Agile Development of a Virtual Tour for Universidad Autónoma

Metropolitana: Unidad Iztapalapa - One of the First Virtual Campus

Experiences in Mexico City

Benjamin Moreno-Montiel

, Abel Isaac Samaniego-Alvarez

, Luis Quiñones-Hernandez

and Eva Lorena Pérez-de-la-Luz

Universidad Autónoma Metropolitana – Unidad Iztapalapa, Cuidad de México, Mexico

Departamento de Ingeniería Eléctrica, Mexico

Keywords: Virtual Tour, Scrum Framework, 3D Modelling, Interactive Campus, AWS Deployment, Educational

Technology.

Abstract: This paper presents the development process and outcomes of a virtual tour for Universidad Autónoma

Metropolitana - Unidad Iztapalapa, one of the pioneering virtual campus experiences in Mexico City. Utilizing

the Scrum framework with one-week sprint cycles, the project was executed over two academic terms,

focusing on iterative development and continuous feedback. The virtual tour incorporates advanced 3D

modeling, interactive guides, and dynamic student avatars, aiming to provide an immersive and informative

experience. Key deployment strategies included hosting on AWS S3 and proprietary SSH servers using

Docker containers, ensuring broad accessibility. Despite a small development team of four members, the

project successfully reconstructed 16 major campus buildings, representing 44% of the infrastructure, and

integrated features such as informational buttons and navigational aids. The results highlight significant

advancements in virtual campus environments, with future work directed towards mobile optimization,

gamified learning modules, and cooperative virtual interactions.

1 INTRODUCTION

A virtual tour is a simulation of a virtual location

presented through a sequence of images or interactive

elements (Cardona, 2023). Today, various institutions

employ virtual tours to engage users and provide an

immersive experience. Examples include

universities, museums, archaeological sites, and

public spaces.

While this technology is useful for exploring

streets in a neighborhood or another state, it is limited

to just street. It does not directly involve the interiors

of places such as museums, archaeological sites, or

private locations like residential complexes or

schools.

Although most of the examples have their own

means of offering virtual tours, they share a common

limitation: they are 360° photographs. This restricts

in-depth exploration within structures or their

surroundings.

The Universidad Autónoma Metropolitana also

offers virtual tours across its campuses: Unidad

Azcapotzalco presents a 360° video of its main

buildings without additional information (UAMA,

2021); Unidad Cuajimalpa provides a general video

walkthrough of its facilities (UAMA, 2021); Unidad

Iztapalapa features a brief video overview lacking

detailed content (UAMI, 2022); Unidad Lerma has no

current virtual tour, only an early promotional video

showing the original construction plan (UAML,

2010); and Unidad Xochimilco stands out with a web-

based tour that combines 360° photographs and

informational overlays (UAMX, 2022).

As observed, most UAM campuses offer a

predefined virtual tour, without the possibility of

freely exploring the facilities. Some of the previously

listed tours follow a Google Maps-style navigation,

while others do not provide an updated view of the

campus.

Since this project was developed at Unidad

Iztapalapa, we focused on modeling this campus first

to establish a methodology that can later be applied to

other UAM units. This methodology aims to create a

Moreno-Montiel, B., Samaniego-Alvarez, A. I., Quiñones-Hernandez, L. and Pérez-de-la-Luz, E. L.

Agile Development of a Virtual Tour for Universidad Autónoma Metropolitana: Unidad Iztapalapa - One of the First Virtual Campus Experiences in Mexico City.

DOI: 10.5220/0013501200003964

In Proceedings of the 20th International Conference on Software Technologies (ICSOFT 2025), pages 215-222

ISBN: 978-989-758-757-3; ISSN: 2184-2833

215

fully explorable environment, allowing users to freely

navigate the university’s facilities.

Currently, a 2017 project titled "Recorrido Virtual

De La Unidad Iztapalapa" exists, where students

pursued a similar objective to the vision of this new

version. The previous project included the

construction of 3D models for Building A, AA

(General Rectorate), B (Classroom Building), and L

(Library). However, only Building A was fully

developed with complete interior facilities, while the

rest only featured external façades, leaving their

interiors empty.

Further details on this first version of the Unidad

Iztapalapa virtual tour will be reviewed in Section 2,

followed by an analysis of the hypothesis and the

objectives outlined proposed in this work. This study,

conducted as part of a terminal research project for

the Bachelor's in Computer Science program, aims to

develop a new virtual tour for Unidad Iztapalapa

leveraging these tools and methodologies.

1.1 Hypotheses

• H1: The use of advanced tools such as Blender,

Unity, MakeHuman, and Substance Painter

significantly improves the efficiency and visual

quality of interactive 3D virtual tours (Moskvin

et. al. 2022).

• H2: Implementing Scrum (Schwaber &

Sutherland, 2020) and Work Breakdown

Structure (WBS) (Haugan 2001) frameworks

leads to better time management, clearer task

delegation, and faster development cycles in

educational technology projects with small

teams.

• H3: Early identification and mitigation of project

risks reduces delays and helps maintain

consistent progress during iterative development

(Dawley 2014).

• H4: An immersive virtual campus tour enables

users to engage in realistic exploration scenarios,

which can support educational and research

activities (

Loureiro et. al. 2020).

• H5: A publicly available and updated virtual tour

increases the visibility of the institution and

positively influences prospective students’

perception of the university.

To guide the scientific reflection of this study,

the following research questions are proposed:

• RQ1: How does the use of agile methodologies

affect the development speed and consistency of

educational 3D environments?

• RQ2: What are the main architectural and

technical limitations in building scalable,

interactive campus simulations?

• RQ3: How do users perceive the realism

and usefulness of a virtual campus when

enhanced with intelligent NPCs?

1.2 Objectives

1.2.1 General Objective

To develop the foundation for a virtual tour of

Universidad Autónoma Metropolitana - Unidad

Iztapalapa, creating an engaging experience with

user-friendly controls.

1.2.2 Specific Objectives

• Evaluate the methodological process involved in

the creation of simulated virtual environments,

based on the interpretation of structural

blueprints and architectural data.

• Apply Scrum and Work Breakdown Structure

(WBS) as core project management strategies to

structure and monitor the development cycle.

• Assess the suitability and integration of tools

such as Unity, Blender, MakeHuman, and

Substance Painter in the construction of

immersive 3D environments.

• Design and implement an interactive virtual

representation of a significant portion of the

UAMI campus, emphasizing user-friendly

navigation and informative content.

• Deploy the virtual tour on a public cloud-based

platform to ensure accessibility and scalability.

The article is organized into several key sections.

The introduction provides an overview of the project

and its objectives. Section 2 reviews the first virtual

tour developed in 2017, which serves as the

predecessor of this project, to contextualize its

evolution and development process. Section 3 details

the methodology, including the Scrum framework,

sprint structure, and development tools used. Section

4 presents the results, showcasing the progress made,

key features implemented, and visual comparisons of

real and virtual environments. Section 5 discusses

conclusions and outlines future work, emphasizing

the potential for further development and the

scalability of the project. Finally, references are

provided to acknowledge the sources that informed

this study.

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2 PREVIOUS WORKS

2.1 Related Work

The development of virtual tours in educational

institutions has gained relevance in recent years,

especially as universities seek to provide accessible

and immersive ways to explore their campuses

remotely. The work by (Radianti et al. 2020), analyse

the use of virtual reality in higher education and

conclude that immersive environments foster better

spatial awareness and emotional engagement.

Various projects worldwide have attempted to

develop interactive campus tours. For instance,

Stanford University and MIT have implemented

WebGL-based tours with limited interactivity,

relying mainly on panoramic photography. Other

efforts focus on gamification and NPC interaction, as

seen in projects such as Virtual MIT and Campus

Explorer.

Within Mexico, few universities offer fully

explorable 3D environments. Most rely on 360°

videos or static walkthroughs. As discussed earlier,

other UAM units have partial or outdated virtual

tours, mostly limited to photographic representations.

This highlights the novelty and impact of the present

project in offering a dynamic and interactive 3D

reconstruction of a significant portion of the

Iztapalapa campus.

Recent research on the use of immersive

technologies in place-based research, such as the

review by (Cinnamon and Jahiu,2023), highlights the

potential of 360-degree video and virtual tours as

tools for spatial understanding and engagement.

While our approach focuses on fully explorable 3D

environments rather than video-based experiences,

their analysis offers valuable insight into the

pedagogical and exploratory value of virtual

reconstructions.

2.2 Previously Virtual Tour

As previously mentioned, a project was developed in

2017 in which a group of students recreated part of

the campus, specifically the area of the main plaza.

Below is an overview of the contents of this virtual

tour

The 2017 project offers a limited scope, covering

only the main plaza area. The tour is restricted to the

plaza itself and the interior of one building.

Additionally, it includes some NPCs (non-playable

characters) walking around the accessible zone.

The 2017 virtual tour includes only buildings A,

AA, B, and L. Among these, Building A is the most

interactive, featuring an explorable ground floor, a

staircase leading to the second level, and the

architectural model displayed beneath the stairs. In

contrast, Building AA contains some exterior details

but remains inaccessible.

Both Buildings B and L have well-defined

exterior structures, yet their interiors are empty,

lacking floors or classrooms, and remain inaccessible

due to map limitations. Additionally, placeholders

(cubes) represent other buildings that were not fully

designed.

The explorable area is restricted to the central

section of the main plaza, with invisible barriers

limiting movement beyond certain points. However,

the virtual tour includes interactive features such as

sitting at tables, purchasing snacks and water from

vending machines, and disposing of items in trash

bins. These elements enhance user immersion,

making the environment feel more dynamic and

engaging.

The virtual tour allows users to choose between a

female and a male character, providing a basic level

of personalization within the experience.

Additionally, a first-person mode is available for a

more immersive navigation.

To enhance the environment and make the

university feel more dynamic, NPCs (non-playable

characters) are included, either standing or walking

around the available space. However, players cannot

directly interact with them, except by obstructing

their path when they are moving or pushing them

when they are stationary.

3 PROJECT DEVELOPMENT

TIMELINE

This section details the workflow of the project,

which was carried out over a six-month period,

spanning two academic trimesters at Universidad

Autónoma Metropolitana - Unidad Iztapalapa

(UAMI), denoted by the acronyms 24P and 24O,

concluding on January 27, 2025.

During this timeframe, the development focused on a

specific, delimited area of the university,

corresponding to the central part of the campus,

where most of the teaching buildings, the general

rectorate, and the main buildings of the three

divisions are located:

• Ciencias Básicas e Ingeniería (CBI)

• Ciencias Biológicas y de la Salud (CBS)

• Ciencias Sociales y Humanidades (CSH)

This central area is highlighted in Figure 1.

Agile Development of a Virtual Tour for Universidad Autónoma Metropolitana: Unidad Iztapalapa - One of the First Virtual Campus

Experiences in Mexico City

217

Figure 1: Areas selected for implementation in this version

of the UAMI virtual tour.

In Figure 1, different colored areas represent

distinct levels of reconstruction: red zones are

excluded due to size or limited accessibility; blue

marks the currently explorable area from the previous

version, including the main plaza and Building A; and

areas in the default color indicate the newly added

explorable regions, expanding both interior and

exterior coverage in this version.

The development of the virtual tour relied on a

combination of tools specialized in 3D modeling,

animation, and game engine integration. The main

platforms used were Blender for geometric modeling,

MakeHuman for avatar generation, Substance Painter

for texture painting, and Unity for scene integration

and interactivity. These tools enabled the team to

produce coherent and responsive experience while

maintaining asset modularity and visual fidelity.

We decided to use the Scrum agile framework

(Schwaber & Sutherland, 2020), which emphasizes

iterative development, regular feedback, and

continuous improvement.

The development process was structured around

weekly Sprints, with a total of 22 iterations,

corresponding to the academic calendar of two

consecutive trimesters during which the project was

executed (Young et al., 1995).

This framework was selected to facilitate team

coordination, promote progressive integration of

features, and maintain a manageable workload within

a university environment. The specific application of

Scrum, including team roles, tools, planning sessions,

and retrospective practices, will be detailed in the

following subsections.

3.1 Implementation of Scrum

Methodology

The development of the UAMI Virtual Tour was

managed using the Scrum framework, with a small

team of four members: Benjamín Moreno-Montiel

served as Product Owner, leveraging his position as a

full-time professor to obtain architectural plans,

access the campus for manual measurements, and

guide the team using insights from the 2017 tour;

Abel Isaac Samaniego-Álvarez acted as Scrum

Master, coordinating tasks and providing technical

leadership due to his experience with Blender and

Unity; while Luis Quiñones-Hernández and Eva

Lorena Pérez-de-la-Luz worked primarily as

Developers, contributing to 3D modeling, Unity

integration, and feature implementation.

The project spanned two academic trimesters

(24P and 24O), with a structure of 22 one-week

Sprints. Sprint Planning sessions were conducted

weekly, where user stories were evaluated using

Planning Poker with the Fibonacci sequence to

estimate complexity and effort. Tasks were organized

and tracked using Jira with Kanban boards, and the

codebase was maintained in a shared GitHub

repository to enable remote and asynchronous

collaboration.

Burndown Charts were used weekly to monitor

progress and team velocity. Although daily stand-up

meetings were not feasible due to academic

commitments, weekly checkpoint meetings were

held, and progress updates were regularly exchanged

via Discord.

Sprint Reviews and Retrospectives were conducted at

the end of each Sprint to assess deliverables, identify

blockers, and adjust workflows as necessary. This

agile structure facilitated transparency, rapid

feedback, and continuous improvement throughout

the development of the virtual tour.

3.2 Product Backlog Overview

The development of the UAMI Virtual Tour followed

the Scrum agile framework, organizing tasks into six

main categories and classifying them based on their

stage in the planning process. The product backlog

was structured into six categories:

1. Initial Setup – Software installation (Unity,

Blender, GitHub, etc.), blueprint collection, and

review of the 2017 tour.

2. Narrative & UX – Character design, mechanics

planning, and environmental storytelling

(including night scenarios).

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3. 3D Modeling – Buildings B, C, E, F, L, T, AT

and areas like plazas and sports zones; future

additions include monuments and other facilities.

4. Unity Integration – Object and NPC placement,

with initial scenes functional and future

expansions planned for interactive storytelling.

5. Visuals & Textures – Application of materials

via Substance Painter, with plans for enhanced

lighting and special effects.

6. User Interaction – Informational panels, music,

and basic NPC behaviors, with future goals

including scoring systems and AI-driven

interactions.

This well-organized Product Backlog helped

maintain a clear development workflow (Young et. al.

2016), making it easier to track progress and laying

the groundwork for future improvements to the

UAMI Virtual Tour.

While the Product Backlog is traditionally

organized and prioritized by business or user value, in

this academic context we opted to group the backlog

items by type of technical activity (e.g., modeling,

interface, mechanics). This structure better reflected

the internal workflow of the development team,

which was composed of students learning to apply

Scrum in a software engineering context. The Product

Owner defined and validated the backlog items

collaboratively, focusing on pedagogical clarity and

incremental progress rather than stakeholder-driven

business value. Each group of tasks contributed

specific features toward the overall functionality of

the virtual tour

3.3 Buildings and Infrastructure of

UAM Iztapalapa

The campus of Universidad Autónoma Metropolitana

- Unidad Iztapalapa (UAMI) includes a wide range of

academic, administrative, and recreational spaces

such as division-specific buildings, libraries,

cafeterias, sports courts, and plazas. For this version

of the virtual tour, a significant subset of these

facilities was selected for reconstruction, including

core academic buildings, green areas, and common

zones. A summary of the progress made on these

elements is provided later in the Results section.

3.4 Deliverables of the 22 Proposed

Sprints

In this section, we will briefly present each of the

deliverables obtained in the 22 proposed Sprints. As

previously mentioned, we used the Scrum framework

to better organize and carry out the development of

this virtual tour. Scrum, as an agile methodology,

emphasizes iterative development, collaboration, and

flexibility, which are essential when dealing with

complex projects like virtual environments. Each

Sprint allowed us to incrementally build and refine

different components of the project, including 3D

modeling, user interaction features, and integration of

educational content.

This approach not only facilitated continuous

feedback and adaptation but also ensured that the

project remained aligned with its objectives

throughout the development process. The

effectiveness of Scrum in managing similar projects

has been highlighted in various studies, such as the

work by (Gordillo et al. 2024), who examined and

compared the effectiveness of virtual reality serious

games and LEGO Serious Play for learning Scrum,

demonstrating the benefits of iterative workflows in

enhancing productivity and quality in software

development.

3.4.1 Summary of Development Activities

(Sprints 1–22)

The development of the UAMI Virtual Tour spanned

22 Sprints across two academic trimesters and

followed a structured Scrum approach. The first

phase (Sprints 1–3) focused on foundational

planning, including backlog definition, team role

assignments, architectural exploration, and tool

validation. During the next phases (Sprints 4–17), the

team transitioned into active development, modeling

objects, characters, and buildings such as C, T, and B,

while introducing features like story mode selection,

NPC dialogues, interactive buttons, and user

customization. Visual and performance optimization

efforts were also carried out, including texture

compression and resolution reduction, which cut the

overall project size nearly in half without sacrificing

fidelity.

During Sprints 15–17, the project’s storage size

was reduced from 1.32 GB to 803 MB by

reorganizing assets and applying optimizations such

as lowering texture resolution (e.g., walls, NPCs,

trees) and converting 32-bit textures to 8-bit. These

changes significantly improved loading times and

responsiveness, particularly on lower-end devices,

without compromising visual quality.

Figure 2 showcases the virtual assistants designed

to support users within the virtual tour, specifically

located in Building B. These characters evoke the

administrative processes typical of the UAMI campus

during the 1990s, enhancing the nostalgic and

informative aspects of the tour. Additionally, the

bottom section of the figure highlights the

Agile Development of a Virtual Tour for Universidad Autónoma Metropolitana: Unidad Iztapalapa - One of the First Virtual Campus

Experiences in Mexico City

219

comprehensive progress achieved, reflecting the

culmination of efforts during the final Sprints

dedicated to the project's deployment and

optimization, illustrating the fully developed virtual

environment.

Figure 2: Virtual Assistants and Final Project Deployment.

To enrich the educational value of the experience,

the development team consulted the Servicios

Escolares office, located on the ground floor of

Building B, to identify the most frequently asked

questions by incoming students. Based on this input,

the NPCs were programmed with a simplified

chatbot-like dialogue system, offering preloaded

questions and answers that users can explore by

interacting through the mouse. These dialogues

address topics such as enrollment requirements,

procedures for dropping or modifying courses,

duration and structure of degree programs, and

general information about campus facilities.

This interaction model transforms NPCs into

informative guides, supporting prospective students

and visitors as they virtually explore the university.

By simulating real-life consultations with staff, the

experience not only provides practical value but also

enhances immersion and realism.

From Sprints 18–22, deployment and testing were

prioritized. Sprint 18 prepared the Unity environment

for WebGL builds, configuring resolution, platform

settings, and debug options. Sprints 19–20 handled the

deployment to AWS S3, adjusting access policies and

permissions to serve the project as a static site. The

project was also hosted via Amazon Amplify for

added reliability. In the final stage (Sprints 21–22), a

Docker-based deployment was implemented on a

proprietary SSH server, ensuring greater control and

scalability.

Finally, Figure 3 showcases the virtual tour

running on the website hosted under the domain

mathonline.izt.uam.mx, provided by Universidad

Autónoma Metropolitana - Unidad Iztapalapa.

4 RESULTS

The development of the Virtual Tour of Universidad

Autónoma Metropolitana - Unidad Iztapalapa aimed

to create an immersive, interactive environment that

accurately represents the campus infrastructure. This

section presents the outcomes of the project,

showcasing the visual and functional fidelity

achieved through meticulous 3D modeling, texturing,

and deployment strategies outlined in the previous

sections.

Figure 3: Virtual tour of the UAM Iztapalapa in a

Proprietary SSH Server Using Containers.

Key buildings and areas within the campus have been

reconstructed, reflecting architectural details and

environmental elements that contribute to the

authentic virtual experience. In contrast to the limited

and static 2017 version, the current platform allows

users to freely explore the campus and interact with

elements such as signs, buttons, and NPCs. The

improved graphical fidelity and architectural

accuracy also offer a more realistic and informative

experience. Table 1 summarizes the key differences

between both versions.

Table 1: Comparison between the 2017 and 2024 versions

of the UAMI Virtual Tour.

Feature

2017 Tour

Version

2024 Tour Version

Rendering

Technology

Photographic

stitching

Free exploration with FPS

controls

Navigation Linear

walkthrough

Free exploration with FPS

controls

Interactivity None Buttons, NPCs, animated elements

Buildings

Covered

2 main

uildings

14 buildings + common areas

Platform Local .exe Web-deployed

(Docker + AWS S3)

Multi-user

Capability

Not available Planned with Photon Unity

Compared to the 2017 version, the current virtual tour

represents major improvements in rendering (real-

time 3D with FPS navigation), interactivity (buttons,

NPCs, animated avatars), and scalability (web

ICSOFT 2025 - 20th International Conference on Software Technologies

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deployment and multi-user planning). Table 1

summarizes these differences. At present, the virtual

environment includes 14 reconstructed buildings and

common areas, representing 44% of the campus, with

key features such as navigation guides, informative

signage, and animated student characters. Table 2

details the progress for each reconstructed element.

Although no formal user evaluation has been

conducted yet, future work will involve empirical

studies to assess the platform’s usability and

educational value, particularly for prospective

students and faculty.

Table 2. Progress of Reconstructed Elements in the Virtual

Tour Project.

Building A -

Rectorate

Building L -

Library

Building W -

Maintenance

Building AA Building M –

Cafeteria, SM

NAO

Building B Building N Main Plaza

Building C Building Ñ -

Supply Office

Soccer Field

Building D Building O -

Warehouse

Tennis Court

Building E Building P -

Graduate Studies

Basketball

Courts

Building F Building R Tree Plaza

Building G -

Bookstore

Building S Fast Soccer

Courts

Building H and

Building AS Onca Plaza

Building I -

Supercompute

Building T Volleyball

Courts

Building AI -

Imaging

Building AT Open-Air

Theate

Building K -

Kios

Building U Tennis Courts

The development of this virtual tour offered

several insights into the application of Scrum

methodologies in educational software projects. One

major challenge was aligning weekly Sprints with the

irregular academic schedule, which was addressed

through asynchronous updates and a flexible delivery

model. Another observation concerns the balance

between model fidelity and performance, which

required iterative optimization strategies throughout

the project. The project also revealed that user

immersion benefits significantly from the integration

of NPCs, which opens the door for further AI-

enhanced features. Overall, the iterative Scrum-based

approach proved effective in maintaining progress,

encouraging collaboration, and allowing continuous

integration of feedback even in an academic setting.

To conclude, Figure 4 presents a visual

comparison between real-life and virtual

representations of four key areas of the UAM

Iztapalapa campus. These include: the NAO (Nuevo

Acceso Oriente), which serves as the main student

entrance; Building A, home to the general rectorate;

Building B, which houses the most frequently used

classrooms in the CBI; and Building T, a central

academic hub for CBI activities and the origin points

of this virtual tour project.

Figure 4: Real and Virtual Representations of NAO,

Building A, Building B, and Building T.

5 CONCLUSIONS AND FUTURE

WORK

The development of the virtual tour for Universidad

Autónoma Metropolitana - Unidad Iztapalapa

demonstrated the effectiveness of applying the Scrum

framework with weekly sprint cycles (Haavisto,

2021), which enabled consistent progress despite the

small development team. Key features—such as

interactive information buttons and virtual campus

guides—were successfully integrated to enhance user

engagement. However, limitations persist due to the

project's broad scope and resource constraints.

A significant challenge was the mismatch

between architectural blueprints and the actual

Agile Development of a Virtual Tour for Universidad Autónoma Metropolitana: Unidad Iztapalapa - One of the First Virtual Campus

Experiences in Mexico City

221

building layouts, which led to manual on-site

measurements to accurately recreate interior spaces.

Future iterations would benefit from closer

coordination with campus facilities to access updated

structural data.

Next steps include extending the tour to cover

more campus areas and deploying mobile-ready

versions via Unity’s Android and iOS build targets.

Building on the current Docker-based SSH

deployment, future releases will incorporate

optimizations like texture compression, resolution

scaling, and simplified shaders. Multi-user

functionality will be explored through Photon Unity

Networking (Camarinha-Matos et al., 2001), and

learning modules will follow a mission-based

structure aligned with academic divisions. Planned

user experience assessments include surveys and

guided walkthroughs with prospective students.

Additionally, the NPC system will evolve from

static administrative support into an intelligent

network of academic mentors distributed across the

campus. While current NPCs in Building B deliver

answers to frequently asked student questions

(Dawley et al., 2014), future agents will leverage large

language models such as BERT or GPT, fine-tuned on

academic content, to offer interactive guidance about

programs, courses, and research areas. This opens a

new research line in AI-assisted education, where

LLMs complement—rather than replace—human

instructors by offering scalable, high-quality academic

support in immersive virtual environments.

The main scientific contributions of this work are:

(1) the structured application of Scrum in an immer-

sive academic development context, (2) a robust, web-

deployable architecture for virtual campus tours, and

(3) the design of an AI-integrated framework for

educational NPCs using large language models.

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