Vasilis Zafeiropoulos

h-index6
2papers
85citations

2 Papers

10.4AIJun 28
A Cognition-Emotion-Personality Framework for Modeling Human-Like Awareness and Behavior in Emergency Evacuations

Zoi Lygizou, Michalis Zervas, Helena G. Theodoropoulou et al.

Agent-based evacuation simulations are widely used to study crowd behavior during emergencies, but many models rely on assumptions such as perfect event awareness, complete exit knowledge, and fully rational decision-making. This paper presents an extended evacuation framework that integrates cognitive, emotional, social, and personality-related mechanisms into a unified model of human behavior under uncertainty. The framework incorporates a dynamic event-awareness mechanism based on a continuous Event Certainty Level, a memory-based representation of exit knowledge subject to acquisition, forgetting, and recall, a continuous fear model in which panic emerges as a high-intensity state, and an OCEAN-based personality representation. Neuroticism is explicitly integrated into the emotional model, influencing fear generation, escalation, social contagion, and recovery. Behavioral heterogeneity is further captured through individualized decision thresholds that affect responses to perceived risk. The framework is evaluated through simulation experiments examining the effects of spatial familiarity, memory robustness, decision sensitivity, emotional dynamics, and personality variation. Results show that cognitive, emotional, and personality-driven processes substantially influence evacuation dynamics, reducing evacuation efficiency and generating realistic crowd phenomena such as delays, confusion, injuries, and socially influenced behaviors. The proposed framework provides a more realistic representation of human behavior in emergency evacuations and supports systematic investigation of the interactions between cognition, emotion, personality, and crowd dynamics.

3.2HCNov 30, 2017
Assessing the Impact of Virtualizing Physical Labs

Evgenia Paxinou, Vasilis Zafeiropoulos, Athanasios Sypsas et al.

Virtual laboratories are the new online educational trend for communicating to students practical skills of science. In this paper we report on a comparison of techniques for familiarizing distance learning students with a 3D virtual biology laboratory, in order to prepare them for their microscopy experiment in their physical wet lab. Initial training for these students was provided at a distance, via Skype. Their progress was assessed through Pre and Post-tests and compared to those of students who opted to only prepare for their wet lab using the conventional face-to-face educational method, which was provided for all students. Our results provide preliminary answers to questions such as whether the incorporation of a virtual lab in the educational process will improve the quality of distance learning education and whether a virtual lab can be a valuable educational supplement to students enrolled in laboratory courses on Biology.