AHCI RESEARCH GROUP
Publications
Papers published in international journals,
proceedings of conferences, workshops and books.
OUR RESEARCH
Scientific Publications
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You can use the tag cloud to select only the papers dealing with specific research topics.
You can expand the Abstract, Links and BibTex record for each paper.
2025
Logothetis, I.; Diakogiannis, K.; Vidakis, N.
Interactive Learning Through Conversational Avatars and Immersive VR: Enhancing Diabetes Education and Self-Management Proceedings Article
In: X., Fang (Ed.): Lect. Notes Comput. Sci., pp. 415–429, Springer Science and Business Media Deutschland GmbH, 2025, ISBN: 03029743 (ISSN); 978-303192577-1 (ISBN).
Abstract | Links | BibTeX | Tags: Artificial intelligence, Chronic disease, Computer aided instruction, Diabetes Education, Diagnosis, E-Learning, Education management, Engineering education, Gamification, Immersive virtual reality, Interactive computer graphics, Interactive learning, Large population, Learning systems, NUI, Self management, Serious game, Serious games, simulation, Virtual Reality
@inproceedings{logothetis_interactive_2025,
title = {Interactive Learning Through Conversational Avatars and Immersive VR: Enhancing Diabetes Education and Self-Management},
author = {I. Logothetis and K. Diakogiannis and N. Vidakis},
editor = {Fang X.},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-105008266480&doi=10.1007%2f978-3-031-92578-8_27&partnerID=40&md5=451274dfa3ef0b3f1b39c7d5a665ee3b},
doi = {10.1007/978-3-031-92578-8_27},
isbn = {03029743 (ISSN); 978-303192577-1 (ISBN)},
year = {2025},
date = {2025-01-01},
booktitle = {Lect. Notes Comput. Sci.},
volume = {15816 LNCS},
pages = {415–429},
publisher = {Springer Science and Business Media Deutschland GmbH},
abstract = {Diabetes is a chronic disease affecting a large population of the world. Education and self-management of diabetes are crucial. Technologies such as Virtual Reality (VR) have presented promising results in healthcare education, while studies suggest that Artificial Intelligence (AI) can help in learning by further engaging the learner. This study aims to educate users on the entire routine of managing diabetes. The serious game utilizes VR for realistic interaction with diabetes tools and generative AI through a conversational avatar that acts as an assistant instructor. In this way, it allows users to practice diagnostic and therapeutic interventions in a controlled virtual environment, helping to build their understanding and confidence in diabetes management. To measure the effects of the proposed serious game, presence, and perceived agency were measured. Preliminary results indicate that this setup aids in the engagement and immersion of learners, while the avatar can provide helpful information during gameplay. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.},
keywords = {Artificial intelligence, Chronic disease, Computer aided instruction, Diabetes Education, Diagnosis, E-Learning, Education management, Engineering education, Gamification, Immersive virtual reality, Interactive computer graphics, Interactive learning, Large population, Learning systems, NUI, Self management, Serious game, Serious games, simulation, Virtual Reality},
pubstate = {published},
tppubtype = {inproceedings}
}
Diabetes is a chronic disease affecting a large population of the world. Education and self-management of diabetes are crucial. Technologies such as Virtual Reality (VR) have presented promising results in healthcare education, while studies suggest that Artificial Intelligence (AI) can help in learning by further engaging the learner. This study aims to educate users on the entire routine of managing diabetes. The serious game utilizes VR for realistic interaction with diabetes tools and generative AI through a conversational avatar that acts as an assistant instructor. In this way, it allows users to practice diagnostic and therapeutic interventions in a controlled virtual environment, helping to build their understanding and confidence in diabetes management. To measure the effects of the proposed serious game, presence, and perceived agency were measured. Preliminary results indicate that this setup aids in the engagement and immersion of learners, while the avatar can provide helpful information during gameplay. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.
Intawong, K.; Worragin, P.; Khanchai, S.; Puritat, K.
Transformative Metaverse Pedagogy for Intangible Heritage: A Gamified Platform for Learning Lanna Dance in Immersive Cultural Education Journal Article
In: Education Sciences, vol. 15, no. 6, 2025, ISSN: 22277102 (ISSN).
Abstract | Links | BibTeX | Tags: Adaptive Learning, AI-assisted education, cultural preservation, Gamification, intangible cultural heritage, Lanna dance, Metaverse
@article{intawong_transformative_2025,
title = {Transformative Metaverse Pedagogy for Intangible Heritage: A Gamified Platform for Learning Lanna Dance in Immersive Cultural Education},
author = {K. Intawong and P. Worragin and S. Khanchai and K. Puritat},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-105009306705&doi=10.3390%2feducsci15060736&partnerID=40&md5=9f17583b77ec54c090e50575b539f0c9},
doi = {10.3390/educsci15060736},
issn = {22277102 (ISSN)},
year = {2025},
date = {2025-01-01},
journal = {Education Sciences},
volume = {15},
number = {6},
abstract = {This study explores the design of Metaverse technologies for preserving and teaching Lanna Dance, a traditional cultural heritage of Northern Thailand. It addresses the challenges of sustaining intangible cultural heritage by developing an immersive learning system that integrates motion capture, generative AI, and gamified virtual environments. Grounded in Situated Learning Theory and adaptive learning, the platform features four interactive zones, the Motion Showcase, Knowledge Exhibition, Video and AI Interaction, and Interactive Game Zone, offering learners multifaceted, context-rich experiences. Using a quasi-experimental design with 36 participants, the study evaluates learning outcomes, motivation, and user satisfaction. Results show significant improvements in knowledge acquisition and intrinsic motivation, along with high usability scores, indicating the effectiveness of immersive digital environments in enhancing cultural appreciation and skill development. The findings offer practical insights into Metaverse design for immersive cultural education, supporting educators, cultural institutions, and policymakers in developing scalable and engaging solutions for preserving intangible heritage through emerging technologies. © 2025 by the authors.},
keywords = {Adaptive Learning, AI-assisted education, cultural preservation, Gamification, intangible cultural heritage, Lanna dance, Metaverse},
pubstate = {published},
tppubtype = {article}
}
This study explores the design of Metaverse technologies for preserving and teaching Lanna Dance, a traditional cultural heritage of Northern Thailand. It addresses the challenges of sustaining intangible cultural heritage by developing an immersive learning system that integrates motion capture, generative AI, and gamified virtual environments. Grounded in Situated Learning Theory and adaptive learning, the platform features four interactive zones, the Motion Showcase, Knowledge Exhibition, Video and AI Interaction, and Interactive Game Zone, offering learners multifaceted, context-rich experiences. Using a quasi-experimental design with 36 participants, the study evaluates learning outcomes, motivation, and user satisfaction. Results show significant improvements in knowledge acquisition and intrinsic motivation, along with high usability scores, indicating the effectiveness of immersive digital environments in enhancing cultural appreciation and skill development. The findings offer practical insights into Metaverse design for immersive cultural education, supporting educators, cultural institutions, and policymakers in developing scalable and engaging solutions for preserving intangible heritage through emerging technologies. © 2025 by the authors.
2024
Domenichini, D.; Bucchiarone, A.; Chiarello, F.; Schiavo, G.; Fantoni, G.
An AI-Driven Approach for Enhancing Engagement and Conceptual Understanding in Physics Education Proceedings Article
In: IEEE Global Eng. Edu. Conf., EDUCON, IEEE Computer Society, 2024, ISBN: 21659559 (ISSN); 979-835039402-3 (ISBN).
Abstract | Links | BibTeX | Tags: Adaptive Learning, Artificial intelligence, Artificial intelligence in education, Artificial Intelligence in Education (AIED), Conceptual Understanding, Educational System, Educational systems, Gamification, Generative AI, generative artificial intelligence, Learning Activity, Learning systems, Physics Education, Teachers', Teaching, Virtual Reality
@inproceedings{domenichini_ai-driven_2024,
title = {An AI-Driven Approach for Enhancing Engagement and Conceptual Understanding in Physics Education},
author = {D. Domenichini and A. Bucchiarone and F. Chiarello and G. Schiavo and G. Fantoni},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85199035695&doi=10.1109%2fEDUCON60312.2024.10578670&partnerID=40&md5=4cf9f89e97664ae6d618a90f2dbc23e0},
doi = {10.1109/EDUCON60312.2024.10578670},
isbn = {21659559 (ISSN); 979-835039402-3 (ISBN)},
year = {2024},
date = {2024-01-01},
booktitle = {IEEE Global Eng. Edu. Conf., EDUCON},
publisher = {IEEE Computer Society},
abstract = {This Work in Progress paper introduces the design of an innovative educational system that leverages Artificial Intelligence (AI) to address challenges in physics education. The primary objective is to create a system that dynamically adapts to the individual needs and preferences of students while maintaining user-friendliness for teachers, allowing them to tailor their teaching methods. The emphasis is on fostering motivation and engagement, achieved through the implementation of a gamified virtual environment and a strong focus on personalization. Our aim is to develop a system capable of autonomously generating learning activities and constructing effective learning paths, all under the supervision and interaction of teachers. The generation of learning activities is guided by educational taxonomies that delineate and categorize the cognitive processes involved in these activities. The proposed educational system seeks to address challenges identified by Physics Education Research (PER), which offers valuable insights into how individuals learn physics and provides strategies to enhance the overall quality of physics education. Our specific focus revolves around two crucial aspects: concentrating on the conceptual understanding of physics concepts and processes, and fostering knowledge integration and coherence across various physics topics. These aspects are deemed essential for cultivating enduring knowledge and facilitating practical applications in the field of physics. © 2024 IEEE.},
keywords = {Adaptive Learning, Artificial intelligence, Artificial intelligence in education, Artificial Intelligence in Education (AIED), Conceptual Understanding, Educational System, Educational systems, Gamification, Generative AI, generative artificial intelligence, Learning Activity, Learning systems, Physics Education, Teachers', Teaching, Virtual Reality},
pubstate = {published},
tppubtype = {inproceedings}
}
This Work in Progress paper introduces the design of an innovative educational system that leverages Artificial Intelligence (AI) to address challenges in physics education. The primary objective is to create a system that dynamically adapts to the individual needs and preferences of students while maintaining user-friendliness for teachers, allowing them to tailor their teaching methods. The emphasis is on fostering motivation and engagement, achieved through the implementation of a gamified virtual environment and a strong focus on personalization. Our aim is to develop a system capable of autonomously generating learning activities and constructing effective learning paths, all under the supervision and interaction of teachers. The generation of learning activities is guided by educational taxonomies that delineate and categorize the cognitive processes involved in these activities. The proposed educational system seeks to address challenges identified by Physics Education Research (PER), which offers valuable insights into how individuals learn physics and provides strategies to enhance the overall quality of physics education. Our specific focus revolves around two crucial aspects: concentrating on the conceptual understanding of physics concepts and processes, and fostering knowledge integration and coherence across various physics topics. These aspects are deemed essential for cultivating enduring knowledge and facilitating practical applications in the field of physics. © 2024 IEEE.
Chandrashekar, N. Donekal; Lee, A.; Azab, M.; Gracanin, D.
Understanding User Behavior for Enhancing Cybersecurity Training with Immersive Gamified Platforms Journal Article
In: Information (Switzerland), vol. 15, no. 12, 2024, ISSN: 20782489 (ISSN).
Abstract | Links | BibTeX | Tags: Artificial intelligence, Critical infrastructures, Cyber attacks, Cyber security, Cyber systems, Cyber-attacks, Cybersecurity, Decisions makings, Digital infrastructures, digital twin, Extended reality, Gamification, Immersive, Network Security, simulation, Technical vulnerabilities, Training, user behavior, User behaviors
@article{donekal_chandrashekar_understanding_2024,
title = {Understanding User Behavior for Enhancing Cybersecurity Training with Immersive Gamified Platforms},
author = {N. Donekal Chandrashekar and A. Lee and M. Azab and D. Gracanin},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85213435167&doi=10.3390%2finfo15120814&partnerID=40&md5=134c43c7238bae4923468bc6e46c860d},
doi = {10.3390/info15120814},
issn = {20782489 (ISSN)},
year = {2024},
date = {2024-01-01},
journal = {Information (Switzerland)},
volume = {15},
number = {12},
abstract = {In modern digital infrastructure, cyber systems are foundational, making resilience against sophisticated attacks essential. Traditional cybersecurity defenses primarily address technical vulnerabilities; however, the human element, particularly decision-making during cyber attacks, adds complexities that current behavioral studies fail to capture adequately. Existing approaches, including theoretical models, game theory, and simulators, rely on retrospective data and static scenarios. These methods often miss the real-time, context-specific nature of user responses during cyber threats. To address these limitations, this work introduces a framework that combines Extended Reality (XR) and Generative Artificial Intelligence (Gen-AI) within a gamified platform. This framework enables continuous, high-fidelity data collection on user behavior in dynamic attack scenarios. It includes three core modules: the Player Behavior Module (PBM), Gamification Module (GM), and Simulation Module (SM). Together, these modules create an immersive, responsive environment for studying user interactions. A case study in a simulated critical infrastructure environment demonstrates the framework’s effectiveness in capturing realistic user behaviors under cyber attack, with potential applications for improving response strategies and resilience across critical sectors. This work lays the foundation for adaptive cybersecurity training and user-centered development across critical infrastructure. © 2024 by the authors.},
keywords = {Artificial intelligence, Critical infrastructures, Cyber attacks, Cyber security, Cyber systems, Cyber-attacks, Cybersecurity, Decisions makings, Digital infrastructures, digital twin, Extended reality, Gamification, Immersive, Network Security, simulation, Technical vulnerabilities, Training, user behavior, User behaviors},
pubstate = {published},
tppubtype = {article}
}
In modern digital infrastructure, cyber systems are foundational, making resilience against sophisticated attacks essential. Traditional cybersecurity defenses primarily address technical vulnerabilities; however, the human element, particularly decision-making during cyber attacks, adds complexities that current behavioral studies fail to capture adequately. Existing approaches, including theoretical models, game theory, and simulators, rely on retrospective data and static scenarios. These methods often miss the real-time, context-specific nature of user responses during cyber threats. To address these limitations, this work introduces a framework that combines Extended Reality (XR) and Generative Artificial Intelligence (Gen-AI) within a gamified platform. This framework enables continuous, high-fidelity data collection on user behavior in dynamic attack scenarios. It includes three core modules: the Player Behavior Module (PBM), Gamification Module (GM), and Simulation Module (SM). Together, these modules create an immersive, responsive environment for studying user interactions. A case study in a simulated critical infrastructure environment demonstrates the framework’s effectiveness in capturing realistic user behaviors under cyber attack, with potential applications for improving response strategies and resilience across critical sectors. This work lays the foundation for adaptive cybersecurity training and user-centered development across critical infrastructure. © 2024 by the authors.
2021
Gentile, Manuel; Augello, Agnese; Allegra, Mario; Citt`a, Giuseppe; Grande, Valentina Dal; Grutta, Stefania La; Pilato, Giovanni; Urso, Alfonso; Vella, Filippo; Picone, Marco; Gallitano, Giancarlo; Ruisi, Marcantonio; Fratini, Livan
Gaming as a Key Approach for the Recovery Process of a Public Space: The Case Study of the Old Chemical Plant 'Chimica Arenellatextbackslash textbackslash' in Palermo Proceedings Article
In: 2021, ISBN: 978-84-12-08854-0.
Abstract | BibTeX | Tags: Gamification, Serious game, Urban Games
@inproceedings{gentileGamingKeyApproach2021,
title = {Gaming as a Key Approach for the Recovery Process of a Public Space: The Case Study of the Old Chemical Plant 'Chimica Arenellatextbackslash textbackslash' in Palermo},
author = { Manuel Gentile and Agnese Augello and Mario Allegra and Giuseppe Citt{`a} and Valentina Dal Grande and Stefania La Grutta and Giovanni Pilato and Alfonso Urso and Filippo Vella and Marco Picone and Giancarlo Gallitano and Marcantonio Ruisi and Livan Fratini},
isbn = {978-84-12-08854-0},
year = {2021},
date = {2021-01-01},
abstract = {This poster describes the FORGE (FactOry of uRban GamEs) project, a proposal that our research group launched in partnership with the Municipality of Palermo (Italy) and other local stakeholders in 2019. FORGE will be hosted in what was previously a chemical plant (the former 'Chimica Arenellatextbackslash textbackslash') and is an open factory designed to collect needs and to generate interventions for urban innovation. The four key terms we have used for the project are urban, game, factory and participation. In fact, FORGE employs a participatory methodological model based on the concept of game, aimed at supporting social and economic development through a platform for participatory co-design. FORGE plays also a key role in fostering social inclusion, becoming a 'participation hubtextbackslash textbackslash' and an urban center for the whole city.},
keywords = {Gamification, Serious game, Urban Games},
pubstate = {published},
tppubtype = {inproceedings}
}
This poster describes the FORGE (FactOry of uRban GamEs) project, a proposal that our research group launched in partnership with the Municipality of Palermo (Italy) and other local stakeholders in 2019. FORGE will be hosted in what was previously a chemical plant (the former 'Chimica Arenellatextbackslash textbackslash') and is an open factory designed to collect needs and to generate interventions for urban innovation. The four key terms we have used for the project are urban, game, factory and participation. In fact, FORGE employs a participatory methodological model based on the concept of game, aimed at supporting social and economic development through a platform for participatory co-design. FORGE plays also a key role in fostering social inclusion, becoming a 'participation hubtextbackslash textbackslash' and an urban center for the whole city.
Gentile, Manuel; Augello, Agnese; Allegra, Mario; Città, Giuseppe; Grande, Valentina Dal; Grutta, Stefania La; Pilato, Giovanni; Urso, Alfonso; Vella, Filippo; Picone, Marco; Gallitano, Giancarlo; Ruisi, Marcantonio; Fratini, Livan
Gaming as a Key Approach for the Recovery Process of a Public Space: The Case Study of the Old Chemical Plant Ćhimica Arenellatextbackslashtextbackslash' in Palermo Proceedings Article
In: 2021, ISBN: 978-84-12-08854-0.
Abstract | BibTeX | Tags: Gamification, Serious game, Urban Games
@inproceedings{gentile_gaming_2021,
title = {Gaming as a Key Approach for the Recovery Process of a Public Space: The Case Study of the Old Chemical Plant Ćhimica Arenellatextbackslashtextbackslash' in Palermo},
author = {Manuel Gentile and Agnese Augello and Mario Allegra and Giuseppe Città and Valentina Dal Grande and Stefania La Grutta and Giovanni Pilato and Alfonso Urso and Filippo Vella and Marco Picone and Giancarlo Gallitano and Marcantonio Ruisi and Livan Fratini},
isbn = {978-84-12-08854-0},
year = {2021},
date = {2021-01-01},
abstract = {This poster describes the FORGE (FactOry of uRban GamEs) project, a proposal that our research group launched in partnership with the Municipality of Palermo (Italy) and other local stakeholders in 2019. FORGE will be hosted in what was previously a chemical plant (the former Ćhimica Arenellatextbackslashtextbackslash') and is an open factory designed to collect needs and to generate interventions for urban innovation. The four key terms we have used for the project are urban, game, factory and participation. In fact, FORGE employs a participatory methodological model based on the concept of game, aimed at supporting social and economic development through a platform for participatory co-design. FORGE plays also a key role in fostering social inclusion, becoming a ṕarticipation hubtextbackslashtextbackslash' and an urban center for the whole city.},
keywords = {Gamification, Serious game, Urban Games},
pubstate = {published},
tppubtype = {inproceedings}
}
This poster describes the FORGE (FactOry of uRban GamEs) project, a proposal that our research group launched in partnership with the Municipality of Palermo (Italy) and other local stakeholders in 2019. FORGE will be hosted in what was previously a chemical plant (the former Ćhimica Arenellatextbackslashtextbackslash') and is an open factory designed to collect needs and to generate interventions for urban innovation. The four key terms we have used for the project are urban, game, factory and participation. In fact, FORGE employs a participatory methodological model based on the concept of game, aimed at supporting social and economic development through a platform for participatory co-design. FORGE plays also a key role in fostering social inclusion, becoming a ṕarticipation hubtextbackslashtextbackslash' and an urban center for the whole city.
2016
Augello, Agnese; Gentile, Manuel; Weideveld, Lucas; Dignum, Frank
Dialogues as Social Practices for Serious Games Journal Article
In: Frontiers in Artificial Intelligence and Applications, vol. 285, pp. 1732–1733, 2016, ISSN: 09226389.
Abstract | Links | BibTeX | Tags: Artificial intelligence, Chatbots, Conversational Agents, Gamification, Serious game, Social Practices
@article{augelloDialoguesSocialPractices2016,
title = {Dialogues as Social Practices for Serious Games},
author = { Agnese Augello and Manuel Gentile and Lucas Weideveld and Frank Dignum},
editor = { Dignum F. Hullermeier E. Bouquet P. Dignum V. Fox M. van Harmelen F. Kaminka G.A.},
doi = {10.3233/978-1-61499-672-9-1732},
issn = {09226389},
year = {2016},
date = {2016-01-01},
journal = {Frontiers in Artificial Intelligence and Applications},
volume = {285},
pages = {1732--1733},
abstract = {The paper describes an architecture for a social conversational agent. The aim is to use the agent in a serious game to improve the social and communicative skills of the players, showing the social effects of conversational choices on the emotions and behavioural changes of the interlocutors.},
keywords = {Artificial intelligence, Chatbots, Conversational Agents, Gamification, Serious game, Social Practices},
pubstate = {published},
tppubtype = {article}
}
The paper describes an architecture for a social conversational agent. The aim is to use the agent in a serious game to improve the social and communicative skills of the players, showing the social effects of conversational choices on the emotions and behavioural changes of the interlocutors.
Augello, Agnese; Gentile, Manuel; Weideveld, Lucas; Dignum, Frank
Dialogues as social practices for serious games Journal Article
In: Frontiers in Artificial Intelligence and Applications, vol. 285, pp. 1732–1733, 2016, ISSN: 09226389.
Abstract | Links | BibTeX | Tags: Artificial intelligence, Chatbots, Conversational Agents, Gamification, Serious game, Social Practices
@article{augello_dialogues_2016,
title = {Dialogues as social practices for serious games},
author = {Agnese Augello and Manuel Gentile and Lucas Weideveld and Frank Dignum},
editor = {Hullermeier E. Dignum F. Kaminka G.A.},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85013030288&doi=10.3233%2f978-1-61499-672-9-1732&partnerID=40&md5=74ecb65d76d015d983181d4f99fdf159},
doi = {10.3233/978-1-61499-672-9-1732},
issn = {09226389},
year = {2016},
date = {2016-01-01},
journal = {Frontiers in Artificial Intelligence and Applications},
volume = {285},
pages = {1732–1733},
abstract = {The paper describes an architecture for a social conversational agent. The aim is to use the agent in a serious game to improve the social and communicative skills of the players, showing the social effects of conversational choices on the emotions and behavioural changes of the interlocutors.},
keywords = {Artificial intelligence, Chatbots, Conversational Agents, Gamification, Serious game, Social Practices},
pubstate = {published},
tppubtype = {article}
}
The paper describes an architecture for a social conversational agent. The aim is to use the agent in a serious game to improve the social and communicative skills of the players, showing the social effects of conversational choices on the emotions and behavioural changes of the interlocutors.
0000
Montalbano, Laura; Augello, Agnese; Pilato, Giovanni; Grutta, Stefania La
A Gamified Interaction with a Humanoid Robot to explain Therapeutic Procedures in Pediatric Asthma Miscellaneous
0000.
Abstract | BibTeX | Tags: Assistive Robots, Gamification, Social Robots
@misc{laura_montalbano_gamified_nodate,
title = {A Gamified Interaction with a Humanoid Robot to explain Therapeutic Procedures in Pediatric Asthma},
author = {Laura Montalbano and Agnese Augello and Giovanni Pilato and Stefania La Grutta},
publisher = {arXiv preprint arXiv:2306.04422},
abstract = {In chronic diseases, obtaining a correct diagnosis and providing the most appropriate treatments often is not enough to guarantee an improvement of the clinical condition of a patient. Poor adherence to medical prescriptions constitutes one of the main causes preventing achievement of therapeutic goals. This is generally true especially for certain diseases and specific target patients, such as children. An engaging and entertaining technology can be exploited in support of clinical practices to achieve better health outcomes. Our assumption is that a gamified session with a humanoid robot, compared to the usual methodologies for therapeutic education, can be more incisive in learning the correct inhalation procedure in children affected by asthma. In this perspective, we describe an interactive module implemented on the Pepper robotic platform and the setting of a study that was planned in 2020 to be held at the Pneumoallergology Pediatric clinic of CNR in Palermo. The study was canceled due to the COVID-19 pandemic. Our long-term goal is to assess, by means of a qualitative-quantitative survey plan, the impact of such an educational action, evaluating possible improvement in the adherence to the treatment.},
keywords = {Assistive Robots, Gamification, Social Robots},
pubstate = {published},
tppubtype = {misc}
}
In chronic diseases, obtaining a correct diagnosis and providing the most appropriate treatments often is not enough to guarantee an improvement of the clinical condition of a patient. Poor adherence to medical prescriptions constitutes one of the main causes preventing achievement of therapeutic goals. This is generally true especially for certain diseases and specific target patients, such as children. An engaging and entertaining technology can be exploited in support of clinical practices to achieve better health outcomes. Our assumption is that a gamified session with a humanoid robot, compared to the usual methodologies for therapeutic education, can be more incisive in learning the correct inhalation procedure in children affected by asthma. In this perspective, we describe an interactive module implemented on the Pepper robotic platform and the setting of a study that was planned in 2020 to be held at the Pneumoallergology Pediatric clinic of CNR in Palermo. The study was canceled due to the COVID-19 pandemic. Our long-term goal is to assess, by means of a qualitative-quantitative survey plan, the impact of such an educational action, evaluating possible improvement in the adherence to the treatment.
Licari, Amelia; Ferrante, Giuliana; Malizia, Velia; Augello, Agnese; Grutta, Stefania La
Medical Assistive Robots Book Section
In: Digital Respiratory Healthcare, pp. 16–26, 0000, ISBN: 978-1-84984-173-3.
Abstract | Links | BibTeX | Tags: Assistive Robots, Asthma, Gamification, Social Agents, Social Robots
@incollection{amelia_licari_medical_nodate,
title = {Medical Assistive Robots},
author = {Amelia Licari and Giuliana Ferrante and Velia Malizia and Agnese Augello and Stefania La Grutta},
url = {https://doi.org/10.1183/2312508X.10000523},
isbn = {978-1-84984-173-3},
booktitle = {Digital Respiratory Healthcare},
pages = {16–26},
series = {ERS Monograph)},
abstract = {Medical assistive robots (MARs) are innovative tools providing extensive support and assistance to users in different medical scenarios, enhancing patients’ health and care. Social MARs have been implemented in respiratory medicine to help manage chronic respiratory conditions, such as asthma, COPD and cystic fibrosis. To integrate MARs into routine clinical practice, more studies are needed to strengthen the evidence on the feasibility, acceptability and efficacy of MARs in chronic respiratory conditions in the long term.},
keywords = {Assistive Robots, Asthma, Gamification, Social Agents, Social Robots},
pubstate = {published},
tppubtype = {incollection}
}
Medical assistive robots (MARs) are innovative tools providing extensive support and assistance to users in different medical scenarios, enhancing patients’ health and care. Social MARs have been implemented in respiratory medicine to help manage chronic respiratory conditions, such as asthma, COPD and cystic fibrosis. To integrate MARs into routine clinical practice, more studies are needed to strengthen the evidence on the feasibility, acceptability and efficacy of MARs in chronic respiratory conditions in the long term.