users are much slower to
adapt to innovation and that the introduction of a new interface can only be effective if the
limitations are well known.

Funding: This research received no external funding.

Institutional Review Board Statement: Not applicable.
Informed Consent Statement: Not applicable.
Data Availability Statement: Not applicable.
Conflicts of Interest: The authors declare no conflict of interest.

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