Welcome to Research Commons

Research Commons is the University of Waikato's open access research repository, housing research publications and theses produced by the University's staff and students.

Communities in Research Commons

Select a community to browse its collections.

Now showing 1 - 2 of 2

Recent Submissions

A multidimensional activity theory framework for human–computer interaction with Digital Twins
(Taylor & Francis, 2026) Adeel, Aleeza; Apperley, Mark
This article proposes a user-centered framework to address interaction and usability challenges in complex Digital Twin systems(DTs) through an adaptation of Activity Theory, termed Pyramidal Activity Theory (PAT).Despite the growing adoption of DTs across industries, designing effective user interactions remains challenging due to the diversity of application domains, where multiple models, stakeholders, phases, and operational scales are often distributed across heterogeneous software environments. These complexities can lead to fragmented workflows, communication barriers, and inconsistent interaction experiences. PAT adapts the framework to focus on interaction structures by explicitly incorporating users, tools (models), live Data, interfaces, and outcomes.The framework is demonstrated through two conceptual case studies.The first case study conceptually maps interactions in an advanced manufacturing environment, while the second demonstrates how PAT can inform the design of a prototype Digital Twin interface for industrial energy systems. PAT provides a structured mechanism for analyzing interaction pathways and translating socio-technical relationships into interface design considerations. Future work will include empirical evaluation and usability assessment.
Simulate your senses: Exploring the impact of sensory-focused episodic future simulation on subsequent memory in younger and older adults
(The University of Waikato, 2026) Wild, Mia J.; Devitt, Aleea
Episodic future simulation allows people to plan and prepare for the future. Previous research has shown that positive episodic future simulation can bias subsequent memory for positive details in overlapping narratives in younger adults, but not older adults. Therefore, questions remain regarding whether this simulation-related memory bias extends beyond emotional information to other core features of episodic events, such as sensory detail, and whether age-related reductions in this bias reflect a broader reduction in the influence of future simulation on later memory, or the emotional content used in previous studies. The present study examined whether sensory-focused episodic future simulation influences response bias for sensory details in later overlapping narratives, and whether this effect differs between younger and older adults. Younger and older adults imagined future events with a focus on sensory information, before later reading overlapping narratives describing how those events occurred. Recognition memory was then tested for sensory and emotion/thought narrative details. Sensory-focused simulation did not produce a more liberal response bias for sensory details in either younger or older adults. Instead, younger adults were more conservative overall, whereas older adults were more liberal overall, regardless of simulation condition or detail type. Our findings suggest that simulation-related memory bias may not generalise straightforwardly from emotional to sensory information. More broadly, the present study provides novel insight into the cognitive consequences of episodic future simulation by identifying a possible boundary condition on its influence over later memory, while also broadening understanding of how age-related changes in future simulation may interfere with the way imagined events shape later cognition.
Exploring perceptions of inclusivity through gender-inclusive language in university settings: A qualitative study among academic staff and gender-diverse students
(The University of Waikato, 2026) Bhaskar, Nivedha; Schmidt, Johanna M.
Gender-inclusive language has increasingly been recognised as a key dimension of equity and inclusion in higher education. However, limited research has explored how such language is understood, experienced, and enacted within everyday university teaching contexts, particularly from the perspectives of both academic staff and gender-diverse students. Guided by Gender Minority Stress Theory (GMST), this qualitative study examines how gender-inclusive language shapes experiences of safety, belonging, and participation in a university setting in Aotearoa New Zealand. Data were generated through semi-structured interviews with academic staff, and focus groups and individual interviews with gender-diverse students at the University of Waikato. Reflexive thematic analysis was employed to explore participants’ perceptions and practices related to gender-inclusive language in teaching and institutional contexts. The findings suggest that while many staff members express commitment to inclusive language, its implementation is uneven and often constrained by institutional structures and pedagogical norms. Gender-diverse students’ accounts highlight both affirming experiences and ongoing instances of misrecognition and minority stress, illustrating the gap between institutional intentions and lived realities. Through the lens of GMST, the study demonstrates that gender-inclusive language functions as both a protective factor and a potential stressor. By bringing student and staff perspectives into dialogue, the research underscores the need for inclusion to be understood not merely as individual practice but as a collective and institutionally supported responsibility. The study foregrounds language as a critical site of inclusion and exclusion and offers practical recommendations for teaching practice and institutional policy, suggesting that sustainable inclusion requires structurally embedded approaches that move beyond symbolic commitments towards transformative change in university cultures and practices.
Osobiste i zawodowe rozważania nad wartością Szkoły Lwowsko-Warszawskiej
(Wydawnictwo Academicon, 2025) Ulatowski, Joseph W.
Rok 2025 stanowi kamień milowy dla Szkoły Lwowsko-Warszawskiej. Jest to 130. rocznica jej założenia przez Kazimierza Twardowskiego (1866–1938). W tym rozdziale zastanawiam się nad podejściem Twardowskiego do zagadnień filozoficznych, jego unikalnością w historii filozofii oraz nad tym, jak jego dziedzictwo, choć na swój własny, niepowtarzalny sposób, kontynuowali jego uczniowie. W szczególności filozofki Szkoły Lwowsko-Warszawskiej cieszą się szczególnym uznaniem i uznaniem za swoją innowacyjność i nowatorstwo.
Analyzing remote peering deployment and Its implications for internet routing
(IEEE, 2024) Mazzola, Fabricio; Setti, Augusto; Marcos, Pedro; Barcellos, Marinho
Internet eXchange Points (IXPs) have significantly transformed the structure and economics of the Internet by allowing many nearby networks to connect directly, avoiding the need for service providers. These large IXPs are so beneficial that they are not just used by nearby networks, but also by far away Autonomous Systems (AS). This is made possible by Remote Peering (RP), which typically involves the use of RP resellers to access remote IXPs. In this paper, we evaluate the effects of RP on four different routing aspects, using a representative group of IXPs located on three continents: (a) growth of RP deployment over one and a half years; (b) presence of route announcement mispractices (when networks prioritize the remote IXP over the local IXP), which are associated to routing anomalies; (c) reliability of RP interfaces and (d) adoption of RP-related BGP communities, i.e. to perform traffic engineering to remote peers. We make our data and results available to the community via a web portal.