David Kavanagh is a Professor at Queensland University of Technology, School of Psychology and Counselling. His research focuses on mental health, substance abuse, digital health interventions, and behavioral interventions, particularly motivational interviewing and cognitive-behavioral therapy. Affiliations: Queensland University of Technology, Griffith University, University of Queensland. Research Interests: He investigates behavioral interventions for mental health and substance use, with a strong emphasis on digital health tools such as mobile apps and social robots. His work addresses adolescent health, chronic disease management, and Indigenous populations' well-being. Articles Trends: Recent publications highlight his contributions to eHealth applications ( Stay Strong App , Niggle App ), social robot interventions, and behavioral strategies for substance use, depression, and chronic illness. Scientific Awards: Not explicitly mentioned in the provided data.
Prof. Dr.-Ing. Daniel Sonntag serves as Scientific Director of Interactive Machine Learning at the German Research Center for Artificial Intelligence (DFKI) and holds an Endowed Chair of Applied Artificial Intelligence at University of Oldenburg. He leads multiple significant research initiatives including No-IDLE (Interactive Deep Learning Enterprise), MASTER (Mixed reality ecosystem for teaching robotics), Ophthalmo-AI (intelligent eye care diagnostics), pAItient (AI applications in medicine), and XAINES (explainable AI with narratives). His research spans intelligent user interfaces, natural language processing, information retrieval, dialogue systems, common-sense modeling, and explainable machine learning methods for cognitive computing. His work particularly focuses on multimodal-multisensor interfaces for medical and health systems and Industry 4.0 applications. His research has had industrial impact, with SmartWeb's multimodal interaction design forming the technical infrastructure for Apple's Siri. His recent publications demonstrate strong trends in medical AI applications, particularly in eye tracking, radiology report generation with enhanced interpretability, and interactive federated learning frameworks. His work consistently bridges theoretical AI advances with practical medical and industrial applications. German High Tech Champion Award (2011) As a principal investigator, Sonntag leads national and European projects funded by the Federal Ministry of Education and Research, Federal Ministry for Economic Affairs and Energy, Federal Ministry of Health, and Horizon Europe. He has supervised numerous researchers including Michael Barz, Jan Zacharias, and Alexander Prange across multiple projects. His research group has successfully transitioned technologies to industry, with former researchers joining companies like Apple, Wacom, and Semvox. Sonntag's laboratory work centers on the Interactive Machine Learning department at DFKI, with strong connections to medical institutions and industry partners. His team develops cognitive assistance systems, mixed reality applications for smart factories, and AI-based diagnostic support tools, particularly in ophthalmology and radiology.
Tom Griffiths is a Professor of Psychology and Computer Science at Princeton University, where he directs the Computational Cognitive Science Lab and the Princeton Laboratory for Artificial Intelligence. He mentors graduate students across Psychology, Computer Science, and Neuroscience departments, fostering interdisciplinary research at the intersection of human cognition and artificial intelligence. His research develops mathematical models to understand human cognition, emphasizing how human intelligence uniquely operates under constraints of time, computational resources, and communication bandwidth. Using Bayesian statistics, he explains learning from small data; resource rational analysis reveals efficient cognitive strategies; and studies of cultural evolution and language show how humans combine knowledge across minds. This work bridges cognitive science and AI, aiming to build more human-like machines and improve human decision-making through cognitive prostheses. Griffiths leads two prominent research groups: the Computational Cognitive Science Lab investigates computational principles of human thought through theoretical modeling and behavioral experiments, while the Princeton Laboratory for Artificial Intelligence supports innovative AI research. His lab's recent work analyzes large language models using Bayesian frameworks and develops distributed computing models for human collaboration. He actively advises graduate students and has contributed significantly through publications and the best-selling book Algorithms to Live By . His research on cognitive prostheses and metareasoning provides practical tools for enhancing human decision-making in everyday contexts, with applications in behavioral economics and human-AI interaction.
Dr. Annie Savard is an Associate Professor in the Department of Integrated Studies in Education (DISE) at McGill University. Her work focuses on mathematics education, particularly the development of citizenship competencies through probability education and financial literacy. She explores interdisciplinary approaches using robotics and Professional Learning Communities to enhance teacher development. Key research themes include critical thinking in gambling contexts, ethnomathematics, and competency-based teaching strategies. Education: Ph.D. in Mathematics Education (2008), Université Laval M.A. in Science Education (2004), Université Laval B.A. in Elementary Education (1992), Université Laval Research Interests: Probability education and decision-making Financial numeracy integration in curricula Ethnomathematics and cultural pedagogies Teacher professional development via PLCs Robotics for STEM competencies Mathematical problem-solving paradigms Her publications emphasize curricular equity in francophone education, computational thinking in teacher training, and the intersection of gambling literacy with mathematics education. She collaborates with institutions like CIRANO and SMERG to advance educational research.
Adam Moore is a Senior Lecturer in Psychology at the University of Edinburgh's School of Philosophy, Psychology and Language Sciences. He holds office in the Psychology Building at 7 George Square, Edinburgh. His teaching includes undergraduate courses on Thinking and Reasoning and postgraduate modules on statistics and methodology with R. He actively supervises PhD students in areas like moral psychology and political behavior. Moore's research examines the intersection of morality, power, and politics, focusing on moral judgment consistency, political identity biases, and self-serving moral disengagement. Methodologically, he integrates computational modeling, neuroimaging, and advanced statistical analyses. Recent work explores AI's role in moral decision-making, political polarization dynamics, and empathy's cognitive foundations. His publication trends reflect interdisciplinary approaches to moral psychology, with emphasis on agent-based modeling, Bayesian analysis, and social neuroscience. While no specific awards are listed, his extensive supervision record and diverse grant participation (implied through advisor roles) highlight sustained academic engagement. He advises on honors dissertations and collaborates on topics like social identity's impact on risk-taking at mass gatherings.
Dr Marie Cahillane is a Reader in Applied Cognitive Psychology at Cranfield Defence and Security, Cranfield University, where she has held progressive academic roles since 2008, including Research Fellow, Lecturer, Senior Lecturer, and Reader. She leads the Applied Psychology Group and serves as Deputy Head of the Integrated Cyber, Cognition and Digital Systems Group. She is also Deputy Academic Lead for the CDS Doctoral Community and a member of the Cranfield University Research Ethics and Integrity Committee (CUREIC). Her research focuses on human cognition in defence contexts, particularly skill acquisition and retention, cognitive vulnerabilities, disinformation, and team performance. Funded by Dstl, MOD, US DoD, and DASA, her work addresses real-world challenges in military and security operations. The recent publication trends highlight her expertise in cognitive psychology applied to autonomous systems, disinformation, e-learning, and military training. Her work bridges cognitive science with defence technology, focusing on human factors in AI, skill decay models, and metacognitive support in complex decision-making. She frequently collaborates with researchers like Victoria Smy and Piers MacLean. Dr Cahillane supervises PhD and MSc research, including topics on complex cognitive skills retention and disinformation in CBRN contexts. She has led 17 research projects as Principal Investigator and contributed to 15 as Co-Investigator, with funding from major defence stakeholders. She contributes to research-led teaching in quantitative methods, heuristics and bias, and psychological aspects of sensing. She also works closely with defence clients such as Dstl, BAE Systems, and the British Army to apply cognitive psychology to operational challenges.
Dr. Andrew Jackson is an Assistant Professor of Workforce Education at the University of Georgia, specializing in technology and engineering education. His research focuses on design-based learning, motivation/self-efficacy, soft robotics integration in K-12 education, and cognitive/non-cognitive aspects of learning. He holds MS and PhD degrees in Technology from Purdue University, with a postdoctoral fellowship in Mechanical Engineering at Yale University. Dr. Jackson has extensive K-12 classroom experience as a middle-school teacher. Research emphasizes bridging soft robotics innovation with educational design, evaluating design thinking processes, and developing assessment tools for design decision-making. Projects include the Learning by Evaluating (LbE) pedagogical strategy and adapting the 5E Instructional Model for engineering education. His work also addresses challenges in transitioning labs to online formats during the pandemic, UX design for virtual learning environments, and promoting gender equity in STEM through robotics. Key contributions include factor analysis of design thinking mindset assessments, analysis of failure-based learning mechanisms, and modular soft robotics tools for educational use. Though no specific awards are listed, his work has been presented at multiple conferences and published widely in educational technology and engineering pedagogy domains. Dr. Jackson collaborates on initiatives like the EETI (Engineering Education and Technology Integration) programs at UGA, focusing on formative evaluations, online learning resources, and K-12 educational development. His research bridges theoretical frameworks with practical classroom applications, emphasizing scalable educational innovations.
Assoc. Prof. FİDEL ÇAKMAK is an academic at the Department of Foreign Language Education, Faculty of Education, Alanya Alaaddin Keykubat University. His academic journey includes roles as a lecturer and associate professor at institutions like Mersin University and Alanya Alaaddin Keykubat University. He holds a Doctorate from Boğaziçi University (2014) and has extensive experience in teacher training and curriculum development. His research focuses on mobile-assisted language learning (MALL), artificial intelligence (AI) in education, affective factors in language learning, and digital pedagogy. Notable projects include developing in-service training programs for educators and investigating the impact of AI on teacher well-being. He has also contributed to international journals like ReCALL and Computers in Human Behavior Reports . Prof. Çakmak has served on editorial boards, including CALL-EJ and Language and Technology , and is a member of organizations like EUROCALL and TESOL. His work emphasizes integrating technology with traditional teaching methods to enhance language acquisition and teacher effectiveness.
Assoc. Prof. Dr. Özlem Üzümcü is a full-time faculty member at the Faculty of Education's Class Teaching Department at Hasan Kalyoncu University. She holds a PhD in Educational Sciences (Curriculum and Instruction) from Gaziantep University (2014), MSc from the same program (2010), and a BSc in Computer and Instructional Technology Education from Karadeniz Technical University. Her research focuses on educational technology integration, computational thinking pedagogy, STEM education frameworks, and teacher training methodologies. She has coordinated the Faculty of Education's Program Coordination (2015-2017) and contributed to accreditation committees. Her work emphasizes 21st century skills development and the application of innovation theories in education. Notable projects include: Mercy Corps-funded access-to-resources project for Syrian refugees (2016) National STEM coding robotics workshop leadership (2018) TÜBİTAK-supported preschool computerless coding program (2018) Her publications analyze technology acceptance models, AI tool adoption in education, and metacognition's role in computational thinking. She has pioneered curricula integrating coding-robotics into science education through STEM approaches.
Heather Browning is a Lecturer in Philosophy at the University of Southampton's Department of Philosophy within the Faculty of Arts and Humanities. She completed her PhD at the Australian National University in 2020 with a dissertation titled 'If I Could Talk to the Animals: Measuring Subjective Animal Welfare.' Her academic journey includes research positions at the London School of Economics as part of the Foundations of Animal Sentience project. Dr. Browning's research focuses on animal welfare, ethics, and consciousness, with particular expertise in measuring subjective animal welfare and sentience. Her work spans philosophy of biology, animal minds, and well-being studies, addressing both theoretical and practical aspects of animal welfare science. She has made significant contributions to understanding animal sentience, particularly through her work on the DEFRA report reviewing evidence of sentience in cephalopod molluscs and decapod crustaceans. Her scholarly output demonstrates a consistent focus on integrating sentience research with welfare science, developing methods for validating indicators of subjective animal welfare, and exploring the ethical implications of animal consciousness. Recent publications examine topics ranging from animal feelings and welfare assessment to consciousness in corvids and the welfare implications of farmed insects. Dr. Browning has established a productive research collaboration with Walter Veit, resulting in numerous co-authored publications across multiple disciplines including philosophy, cognitive science, and bioethics. Her work appears in high-impact journals such as Journal of Consciousness Studies, Behavioral and Brain Sciences, and American Journal of Bioethics Neuroscience. She has contributed to important policy discussions through her research on animal sentience, which has informed legislative changes regarding animal welfare. Her interdisciplinary approach bridges philosophy, biology, and ethics to address pressing questions about how we understand and measure animal welfare across different species and contexts. Dr. Browning's research program addresses fundamental questions about animal welfare measurement while maintaining strong connections to practical applications in animal welfare science and policy. Her work on perspectival pluralism for animal welfare offers a comprehensive framework for understanding this complex phenomenon through multiple theoretical perspectives.
Dr. Tharrenos Bratitsis is a Full Professor at the University of Western Macedonia's Department of Early Childhood Education, specializing in ICTs in Education. He earned his Electrical Engineering and Computer Science degree from the Polytechnic School of the University of Patras in 1994 and completed his doctorate in 2007. His research spans Digital Storytelling, STEAM Education, Game-based Learning, Educational Robotics, and Technology Enhanced Learning. His research focuses on integrating advanced technologies into educational settings to enhance collaborative learning, computational thinking, and sustainable development education. Key areas include gamified STEAM approaches for early childhood, algorithmic thinking through hybrid games, and entrepreneurship training programs. His work emphasizes pedagogical innovation and digital literacy. Awards and recognitions include participation in EU-funded projects like Erasmus+. His research demonstrates consistent focus on technology-enhanced pedagogies and interdisciplinary educational strategies. Key laboratories include the CrInTE lab, where he leads projects on educational technology. Future initiatives involve expanding research on sustainable development education and digital storytelling applications across diverse age groups.
Nikolas Martelaro is an Assistant Professor at Carnegie Mellon University's Human-Computer Interaction Institute (HCII), where he leads the Augmented Design Capability Studio. His work focuses on developing tools and methods that augment designers' capabilities through the integration of human-centered design principles and advanced computational technologies. Dr. Martelaro received his Ph.D. in Mechanical Engineering from Stanford's Center for Design Research, where he was co-advised by Larry Leifer and Wendy Ju. He also holds a B.S. in Engineering Design from the Franklin W. Olin College of Engineering. Before joining CMU, he worked as a researcher in the Digital Experiences group at the Accenture Technology Labs in San Francisco. His research interests center around human-AI collaboration to support deeper design thought, with specific focus on reflective practice, designerly questioning, diagrammatic thinking, and analogical thinking. He develops tools to help creatives work better, with emphasis on systems for generating design artifacts and support for running successful creative businesses. His work also explores collaborative design methods to engage end-users throughout design and engineering processes, particularly in the context of automated physical systems. Current research spans automotive user experience, interaction with conversational music systems, semi-automated farm equipment, and new mobility technologies. Recent publications demonstrate a strong trend toward leveraging AI to augment the design process, with particular emphasis on human-AI co-creation, analogical thinking, and supporting designers' reflective practices. His work spans multiple domains including visual design, engineering design, and human-robot interaction, showing how computational tools can enhance rather than replace human creativity and expertise. Best Paper Honorable Mention at CHI 2025 for 'BioSpark: Beyond Analogical Inspiration to LLM-augmented Transfer' Dr. Martelaro actively mentors graduate students including Howie Wang, Frederic Gmeiner, David Chuan-en Lin, and Zeda Xu. His research is supported by collaborations with industry partners including the Toyota Research Institute, and he regularly presents his findings at leading conferences such as CHI, CSCW, and DIS. He teaches courses including 'The AI Augmented Designer' and 'Design of AI Products & Services,' emphasizing critical evaluation of AI tools in design practice. He leads the Augmented Design Capability Studio, which brings together researchers from diverse backgrounds to explore how emerging technologies can augment human design capabilities. The studio's work focuses on developing interactive systems that enable designers to understand people, prototype new devices, and embed intelligence into products. Current projects include Inkspire (supporting design exploration with generative AI), VideoMap (reimagining video editing), Soundify (enhancing video sound design), and Jigsaw (prototyping multimodal applications by assembling AI foundation models).
Nikolaus Troje is a **Full Professor** in the **Department of Biology** at **York University**, affiliated with the **Faculty of Science**. He leads the **BioMotion Lab**, focusing on sensorimotor processes underlying perception, particularly biological motion, face recognition, and virtual reality applications. His work bridges philosophy, computer science, and neuroscience, addressing questions about embodied cognition and perceptual reality. **Research Interests**: Troje studies visual perception, multisensory integration, and spatial awareness using advanced techniques like motion capture and VR. His lab develops tools for analyzing gait patterns, body motion, and the psychological impact of virtual environments. Key themes include how humans perceive agents, process motion cues, and experience self-ownership in virtual spaces. **Articles Trends**: Recent publications emphasize **virtual reality design flaws** (e.g., Zoom’s eye contact issues), **biological motion perception** in congenitally blind individuals, and **applied VR for therapy and training**. He explores interdisciplinary topics like gait analysis in schizophrenia and musical cognition. **Advising & Labs**: Troje supervises graduate students in **Biology**, **EECS**, and **Psychology** programs. The BioMotion Lab collaborates across disciplines, aiming to improve animation, gesture recognition, and VR applications. No scientific awards are explicitly mentioned in the text.
Edith Law is an Associate Professor at the University of Waterloo, specializing in social computing and human-AI interaction. She holds a PhD in Machine Learning from Carnegie Mellon University, an MSc in Computer Science from McGill University, and a BSc in Computer Science from the University of British Columbia. Her research focuses on designing technology to foster human values through collaborative systems, such as teachable robots, conversational agents, and inclusive virtual environments. She explores how machine intelligence can be aligned with ethical principles and how technology can support learning, curiosity, and empathy across diverse populations. Recent work emphasizes platforms like the Curiosity Notebook and tools for medical education simulations. Her articles highlight advancements in interactive optimization, value reflection frameworks, and accessible Metaverse design. No scientific awards or grants are listed, though her contributions span educational technology, healthcare AI, and participatory design. She has developed platforms like Curio and Codetoon to bridge creative coding and computational concepts for learners.
Elisa Miragliotta is a Researcher in the Department of Mathematics at the University of Pavia, Italy. She specializes in the Teaching, History, and Epistemology of Mathematics. Her work focuses on integrating digital technologies into mathematics education, particularly in geometry and algebra, with an emphasis on cognitive processes and accessibility for diverse learners. Her research interests include the role of dynamic geometry software, robotics (e.g., GGBot), and digital artifacts in enhancing spatial reasoning and geometric prediction skills. She has contributed to international conferences like the ICMI Study on Geometry Education and published extensively on topics such as visual-spatial abilities, semiotic mediation, and accessibility in mathematics education for visually impaired students. Her recent articles (2023–2025) highlight innovative approaches to teaching geometry through technology and analyzing student discourse. She collaborates on projects like the 'Strange Mathematical Stories' initiative, aiming to make mathematics engaging through narrative and interactive methods.
