2024

Title: “The Odysseus Journey Role-Playing Game: Adventures of Rhapsody Λ”
Authors: Constantine Iatou, Ilias Logothetis, Nikolas Vidakis
✔️Accepted for publication in the Conference Proceedings and for presentation at the  5TH INTERNATIONAL CONFERENCE IN ELECTRONIC ENGINEERING, INFORMATION TECHNOLOGY & EDUCATION, EEITE’2024

2023-09: I. Logothetis, I. Mari, and N. Vidakis, “Towards a Digital Twin Implementationof Eastern Crete: An Educational Approach,” Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 14218 LNCS, pp. 255–268, 2023, doi: 10.1007/978-3-031-43401-3_17

2023-07: I. Logothetis, I. Katsaris, M. Sfyrakis, and N. Vidakis, “3D Geography Course Using AR: The Case of the Map of Greece,” Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 14041 LNCS, pp. 170–182, 2023, doi: 10.1007/978-3-031-34550-0_12

Abstract: Augmented reality (AR) is utilized alongside game-based learning to increase student engagement in blended learning environments. This paper describes an AR-based edugame designed to improve learning the geography curriculum in Greek elementary schools. The game utilizes two interaction techniques: via a virtual hand model and via a touch screen. Moreover, 3D objects represent prefectures and geographic regions to provide a more extensive presentation of a map. The game is a puzzle-like game with an additional phase of matching names to the puzzle pieces. Players move the 3D objects to complete the puzzle and choose provinces to continue the game by locating counties. Furthermore, this paper investigates the impact of Felder Silverman learning style and tests learning outcomes with the use of AR-based edugame as a learning object.

2021

Abstract: Augmented Reality in combination with playful learning is used to enhance students’ engagement in blended learning environments. This paper presents an AR game with hand tracking & hand interaction that transforms the classic Hangman word game. The thematic word areas of the game are recycling and Covid 19, two areas that are of great interest today. The game offers alternative interaction through a 3D hand model and 3D objects/letters. The player moves the 3D letters to complete words and collect paper cards with the words’ image. These paper cards are then placed, in any order, by the student to create a picture story and a virtual maquette with AR objects is generated. This maquette allows player to create different picture-stories by shuffling the order of found words’ paper cards. A field study has been contacted with two groups of students, one group used classic learning techniques and the other group used our AR game. Preliminary results of the study show that all students improved their language skills but only the group with the AR game evolve into being more active, involved, participative and engaged in the educational process and developed their creativity skills.

2020

2020-05: Papadakis, St., Trampas, A,-M., Barianos, A.-K., Kalogiannakis, M., &Vidakis, N. (2020). Evaluating the Learning Process: The “ThimelEdu” Educational Game Case Study. In H.  Lane, S. Zvacek & J. Uhomoibhi (Eds), Proceedings of the 12^th International Conference on Computer Supported Education (CSEDU 2020), Vol 2, 290-298, May 2 – 4, 2020. DOI:10.5220/0009379902900298

Abstract: Digital games are an important part of most adolescent’s leisure lives nowadays and are expected to become the predominant form of popular culture interaction in our society. Many educators see digital games as powerful motivating digital environments, due to their potential to enhance student engagement and motivation in learning, as well as an effective way to create socially interactive, constructivist learning environments and educational processes based on each learner’s needs. The present work focuses on how students acquire knowledge about the subject of the Greek ancient theatre through an interactive 3D serious game, compared with the traditional teaching process.

2020-07: A. Stamatakis, A.M. Trampas, V. Kontoulis, A.K. Barianos, A. Papadakis, N. Vidakis (2020) AN OPEN SOURCE TRAINING MANAGEMENT SYSTEM TO SUPPORT THE PERSONAL PHYSICAL AND MENTAL TRAINING, EDULEARN20 Proceedings, pp. 5558-5566. DOI:10.21125/edulearn.2020.1457

Abstract: During the last decades the Learning Management Systems (LMS) has changed the way that people learn or train. LMSs are used in every level of education or training. In this article we present the work done on the “Body and Mind Academy” project, where an open source Training Management System (TMS) was designed and developed to support physical and mental training. Our TMS is based on an open source LMS, which was expanded and customized so it could function as a hybrid TMS, providing increased functionality for administrators and trainers.

2020-11: N. Vidakis, A. K. Barianos, A. M. Trampas, S. Papadakis, M. Kalogiannakis, and K. Vassilakis, in-Game Raw Data Collection and Visualization in the Context of the “ThimelEdu” Educational Game, vol. 1220, no. November. Springer International Publishing, 2020. DOI:10.1007/978-3-030-58459-7_30;

Abstract: The widespread use of computer-based learning environments and the rise of big data have positioned learning analytics as a fundamental component of educational technology. Learning analytics provides methods for capturing and assessing student behaviors. In game-based learning environments, however, the development and integration of learning analytics has not yet reached their full potential. Research thus far has focused on the specification of learning analytics frameworks, implementation of different techniques and methods for the collection of data, and the development of automated assessment tools. Unfortunately, much work overlooks the importance of strategic data collection and therefore risks basing decisions on flawed or incomplete data. In this paper, we present our library that seeks to capture data in the context of a serious game, designed to be compatible with the Experience API (xAPI) and implemented in the Unity 3D game engine. Through this work, we aim to emphasize and extend the use of learning analytics in serious games, simplify the production of data, and record events with educational value..

2019

2019-12: G. C. Manikis, K. Marias, E. Alissandrakis, L. Perrotto, E. Savvidaki and N. Vidakis, “Pollen Grain Classification using Geometrical and Textural Features,” 2019 IEEE International Conference on Imaging Systems and Techniques (IST), Abu Dhabi, United Arab Emirates, 2019, pp. 1-6. DOI: 10.1109/IST48021.2019.9010563

Abstract: This study presents an image analysis framework coupled with machine learning algorithms for the classification of microscopy pollen grain images. Pollen grain classification has received notable attention concerning a wide range of applications such as paleontology and honey certification, forecasting of allergies caused of airborne pollen and food technology. It requires an extensive qualitative process that is mostly performed manually by an expert. Although manual classification shows satisfactory performance, it may suffer from intra and inter-observer variability and it is time consuming. This study benefits from the advances of image processing and machine learning and proposes a fully-automated analysis pipeline aiming to: A) calculate morphological characteristics from the images using a cost-effective microscope, and b) classify images into 6 pollen classes. A private dataset from the Department of Agriculture of the Hellenic Mediterranean University in Crete containing 564 images was used in this study. A Random Forest (RF) classifier was utilized to classify images. A repeated nested cross-validation (nested-CV) schema was used to estimate the generalization performance and prevent overfitting. Image preprocessing, extraction of geometric and textural characteristics and feature selection were implemented prior to the assessment of the classification performance and a mean accuracy of 88.24% was reported.

2019-04: N. Vidakis, K.A. Barianos, A.M. Trampas, St. Papadakis, M. Kalogiannakis, K. Vassilakis, “Generating Education in-Game Data: The Case of an Ancient Theatre Serious Game” in Proceedings of the 11th International Conference on Computer Supported Education – CSEDU 2019, May 2019, pp. 36-43. DOI:10.5220/0007810800360043

Abstract: Learning Analytics have become an indispensable element of education, as digital mediums are increasingly used within formal and informal education. Integrating specifications for learning analytics in non-traditional educational mediums, such as serious games, has not yet reached the level of development necessary to fulfil their potential. Though much research has been conducted on the issue of managing and extracting value from learning analytics, the importance of specifications, methods and decisions for the initial creation of such data has been somewhat overlooked. To this end, we have developed a custom library that implements the Experience API specification within the Unity 3D game engine. In this paper, we present this library, as well as a representative scenario illustrating the procedure of generating and recording data. Through this work we aim to expand the reach of learning analytics into serious games, facilitate the generation of such data in commercially popular development tools and identify significant events, with educational value, to be recorded.

2018

2018-11: N. Vidakis, M. A. Lasithiotakis, and E. Karapidakis, “Recodify,” in Proceedings of the 22nd Pan-Hellenic Conference on Informatics – PCI ’18, 2018. DOI: 10.1145/3291533.3291554; https://doi.org/10.1145/3291533.3291554

Abstract: Ecological – environmental disturbances are the agitations in the earth’s biosphere that human activities are responsible for, mainly after the industrial evolution. Environmental engineers supported by the rapid Information and Communication Technology revolution are trying to develop eco-friendly devices and systems to suspend global environmental hazard. With the use of a Wireless Sensor Network and an Internet of Things implementation we present a standalone environmental monitoring embedded system, namely Recodify, that can measure, store and analyze various environmental variables such as Temperature, Humidity, Luminance, Sound, Carbon Monoxide and Ozone levels as well as Current consumption. Recodify has a build in motion detection and a relay module that gives user the ability to remote control connected appliances either manually or automatically. It can be controlled with the use of the Recodify software which comes in the form of a Web based application that provides central management abilities. It supports continuous monitoring with real-time data and graphs. Recodify pursues to determine, describe and record ambient space’s conditions and provide appropriate intervention means to enhance environmental conditions.

2018-10: N. Vidakis, K. A. Barianos, G. Xanthopoulos, A, Stamatakis, “Cultural Inheritance Educational Environment: The Ancient Theatre Game ThimelEdu” in European Conference on Games Based Learning, Oct. 2018, pp. 730-739.

Abstract: Constant evolution of game engines and the growing maturity of Game Based Learning have broadened the benefits of virtual worlds and augmented the value of exploratory and experiential learning, in the educational process. Virtual worlds act as a ludic environment for students, create new opportunities and offer alternatives to traditional, literal study. They introduce interactivity and playfulness in the learning process which acts as an essential trigger for students. According to Discovery Learning, a technique based on constructivism, the unconstrained exploration and navigation within virtual worlds is fundamental for the learning process. In this context, we developed an interactive educational game, henceforth ThimelEdu, using the Unity game engine, the Blender 3D creation suite and the IOLAOS Cloud Ecosystem. ThimelEdu attempts to create a realistic virtual word to act as a complementary tool to ancient theatre studies. In this pursuit, 3D artefacts that represent constructional components of an ancient theatre, were implemented based on bibliographic references, reconstructing a virtual historical site. Most of the artefacts are interactive and carry information that can be retrieved by learners as a part of the explorative learning experience. Thus, the potential knowledge is concealed within the interactive artefacts of the virtual world. It can be discovered during the virtual expedition while building a learning experience unique to the individual. The learning process is further ensured and assessed through online interactive quizzes and questionnaires while exploring the ThimelEdu virtual word. Most importantly, trainees can perform knowledge assessment based on virtual artefacts interaction, in-game quizzes and questionnaires without the intervention of teachers. Game personalization is achieved by a specific module that automatically customizes the game depending on who the player is and according to his player profile retrieved from IOLAOS. Furthermore, ThimelEdu provides ad-hoc real time game customization for better game experience, enhanced educational results and improved playfulness.

2018-04: Nikolas Vidakis and Stavros Charitakis. 2018. Designing the Learning Process: The IOLAOS Platform. In Proceedings of the 10th International Conference on Subject-Oriented Business Process Management (S-BPM One ’18). Association for Computing Machinery, New York, NY, USA, Article 15, 1–11. DOI:https://doi.org/10.1145/3178248.3178254

Abstract: The robust growth of Information and Communication Technology (ICT) and its massive usage in every aspect of human life has made a tremendous impact on the learning process, leading to new concerns over the need to reform the educational system to embody such technologies. Therefore, a resurgence of interest has occurred in how to use serious games as assistance to pedagogical activities over the last years. Serious games though must be designed for individuals to provide a personalized experience and increase perceived value for learners. However, creating such games is not an easy task, requiring an expertise from a wide variety of fields such as game and software developers, educational specialists, game testers and teachers. Driven from the above reasons we have designed and developed the IOLAOS platform, which aims to facilitate the collaboration of user roles in order to (a) enable educational experts to codify the learning process, styles and preferences into game creation, (b) share information and instructions with game developers to make their games adaptable (c) allow teachers to shape the learning process and create their own virtual classes, monitor learning sessions and customize their learner’s game experience based on their profile, (d) offer learners a unique educational game experience and (e) permit game testers to constantly evaluate the whole process and provide feedback for the reliability of the platform and the learning process itself.

2017

2017-08: N. Vidakis, M. A. Lasithiotakis, and E. Karapidakis,“Environmental monitoring through embedded system and sensors,” in 2017 52nd International Universities Power Engineering Conference, UPEC 2017, Heraklion, 2017, IEEE Publishing, DOI: 10.1109/UPEC.2017.8231913; https://doi.org/10.1109/UPEC.2017.8231913

Abstract: Environmental pollution is an international serious, acute, health and social problem that humans are responsible for. Rapid technology evolution could provide us solutions to predict and monitor environmental parameters and thus minimize or even eliminate environmental pollution. Using a wireless sensor network (WSN) and an Internet of Things (IoT) implementation, we can create an eco-friendly and controlled environment. This paper presents an embedded and standalone system that can monitor, store and analyse environmental data as well as calculate energy consumption in specific settings. Information is available via a web application with central management abilities. Our appliance can work standalone as well as part of a smart ICT grid of appliances. The system aims to determine and designate environmental spaces, in which human activities could be harmful. More specific, it can be used at world cultural heritage and archaeological places, building, constructions where allowance of human intervention is prohibited or very limited. Collecting and analyzing data can help us estimate the environmental consequences of human actions.

2017-03: S. Papadakis, M. Kalogiannakis, E. Sifaki, and N. Vidakis, “Access Moodle Using Smart Mobile Phones. A Case Study in a Greek University,” in Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, Springer International Publishing, 2018, pp. 376–385. DOI: 10.1007/978-3-319-76908-0_36; https://doi.org/10.1007/978-3-319-76908-0_36

Abstract: The use of learning management systems (LMS) has grown considerably in universities around the world. This study investigated how often students used a mobile phone to access various activities on Moodle. The students’ point of view is important since they are the main users of the offered teaching technique and can cooperate in implementing and improving an e-course as a very important stakeholder in the e-learning process. A survey on self-reported usage was filled by 122 university students in a course offered by the faculty of Preschool Education at the University of Crete. Follow-up interviews were conducted to solicit students’ perceptions on mobile access to Moodle and the underlying reasons. The results show significant differences in students’ usage of various Moodle activities via mobile phones. Students’ responses also suggest that Moodle is used merely as an electronic document repository and not as an effective learning tool due to the limitations of mobile access on usability and reliability.

2017-03: N. Vidakis, M. Skalidaki, K. Konstantoulakis, L. Kalikakis, M. Kalogiannakis, and K. Vassilakis, “Training the Mind: The GARDINER Platform,” in Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, Springer International Publishing, 2018, pp. 347–356. DOI: 10.1007/978-3-319-76908-0_33; https://doi.org/10.1007/978-3-319-76908-0_33

Abstract: Recent research has shown that the systematic involvement of a person with games, which are designated to exercise memory and concentration, contributes to the long-term preservation of the human memory and therefore leads to the prevention of dementia. Our work seeks to capitalize on the positive effects of serious games’ use in a variety of ways. In particular, we provide insights into the design and development process of two serious games dedicated to being used by elderly people with dementia. In their context, we also elaborate on the basic elements of a novel web-oriented platform, namely GARDINER (Games plAtform foR minD traIning aNd mEmory peRk), aimed at making available various memory games which may have been crafted by various sources. Finally, some empirical data derived from the use of our platform and games in practice is provided.

2017-03: K. Vassilakis, J. Makridis, M. A. Lasithiotakis, M. Kalogiannakis, and N. Vidakis, “Facilitating Learning in Isolated Places Through an Autonomous LMS,” in Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, Springer International Publishing, 2018, pp. 357–365. DOI: 10.1007/978-3-319-76908-0_34; https://doi.org/10.1007/978-3-319-76908-0_34

Abstract: Current research argues that eLearning and mobile learning are forms of learning that could take place outside the classroom and the traditional learning environments. In addition, recent advancement in technology and increased use of smart devices permit students to carry with them a kind of portable smart device. Inevitably, sooner or later, these devices will become integral educational tools, such as pencils and books, while learning outside the classroom will continue to gain popularity as another form of learning. Ubiquitous learning aims to stimulate the wide use of ICT in Education and the enactment of autonomous digital resources for Outdoor learning. Technology could provide innovative ways of conducting outdoor courses, encompassing knowledge and physical activity. This paper presents the eClass-Pi system that facilitates outside the classroom eLearning and m-learning educational processes. It provides all the functionalities of a typical Learning Management Systems as well as synchronous and asynchronous teaching, portability and energy autonomy.

2017-03: K. Vassilakis, O. Charalampakos, G. Glykokokalos, P. Kontokalou, M. Kalogiannakis, and N. Vidakis, “Learning History Through Location-Based Games: The Fortification Gates of the Venetian Walls of the City of Heraklion,” in Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, Springer International Publishing, 2018, pp. 510–519. DOI: 10.1007/978-3-319-76908-0_49; https://doi.org/10.1007/978-3-319-76908-0_49

Abstract: Games in education have always been a tool for increasing motivation and interest of learners. We present Location-Based Games (LBG) as a tool to involve and motivate students in the learning process. LBGs require the player to move around in order to complete a task and proceed in the storyline and use localization technology such as Global Positioning System (GPS). LBGs are built on physical worlds, while virtual world augmentations enable the interaction of physical and other related (cultural, historical etc.) data with the player. Augmented reality (AR) is used to provide this extra layer with 3D objects, avatars and animations for player’s interaction. In our paper we present a history learning LBG with the use of augmented reality in the form of 3D objects. We explore the concept, of having both virtual and physical worlds available within the same visual display environment.

2016

2016-09:G. Kalliatakis, N. Vidakis, and G. Triantafyllidis, “Web-based visualisation of head pose and facial expressions changes: Monitoring human activity using depth data,” in 2016 8th Computer Science and Electronic Engineering (CEEC), 2016. DOI: 10.1109/CEEC.2016.7835887; https://doi.org/10.1109/CEEC.2016.7835887

Abstract: Despite significant recent advances in the field of head pose estimation and facial expression recognition, raising the cognitive level when analysing human activity presents serious challenges to current concepts. Motivated by the need of generating comprehensible visual representations from different sets of data, we introduce a system capable of monitoring human activity through head pose and facial expression changes, utilising an affordable 3D sensing technology (Microsoft Kinect sensor). An approach build on discriminative random regression forests was selected in order to rapidly and accurately estimate head pose changes in unconstrained environment. In order to complete the secondary process of recognising four universal dominant facial expressions (happiness, anger, sadness and surprise), emotion recognition via facial expressions (ERFE) was adopted. After that, a lightweight data exchange format (JavaScript Object Notation-JSON) is employed, in order to manipulate the data extracted from the two aforementioned settings. Such mechanism can yield a platform for objective and effortless assessment of human activity within the context of serious gaming and human-computer interaction.

2016-05:G. Kavalakis, N. Vidakis, and G. Triantafyllidis, “Emotion Index of Cover Song Music Video Clips Based on Facial Expression Recognition,” in Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, Springer International Publishing, 2017, pp. 248–255. DOI: 10.1007/978-3-319-55834-9_29; https://doi.org/10.1007/978-3-319-55834-9_29

Abstract: This paper presents a scheme of creating an emotion index of cover song music video clips by recognizing and classifying facial expressions of the artist in the video. More specifically, it fuses effective and robust algorithms which are employed for expression recognition, along with the use of a neural network system using the features extracted by the SIFT algorithm. Also we support the need of this fusion of different expression recognition algorithms, because of the way that emotions are linked to facial expressions in music video clips.

2016-05:N. Vidakis, K. Konstantinos, and G. Triantafyllidis, “A Multimodal Interaction Framework for Blended Learning,” in Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, Springer International Publishing, 2017, pp. 205–211. DOI: 10.1007/978-3-319-55834-9_24; https://doi.org/10.1007/978-3-319-55834-9_24

Abstract: Humans interact with each other by utilizing the five basic senses as input modalities, whereas sounds, gestures, facial expressions etc. are utilized as output modalities. Multimodal interaction is also used between humans and their surrounding environment, although enhanced with further senses such as equilibrioception and the sense of balance. Computer interfaces that are considered as a different environment that human can interact with, lack of input and output amalgamation in order to provide a close to natural interaction. Multimodal human-computer interaction has sought to provide alternative means of communication with an application, which will be more natural than the traditional “windows, icons, menus, pointer” (WIMP) style. Despite the great amount of devices in existence, most applications make use of a very limited set of modalities, most notably speech and touch. This paper describes a multimodal framework enabling deployment of a vast variety of modalities, tailored appropriately for use in blended learning environment.

2015

2015-06: G. Kalliatakis, G. Triantafyllidis, and N. Vidakis, “Head pose 3D data web-based visualization,” in Proceedings of the 20th International Conference on 3D Web Technology – Web3D ’15, 2015. DOI: 10.1145/2775292.2778304; https://doi.org/10.1145/2775292.2778304

Abstract: An approach build on discriminative random regression forests was followed in order to achieve fast, accurate and reliable estimation of head pose in uncontrolled environment. Data representing the changes of a person’s head direction, concerning two Degrees of Freedom (DOF), pitch and yaw, are collected and stored adopting a lightweight data exchange format (JavaScript Object Notation-JSON). After that, a web visualization approach is proposed in order to improve the understanding and the analysis of the captured 3D data.

2015-10: N. Vidakis, E. Efthymios, K. Kalafatis, P. Varahalamas, G. Triantafyllidis, “Conceiling Education Into Games” in Proceedings of the 9th European Conference on Games Based Learning, Academic Conferences International Limited Oct. 2015, pp. 554-563.

2015-07: N. Vidakis, E. Syntychakis, K. Kalafatis, E. Christinaki, and G. Triantafyllidis, “Ludic Educational Game Creation Tool: Teaching Schoolers Road Safety,” in Universal Access in Human-Computer Interaction. Access to Learning, Health and Well-Being, Springer International Publishing, 2015, pp. 565–576. DOI: 10.1007/978-3-319-20684-4_55; https://doi.org/10.1007/978-3-319-20684-4_55

Abstract: This paper presents initial findings and ongoing work of the game creation tool, a core component of the IOLAOS(IOLAOS in ancient Greece was a divine hero famed for helping with some of Heracles’s labors.) platform, a general open authorable framework for educational and training games. The game creation tool features a web editor, where the game narrative can be manipulated, according to specific needs. Moreover, this tool is applied for creating an educational game according to a reference scenario namely teaching schoolers road safety. A ludic approach is used both in game creation and play. Helping children staying safe and preventing serious injury on the roads is crucial. In this context, this work presents an augmented version of the IOLAOS architecture including an enhanced game creation tool and a new multimodality module. In addition presents a case study for creating educational games for teaching road safety, by employing ludic interfaces for both the game creator and the game player, as well as ludic game design.

2015-10: D. Akoumianakis, N. Karadimitriou, G. Ktistakis, C. Michailidis, E. Syntychakis, G. Vellis, N. Vidakis, G. Vlachakis, “Designing digital artifacts as transient assemblies with different digital materialities,” in Proceedings of the 19th Panhellenic Conference on Informatics – PCI ’15, 2015. DOI: 10.1145/2801948.2801968; https://doi.org/10.1145/2801948.2801968

Abstract: This paper is inspired by the concept of digital metamaterials and advances a proposal for a genre of digital artifacts that exhibit the transformative capacity to transcend technical boundaries in digital ecosystems. In terms of theoretical footing, our approach is ground on the conception of ‘software as material’ with intrinsic properties such as interactivity, editability, openness and reprogrammability, distributedness and emergence. We claim that as these properties are purposefully inscribed into digital artifacts, the latter become transient assemblies capable of exhibiting different digital materialities. To illustrate the concepts, the paper reflects upon a case study featuring the use of digital composites in boundary spanning virtual collaboration in organic farming.

2014

N. Skordilis, N. Vidakis, G. Triantafyllidis, L. Nalpantidis, “Depth camera driven mobile robot for human localization and following” in 2nd AAU Workshop on Robotics, 2014.

Abstract: In this paper the design and the development of a mobile robot able to locate and then follow a human target is described. Both the integration of the required mechatronics components and the development of appropriate software are covered. The main sensor of the developed mobile robot is an RGB-D camera. This sensor is usually combined with the appropriate middleware that can detect humans in a scene and also provide the position of the detected human in the 3D space. One of the cues this middleware’s algorithms are using to detect humans is motion, thus resulting in many false detections when applied to data captured by a mobile platform. This work proposes the use of a special-tailored feed forward neural network to further process the initial detections, identifying and rejecting most false positives. Experimental results based on two self-captured data sets show the improved detection rate of our two-stage human detector, as well as the efficient real-time performance of the proposed system for human localization and following.

N. Vidakis, E. Christinaki, I. Serafimidis, and G. Triantafyllidis, “Combining Ludology and Narratology in an Open Authorable Framework for Educational Games for Children: the Scenario of Teaching Preschoolers with Autism Diagnosis,” in Lecture Notes in Computer Science, Springer International Publishing, 2014, pp. 626–636. DOI: 10.1007/978-3-319-07440-5_57; https://doi.org/10.1007/978-3-319-07440-5_57

Abstract: This paper presents the initial findings and the on-going work of IOLAOS project, a general open authorable framework for educational games for children. This framework features an editor, where the game narrative can be created or edited, according to specific needs. A ludic approach is also used both for the interface as well as for the game design. More specifically, by employing physical and natural user interface (NUI), we aim to achieve ludic interfaces. Moreover, by designing the educational game with playful elements, we follow a ludic design. This framework is then applied for the scenario of teaching preschoolers with autism diagnosis. Children with autism have been reported to exhibit deficits in the recognition of affective expressions and the perception of emotions. With the appropriate intervention, elimination of those deficits can be achieved. Interventions are proposed to start as early as possible. Computer-based programs have been widely used with success to teach people with autism to recognize emotions. However, those computer interventions require considerable skills for interaction. Such abilities are beyond very young children with autism as most probably they don’t have the skills to interact with computers. In this context, our approach with the suggested framework employs a ludic interface based on NUI, a ludic game design and takes account of the specific characteristics of preschoolers with autism diagnosis and their physical abilities for customizing accordingly the narrative of the game.

2013

N. Vidakis et al., “Multimodal desktop interaction: The face – object – gesture – voice example,” in 2013 18th International Conference on Digital Signal Processing (DSP), 2013. DOI: 10.1109/ICDSP.2013.6622782; https://doi.org/10.1109/ICDSP.2013.6622782

Abstract: This paper presents a natural user interface system based on multimodal human computer interaction, which operates as an intermediate module between the user and the operating system. The aim of this work is to demonstrate a multimodal system which gives users the ability to interact with desktop applications using face, objects, voice and gestures. These human behaviors constitute the input qualifiers to the system. Microsoft Kinect multi-sensor was utilized as input device in order to succeed the natural user interaction, mainly due to the multimodal capabilities offered by this device. We demonstrate scenarios which contain all the functions and capabilities of our system from the perspective of natural user interaction.

E. Christinaki, N. Vidakis, and G. Triantafyllidis, “Facial expression recognition teaching to preschoolers with autism,” in Proceedings of the 6th Balkan Conference in Informatics on – BCI ’13, 2013. DOI: 10.1145/2490257.2490262; https://doi.org/10.1145/2490257.2490262

Abstract: The recognition of facial expressions is important for the perception of emotions. Understanding emotions is essential in human communication and social interaction. Children with autism have been reported to exhibit deficits in the recognition of affective expressions. Their difficulties in understanding and expressing emotions lead to inappropriate behavior derived from their inability to interact adequately with other people. Those deficits seem to be rather permanent in individuals with autism so intervention tools for improving those impairments are desirable. Educational interventions for teaching emotion recognition from facial expressions should occur as early as possible in order to be successful and to have a positive effect. It is claimed that Serious Games can be very effective in the areas of therapy and education for children with autism. However, those computer interventions require considerable skills for interaction. Before the age of 6, most children with autism do not have such basic motor skills in order to manipulate a mouse or a keyboard. Our approach takes account of the specific characteristics of preschoolers with autism and their physical inabilities. By creating an educational computer game, which provides physical interaction by employing natural user interface (NUI), we aim to support early intervention and to foster facial expression learning.

E. Christinaki, G. Triantafyllidis, N. Vidakis, “A gesture-controlled serious game for teaching emotion recognition skills to preschoolers with autism”, in Foundations of Digital Games: The 8th International Conference on the Foundations of Digital Games, 2013, pp. 417-418.

Abstract: The recognition of facial expressions is important for the perception of emotions. Understanding emotions is essential in human communication and social interaction. Children with autism have been reported to exhibit deficits in the recognition of affective expressions. With the appropriate intervention, elimination of those deficits can be achieved. Interventions are proposed to start as early as possible. Computer-based programs have been widely used with success to teach people with autism to recognize emotions. However, those computer interventions require considerable skills for interaction. Such abilities are beyond very young children with autism as they have major restriction in their ability to interact with computers. Our approach takes account of the specific characteristics of preschoolers with autism and their physical inabilities. By creating an educational computer game which provides physical interaction, we aim to support early intervention and to foster emotion learning.

2012

N. Vidakis, M. Syntychakis, G. Triantafyllidis, and D. Akoumianakis, “Multimodal natural user interaction for multiple applications: The gesture — Voice example,” in 2012 International Conference on Telecommunications and Multimedia (TEMU), 2012. DOI: 10.1109/TEMU.2012.6294720; https://doi.org/10.1109/TEMU.2012.6294720

Abstract: In this paper we present a natural user interface system. The device utilized for achieving natural interaction is the MS-Kinect which provides RGB, depth & audio signal. Our system is based on the theory of multimodal interaction and provides the ability to the user to interact simultaneously with different applications using vocal commands and gesture in conjunction. The difference of our system from other similar efforts is that it uses a multimodal interaction approach to manipulate multi-applications by employing a generic container, which runs at the background and serves as an intermediate between multimodal input and active applications running on a computer. We describe the architecture of the system based on multimodal interaction and its representative example using two PC applications.

M. K. Demetriou, T. Kounalakis, N. Vidakis, and G. A. Triantafyllidis, “Fast 3D Scene Object Detection and Real Size Estimation using Microsoft Kinect Sensor,” in Signal Processing, Pattern Recognition and Applications / 779: Computer Graphics and Imaging, 2012. DOI: 10.2316/P.2012.779-026; https://doi.org/10.2316/P.2012.779-026

Abstract: This paper presents an efficient and fast system for object detection in a 3D scene using the capabilities of Microsoft Kinect sensor in depth map generation. Besides, the proposed method introduces a real size estimation of the detected objects. Successful 3D scene’s object detection and real size calculation are crucial features in computer vision to the goal of making machines that see objects like humans do. In our system we employ effective depth map processing techniques, along with edge detection, connected components detection and filtering approaches, in order to design a complete algorithm for efficient object detection and real size calculation, even in complex scenes with many objects. Experimental results on three different 3D scenes are presented, showing the efficiency of the proposed design.

2009

D. Akoumianakis et al., “Virtual Operations in Common Information Spaces: Boundary Objects and Practices,” in Leveraging Knowledge for Innovation in Collaborative Networks, Springer Berlin Heidelberg, 2009, pp. 207–216. DOI: 10.1007/978-3-642-04568-4_22; https://doi.org/10.1007/978-3-642-04568-4_22

Abstract: The paper presents a field study aimed at identifying and analyzing the role of boundary artifacts in cross-organization virtual communities of practice (CoP). Our analysis is informed by a recent case study in vacation package assembly (VPA), which is defined as the distributed collective practice carried out by members of a boundary-spanning virtual alliance inhabiting a ‘common’ information space (CIS). The CIS forms the virtuality through which members of the alliance engage in coordinative actions on boundary artifacts. The CIS implements the facilities required for constructing, negotiating and reconstructing these boundary artifacts so as to assemble personalized regional vacation packages for tourists. The results lead to several conclusions on the design of CIS as computational host of virtual communities of practice.

2008

2008-02: D. Akoumianakis, N. Vidakis, G. Vellis, G. Milolidakis, D. Kotsalis, “Interaction scenarios in the ‘social’ experience factory: assembling collaborative artefacts through component reuse and social interaction” in Proceedings of the Third IASTED International Conference on Human Computer Interaction, Feb. 2008, pp. 267-272.

Abstract: This paper describes interaction scenarios in the context of community-based collaborative activities. We first present the notion of a ‘social’ experience factory (SEF) which underlies the conduct of collaborative work in the context of an electronic village of local interest on regional tourism. The SEF is biased towards building up experiences for reuse and facilitating the production of artefacts (information-based services) by assembling deposited ‘shared’ components. In its current formulation, the SEF implements techniques and tools for building visual domain-specific languages and constructing artefacts as instances of a corresponding family. The paper reports on the details of these techniques and illustrates their application in the construction, negotiation and tailoring of vacation packages in the domain of tourism.

2007

D. Akoumianakis, N. Vidakis, G. Vellis, G. Milolidakis, D. Kotsalis, “Experience-Based Social and Collaborative Performance in an’Electronic Village’of Local Interest: The EKONES Framework” in ICEIS (5), 2007, pp. 117-122.

Abstract: We present the baseline of a framework called eKoNEσ, for building electronic villages of local interest. An electronic village is considered as a virtual organization formed by representatives of different sectors who work together during a period of time to realize a common goal. We assume tight coupling between the virtual organization and a physical space to differentiate the electronic village of local interest from the notion of the global electronic village. In this context, the paper focuses on two primary issues, namely the stimulation and organization of collaborative work by virtual teams and the design of electronic artefacts which facilitate collaborative feedback and feedthrough in an exemplar case in the context of eKoNEσ;Tourism – a pilot electronic village on regional tourism.

D. Akoumianakis, D. Kotsalis, G. Vellis, G. Milolidakis, N. Vidakis, “Computer-supported informal learning in an Electronic village of local interest” in CBLIS Conference Proceedings 2007 Contemporary Perspective on new technologies in science and education, 2007.

Abstract: We present an approach and a collection of tools, which advance a perspective on learning, informed by sociological theory of ‘group stabilization’ and ‘situated action-reflection’. The former serves as a theoretical guide to reach consensus on the stages involved in computer-mediated learning in the context of on-line engineering communities and accordingly to inform the design of suitable information technology tools. The latter helps to establish an analytical foundation of learning through performing. The tools described offer an integrated mechanism for continued activity-oriented learning which helps learners compile shared representations of engineering problems and artefacts, while maintaining their own individual work practices, tool of preference and pace of working. Such shared representations provide the common ground for learners to perform common tasks and accomplish the learning objective.

2006

D. Akoumianakis, A. Katsis, and N. Vidakis, “Non-functional User Interface Requirements Notation (NfRn) for Modeling the Global Execution Context of Tasks,” in Task Models and Diagrams for Users Interface Design, Springer Berlin Heidelberg, pp. 259–274. DOI: 10.1007/978-3-540-70816-2_19; https://doi.org/10.1007/978-3-540-70816-2_19

Abstract: This paper describes the rationale behind a user interface requirements management notation and a supporting tool suite. The notation is being developed to facilitate the design of interactions based on an account of non-functional requirements (NFRs), thus the acronym NfRn for the technique. NfRn is a graphical notation which is used to specify an interactive system’s global execution context (GEC). The resulting depiction is referred to as the Global Execution Context graph (GECg). The GECg is a visual construction, which consists of nodes, representing interaction scenarios, and directed links representing scenario relationships designating alternate execution, concurrency, ordering, and set-oriented relationships between two scenario nodes. The technique is particularly useful for specifying certain NFRs – such as adaptability, adaptivity, scalability and portability – which are especially relevant for anytime, anywhere access. In the paper, we demonstrate the application of the technique in the context of an on-going research project aiming to build an ‘electronic village’ of local interest in the region of Crete.

2001

2001-08: C. Stary, N. Vidakis, “User Interface Design as Knowledge Management” in Proceedings SCI 2001 – World Multiconference on Systemics, Cybernetics and Informatics, Orlando, Vol. XVII, Cybernetics and Informatics: Concepts and Applications (Part II), IIIS (Int. Institute of Infomatics and Systemics), pp. 375-380, Aug. 2001.

1997

1997-08: D. Akoumianakis, C. Stephanidis, C. Stary, N. Vidakis, “Task awareness versus task orientation: Comparing two perspectives to user interface design” in HCI International ’97: 7th International Conference on Human Computer Interaction, San Francisco, USA, Aug. 1997, pp. 22.

1997-08: C. Stary, N. Vidakis, S. Mohacsi, and M. Nagelholz, “Workflow-oriented prototyping for the development of interactive software,” in Proceedings Twenty-First Annual International Computer Software and Applications Conference (COMPSAC’97).

Abstract: Nowadays interactive systems cannot be developed in isolation from workflows and the application domains they are embedded in. Unfortunately, a conceptual gap exists between design representations for interactive systems and workflow specifications. This gap leads to a situation in which it can be checked in a very late stage of development whether an interactive system actually fits into a particular workflow or not. If not, redesign is required and the development costs may be increased dramatically. In order to avoid this worst case, the authors introduce a framework and environment that allows the refinement of workflows to system functions at an implementation-independent layer. In addition, TADEUS (Task Analysis/Design/End User Systems) supports workflow driven prototyping. Developing interactive systems this way not only removes the conceptual gap between workflow models and user interface design representations, but also provides early feedback for the developers through the interpretation of the design representations.

1996

1996-06: N. Vidakis, C. Stary, “Algorithmic Support for Model Integration in TADEUS” in Proceedings ICCI ’96, International Conference on Computing and Information Jun. 1996.

1996-01: J. Dorn, M. Girsch, N. Vidakis, “DÉJÀ VU: a reusable framework for the construction of intelligent interactive schedulers” in International Conference on Advances in Production Management Systems (APMS’96) Nov. 1996, pp. 467-478.

J. Dorn, M. Girsch, N. Vidakis, “Interaktive Feinplanung im Edelstahlwerk” in BHM-Berg und Huttenmannische Monatshefte, 1996, pp. 393-398.

Abstract: Serious games are increasingly integrated into official learning settings due to their effectiveness as teaching tools, especially in cultural heritance. Despite extensive research on the field and a consensus on their value, there are few meticulous studies that evaluate serious games and their effect on knowledge in the long term. Literature describes a lot of games and their innovations, but few go on to perform a retrospective analysis to locate areas that should be solved in future games. In this chapter, a retrospective analysis of a serious game teaching about Ancient Greek Theater is performed, utilizing study results from experiments conducted with the game. The authors describe the experiments and the results procedures and present them along with their conclusions on how game design and development decisions affected those results. With the work presented in this chapter, the authors expect valuable insight to be unlocked for the improvement of future game designs for education.

2022-06:  Ilias Logothetis, Anastasios Kristofer Barianos, Alexandros Papadakis, Eirini Christinaki, Orestis Charalambakos, Iraklis Katsaris, Michail Kalogiannakis, Nikolas Vidakis, “Gamification Techniques Capitalizing on State-of-the-Art technologies”, The Digital Folklore of Cybercultures and Digital Humanities, Eds Stamatis Papadakis & Alexandros Kapaniaris, IGI Global, 2022.

Abstract: Teachers incorporate gamification techniques and game-based learning (GBL) into the learning material rapidly. Technological advancements on the world wide web have essentially assisted GBL as it has allowed the creation of many educational platforms and applications. Despite these web applications’ advancements, technology has more to offer than a just website, moving into virtual worlds, enhancing the real world with digital content and artefacts, using users’ geolocation to navigate them into learning material around their physical world, and gathering, processing, and analysing information about the users with the purpose to better adjust the information provided to them. The collaboration between gamification techniques and modern technologies are explored to showcase the possibilities this merger can give. Applications using state-of-the-art technologies and gamification techniques tend to increase engagement and motivation of students, increase their soft skills, and develop a positive perspective towards learning and education.

2015

2015-01: N. Vidakis, E. Christinaki, E. Syntychakis, and G. Triantafyllidis, “Designing a general open authorable digital ecosystem for educational games to support special learning needs”, Virtual Reality technologies for health and clinical applications, Vol.3: Games for rehabilitation, Eds Eva Pettersson Brooks & David Brown, Springer, 2016.

Abstract: This chapter presents the design and the architecture of the IOLAOS platform, a general open authorable ecosystem, aiming to increase the effectiveness of serious games for experts (researchers, specialists), carers (teachers, trainers, parents) and users (adults, schoolers, pre-schoolers) of socially, physically or technologically disadvantaged groups. In this context the main ambition of IOLAOS is to introduce the design and the tools for (a) enabling experts (theorists, physiologists, pedagogues, etc.) to codify therapy/recovery styles/limitations and pedagogical methods into game creation guidelines, (b) allowing carers (teachers, trainers, parents etc.) to create educational and/or rehabilitation games based on the experts codified guidelines, curriculum, and user specifics (c) permit users (adults, schooler, preschoolers etc.) to customize, to a certain point, the game according to their preferences and desires and play games alone or in groups with or without carer’s supervision and (d) enable experts or carers to evaluate playing sessions and come to pedagogical and recovery conclusions/decisions. This platform will contribute to domains as diverse as health care and education. As a use case presented in this chapter, IOLAOS is applied for the scenario of teaching preschoolers with autism diagnosis. Children with autism have been reported to exhibit deficits in the recognition of affective expressions and the perception of emotions. In regard to this, the proposed approach with the suggested ecosystem creates a game to support interventions to eliminate such deficits.

2009

2009-04: N. Vidakis, D. Kotsalis, G. Milolidakis, G. Vellis, A. Plemenos, E. Robogiannaki, K.Paterakis, D. Akoumianakis, “Cross-organization virtual communities of practices: Supporting virtual partnerships in e-tourism” in D. Akoumianakis (Ed.) ‘Virtual Community Practices and Social Interactive Media: Technology Lifecycle and Workflow Analysis’, IGI Global International, Apr. 2009.

Master Thesis (13)

Bachelor Thesis (50)

2024

Participation in CHIRA 2024 Program Committee

Associate professor Nikolaos Vidakis will participate as program committee member at the CHIRA 2024 – 8th International Conference on Computer-Human Interaction Research and Applications that will be held in Porto (Portugal) during the 21st and the 22nd of November 2024 (see all committee members at: https://chira.scitevents.org/ProgramCommittee.aspx). The purpose of the International Conference on Computer-Human Interaction Research and Applications (CHIRA) is to bring together professionals, academics and students who are interested in the advancement of research and practical applications in its field of interest, covering different aspects of Computer-Human Interaction, including Human Factors and Information Systems, Interactive Devices, Interaction Design and Adaptive and Intelligent Systems. For more information about the event and the submission deadlines, please visit: https://chira.scitevents.org/

2017

EAI Endorsed Transactions on Creative Technologies

Editor(s)-in-Chief: Matei Mancas and Manik Sharma

Guest Editor(s): Anthony Brooks, Eva Irene Brooks, Nikolas Vidakis and Ben Challis

ArtsIT and DLI 1: Given the accelerated changes and deeply interconnected activities of the times we are living in, creativity is a key factor of disruptive future developments. Creative and entertainment industries nowadays represent more than 3% of the GDP in Europe and they range from creative content providers (TV & radio, fashion, music) through creative experience providers (movies and music experience) to creative services providers (advertising, design, architecture). Creative services, contents and experiences present knowledge requirements that are defined increasingly beyond a single discipline and appear to lie in a sound engagement among the creative practitioner (artist/designer/composer/entertainer), the engineer and the scientist. Digital arts, creative industries, and (tele)communication + (social) signal processing speak the language of convergence rather than autonomy. Their interaction calls for special attention now more than ever.

Publisher EAI    ISSN 2409-9708    Volume 4
Issue10,  Published 4th Sep 2017
Issue11,  Published 5th Sep 2017
Issue12,  Published 3rd Oct 2017
Issue13,  Published 8th Nov 2017

2017

Founder and Scientific Responsible of the NiLE – gamelab (Natural interactive Learning Edification Games Laboratory) of TEI – Crete, https://nile.teicrete.gr/en/home/, Establishment at January 2017

2016

Vidakis N., Guest Editor of the Special Issue EAI Transactions on creative technologies. This special issue will be composed from the extended versions of papers accepted for ArtsIT and DLI 2016 conferences. http://eai.eu/transactions/cfp/artsit-dli-2016

Vidakis N., Technical Program Committee Chair of the 1st EAI International Conference on Design, Learning & Innovation, MAY 2–3, 2016, ESBJERG, DENMARK, http://designlearninginnovation.org/2016/show/home

Vidakis N., Technical Program Committee Chair and Reviewer of the 1st National Education Conference on Society and School: A relationship in Negotiation organized by the Regional Directorate of Primary and Secondary Education of Crete (RDPSEC) http://kritis.pde.sch.gr/ with the collaboration of the Region of Crete, Heraklion Regional Unit and the Municipality of Hersonissos. Under the auspices of the Ministry of Education, Research and Religious. Xersonisos, Crete, 13-15 May 2016 http://kritis.pde.sch.gr/societyandschool1/societyandschool-useful/

Vidakis N., Program Committee (PC) Member of the:

2015

S-BPM ONE 2015, the 7th International Conference on Subject-Oriented Business Process Management will take place on April, 23-24, 2015 at the Wirtschaftsakademie Schleswig-Holstein in Kiel, Germany. http://www.s-bpm-one.org/home/previous-conferences/s-bpm-one-2015/

2013

S-BPM ONE 2013, the 5th International Conference on Subject-Oriented Business Process Management. The conference will be held March 11-12, 2013 in Deggendorf, Germany at the University of Applied Sciences Deggendorf. http://www.s-bpm-one.org/home/previous-conferences/s-bpm-one-2013/

2012

S-BPM-ONE 2012, the 4th International Conference on Subject-oriented Business Process Management (http://S-BPM-ONE.org ). The conference will be held April 4-5, 2012 in Vienna at the University of Vienna, Vienna, Austria. https://www.conftool.net/s-bpm-one-2012/

2011

The third S-BPM ONE conference was held in Ingolstadt, Germany at the University of Applied Sciences Ingolstadt on September 29-30, 2011. http://www.s-bpm-one.org/home/previous-conferences/s-bpm-one-2011/

2011

Founder and Scientific Responsible of the NIRTeam (Natural Interaction Research Team) of TEI – Crete, https://blog.teicrete.gr/nirt/, Establishment at December 2011