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20th International Conference on Remote Engineering and Virtual Instrumentation: Open Science in Engineering, REV 2023 co-organized with the International Edunet World Conference, IEWC 2023

作者： Pasalidou, Christina Fachantidis, Nikolaos Orfanidis, Christos University of Macedonia 156 Egnatia Street Thessaloniki54636 Greece Laboratory of Informatics and Robotic Applications in Education and Society University of Macedonia 156 Egnatia Street Thessaloniki54636 Greece

ISBN: (纸本)9783031424663

In the educational conditions of the twenty-first century, using technologies such as Mixed Reality (MR), Augmented Reality (AR), and robotics provides new possibilities in education. This study proposes a learning environment that utilizes augmented reality technology and mobile devices to support educational robotics lessons and enhance their learning context. The research aims to investigate the characteristics of the innovative learning system that integrates AR into educational robotics lessons. The implementation of the designed learning environment shows the positive aspects along with the limitations of using AR in educational robotics. The study participants were 20 Primary School students from the 3rd, 5th, and 6th grades who had already attended educational robotics lessons. Data was collected using observation and semi-structured interviews. The data was pseudonymized so that the participants’ identities were not revealed. Results indicate that students’ attitudes toward mobile AR in robotics education are positive and they would like to use it again. Their participation was active and they had authentic learning experiences. The results of the present study provide useful feedback and show that integrating Augmented Reality technology in educational robotics lessons is quite promising. Further, qualitative and quantitative studies are required to examine the effectiveness of AR learning environments in robotics. The optimization that the virtual objects provide in the real world for a deeper understanding of various topics should also be examined in future research. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

关键词： Augmented reality educational robotics Mobile devices

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Designing a Shared Workspace for Learning Using Augmented Reality and Social Robots 24th

Designing a Shared Workspace for Learning Using Augmented Re...

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24th International Conference on Human-Computer Interaction, HCI International, HCII 2022

作者： Pasalidou, Christina Fachantidis, Nikolaos University of Macedonia 156 Egnatia Street Thessaloniki54636 Greece Laboratory of Informatics and Robotic Applications in Education and Society University of Macedonia 156 Egnatia Street Thessaloniki54636 Greece

ISBN: (纸本)9783031063909

Augmented Reality (AR) is a novel technology utilized for merging real and virtual elements, enhancing the physical world. Developing AR applications in robotics has been of interest in recent years. The current paper proposes a shared workspace for learning using Augmented Reality. The objective is to implement this approach using robots, not to execute collaborative robotic tasks but to establish a collaborative learning environment among students and social robots. We use an Augmented Reality application to superimpose virtual objects to the users’ real world, aiming to achieve joint attention at a common point of interest among humans and social robots. The social robot perceives what occurs in the augmented environment and interacts (e.g., sharing information, making comments and gestures, giving constructive feedback to the users, etc.), intending to support humans to achieve the learning goals of the activities. The virtual objects are approached through AR with the aims and scopes of educational material in a learning process. The environment that this paper describes will be the testbed for exploring and further researching the proposed approach;handling virtual objects as educational material and aiming to joint attention at a common point of interest among humans and robots in this Augmented Reality shared world. In future studies, research and analysis of the characteristics and effectiveness of this approach will be conducted. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.

关键词： Augmented reality

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Human-Social Robot Online Co-Tutoring Enhances Students’ Learning & Engagement: Interaction Guidelines

Research Square

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Research Square 2024年

作者： Velentza, Anna-Maria Lefkos, Ioannis Fachantidis, Nikolaos Laboratory of Informatics and Robotics Applications in Education and Society – LIRES University of Macedonia Greece

— Online classes are increasingly gaining popularity in both children's and adult education, although, the challenge of the students’ engagement remains. Evidence has shown that co-teaching is beneficial for both tutors and students, however, especially on a university level, tutors are not always able to co-teach classes. Additionally, socially assistive robots (SAR) have been proven advantageous in educational roles, as they deliver teaching material and provide support to students across various educational levels. This research paper specifically examines the performance of SAR in place of university co-tutors in online classes, in the field of computer science, measuring three outcomes, knowledge acquisition (academic test), enjoyment level (questionnaire), and engagement (qualitative and quantitative analysis of verbal and chat discussions and threads during class). We also aim to fill in the gap of having structured human-robot collaboration guidelines for educational environments. This will be accomplished through a sequence of three experiments: 1. A co-tutored lecture involving one human and one robot, 2. A co-tutored lecture involving two humans, 3. A second instance of a co-tutored lecture involving both human and robot. Results indicated that students taught by a collaborative team of human and robot tutors exhibited a greater level of knowledge acquisition, while maintaining comparable levels of enjoyment, in comparison to those instructed by a collaborative team of two human tutors. Moreover, engagement remained high during the lectures, and we are addressing the differences in students’ communication channels and discussed topics when lectured by two humans vs a human and a robot. Finally, the human-robot collaboration managed to eliminate the negative outcomes of the presence of a robot, such as the surprise effect based on the literature the students face the first time they are being lectured by a robot-tutor. © 2024, CC BY.

关键词： Adversarial machine learning

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Step by Step Building and Evaluation of Low-Cost Capacitive Technology Touch System for Human-Social Robot Interaction

Step by Step Building and Evaluation of Low-Cost Capacitive ...

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International Conference on Information, Intelligence, Systems and applications (IISA)

作者： Konstantinos Tsirkas Anna-Maria Velentza N. Fachantidis School of Educational & Social Policy University of Macedonia Thessaloniki Greece Laboratory of Informatics and Robotics Applications in Education and Society (LIRES) University of Macedonia Greece

The development of social robots aims to create machines that can interact and collaborate with people in a natural way. To achieve this, social robots must be designed to make people feel physically and psychologically comfortable with them, with haptic communication being a crucial factor. Capacitive touch technology has been implemented in robotics for sensing contact in various areas of a robot's body during human-robot interaction. However, there is a need for low-cost haptic systems that can be easily built and deployed by professionals without engineering backgrounds, such as educators. This study presents a low-cost haptic system built with consumer materials and tested for accuracy and user experience. Results show that the system is more than 80% accurate and persistent and has a high score in user experience across users from different backgrounds. We used Adafruit MPR121, Arduino and 3D printed materials. The system can be easily adapted to different robotic systems and hard materials to enhance human-robot interaction for various social applications. The study highlights the importance of developing low-cost and accessible haptic systems for social robots, which can help increase trust and acceptance of these machines in everyday life.

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Augmented reality and robotics in education: A systematic literature review

Computers in Human Behavior: Artificial Humans

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Computers in Human Behavior: Artificial Humans 2025年 4卷

作者： Christina Pasalidou Chris Lytridis Avgoustos Tsinakos Nikolaos Fachantidis Laboratory of Informatics & Robotic Applications in Education and Society Department of Educational and Social Policy University of Macedonia Thessaloniki Greece Human-Machines Interaction (HUMAIN) Lab Department of Computer Science Democritus University of Thrace Kavala Greece Advanced Educational Technologies and Mobile Applications (AETMA) Lab Department of Computer Science Democritus University of Thrace Kavala Greece

Integrating cutting-edge technologies into education has been a continuous goal to enhance teaching and learning experiences. Augmented Reality (AR) and robotics are two emerging technologies that have shown promise in transforming educational environments. This paper presents a systematic review of the literature on the combination of AR and robotics for educational purposes, identifying key applications, benefits, and trends. Using the PRISMA methodology, 69 relevant studies from five major databases were analysed and categorised into three themes: (a) AR and Socially Assistive Robots (SAR), (b) AR-assisted educational robotics, and (c) AR in robotics/engineering education. The review provides insights into how different AR-enhanced robotics applications across primary, secondary, and higher education, provide visualizations, multimodal feedback, and immersive experiences. Key findings suggest that while interactive features of AR and the embodiment of robots show promising results for learning, fostering motivation, excitement, positive attitudes, and enriched educational experiences, challenges such as technological complexity and cost remain barriers to widespread adoption. Future research should focus on pedagogical frameworks and large-scale implementations to optimize AR-robotics integration in diverse educational settings.

关键词： robotics Augmented reality HRI education

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Effects of Lighting Variations in Virtual Learning Environments

Effects of Lighting Variations in Virtual Learning Environme...

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International Conference on Information, Intelligence, Systems and applications (IISA)

作者： A.M. Velentza E. Economou Lab of Experimental Psychology University of Crete Rethymnon Crete Greece Laboratory of Informatics and Robotics Applications in Education and Society (LIRES) University of Macedonia Greece

ISBN: (数字)9781665422284

ISBN: (纸本)9781665422291

The use of virtual reality in education is giving researchers new designing opportunities to create learning environments with characteristics that are difficult or even impossible to implement in the real world. There are plenty of educational, cognitive, architectural and neuroscience theories suggesting that certain environmental aspects can enhance the learning process. Such an example is the variation of lighting conditions, in terms of intensity (high or low luminance) and/or temperature (cold or warm), that have been shown to improve memory, attention and executive functions. In this paper, we investigate the differences between a real and a Virtual Learning Environment (VLE) regarding the effects of the lighting conditions on several cognitive functions while we apply, for the first time, certain lighting theories directly into a University level VLE. The first main outcome of our study is that lighting conditions in VLEs affect students' cognitive functions in a similar way to traditional/physical learning environments, i.e. high luminance enhance memory, attention and executive functions when compared with low luminance. Our results indicate that if we need to test a cognitive or learning hypothesis, we can test it directly into a virtual environment since it gives us similar results/outcomes with those triggered in real one. Moreover, our results demonstrate that exposure to blue (cold) lighting in VLEs increase students' scores, in the given pseudoword test, in comparison with their exposure to red (warm) lighting.

关键词： Neuroscience education Lighting Virtual environments Task analysis

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Students participate and evaluate the design and development of a social robot*

Students participate and evaluate the design and development...

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IEEE International Workshop on Robot and Human Communication (ROMAN)

作者： Panagiota Christodoulou Alecia Adelaide May Reid Dimitrios Pnevmatikos Carlos Rioja del Rio Nikolaos Fachantidis Primary Education Department University of Western Macedonia Florina Greece Engineering Faculty University of Cádiz Cádiz Spain Educational & Social Policy Department University of Macedonia Thessaloniki Greece LIRES (laboratory of Informatic and Robotic applications in Education and Society)

ISBN: (数字)9781728160757

ISBN: (纸本)9781728160764

Scholars have highlighted the importance of the humanoid appearance and the integration of various social cues for the design of Socially Assistive Robots for education (SAR). However, designing a SAR for education omitting the stakeholders that will exploit it might prove a risky task. The aim of the current study, on the one hand, was to present the design of a SAR for Science Technology Engineering and Mathematics (STEM) education developed through stakeholders' involvement in various steps of the approach. On the other hand, the study aimed to present the evaluation of the prototype robot through a STEM-oriented robot-assisted collaborative online teaching-learning sequence. Preliminary results indicate that participants endorsed the appearance and non-verbal behavior of the robot above chance level, while gender and age-related differences were revealed regarding the most appealing feature of the robot. Implications for Human-Robot Interaction are discussed.

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Revisiting the Concentration Observations and Source Apportionment of Atmospheric Ammonia

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Advances in Atmospheric Sciences 2020年第9期37卷 933-938页

作者： Yuepeng PAN Mengna GU Yuexin HE Dianming WU Chunyan LIU Linlin SONG Shili TIAN Xuemei LÜ Yang SUN Tao SONG Wendell WWALTERS Xuejun LIU Nicholas AMARTIN Qianqian ZHANG Yunting FANG Valerio FERRACCI Yuesi WANG State Key Laboratory of Atmospheric Boundary Layer Physics and Atmospheric Chemistry Institute of Atmospheric PhysicsChinese Academy of SciencesBeijing 100029China University of Chinese Academy of Sciences Beijing 100049China Center for Excellence in Urban Atmospheric Environment Institute of Urban EnvironmentChinese Academy of SciencesXiamen 361021China Key Laboratory of Geographic Information Sciences Ministry of EducationSchool of Geographic SciencesEast China Normal UniversityShanghai 200241China CAS Key Laboratory of Forest Ecology and Management Institute of Applied EcologyChinese Academy of SciencesShenyang 110016China Department of Earth Environmentaland Planetary SciencesBrown UniversityProvidenceRI 02912USA Institute at Brown for Environment and Society Brown UniversityProvidenceRI 02912USA College of Resources and Environmental Sciences China Agricultural UniversityBeijing 100193China National Physical Laboratory Air Quality and Aerosol Metrology GroupEnvironment DepartmentHampton RoadTeddingtonMiddlesexTW110LWUK National Satellite Meteorological Center China Meteorological AdministrationBeijing100081China Key Laboratory of Stable Isotope Techniques and Applications Shenyang 110016China Centre for Environmental and Agricultural Informatics Cranfield UniversityCollege RoadMK430ALUK

While China’s Air Pollution Prevention and Control Action Plan on particulate matter since 2013 has reduced sulfate significantly,aerosol ammonium nitrate remains high in East *** the high nitrate abundances are strongly linked with ammonia,reducing ammonia emissions is becoming increasingly important to improve the air quality of *** satellite data provide evidence of substantial increases in atmospheric ammonia concentrations over major agricultural regions,long-term surface observation of ammonia concentrations are *** addition,there is still no consensus on whether agricultural or non-agricultural emissions dominate the urban ammonia *** the ammonia source by nitrogen isotope helps in designing a mitigation strategy for policymakers,but existing methods have not been well *** the concentration measurements and identifying source apportionment of atmospheric ammonia is thus an essential step towards reducing ammonia emissions.

关键词： ammonia nitrate Ammonia

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Author Correction: Universal DNA methylation age across mammalian tissues

Nature aging

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Nature aging 2023年第11期3卷 1462页

作者： A T Lu Z Fei A Haghani T R Robeck J A Zoller C Z Li R Lowe Q Yan J Zhang H Vu J Ablaeva V A Acosta-Rodriguez D M Adams J Almunia A Aloysius R Ardehali A Arneson C S Baker G Banks K Belov N C Bennett P Black D T Blumstein E K Bors C E Breeze R T Brooke J L Brown G G Carter A Caulton J M Cavin L Chakrabarti I Chatzistamou H Chen K Cheng P Chiavellini O W Choi S M Clarke L N Cooper M L Cossette J Day J DeYoung S DiRocco C Dold E E Ehmke C K Emmons S Emmrich E Erbay C Erlacher-Reid C G Faulkes S H Ferguson C J Finno J E Flower J M Gaillard E Garde L Gerber V N Gladyshev V Gorbunova R G Goya M J Grant C B Green E N Hales M B Hanson D W Hart M Haulena K Herrick A N Hogan C J Hogg T A Hore T Huang J C Izpisua Belmonte A J Jasinska G Jones E Jourdain O Kashpur H Katcher E Katsumata V Kaza H Kiaris M S Kobor P Kordowitzki W R Koski M Krützen S B Kwon B Larison S G Lee M Lehmann J F Lemaitre A J Levine C Li X Li A R Lim D T S Lin D M Lindemann T J Little N Macoretta D Maddox C O Matkin J A Mattison M McClure J Mergl J J Meudt G A Montano K Mozhui J Munshi-South A Naderi M Nagy P Narayan P W Nathanielsz N B Nguyen C Niehrs J K O'Brien P O'Tierney Ginn D T Odom A G Ophir S Osborn E A Ostrander K M Parsons K C Paul M Pellegrini K J Peters A B Pedersen J L Petersen D W Pietersen G M Pinho J Plassais J R Poganik N A Prado P Reddy B Rey B R Ritz J Robbins M Rodriguez J Russell E Rydkina L L Sailer A B Salmon A Sanghavi K M Schachtschneider D Schmitt T Schmitt L Schomacher L B Schook K E Sears A W Seifert A Seluanov A B A Shafer D Shanmuganayagam A V Shindyapina M Simmons K Singh I Sinha J Slone R G Snell E Soltanmaohammadi M L Spangler M C Spriggs L Staggs N Stedman K J Steinman D T Stewart V J Sugrue B Szladovits J S Takahashi M Takasugi E C Teeling M J Thompson B Van Bonn S C Vernes D Villar H V Vinters M C Wallingford N Wang R K Wayne G S Wilkinson C K Williams R W Williams X W Yang M Yao B G Young B Zhang Z Zhang P Zhao Y Zhao W Zhou J Zimmermann J Ernst K Raj S Horvath Department of Human Genetics David Geffen School of Medicine University of California Los Angeles Los Angeles CA USA. Altos Labs San Diego Institute of Science San Diego CA USA. Department of Biostatistics Fielding School of Public Health University of California Los Angeles Los Angeles CA USA. Department of Statistics University of California Riverside Riverside CA USA. Zoological SeaWorld Parks and Entertainment Orlando FL USA. Altos Labs Cambridge Institute of Science Cambridge UK. Bioinformatics Interdepartmental Program University of California Los Angeles CA USA. Department of Biological Chemistry University of California Los Angeles Los Angeles CA USA. Department of Biology University of Rochester Rochester NY USA. Department of Neuroscience Peter O'Donnell Jr. Brain Institute University of Texas Southwestern Medical Center Dallas TX USA. Department of Biology University of Maryland College Park MD USA. Loro Parque Fundacion Puerto de la Cruz Spain. Department of Biology University of Kentucky Lexington KY USA. Division of Cardiology Department of Internal Medicine David Geffen School of Medicine University of California Los Angeles Los Angeles CA USA. Marine Mammal Institute Oregon State University Newport OR USA. School of Science and Technology Clifton Campus Nottingham Trent University Nottingham UK. School of Life and Environmental Sciences the University of Sydney Sydney New South Wales Australia. Department of Zoology and Entomology University of Pretoria Hatfield South Africa. Busch Gardens Tampa Tampa FL USA. Department of Ecology and Evolutionary Biology University of California Los Angeles Los Angeles CA USA. Rocky Mountain Biological Laboratory Crested Butte CO USA. Altius Institute for Biomedical Sciences Seattle WA USA. Epigenetic Clock Development Foundation Los Angeles CA USA. Center for Species Survival Smithsonian Conservation Biology Institute Front Royal VA USA. Department of Evolution Eco

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Poster abstracts

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Sleep and Biological Rhythms 2016年第1期5卷 A1-A189页

作者： J. Ferrie M. Shipley F. Cappuccio E. Brunner M. Miller M. Kumari M. Marmot A. Coenen J. L. Castillo F. Araya G. Bustamante L. Montecino C. Torres S. Oporto J. Gronli E. Fiske R. Murison B. Bjorvatn E. Sorensen R. Ursin C. M. Portas S. Rajaraman A. Gribok N. Wesensten T. Balkin J. Reifman N. Dursunoglu S. Ozkurt S. Baser O. Delen S. Sarikaya P. Sadler P. Mitchell D. Françon M. Decobert B. Herve A. Richard G. Griebel P. Avenet B. Scatton G. L. Fur D. Eckert A. Jordan A. Wellman S. Smith A. Malhotra D. White D. Bruck I. Thomas A. Kritikos W. Oertel K. Stiasny-Kolster D. Garcia-Borreguero W. Poewe B. Hoegl R. Kohnen E. Schollmayer J. Keffel C. Trenkwalder A. Valle S. Roizenblatt F. Fregni P. Boggio S. Tufik K. Ward L. Robertson L. Palmer P. Eastwood D. Hillman J. Lee S. Mukherjee V. de Padova G. Barbato G. Ficca I. Zilli P. Salzarulo M. Veldi T. Hion V. Vasar M. Kull L. Nowak J. Davis Y. Latzer O. Tzischinsky S. Crowley M. Carskadon M. Anca-Herschkovitsch D. Frey J. Ortega C. Wiseman C. Farley K. Wright A. Campbell A. Neill K. Spiegel R. Leproult E. Tasali N. Scherberg E. van Cauter A. T. Noradina N. A. Karim I. Norlinah A. A. Raymond R. Sahathevan B. Hamidon E. Werth R. Poryazova R. Khatami C. Bassetti R. G. Beran L. Ainley G. Holand J. Duncan H. Kinney B. Davis B. Hood S. Frey C. Schmidt M. Hofstetter P. Peigneux C. Cajochen W.-P. Hu J.-D. Li C. Zhang L. Boehmer J. Siegel Q.-Y. Zhou Y. Sagawa H. Kondo T. Takemura H. Kanayama Y. Kaneko M. Sato T. Kanbayashi Y. Hishikawa T. Shimizu A. Viola L. James L. Schlangen D.-J. Dijk R. Andretic Y.-C. Kim K.-A. Han F. Jones R. Greenspan L. Sanford L. Yang X. Tang K. Dieter E. Uta H. Sven M. Richard N. Oyane S. Pallesen F. Holsten Y. Inoue M. Fujita N. Emura K. Kuroda N. Uchimura A. Johnston J. Astbury G. Kennedy K. Hoedlmoser M. Schabus T. Pecherstorfer S. Moser G. Gruber P. Anderer W. Klimesch N. Naidoo M. Ferber A. Pack D. Neu O. Mairesse G. Hoffmann A. Dris L. Lambrecht P. Linkowski P. Verbanck O. Le Bon N. Matsuura M. Yamao N. Adachi R. Aritomi Y. Komada H. Tanaka S. Shirak University College London London UK University College London London USA Warwick Medical School London UK Warwick Medical School Coventry USA Radboud University Nijmegen Nijmegen Netherlands Department of Neurology University of Chile Santiago Chile Neurology Service Hospital del Salvador Santiago Chile Family Health Center Juan Pablo II Santiago Chile Department of Biomedicine Section on Physiology Univeristy of Bergen Bergen Norway Department of Public Health and Primary Health Care Univeristy of Bergen Bergen Norway Department of Public Health and Primary Health Care University of Bergen Bergen Norway Norwegian Competence Center for Sleep Disorders Haukeland University Hospital Bergen Norway Department of Child and Adolescent Psychiatry Haukeland University Hospital Univeristy of Bergen Bergen Norway Department of Biomedicine University of Bergen Bergen Norway US Army Medical Research and Materiel Command Fort Detrick Frederick USA Walter Reed Army Institute of Research Silver Spring USA Department of Behavioral Biology Walter Reed Army Institute of Research Silver Spring USA Faculty Department of Pulmonology Pamukkale University Medical Denizli Turkey University of Ballarat Ballarat Australia Sanofi-Aventis Recherche et Developpement Paris France Brigham and Women’s Hospital Harvard Medical School Boston USA The University of Queensland Adelaide Australia School of Psychology University of Queensland Brisbane Australia The University of Queensland Brisbane Australia Victoria University Melbourne Australia Department of Psychology Victoria University Melbourne Australia School of Psychology Victoria University Melbourne Australia Philips-Universität Marburg Germany Philips-Universitaet-Marburg Marburg Germany Instituto de Investigaciones del Sueno Madrid Spain Universitätsklinik für Neurologie Innsbruck Austria Universitaetsklinik fuer Neurologie Innsbruck Austria IMEREM GmbH Nuernberg Germany Schwarz Pharma AG Monheim Germany

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