Publications

The following is a list of select publications in peer-reviewed international conferences and journals. 

Żammit, J., & Farrugia Caruana, L. (2026). Heartfelt pedagogy across borders: Emotional experiences of language teachers in multilingual educational contexts with insights from Malta. Teaching and Teacher Education, 176. https://doi.org/10.1016/j.tate.2026.105481

Farrugia Caruana, L., Borg, C., & Torrilla, L. (2026). Classroom-Related Emotions Through the Lens of Students’ Academic Concerns in Higher Education. International Journal of Emotional Education.

Christou, E., Parmaxi, A., Farrugia Caruana, L., Busuttil, L., Żammit, J., Rodríguez-Cano, S., Delgado-Benito, V., Alonso-Martínez, L., & Ioannou, A. (2026). Augmented reality for story-related activities in primary and secondary education: A systematic review. Universal Access in the Information Society, 25(1), 27. https://doi.org/10.1007/s10209-025-01290-8

Christou, E., Parmaxi, A., Timotheou, S., Ioannou, A., Farrugia Caruana, L., Busuttil, L., Żammit, J., Martínez, L. A., Rodríguez-Cano, S., & Delgado Benito, V. (2026). Augmented Reality for Storytelling in Primary Education: Insigths from the Cyprus Implementation of the CARS project. INTED2026 Proceedings. 20th annual International Technology, Education and Development Conference. https://doi.org/doi.org/10.21125/inted.2026 

Camilleri, C., Farrugia Caruana, L., Pule’, S., Efren Mora, C., & Camilleri. (2025). Investigating the Factors Influencing Augmented Reality Adoption in Blended Learning Environments for Mechanical Engineering Degree Students at the University of Malta. International Journal of Information and Education Technology, 15(5), 912–921. https://doi.org/10.18178/ijiet.2025.15.5.2297

Farrugia Caruana, L. (2025). An Explanatory Framework for Modelling Student Emotions in Design and Technology Education. IEEE Global Education Conference. 2025 IEEE Global Engineering Education Conference (EDUCON).

Castillo, D., & Farrugia Caruana, L. (2025). Unveiling Customer Expectations of Chatbot Interactions: A Systematic Literature Review and Research Agenda. International Journal of Human–Computer Interaction, 1–28. https://doi.org/10.1080/10447318.2025.2588815

Farrugia Caruana, L., Busuttil, L., Żammit, J., Parmaxi, A., Christou, E., Ioannou, A., Timotheou, S., Rodríguez Cano, S., Delgado Benito, V., Ramos Monsivais, C. L., & Alonso Martínez, L. (2025). Children as Creators of Augmented Reality Stories: A Constructionist Approach to Language Learning. Constructionism Conference Proceedings, 8, 451–458. https://doi.org/10.21240/constr/2025/18.X

Pulé, S., Attard, M., & Farrugia Caruana, L. (2025). Opportunities for learning design and technology skills and values in the Maltese curriculum. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-025-10006-1

Farrugia, P., Borg, J. C., Farrugia Caruana, L., Bohemia, E., Buck, L., & Grierson, H. (2025). Fostering Human-Centred Products and Services in Design (OUTPACE). The Design Society. Institution of Engineering Designers.

Camilleri, C., Farrugia Caruana, L., Pule, S., & Luis, C. E. M. (2024). A Holistic Conceptual Framework to Assess the Impact of Augmented Reality on the Learners’ Emotion and Cognitive Learning Work-In-Progress Paper. 2024 IEEE Global Engineering Education Conference (EDUCON), 1–3. https://doi.org/10.1109/EDUCON60312.2024.10578735

Farrugia Caruana, L., & Żammit, J. (2024). Exploring beliefs, motivations and emotions: Insights from learning Maltese as a second language. Language Teaching Research, 13621688241289724. https://doi.org/10.1177/13621688241289724

Castillo, D., & Farrugia Caruana, L. (2024). Unveiling Customer Expectations of Chatbot Interactions: A Systematic Literature Review. AIRSI 2024, 24–36.

Barbara, M., Pule, S., & Farrugia Caruana, L. (2024). Using Makerspaces to enrich Design and Technology education. Techne Series - Research in Sloyd Education and Craft Science, 31(3), 33–50. https://doi.org/10.7577/TechneA.5835

Farrugia, R., Farrugia Caruana, L., & Pule, S. (2023). Fostering Creativity through Design and Technology Education. Pupils’ Attitudes Towards Technology, 249–265.

Farrugia, L., & Pule’, S. (2021). Pupils’ Emotional Experience in Human-Technology Interactions. Techne Series - Research in Sloyd Education and Craft Science A, 28(2), 82–90.

Farrugia, L., & Borg, J. (2016). ‘Design for X’ Based on Foreseeing Emotional Impact of Meetings with Evolving Products. Journal of Integrated Design and Process Science, 20(2), 85–100. https://doi.org/10.3233/jid-2016-0017

Francalanza, E., Borg, J., Farrugia, P., & Farrugia, L. (2016). Augmented reality in the digital factory. Interantional Conference on Augmented Reality for Technical Entrepreneurs, 47–50.

Farrugia, L., & Francalanza, E. (2016). A review of augmented reality applications. Interantional Conference on Augmented Reality for Technical Entrepreneurs, 17–22.

Farrugia, L., & Borg, J. (2015). An Approach Exploiting the Interplay between Elicited Emotions and Product Design to Improve Business Competitiveness. IASDR 2015, 1–18.

Farrugia, L., & Borg, J. (2015). Why Product Design Support for Improved Worker Contentedness ? ICED 2015, 1–12.

Borg, J., & Farrugia, L. (2014). Life-Cycle Interactions for Modelling Human Emotions: A Foundation for Developing “Design for Emotion” Support Tools. The Colors of Care, 184–193.

Farrugia, L., & Borg, J. (2014). Towards Handling Worker Emotions for Improved Product Development. 10th International Workshop on Integrated Design Engineering, 49–59.

Farrugia, L., Castro, L. R., Beldi, N. B., Wünsch, A., Hagman, J., & Drágár, Z. (2014). Cleaning Genie: An International Case Study in Integrated Product Development. 10th International Workshop on Integrated Design Engineering, 133–142.

Farrugia, L., & Borg, J. (2013). A Module Interface Concept Evaluation Approach Promoting Consilience of Design Science, Practice and Emotion. Consilience and Innovation in Design, 0105–0115.

Farrugia, L., & Borg, J. (2012). Towards Life-Oriented Evaluation Support of ‘Interface Concepts.’ NordDesign 2012. (Link)