A Wave Simulator and Active Heave Compensation Framework
JOpenShowVar, a communication interface to Kuka robots


Samskaping for fremtidens kunnskap / Co-creation for the knowledge of the future

Very proud to be part of a big team and to contribute to the vision of the University of Agder (UiA), Norway.

Values: Transparency. Trust. Professionalism. Respect.

Our academic culture
Academic freedom. We have a culture of scientific quality, creativity, boldness, critical thinking and ethical reflection. We stand up for the independence of universities and academics.

Sustainability. We contribute to achieving the UN's sustainability goals through relevant, interdisciplinary and inclusive research, education and innovation. We are open to the world and show solidarity.

Diversity. Our community of knowledge is characterised by equality and inclusion.

The social mission - this is how we work
Co-creation of knowledge takes place when students, employees and work and social life mutually challenges each other. We create and make knowledge available and contributes to innovation through close collaboration and critical reflection for the future society. Co-creation takes place regionally, nationally and internationally.

A Multi Modal Intervention Framework for Improving Situational Awareness in Autistic Individuals by Predicting Emotional Outbursts

Today is the World Autism Awareness Day. At the University of Agder, I am supervising our talented PhD Fellow Saishashank Balaji, who is working on a research project titled "A Multi Modal Intervention Framework for Improving Situational Awareness in Autistic Individuals by Predicting Emotional Outbursts". The objective of this work is threefold: i) to utilise commercial-off-the-shelf (COTS) sensor technology (i.e., personal sensors as well as environmental sensors) to collect different biosignals (i.e., electrodermal activity (EDA), heart rate variability (HRV), heart rate (HR)), design a multi-modal user-centred fusion model, and develop adaptive control algorithms for meltdowns mitigation, preparedness, response and recovery; ii) to design novel, minimally invasive, highly acceptable wearable devices to complement existing biometric sensors and to exploit the potential of tactile empathy applied to all stages of a meltdown; iii) to investigate the feasibility of adopting social robots (i.e., the EVE humanoid robot from Halodi Robotics) to establish a social empathic relation using an embodied companion.

Kick-off meeting of the Erasmus+ Project AugmentedWearEdu


Integrating virtual and AUGMENTED reality with WEARable technology into engineering EDUcation (AugmentedWearEdu)


Start: 01-09-2020 - End: 31-08-2022

Project Reference: 2020-1-NO01-KA203-076540

EU Grant: 243730 EUR

Programme: Erasmus+

Key Action: Cooperation for innovation and the exchange of good practices

Action Type: Strategic Partnerships for higher education






Organisation type: Higher education institution (tertiary level) 




With a high number of countries closing learning institutions to face the COVID-19 pandemic, over 80% of the world’s students are not attending school. As a response to this challenge, many educational institutions are increasing their efforts to utilize educational technologies of all sorts to provide remote learning opportunities for students, while schools are closed. To help parents, teachers, schools and school administrators facilitate student learning and provide social care and interaction during periods of school closure, UNESCO elaborated a list of educational applications, platforms and resources. Although these solutions offer an essential support to society in these unprecedented times, they are mostly oriented in enabling theoretical content transfer. One of the biggest drawbacks of the majority of these existing solutions, is that limited support is provided to hands-on laboratory work and practical experiences. Hands-on experiences are essential to significantly advance learning at all levels of science education and across all disciplines. However, this is even more relevant to science, technology, engineering, and mathematics (STEM) departments, which must continuously develop their laboratories and pedagogical tools to provide their students with effective study plans. The creation of contents accessible on-line and the possibility of providing immersive experience for lab activities is clearly useful in the short term to face the COVID-19 related issues, but may open to the adoption of novel tools for e-Learning also in the long term.

The main objective of AugmentedWearEdu is to introduce a novel framework for e-Learning consisting of including haptic experiences to enable digital access to laboratories in higher education. This will be achieved by combining both virtual reality (VR) and augmented reality (AR) tools with a novel generation of wearable haptic devices. This will make it possible to engage students in a hapto-audio-visual hands-on laboratory environment. In this project, we will evaluate which of the available haptic technologies are suitable for e-Lerning and may foster the students’ ability to create complex simulations using existing or in-world modelling techniques and scripting tools, while offering the functionality to link to the real world and capture data which can be visualised in real-time. Haptics, VR and AR tools will be adopted either from our ongoing research activity or from various low-cost commercial off-the-shelf (COTS) tools. In this way, an innovative educational and research loop will also be established. This approach will contribute towards the achievement of fully-immersive, open and distance laboratory learning.

Starting from current state-of-art knowledge, AugmentedWearEdu will further advance this knowledge by producing the following intellectual outputs:
- assessment tool for educators’ competencies evaluation on using VR/AR including wearable haptic technologies. We propose a self-assessment tool for educators’ competencies evaluation in VR and AR including haptic wearable technologies. This tool will support academic staff taking responsibility for their own professional growth through the identification of the current status of their pedagogical and technological skills with respect to VR/AR and integrated haptic wearables. The proposed tool will make it possible to design tailor-made courses for educators. From a methodology perspective, this is expected to also impact other disciplines in higher education. This is aligned with the European Commission’s guidelines on supporting teacher competence development for better learning outcomes;
- training program for educators on haptics, VR and AR competences development (methodology and tools). We propose the design of a training program for educators regarding competence development and the adoption of haptics, VR and AR as tools for realising a hands-on laboratory with practical experiences for students. The development of the proposed training course for the integration of haptics, VR and AR for teaching is a novel methodological contribution towards supporting teacher competence development;
- open source library of VR, AR and wearable haptics to be used for re-designed study modules and engineering laboratories. We will deliver a website that will be called AugmentedWearEdu Portal. The portal will be an initiative to advance the design and use of VR/AR contents including haptic interaction for e-Learning. We will include in the portal all the information needed to build and set up the proposed wearable haptic interface starting from off-the-shelf components and our current research prototypes. The combination of VR/AR methodologies and haptics can be exploited beyond engineering courses. Medicine courses, arts and other courses where lab activities are envisaged may take advantage from the proposed novel methodologies.


Filippo Sanfilippo