Dmitry is a PhD student at the Empathic Computing Lab with a diverse educational and professional background. He holds a Master of Design in Digital Media at the University of Adelaide studying 3D visualisation of infographics and narrative-based media, as well as Bachelor of Visual Communicaton at the University of South Australia with an Associate in Languages and Culture Studies, and has technical education experience in web-based and digital media technologies.
In addition to his research work at the ECL, he has wide-reaching experience in UX/UI and web design for the University of South Australia as well as in managing his own studio with a focus on UX design and brand marketing. He has a direct interest in both the technical and humanitarian aspects of Human Computer Interaction and how AR and VR technology affects specific target groups. His current research focuses on identifying the ways that AR -supported tangible user interfaces may be harnessed to support programming education for secondary and tertiary students through concretisation of abstract concepts and deepened learner engagement.
Ibili, E., Resnyansky, D., & Billinghurst, M. (2019). Applying the technology acceptance model to understand maths teachers’ perceptions towards an augmented reality tutoring system. Education and Information Technologies, 1-23.
İbili, E., Çat, M., Resnyansky, D., Şahin, S., & Billinghurst, M. (2019). An assessment of geometry teaching supported with augmented reality teaching materials to enhance students’ 3D geometry thinking skills. International Journal of Mathematical Education in Science and Technology, 1-23.
Resnyansky, D., İbili, E., & Billinghurst, M. (2018, December). The Potential of Augmented Reality for Computer Science Education. In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) (pp. 350-356). IEEE.
İbili, Emin, et al. "An assessment of geometry teaching supported with augmented reality teaching materials to enhance students’ 3D geometry thinking skills." International Journal of Mathematical Education in Science and Technology 51.2 (2020): 224-246.