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Sessions

 

Session 1. Tech for sustainable health and wellbeing

  • HYbrid treatment for PErsonality disorders (HYPE project) - Pieter Rohrbach

    Abstract
    Mental health care faces huge challenges. Hybrid care, the combination of digital (eHealth) and personal treatment, can contribute to more efficiënt and personalized care. Together with three mental health care institutions, the Open Universiteit will conduct research on the implementation and upscaling of hybrid treatment in mental health care.

    Relevant articles
    Kemmeren, L.L., van Schaik, A., Draisma, S. et al. Effectiveness of Blended Cognitive Behavioral Therapy Versus Treatment as Usual for Depression in Routine Specialized Mental Healthcare: E-COMPARED Trial in the Netherlands. Cogn Ther Res 47, 386–398 (2023). https://doi.org/10.1007/s10608-023-10363-y.

    Vis C, Schuurmans J, Aouizerate B, Atipei Craggs M, Batterham P, Bührmann L, Calear A, Cerga Pashoja A, Christensen H, Dozeman E, Duedal Pedersen C, Ebert DD, Etzelmueller A, Fanaj N, Finch TL, Hanssen D, Hegerl U, Hoogendoorn A, Mathiasen K, May C, Meksi A, Mustafa S, O'Dea B, Oehler C, Piera-

    Jiménez J, Potthoff S, Qirjako G, Rapley T, Rosmalen J, Sacco Y, Samalin L, Skjoth MM, Tarp K, Titzler I, Van der Eycken E, van Genugten CR, Whitton A, Zanalda E, Smit JH, Riper H. Effectiveness of Self-guided Tailored Implementation Strategies in Integrating and Embedding Internet-Based Cognitive Behavioral Therapy in Routine Mental Health Care: Results of a Multicenter Stepped-Wedge Cluster Randomized Trial. J Med Internet Res 2023;25:e41532. https://doi.org/10.2196/41532.
     
  • Smart technology use in healthcare: a healthcare professional perspective - Maitta Spronken

    Abstract
    Healthcare technologies such as electronic health records and ambient AI scribing tools have a profound impact on the work of healthcare professionals, influencing their tasks, work experience, and required competencies. This talk presents multidisciplinary projects on smart technology use in healthcare and explores what is needed (among others in terms of education) to simultaneously optimize technology use, the quality and efficiency of care, and the well-being of healthcare professionals.

    Relevant articles
    Gázquez-García, J., Sánchez-Bocanegra, C. L., & Sevillano, J. L. (2025). AI in the health sector: Systematic review of key skills for future health professionals. JMIR Medical Education, 11, e58161. https://doi.org/10.2196/58161.
     
  • Validating Wearables: Promise, Pitfalls, and Physiological Reality - Martin Gevonden

    Abstract
    Wearables promise continuous insight into physical and mental health, yet they are often not at all validated, or only in limited populations and settings. This talk presents validation studies comparing commercial devices with gold standards, revealing substantial performance gaps and black-box limitations driven by big tech priorities. I introduce a wearable-selection database developed to help pick the right tool for a research project, and highlight why lack of control over hardware, algorithms, and data hinders professional applications. Finally, I show how contextual correction (movement, posture, speech) and personalized analyses are essential for meaningful interpretation, and that we should not rely on wearables alone, but keep asking people how they feel as well.

    Relevant articles
    de Geus, E. J. C., & Gevonden, M. J. (2023). Acquisition and analysis of ambulatory autonomic nervous system data. In Mobile sensing in psychology: Methods and applications (pp. 129–167). Guilford Publications.

    Sinichi, M., Gevonden, M. J., & Krabbendam, L. (2025). Quality in question: Assessing the accuracy of four heart rate wearables and the implications for psychophysiological research. Psychophysiology, 62(2), e70004.

    Sinichi, A., Eleftheriou, G., Ha Ngoc, M. A., Kohrt, B. A., Luitel, N. P., Singh, R., Jacobs, R., Sorsdahl, K., Jaramillo, S. G., Sanguineti, M. C. D., Lund, C., Jordans, M., Garman, E. Krabbendam, L., & Gevonden, M. (2025). Rethinking resting heart rate variability: No evidence of association with self-regulation and psychopathology in a cross-sectional study among adolescents in Colombia, Nepal, and South Africa. Psychophysiology, 62(11), e70184.

Session 2. Human tech interaction and collaboration

  • Robots as effective social agents: the role of eye gaze and human-likeness in human-robot interaction - Cesco Willemse

    Abstract
    Humanoid robots are increasingly deployed as social agents in various domains. Their perceived effectiveness depends on how humans interpret their social cues. While people readily perceive robots as human-like, this extends beyond anthropomorphism to include attributing mental states and intentions. This talk focuses on the role of eye movements during interaction scenarios. Our data reveal that robots elicit gaze patterns similar to those evoked by human agents, which may similarly affect mental state attribution, likability, and trust. Taken together, we will argue that social robotics should prioritise optimising specific social signals to increase the effectiveness of humanoid robots.

    Relevant articles
    Bossi, F., Willemse, C., Cavazza, J., Marchesi, S., Murino, V., & Wykowska, A. (2020). The human brain reveals resting state activity patterns that are predictive of biases in attitudes toward robots. Science robotics, 5(46), eabb6652. https://doi.org/10.1126/scirobotics.abb6652

    Willemse, C., & Wykowska, A. (2019). In natural interaction with embodied robots, we prefer it when they follow our gaze: a gaze-contingent mobile eyetracking study. Philosophical Transactions of the Royal Society B, 374(1771), 20180036. https://doi.org/10.1098/rstb.2018.0036

    Note: in case of pay-walled access, representative preprints of these manuscripts are freely available from my OSF page: https://osf.io/ws2h7/.
     
  • Learning with and about social agents and robots - Daniel Preciado Vanegas

    Abstract
    Sociale technologieën (zoals robots, chatbots en soortgelijke kunstmatige agents) hebben tal van toepassingen, vooral in de context van bijscholing. Het is gemakkelijk voor te stellen dat een robot meedoet aan het lesgeven in een klaslokaal; tegenwoordig is dit zelfs iets wat veel schoolkinderen al hebben meegemaakt. Maar dat is niet de enige manier waarop sociale technologieën ons mensen kunnen helpen bij het bijscholen. In deze lezing presenteer ik studies die de rol van sociale technologieën in het leren belichten vanuit drie verschillende perspectieven: Leren van technologie, waarbij de voordelen (en kanttekeningen) van sociale technologieën als leermiddelen binnen en buiten de klas worden besproken; Technologie onderwijzen, waarbij studies worden besproken die het idee van interactieve robotprogrammering (d.w.z. lesgeven) op basis van menselijke (en dierlijke) onderwijsprincipes en -methoden onderzoeken; en ten slotte over elkaar leren, waarbij de rol van individuele factoren (technologische geletterdheid en ervaring, attitudes, percepties, persoonlijkheid) bij het leren wordt besproken.

    Relevant articles
    Konijn, E.A., Jansen, B., Mondaca Bustos, V. et al. Social Robots for (Second) Language Learning in (Migrant) Primary School Children. Int J of Soc Robotics 14, 827–843 (2022). https://doi.org/10.1007/s12369-021-00824-3

    K. Christofi, C. Tichelaar, D. F. Preciado and K. Baraka, Human Teaching Patterns in Interactive Robot Learning from Multiple Teaching Modalities, 2025 34th IEEE International Conference on Robot and Human Interactive Communication (RO-MAN), Eindhoven, Netherlands, 2025, pp. 1181-1187, https://doi.org/10.1109/RO-MAN63969.2025.11217920.

    Elly A Konijn, Daniel F Preciado Vanegas, Peggy van Minkelen, Theory of affective bonding: a framework to explain how people may relate to social robots and artificial others, Communication Theory, Volume 35, Issue 3, August 2025, Pages 139 - 151, https://doi.org/10.1093/ct/qtaf007.
     
  • Making Agentic AI Work: Socio-Psychological Conditions for Effective Implementation - Eddy van der Sman

    Abstract
    Agentic AI systems and copilots increasingly initiate actions, prioritise options, and shape decisions within organisations. Yet implementation often fails not because of technical shortcomings, but due to a lack of socio-psychological fit with real work—such as unclear roles, miscalibrated trust, reduced perceived agency, diffuse accountability, and shifting team norms. Drawing on practical experience in developing and implementing AI-driven solutions, this session examines the behavioural and team-level conditions under which agentic AI becomes workable at scale. It identifies predictable failure patterns and evidence-based interventions that support appropriate reliance, responsible decision-making, and sustainable organisational adoption.

    Relevant article
    Duan, W., Flathmann, C., McNeese, N., Scalia, M. J., Zhang, R., Gorman, J., Freeman, G., Zhou, S., Hauptman, A. I., & Yin, X. (2025). Trusting autonomous teammates in human-AI teams - A literature review. Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems, Article 1102. https://doi.org/10.1145/3706598.3713527.

Session 3. AI literacy and skill development

  • Skilling Up in the GenAI Era: The Role of Engagement Level in Shaping Students' AI Literacy - Mohammadreza Farrokhnia

    Abstract
    As higher education increasingly integrates Generative Artificial Intelligence (GenAI) tools such as ChatGPT, students are required to upskill to engage effectively, critically, and responsibly with these technologies. This session presents findings from a cross-sectional study of 301 university students examining associations among critical thinking, self-regulated learning, engagement with GenAI tools, and AI literacy. Results indicate that students' critical thinking and self-regulated learning are positively associated with AI literacy. Moreover, deep, reflective engagement with GenAI tools partially mediates the relationship between critical thinking and AI literacy, whereas surface-level interaction shows no meaningful association.

    Relevant article
    Wang, C., Wang, H., Li, Y., Dai, J., Gu, X., & Yu, T. (2024). Factors influencing university students' behavioral intention to use generative artificial intelligence: Integrating the theory of planned behavior and AI literacy. International Journal of Human-Computer Interaction, 1-23. https://doi.org/10.1080/10447318.2024.2383033.
     
  • AI GO! A practical framework for building AI literacy in education - Iwan Wopereis

    Abstract
    AI is increasingly shaping educational practice, from lesson design and assessment to feedback and student support. This raises an important question: What does it mean to be AI literate in education?
    In this session, AI GO! Is presented, an evidence-informed framework for AI literacy developed within the Npuls programme AI and Data Literacy (AID). The framework is grounded in an umbrella review of the scientific literature conducted by the Npuls AID team and enriched with insights from education professionals gathered through World Café sessions. AI literacy is conceptualised as an interplay of knowledge, skills, attitudes, and ethical awareness, offering concrete starting points for professionals in secondary vocational, higher professional, and university education (mbo, hbo, wo) to foster AI literacy in themselves and their students.

    Relevant articles
    Hillman, V., Holmes, W., & Duarte, T. (2025). A rapid review of AI literacy frameworks, with policy recommendations. The Royal Society.

    Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2, 100041. https://doi.org/10.1016/j.caeai.2021.100041

    Renkema, M., Van den Boom-Muilenburg, E., Friso-van den Bos, I., Theelen, H., Wopereis, I., & Schildkamp, K., (2025). AI-GO! A framework for AI literacy in education (AI-GO Framework). Npuls.

Session 4. Considerations and effects of tech use on human behaviour & society

  • To ban or not to ban? Investigating the impact of strict vs. lenient secondary school smartphone bans on smartphone use, wellbeing, physical activity and sleep after school time - Laura Huiberts

    Abstract
    Since 2024, smartphones are partially or completely banned at secondary schools. While demonstrating benefits during class (i.e., better concentration and learning performance), its effects after school are unknown. Adolescents’ social lives occur online for a substantial amount of time, making smartphone use an integrated part of their life. Completely banning smartphones for a large part of the day may elicit fear of missing out, increase after-school smartphone use, fueling homework and bedtime procrastination, and sedentary behavior. This project investigates these relationships during students’ daily routines combining objective and subjective measures, and comparing partial versus total ban schools.

    Relevant articles
    Vanluydt, E., van den Eijnden, R., Vonk, L., Putriks, P., van Amelsvoort, T., Delespaul, P., Levels, M., & Huijts, T. (2026). Disconnect to reconnect: How variations between types of smartphone bans influence students' well-being and social connectedness in Dutch secondary education. Journal of Youth and Adolescence. Advance online publication. https://doi.org/10.1007/s10964-025-02313-6.

    Goodyear, V. A., Randhawa, A., Adab, P., Al-Janabi, H., Fenton, S., Jones, K., Michail, M., Morrison, B., Patterson, P., Quinlan, J., Sitch, A., Twardochleb, R., Wade, M., & Pallan, M. (2025). School phone policies and their association with mental wellbeing, phone use, and social media use (SMART Schools): A cross-sectional observational study. The Lancet Regional Health - Europe, 51, Article 101211. https://doi.org/10.1016/j.lanepe.2025.101211.
     
  • Building a Solarpunk Commons: Experimenting with a Hands-On Refusal Lab - Jaime Simons

    Abstract
    This presentation discusses skill development from a participatory workshop using solarpunk, a counter-cultural movement imagining ecologically sustainable, socially just, and community-oriented technological futures, to research how hands-on rehearsal of refusal skills can help cultivate critical reflection alongside the development of technical skills. Through a hands-on refusal lab, we conducted three experimental workshops where participants learned with technology (diagnosing devices for hardware problems and creating real repair documentation for online forums), through collaborative practices (commoning a solarpunk-influenced city, crafting slow data visualizations that returned the human to the datasets), with the goal of creating protocols for alternative futures (developing data sovereignty protocols using a seed library). By swapping specific technological refusals with affirmative alternatives, we experimented with moving beyond saying 'no' to also saying 'yes' to futures we consider kind, ethical, and care-based. We argue that through collective imagination, deliberately reflecting on the possibilities for alternative futures, and practicing realistic refusal skills in a low-key, hands-on, and collective environment, participants increase their ability to develop the critical assessment skills needed to begin reimagining current technological systems in a less extractive, more socially just way.

    Relevant articles
    Luukkonen, R., & van den Broek, K. L. (2024). Exploring the drivers behind visiting repair cafés: Insights from mental models. Cleaner Production Letters, 7, 100070. https://doi.org/10.1016/j.clpl.2024.100070

    Schwabish, J. (2024). Bringing data to life: Community data physicalization. Urban Institute.
     
  • On time: new technologies for time management in contemporary India - Nafis Hasan

    Abstract
    This research is in non-western contexts, in India, where was studied how ‘new’ technologies are being introduced in government offices to improve efficiency and productivity of work. 'New' here is not (yet) AI or wearables, but software programs, web dashboards and mobile apps. The research focussed on understanding the experience of public employees in transitioning from 'old' technologies to 'new' ones. By experience is meant, what new skills and knowledges were imparted to them, what kinds of new relations did they need to develop with technology and technical experts. In this session, the findings from a study of a time-management web dashboard that was introduced among government offices in South India are discussed. Based on interviews and participant observation, the research revealed that even when the program did not meet its purported aims, it produced other effects that led to, for instance, changes in data management practices within these offices. This case study reveals how contextual aspects matter in the deployment of new technologies for the development of abilities.

    Relevant article
    Hasan, N. A. (2025). Calculable bureaucratic time: The performativity of data and dashboards in a digitizing public bureaucracy. Science, Technology, & Human Values, 1–28. https://doi.org/10.1177/01622439251391918.