Meisam Taheri

• Cyma-Wejchenig, Magdalena; Tarnas, Jacek; Taheri, Meisam & Stemplewski, Rafał (2026). Exergame enjoyment using various devices and awareness of their use for physical activity and health improvement among young adults. BMC sports science, medicine and rehabilitation. 18, p. 1–17. doi: 10.1186/s13102-026-01685-x. Full text in Research Archive Show summary

  Background Exergames are increasingly used to promote physical activity (PA) and exercise engagement among young adults; however, enjoyment and awareness may vary depending on the device and user experience. This may influence the willingness to engage in PA using such technologies. In this study, differences in enjoyment across several exergame platforms and awareness and perceptions of exergame use among young adults were examined. The study provides a head-to-head comparison of enjoyment across five exergame platforms in young adults and identifies limited technology adoption as a potential barrier to scalable PA promotion. Methods In the cross-sectional, single-session observational study, a total of 227 students (122 women, 105 men; mean age 19.6 ± 0.26 years; body mass index 22.3 ± 0.52 kg/m², PA estimated with the International Physical Activity Questionnaire 8035.8 ± 6127.2 MET) participated. Participants engaged with five devices during one laboratory visit: PlayStation VR (PS4), Nintendo Wii Fit (NWF), Dance Revolution (DR), Ring Fit Adventure (RFA), and Meta Quest 2 VR Headset (VR). All participants played all devices for 10 minutes (randomized order), but group comparisons reflect assignment to one device for detailed evaluation. The exposure was provided with no manipulation intended to modify physical fitness, health status, or behaviour. The main outcomes were exergame enjoyment assessed with the Exergame Enjoyment Questionnaire (EEQ, 20 items) and awareness/evaluations assessed with a custom survey completed once for a randomly assigned device. Results Groups did not differ in age, BMI, or overall PA levels (p > .05). Enjoyment differed significantly across devices (p < .001); the VR group reported the highest enjoyment, exceeding PS4, NWF, DR, and RFA (p < .05). Awareness outcomes showed no consistent group differences, and technology adoption was modest overall (technology use 37%; health-monitoring technology 34%). Exergame evaluations varied: DR and RFA were most often rated “best for training” (p = .005) and “most engaging” (p < .001), whereas VR and PS4 more frequently made the strongest impression (p = .004). Perceived “biggest effects” most often favoured DR and RFA (p < .001). Conclusions Immersive VR exergames elicited the highest enjoyment, while games such as DR and RFA were rated most effective for training. Despite these positive evaluations, awareness and adoption among young adults remained modest, highlighting the need to leverage exergames not only as entertainment but also as scalable tools for promoting PA and health. This study offers a comparative evaluation of multiple exergame platforms and indicates that insufficient adoption of PA-related technologies may constrain their broader public health impact.

• Taheri, Meisam; Tan, Tiow Wee; Flaten, Ole E. & Cyma-Wejchenig, Magdalena (2025). Enhancing Education Training with A Virtual Reality-Based Simulator Integrated Generative AI. In Paolis, Lucio Tommaso De; Arpaia, Pasquale & Sacco, Marco (Ed.), Extended Reality. Springer. ISSN 9783031977817. p. 394–406. doi: 10.1007/978-3-031-97781-7_29. Full text in Research Archive Show summary

  This research explores the development of an advanced AI-driven dialogue simulator specifically designed to assist educators in effectively practicing and navigating various pedagogical scenarios through role-playing. The system integrates state-of-the-art generative AI with virtual reality (VR), utilizing dynamic 3D avatars capable of interactive dialogue and real-time question generation based on predefined knowledge and user input. Educators can engage in realistic simulations, receiving personalized and contextually relevant questions and feedback from AI-generated virtual interlocutors. By leveraging speech-to-text technology, user interactions are seamlessly processed to generate immediate, targeted responses, facilitating an immersive and responsive learning environment. This dialogue simulator aims to enhance educators’ preparedness, adaptability, and communication skills by allowing iterative practice in a safe virtual setting. Technical implementations include the utilization of open-source large language models, real-time avatar lip synchronization, customizable virtual personas, and sophisticated scenario generation methods. Initial evaluations were conducted to assess the feasibility and usability of the VR-based dialogue simulator. Specifically, exploring whether educators found the system immersive, realistic, and helpful for practicing pedagogical scenarios. Future research will further refine AI responsiveness and expand scenario complexity, contributing meaningfully to AI-assisted pedagogical training methodologies.

• Vibeto, Håvard Andreas; Mana, Sanu Vamanchery & Taheri, Meisam (2025). Pitch Me One More Time: Using Virtual Reality to Overcome Stage Fright in Pitching. In Orel, Marko; Cerne, Matej & Wong, Sut I (Ed.), Humanizing the Digital Workspace: Creativity, Innovation and Leadership in the Age of Technology. Springer Nature. ISSN 9783031769016. p. 493–518. doi: 10.1007/978-3-031-76902-3_20. Full text in Research Archive Show summary

  The chapter explores the use of a virtual reality (VR) pitch simulator (PS) developed by authors of this chapter at University of Inland Norway (INN) for the purpose of training our bachelor’s degree students in game development and simulation. The simulator is designed to improve pitching skills by creating a virtual environment that mimics the stress and emotional challenges found in actual presentations. This allows users to practice and improve their skills in a controlled setting. It incorporates elements of exposure therapy, using VR’s immersive capabilities to help users manage anxiety related to public speaking. Utilizing a mixed-method approach, including surveys and interviews, the effectiveness of the simulator is assessed. Results suggest the simulator’s success in providing a safe, realistic environment for pitch practice, improving skills, and alleviating stage fright. The findings underscore VR’s potential in workplace training and higher education, emphasizing the role of audiovisual feedback in enhancing the VR simulation experience but also the need for further research on VR’s audiovisual design, particularly in exposure therapy contexts.

• Taheri, Seyyed Meisam; Aske, Adam Emile & Tan, Tiow Wee (2024). Developing a Serious Game for Acute Pain Detection by utilizing Virtual Reality and Brain-Computer Interfaces. Lecture Notes in Networks and Systems. ISSN 2367-3370. p. 93–102. doi: 10.1007/978-981-97-3289-0_8. Full text in Research Archive Show summary

  Brain-computer interface (BCI) technology can be used to measure pain. Brain activity is recorded and analyzed using BCI devices. The use of brain-computer interface (BCI) technology for pain measurement is an area of ongoing research and development. While there is no single definitive proof at this time, there is a growing body of evidence and research that supports the idea that BCI technology can provide objective and precise measurements of the pain. BCI enables researchers to observe and evaluate pain-related neural activity real-time. This could lead to the identification of neural patterns linked with pain, which could then be used to develop personalized therapy strategies for each patient. Furthermore, we could combine this technology with VR to make a simulation that can monitor the patient's pain experience and assist with further therapy. This will provide a safe and controlled environment for patients to better understand their pain by allowing patients to interact simulation elements using their brain activity and get real-time feedback. Overall, the combination of brain-computer interface and virtual reality technology has immense potential to revolutionize the way we detect and ease pain. The aim is to develop a simulation that provides patients with an immersive and interactive environment, allowing them to engage in activities that can help manage their pain, such as meditation, relaxation exercises, and cognitive-behavioral therapy. In this study, authors worked on a method to show how pain can be detected and visualized and used in the simulation.

• Kao, Shih-Chueh; Haga, Ole Christoffer & Taheri, Seyyed Meisam (2024). Conceptualising Cinematic Augmented Reality. AVANCA CINEMA. ISSN 0218-4052. Full text in Research Archive Show summary

  Augmented Reality (AR) is considered as an innovative medium that presents novel experiences by overlaying virtual content over a physical space. Current AR narrative applications are mainly location-based and function-orieanted for users to experience the storytelling. The cinema-centred AR for group viewing has remained undiscovered. This work conceptualises Cinematic Augmented Reality (CAR) through discussing the potential implementation of AR imaging over a viewing screen to form a believable cinematic composition. We discussed the advantages of applying CAR as the next generation filmmaking from the aspects of cinematic realism, field of view and the potential interactivity. The proposed appraoch, Augmented Dimension (AD) led to the identifications and alternations of scene design techniques, including advanced storyboarding, adaptable field of view, and a hybrid production pipeline. The result presents insights into the effective integration of AR with conventional cinematic techniques, and proposing a fundamental framework for future explorations in AR-based cinema.

• Taheri, Meisam; Lorentzen, Nefise Özkal & Tan, Kevin (2023). Creative teaching method through international collaboration and open discussion classroom. ICERI Proceedings. p. 711–717. doi: 10.21125/iceri.2023.0256. Full text in Research Archive Show summary

  This research aimed to do some research around the importance of international collaboration and creativity with the partners from the TV, Film and Drama School located in Inland Norway University. The author of this article has been working with Baturu and the China Women Film Festival for many years and established a network of collaboration. The goal of this collaboration is to give students from the TV School an opportunity to develop their films about human rights, where students from Norway and China who are from two different part of the world come together and work on same film that concerns the same matter. These students have made more than 50 films that have been shown both at the Norwegian Embassy in Beijing and the TV School in Lillehammer coordinated; Equality, democratization and solidarity are essential elements in an academic environment. China Meets Lillehammer aims to bring Inland Norway university and China together to collaborate and contribute toward a peace work. While our students learn how to collaborate with international students, Chinese students get an important platform to express their needs about equality, LGBTQ, and minority rights. This project gives our students the opportunity to think both locally and internationally. The following research questions have been studied and discussed in this research: • The importance of creative work and evaluation methods used in this study. • The effectiveness of a new form of examination in which students must collaborate with the China Women Film Festival. • An external examiner from a different field of study criticizes their films and gives feedback. • A student would oversee and write a report/article after seeing a Role Play. • Goal oriented approach that student films from "Lillehammer meets China" from 2018 to 2023 will be collected to be shown both at Lillehammer and the Baturu Film Festival in autumn 2023. In this article we deep dive in this topic that how important is to collaborate in an international level and how students can learn from this. Students’ reflection on their own and other student’s work, and their experience with creative process and how these methods help them to be more creative has been discussed in this article. The result of qualitative research also with be discussed in this study that students describe their overall view of the course and the method.

• Taheri, Meisam; Tan, Kevin & Aske, Adam Emile (2023). A behavior analysis tool using pitch presentation training virtual reality simulation by employing brain computer interface technology. ICERI Proceedings. p. 711–717. doi: 10.21125/iceri.2023.0257. Full text in Research Archive Show summary

  Giving presentations can be challenging for many students due to a variety of reasons. Identifying and overcoming the obstacles and problems associated with presenting can help individuals to become more confident and better presenters. Becoming a skilled and good presenter takes practice and effort. Some common mental obstacles that make presenting difficult for some people include fear of public speaking, lack of confidence, and difficulty in organizing thoughts. In this research we designed a tool that enables educators and students to train and practice their presentation in an immersive Virtual reality (VR) setup. This simulation allows the presenter to interact with the panel sitting in front of them, get feedback and rehearse the presentation any number of times. The simulation incorporates questions posed by a virtual panel, with their complexity tailored to the user's chosen difficulty levels. The conductor of the simulation can activate responses that offer real-time feedback to the presenter. To assess the tool's effectiveness, we acknowledge the importance of capturing biometric responses to gauge the presenter's anxiety and stress levels during the experiment. To tackle this challenge, we've employed a brain-computer interface (BCI) to monitor stress levels for each presenter in every session. By analysing the results from multiple training sessions, we can showcase how the tool effectively assists presenters in overcoming mental obstacles and enhancing their presentation skills.

• Tan, Tiow Wee; Mobbs, Sophie Anne; Vibeto, Håvard Andreas & Taheri, Seyyed meisam (2022). Understanding the advantages of Hybrid setting over Virtual setting in Serious Games Application. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. doi: 10.1007/978-3-031-22124-8. Full text in Research Archive
• Taheri, Seyyed meisam & Kalnikaite, Diana (2022). A study of how Virtual Reality and Brain Computer Interface can manipulate the brain. In Nishi, Hiroaki & Li, Yonghui (Ed.), Proceedings of the 5th International Conference on Software Engineering and Information Management (ICSIM). Association for Computing Machinery (ACM). ISSN 9781450395519. p. 6–10. doi: 10.1145/3520084.3520086. Full text in Research Archive Show summary

  The brain computer interface (BCI) is one of the technologies that has a lot of potential for helping people with physiological and physical difficulties. This technology could be used to treat disabled individuals or assist them with daily duties that they are unable to perform owing to their ailments. By fooling the brain to redirect the senses and discomfort, this could also help chronic pain patients forget about their pain. When a person is immersed in a virtual environment, this technology and Virtual Reality (VR) can both be used to teach patients or influence the brain. The users are immersed in a reality that does not exist, but the brain accepts it and allows them to experience things that are not yet possible for a human to do. By combining these two technologies to develop an application and conduct study into how these two technologies, for example, can assist patients suffering from pain in any region of their body. These strategies can aid recovery while also making the process less tedious than traditional ways. An interactive simulation that patients can engage with or a brain-controlled robot that can help patients will be effective and useful. This application also can be used to create a computer and mechanical interface which a user can control a machine or device with, or even a mouse pointer by only thinking about it. A paralyzed person might not be able to move his/her arm, but the signal from the brain is constantly sending to the arm from brain, allows them to control a mechanical arm instead. We can enable people with disabilities do things that are impossible for them to do by taking those signals and allowing a mechanical arm to do what an actual arm would do. The possibilities and application for these technologies are vast, brain to brain communication is nothing new to discuss, but it will be possible to create such a device that two people from two side of the planet can feel each other's feeling and communicate via their brain. In this research, we studied how we can utilize this system to manipulate the brain to help patients recover faster. Our focus in this study is development of BCI and VR applications that can be useful to help chronic patients and disable people. Furthermore, we studied how we could develop a gamified interactive environment for patients to aid in their recovery as they are enjoying their time interacting with these tools in a virtual world.

• Taheri, Seyyed meisam (2017). Development of a driving simulator with analyzing driver’s characteristics based on a virtual reality head mounted display. Journal of Transportation Technologies. ISSN 2160-0473. doi: 10.4236/jtts.2017.73023. Full text in Research Archive
• Taheri, Seyyed meisam (2017). Virtual Reality Driving Simulation for Measuring Driver Behavior and Characteristics. Journal of Transportation Technologies. ISSN 2160-0473. doi: 10.4236/jtts.2017.72009. Full text in Research Archive

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• Taheri, Meisam; Cyma-Wejchenig, Magdalena; Gomes, Lucia & Tan, Tiow Wee (2025). Adaptive Historical Education through Generative AI and Immersive Game Design. doi: 10.1007/978-3-032-07986-2_6. Full text in Research Archive Show summary

  This study presents the design and development of a 2D narrative game set in a 3D environment, leveraging Artificial Intelligence (AI) to deliver interactive age-tailored and educational historical storytelling. The game combines 2D-style narratives with 3D settings to create an immersive historical experience. Players interact with a companion character powered by Large Language Model Meta AI (Llama), an advanced language model, at key checkpoints. The AI delivers historically accurate content, adapting its storytelling to different age groups (children, teens, and adults) to ensure accessibility and sustained engagement. The game promotes interactive learning by integrating gameplay with period-specific historical narratives. To ensure accuracy, Llama is configured to respond strictly within the context of each historical period. Players can engage in dialogue with the AI for context-appropriate guidance, supported by a Python-based API that dynamically adjusts narratives based on player progress and age. This study explores the integration of Natural Language Processing (NLP) in games to enhance educational experiences, showcasing how age-adaptive storytelling and interactive dialogue improve historical learning through gameplay. The study details the game’s architecture and its balance of academic content with immersive gameplay. This innovative approach highlights AI’s transformative potential in digital learning.

• Taheri, Meisam & Tan, Tiow Wee (2025). Seminar on The Making of Intelligent Chatbots. Full text in Research Archive
• Taheri, Meisam; Tan, Tiow Wee & Flaten, Ole E. (2025). Enhancing Education Training with A Virtual Reality-Based Simulator Integrated Generative AI. doi: https:/link.springer.com/chapter/10.1007/978-3-031-97781-7_29. Full text in Research Archive Show summary

  This research explores the development of an advanced AI-driven dialogue simulator specifically designed to assist educators in effectively practicing and navigating various pedagogical scenarios through role-playing. The sys-tem integrates state-of-the-art generative AI with virtual reality (VR), utiliz-ing dynamic 3D avatars capable of interactive dialogue and real-time ques-tion generation based on predefined knowledge and user input. Educators can engage in realistic simulations, receiving personalized and contextually relevant questions and feedback from AI-generated virtual interlocutors. By leveraging speech-to-text technology, user interactions are seamlessly pro-cessed to generate immediate, targeted responses, facilitating an immersive and responsive learning environment. This dialogue simulator aims to en-hance educators' preparedness, adaptability, and communication skills by allowing iterative practice in a safe virtual setting. Technical implementa-tions include the utilization of open-source large language models, real-time avatar lip synchronization, customizable virtual personas, and sophisticat-ed scenario generation methods. Initial evaluations were conducted to as-sess the feasibility and usability of the VR-based dialogue simulator. Spe-cifically, we aimed to explore whether educators found the system to be immersive, realistic, and helpful for practicing pedagogical scenarios. Future research will further refine AI responsiveness and expand scenario com-plexity, contributing meaningfully to AI-assisted pedagogical training methodologies.

• Taheri, Seyyed Meisam; Aske, Adam Emile & Tan, Tiow Wee (2024). Developing a Serious Game for Acute Pain Detection by utilizing Virtual Reality and Brain-Computer Interfaces. Full text in Research Archive
• Taheri, Meisam & Tan, Tiow Wee (2024). Enhancing Presentation Skills: A Virtual Reality-Based Simulator with Integrated Generative AI for Dynamic Pitch Presentations and Interviews. Full text in Research Archive Show summary

  Presenting before an audience presents challenges throughout preparation and delivery, necessitating tools to securely refine skills securely. Interviews mirror presentations, showcasing oneself to convey qualifications. Virtual environments offer safe spaces for trial and error, crucial for iterative practice without emotional distress. This research proposes a Virtual Reality-Based Dynamic Pitch Simulation with Integrated Generative AI to effectively enhance presentation skills. The simulation converts spoken words to text, then uses AI to generate relevant questions for practice. Benefits include realistic feedback and adaptability to user proficiency. Open-source language models evaluate content, coherence, and delivery, offering personalized challenges. This approach supplements learning, enhancing presentation skills effectively. Voice-to-text conversion and AI feedback create a potent pedagogical tool, fostering a prompt feedback loop vital for learning effectiveness. Challenges in simulation design must be addressed for robustness and efficacy. The study validates these concepts by proposing a real-time 3D dialogue simulator, emphasizing the importance of continual improvement in presentation skill development.

• Taheri, Meisam (2024). ÖGEM Graduate Seminar Series 17: AI 101: AI Unmasked: Separating Hype from Reality What It Is, How to Use It, and Why It Matters. Full text in Research Archive
• Taheri, Seyyed Meisam (2023). A Behavior Analysis Tool Using Pitch Presentation Training Virtual Reality Simulation (Serious Game) (By Employing Brain Computer Interface Technology). Full text in Research Archive
• Taheri, Seyyed Meisam (2023). Detecting acute pain using Machine learning and Brain Computer interface. Full text in Research Archive
• Taheri, Seyyed Meisam; Lorentzen, Nefise Özkal & Tan, Tiow Wee (2023). CREATIVE TEACHING METHOD THROUGH INTERNATIONAL COLLABORATION AND OPEN DISCUSSION CLASSROOM. Full text in Research Archive Show summary

  This research aimed to do some research around the importance of international collaboration and creativity with the partners from the TV, Film and Drama School located in Inland Norway University. The author of this article has been working with Baturu and the China Women Film Festival for many years and established a network of collaboration. The goal of this collaboration is to give students from the TV School an opportunity to develop their films about human rights, where students from Norway and China who are from two different part of the world come together and work on same film that concerns the same matter. These students have made more than 50 films that have been shown both at the Norwegian Embassy in Beijing and the TV School in Lillehammer coordinated; Equality, democratization and solidarity are essential elements in an academic environment. China Meets Lillehammer aims to bring Inland Norway university and China together to collaborate and contribute toward a peace work. While our students learn how to collaborate with international students, Chinese students get an important platform to express their needs about equality, LGBTQ, and minority rights. This project gives our students the opportunity to think both locally and internationally. The following research questions have been studied and discussed in this research: • The importance of creative work and evaluation methods used in this study. • The effectiveness of a new form of examination in which students must collaborate with the China Women Film Festival. • An external examiner from a different field of study criticizes their films and gives feedback. • A student would oversee and write a report/article after seeing a Role Play. • Goal oriented approach that student films from "Lillehammer meets China" from 2018 to 2023 will be collected to be shown both at Lillehammer and the Baturu Film Festival in autumn 2023. In this article we deep dive in this topic that how important is to collaborate in an international level and how students can learn from this. Students’ reflection on their own and other student’s work, and their experience with creative process and how these methods help them to be more creative has been discussed in this article. The result of qualitative research also with be discussed in this study that students describe their overall view of the course and the method.

• Taheri, Seyyed Meisam; Tan, Tiow Wee & aske, Adam Emile (2023). A BEHAVIOR ANALYSIS TOOL USING PITCH PRESENTATION TRAINING VIRTUAL REALITY SIMULATION BY EMPLOYING BRAIN COMPUTER INTERFACE TECHNOLOGY. Full text in Research Archive Show summary

  Giving presentations can be challenging for many students due to a variety of reasons. Identifying and overcoming the obstacles and problems associated with presenting can help individuals to become more confident and better presenters. Becoming a skilled and good presenter takes practice and effort. Some common mental obstacles that make presenting difficult for some people include fear of public speaking, lack of confidence, and difficulty in organizing thoughts. In this research we designed a tool that enables educators and students to train and practice their presentation in an immersive Virtual reality (VR) setup. This simulation allows the presenter to interact with the panel sitting in front of them, get feedback and rehearse the presentation any number of times. The simulation incorporates questions posed by a virtual panel, with their complexity tailored to the user's chosen difficulty levels. The conductor of the simulation can activate responses that offer real-time feedback to the presenter. To assess the tool's effectiveness, we acknowledge the importance of capturing biometric responses to gauge the presenter's anxiety and stress levels during the experiment. To tackle this challenge, we've employed a brain-computer interface (BCI) to monitor stress levels for each presenter in every session. By analysing the results from multiple training sessions, we can showcase how the tool effectively assists presenters in overcoming mental obstacles and enhancing their presentation skills.

• Taheri, Seyyed Meisam (2023). Actuate pain detection using BCI. Full text in Research Archive
• Taheri, Seyyed meisam; Tornberg, Jimi & Tan, Tiow Wee (2022). A study of Cyberbullying in online multiplayer games. Full text in Research Archive
• Taheri, Seyyed meisam (2022). Guest lectures online in CSCI 5020 to the graduate students in Computer Science, Ontario Tech University. Full text in Research Archive
• Taheri, Meisam & Kalnikaite, Diana (2022). A study of how Virtual Reality and Brain Computer Interface can manipulate the brain. Full text in Research Archive
• Taheri, Meisam & Javeid, Deniz (2021). A STUDY OF HOW VIDEO GAMES ASSIST WITH LEARNING. Full text in Research Archive Show summary

  As of writing this paper, a global pandemic is affecting everyone. This includes the schools and universities who were forced to make countermeasures, such as online lectures. Therefore, the need for using online tools to keep students engaged and motivated, as well as keeping their learning experience at a high level has significantly increased. In this study, authors studied different literatures on how games and virtual classrooms can assist students with their learning. The following research questions have been discussed and addressed in this paper. Can games in education, hone one’s own skill in the related curriculum? Can immersive Virtual Reality (VR) games and applications be effective in learning? How can games be used to teach complicated subjects such as mathematics? How relevant are video games to education? Can any type of game be educational, and students can learn from? How effective is a focused video game for learning?

• Taheri, Seyyed meisam (2021). HOW PANDEMIC AND REMOTE LEARNING AFFECT STUDENTS' STUDY AND LIFE AT UNIVERSITY. Full text in Research Archive Show summary

  Our life has drastically changed ever since the pandemic started. Most businesses and schools adopt remote study and work ever since. Most companies were affected by this, as were schools. School is an arena for students to socialize, create a network and of course get educated with the courses they are taking. In this study, we conducted a survey to find out how students' lives and studies have been affected by the pandemic (Covid-19) in 2021 study-year at Inland Norway University (INN). Not many studies have been done yet concerning the effects of pandemic on students' mental health and the learning outcome, therefore, we conducted this research to study and learn more about this matter. Some of our students contacted professors and university personnel to express their feelings of isolation and loneliness. Most of the students at INN were receptive to discussing their depression and difficulties. Faculty members were present to speak with them as well. Surprisingly, the first-year student dropout rate at game school was not high, and the number of applicants for the Game technology course rose over the previous academic year. The reason for this will be another topic to be studied in future research. The survey and the courses were both conducted online due to known circumstances. Fifty-four students(N=54) contributed to this research by filling out an online survey which we evaluated and analysed them in this study. Students were successful in their studies despite not physically attending school for most of the year 2021, according to an unexpected outcome. The findings also revealed that some students had lost interest and were considering dropping out because they did not see the value in attending courses online. Unfortunately, several students were unable to cope with the stress of being secluded and were unable to complete the academic year. We focused on how students handled their studies and adapted to changes throughout the pandemic in our research. What was it that kept them going? What impact did the epidemic have on their lives, mental health, and studies?

• Taheri, Seyyed meisam (2015). Evaluating the effectiveness of problem solving techniques and tools in programming. Full text in Research Archive

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