Centre for Mind, Creativity and Environment Research

On Wednesday the 23rd of October 2024, our bimonthly CEDAR meeting took place in B2, on the Edinburgh Napier University Merchiston campus and simultaneously on Teams.

Two following presentations were delivered to our CEDAR members:

1 – “The Smell Training Study”, by Emily Spencer from the School of Applied Science (SAS) at Edinburgh Napier University.

Enhancing the Sense of Smell Through Olfactory Training

In a world where our senses shape our experiences, smell often goes unnoticed—until it’s compromised. Olfactory Dysfunction (OD), or an impaired sense of smell, is a condition that impacts millions globally. About 1 in 5 people in the UK alone experience some level of smell impairment, and 1 in 20 live with anosmia, the complete loss of smell. The Smell Training Study, led by a team from Edinburgh Napier University, investigates how targeted “smell training” can help those struggling with OD.

Understanding Olfactory Dysfunction and Its Impact

Olfactory Dysfunction can stem from various causes, such as respiratory infections, ageing, head trauma, or neurological diseases. Notably, COVID-19 spotlighted OD, with studies showing that 40-75% of infected individuals experienced smell loss. Beyond the physical implications, OD can profoundly affect one’s mental health and quality of life. Many experience anxiety, depression, and reduced pleasure from everyday activities like eating, cooking, and socializing. Additionally, impaired smell poses safety risks, such as missing warning odours from smoke, gas leaks, or spoiled food.

The Science Behind Smell Training  

Smell training, a therapy developed by Dr. Hummel in 2009, leverages the olfactory system’s unique regenerative ability. The concept is simple but powerful: individuals smell specific scents—commonly lemon, rose, cloves, and eucalyptus—twice daily. Over time, this repetitive stimulation can potentially “retrain” the brain to process olfactory signals more effectively. Smell training is affordable, easy to implement, and, as the study shows, can yield significant improvements in the sense of smell.

Key Findings from the Study

The study, which evaluated the influence of odour pleasantness on smell training outcomes, found compelling results. Participants with normosmia (normal smell function) and those with OD underwent a 16-week smell training regimen. They were evaluated using the Sniffin’ Sticks Olfactory Test, which measures odour threshold, discrimination, and identification (TDI score).

Some key findings include:

• Self-Assessment vs. Actual Smell Ability: Self-assessed smell condition was often inaccurate. Those who reported smell loss typically had lower TDI scores than normosmic participants. However, significant variability indicated that self-assessment may not reliably reflect actual olfactory function.
• Effectiveness of Smell Training: Smell training significantly improved olfactory performance for both groups. This finding highlights the potential for OT as a universal method for enhancing smell, regardless of prior olfactory health.
• Odour Pleasantness: Contrary to expectations, the pleasantness of odours did not significantly impact training outcomes. This allows future research to explore other olfactory features, such as odour familiarity or edibility, which might influence training effectiveness.

Challenges and Future Directions

Despite the promising results, the study faced challenges with adherence. Smell training requires consistent practice over several months, which can be difficult for some to maintain. The sample size was also limited, particularly for control participants with smell loss, as many did not see a direct benefit from participation. Future studies could look at the effects of age-related differences on OT outcomes and test a broader array of odours to refine the training process further.

Conclusion

The Smell Training Study underscores the potential of OT as a therapeutic tool for those with olfactory Dysfunction. This research brings hope to individuals with smell loss, offering a pathway to regain a fundamental, yet often underappreciated, sense. As smell training techniques develop, more people may find relief and renewed enjoyment in the scents that enrich daily life.

For those seeking support with smell and taste disorders, organizations like Fifth Sense provide resources and guidance for navigating life with OD.

2 – “This is not Breaking News. Design, Information Disorder & the American Mediasphere”, by Anna Talley from the University of Edinburgh.

Rethinking Design in the Era of Information Disorder

In an age dominated by information flows, the role of design in shaping public communication has become increasingly vital. Doctoral researcher Anna Talley, from the University of Edinburgh, delves into this critical intersection of design, media, and politics in her research on “Design, Information Disorder, & the American Mediasphere.”

Understanding Information Disorder

As defined by Wardle and Derakhshan (2017), information disorder refers to the proliferation of misleading, false, or manipulated content that distorts public discourse. The emergence of “post-factual” websites and the democratization of content creation has dramatically shifted communication dynamics in the modern era. No longer confined to professional publishers or broadcasters, the public has taken on the dual role of consumers and “prosumers,” wielding the power to disseminate information without the ethical guardrails traditionally upheld by media institutions.

The Role of Design in the Media Ecosystem

Talley’s research emphasizes that design is not merely a visual or aesthetic practice but a critical tool for communication with far-reaching societal implications. Her key points include:

1. Design as a Public Good: Communication design contributes to the public good by shaping political communication and fostering informed citizenry.
2. Failures of Communication Design: Breakdowns in political communication often stem from flaws in the design process, suggesting that communication design is failing its role in serving the public interest.
3. Design and Political Economy: The economic underpinnings of communication design have tangible consequences in the public sphere, influencing how information is created, distributed, and consumed.
4. Ethical Foundations: Socially responsible design begins with integrating ethics into design education, equipping future designers to address societal challenges thoughtfully.

The Shift from Print to Digital

Comparing the nineteenth-century print economy to today’s digital landscape reveals a profound transformation in media distribution. Bound by physical production and corporate priorities, newspapers have given way to online platforms, where content circulates instantly and with fewer editorial constraints. This shift underscores the importance of teaching media literacy and embedding systemic changes within communication systems.

Towards a More Ethical Media Landscape

Talley advocates for media literacy programs that empower individuals to critically engage with visual and digital media. Combined with systemic reforms in communication systems, these programs can address the pervasive issues stemming from information disorder. In this context, design’s role is to foster transparency, trust, and inclusivity in public communication.

Conclusion

Anna Talley’s work highlights the urgency of reevaluating design’s ethical and practical dimensions in today’s media-saturated world. As communication design evolves, it must overcome the challenge of countering information disorder, promoting democratic discourse, and serving the greater public good. The future of design lies in its ability to balance aesthetic innovation with a steadfast commitment to societal well-being.

The Centre for Mind, Creativity, and Environment Research (CEDAR) hosted its annual Awayday in September 2024 at Prestonfield House in Edinburgh, bringing together experts from diverse fields to discuss cutting-edge research and explore new ideas surrounding the built environment, cognition, and creativity.

Led by Dr Marina Wimmer and Dr Suha Jaradat, the event offered a platform for knowledge exchange and collaboration across interdisciplinary topics.

Here are some key highlights from the event:

Opening and Research Themes
The day began with a warm welcome from Dr Marina Wimmer, followed by presentations structured around four main research themes: Cognition and Environment, Living in the Built Environment, Spatial Technology and Design, and Sustainable Spaces. These themes reflect the diverse range of interests within CEDAR, with a strong focus on how environments—both physical and virtual—impact human behaviour, well-being, and creativity.

Immersive Technology and Sustainable Spaces

One of the standout features of CEDAR’s infrastructure is its Immersive Environment Laboratory, equipped with state-of-the-art virtual reality (VR) technology, eye-tracking, and motion detection. This facility enables researchers to explore questions like: Where are we most creative? VR environments such as cafes, offices, nature, and labs were used to assess the influence of physical spaces on creativity and cognitive flexibility.

Knowledge Transfer and Future Directions

The Awayday also featured discussions on knowledge transfer, particularly in fields like forensic psychology, sensory analysis, and creativity training. The Creativity Matters! project and innovative approaches to sensory analysis, such as the development of novel methods for profiling whisky flavours, underscored CEDAR’s commitment to bridging research with real-world applications.

Short Talks and Research Presentations
Several researchers took the stage to present their findings across various topics:

1. Living and Working in the Built Environment: PhD candidate Natalie Bain-Reguis, Dr Suha Jaradat, and PhD candidate Iyad Sawaftah shared insights into how the design of our environments impacts everyday life and creativity.

2. Wellbeing in Forensic Environments: Dr Adam Mahoney and PhD candidate Niall Buchanan delved into forensic psychology, focusing on the relationship between environmental conditions and mental health in forensic settings. Their research highlighted the importance of understanding trauma and resilience when designing interventions aimed at improving wellbeing in such environments.

3. Sensory Research in the Real World: Dr Nikos Gkekas, Dr Michael Wamposzyc, Dr Chris Gillespie, Dr Ian Cunningham and PhD candidate Sally McGarry, explored how sensory experiences in real-world environments influence cognition and decision-making. With advanced tools like eye-tracking and brain imaging, their work sheds light on how people learn from their environments and how these processes affect daily behaviours and choices.

4. Creativity in Education and the Workplace: Dr Rory MacLean, Dr Peter Buwert, and Dr Marina Wimmer explored the intersection between creativity, education, and professional environments. The session emphasised how fostering creativity can lead to higher academic achievement and more innovative workplaces, but also acknowledged the challenges of applying creativity in structured educational contexts.

As the day came to a close, Dr Wimmer and Dr Jaradat thanked attendees for their participation, encouraging continued collaboration across disciplines. The 2024 Awayday underscored CEDAR’s role as a hub for innovative research and its commitment to shaping how we understand the relationship between our environments and our minds.

CEDAR continues to push boundaries, and the insights shared at the Awayday highlight how interdisciplinary research can drive real-world change, whether through better school environments, improved well-being in challenging settings, or fostering creativity in everyday life.

For more information on CEDAR’s work, you can visit the website or reach out to:
Dr Marina Wimmer (m.wimmer@napier.ac.uk) and
Dr Suha Jaradat (s.Jaradat@napier.ac.uk).

Recently Ian Cunningham and Duncan Mascarenhas work has been featured on BBC click.

In the dynamic world of sports refereeing, precision and decision-making are crucial. A recent development at Edinburgh Napier University revolutionises how referees train and improve their skills, particularly in touch rugby.

The Evolution of Referee Training

Touch rugby demands swift decisions from referees, similar to rugby but with a focus on touches instead of tackles. These decisions can significantly impact the flow and fairness of the game. Traditionally, referees rely on post-match feedback accompanied by traditional video review and sideline observations to refine their skills. However, thanks to innovative technology, this process is now taking a leap forward.

Introducing 360-Degree Camera Technology

Edinburgh Napier University has repurposed standard 360-degree camera technology to enhance referee training. Placed atop the referee’s head, this camera captures a complete 360-degree view of the game environment. This allows referees and their coaches to review decisions, player interactions, and positional awareness from multiple angles post-match.

Benefits of 360-Degree Analysis

1. Comprehensive Feedback: Referees can see how their decisions and interactions with players unfold from every perspective, improving self-awareness and contextual decision-making skills.
2. Enhanced Coaching: Coaches gain valuable insights into the referee’s viewpoint and can analyse missed opportunities or positioning errors in real-time, emphasising a referee-centered approach.
3. Immersive Learning: Referees experience a more immersive review process, identifying nuances in gameplay that may not be apparent during real-time officiating or through more traditional forms of video.

Impact and Future Applications

This technology isn’t just a tool for current training sessions—it’s poised to elevate referee standards for the upcoming World Touch Championships. By refining decision-making and situational awareness, referees aim to ensure fair play and accurate officiating on a global stage.

Conclusion

The integration of 360-degree camera technology into referee training at Edinburgh Napier University marks a significant advancement in sports officiating. As sports evolve, so too must the tools and methods used to train officials. This innovative approach promises to set new standards in sports officiating, enhancing fairness and accuracy in every game.

For those interested in the intersection of technology and sports, this development represents a fascinating glimpse into the future of referee training and performance evaluation. For further information on Ian Cunningham and Duncan Mascarenhas’s research, some study findings can be found here (https://doi.org/10.1123/cssep.2023-0002).

On Wednesday the 27^th of February, 2024, the first CEDAR meeting of the year took place in E17, on the Edinburgh Napier University Merchiston campus and simultaneously on Teams.

Two presentations were delivered by the following CEDAR members:

1 – Franziska Heck PhD candidate

“Human-Robot Interaction: Social robots as companions for students to improve well-being, to prevent/reduce loneliness.”

Franziska Heck has recently started her PhD in the field of Human-Robot Interaction at Napier.

She wants to investigate whether social robots can be used as companions for students to improve their well-being and combat loneliness. She is investigating whether they can support students more effectively with interventions than digital aids such as apps or chatbots.

Finally, the work will provide inspiration and recommendations for improvement for the industry, for future robots and applications.

Her presentation led to interesting interactions with the audience on:

Loneliness: To what extent can social robots prevent or reduce social interactions with other people?

Methods:
– Mediation/moderation
– Experiences with recruitment and timing of experiments
– Intervention in the experiment: Are positive psychology exercises appropriate?

AI: What are the risks of AI in human-robot interaction?

2 – Lucy Downey and Prof Achille Fonzone

“Automated buses – What about their passengers?”

Professor Achille Fonzone and Dr Lucy Downey, from the Transport Research Institute at Edinburgh Napier, presented the CAVForth Autonomous Bus Project.

The primary objective of the project is to deliver an autonomous (self-driving) scheduled passenger service with Stagecoach East Scotland, carrying up to 10,000 passengers per week along a 28-mile route between Edinburgh and Fife, across the Forth Road Bridge.

The Napier team is one of six partners on the project and is responsible for monitoring societal acceptance of autonomous vehicles on Scotland’s roads.

A mixed-method approach is used with online surveys and focus groups, structured interviews and stakeholder consultations.

Stakeholder consultation show:

The stakeholders see benefits in the social (road safety) and economic (financial savings and network performance) aspects; and risks in the social aspects (road safety) and technology (AB performance and reliability).

The pre-trial passengers’ replies show:

Less than a quarter considered themselves well informed about autonomous buses.

49.3% would use autonomous buses at the time of their introduction or shortly afterwards. 27.2% would wait a while. 16.2% would be use them only if it was absolutely necessary and 7.2% would refuse to use them.

The most eager to use autonomous buses are young males, those living in rural areas, those who have experience with advanced driver automated systems in their cars, and those who thought the AV bus ride would be more comfortable compared to a traditional bus.

Over three-quarters (76.5%) of survey participants expressed a willingness to ride when a member of staff is on board to monitor vehicle operations and provide customer care. Very few, less than a fifth, would agree to ride in a bus without an employee on board.

The bus passengers’ replies show:

The majority of passengers agreed the bus was driven well (95%) in a safe manner (95%) and the ride was smooth (86%).

Focus Groups with passengers showed:

• Mostly very positive feedback
• Excited to see technology deployed in a real world setting & on their ‘doorstep’
• AB1 ride was generally comfortable
• Did not perceive the experience as different from a conventional bus (except for bus captains, seatbelts + harsh)

Findings from structured interviews with the drivers showed:

• Supervising an AV Bus requires much higher levels concentration compared to manual driving;
• They trust the system, it’s reliable, easy to take-over if needed
• Service could be improved by less harsh braking, making more of the route autonomous, improving waiting facilities at Edinburgh Park, and more passengers

Further research is ongoing including onboard passenger surveys and comfort measurements.

News:

• The principal came to see the CEDAR lab. If you want to see the lab, have a look at Ian Cunningham’s videos using his 360-degree approach: https://www.youtube.com/watch?v=9PsjYNNtizg; https://www.youtube.com/watch?v=SCGn0t_h2fU.
  Or get in touch with Marina or Chris Gillespie to arrange a visit.

• Welcome to Franziska Heck, Joanna Aldhous, and Frauke Zeller, new CEDAR members! It’s wonderful to have you on board!
• The next CEDAR meeting will be held on the 26^th March from 3:30pm-5pm in E17 in Merchiston or on Teams.

On Wednesday the 8^th of November, 2023, the CEDAR Lab “Immersive Environment Laboratory” officially opened its new premises, in 1C22, on the Edinburgh Napier University Sighthill campus.

The CEDAR lab “Immersive Environment Laboratory” is a newly established physical space containing state-of-the-art equipment developed in the past year and carefully selected for cross-technique compatibility including a new suite for virtual reality and augmented reality (Vive Focus 3/Hololens).

The event started with a short speech from Professor Gary Hutchison, dean of the School of Applied Science (SAS), who was pleased to celebrate this new milestone following the creation of the research centre. It was the opportunity to recall that CEDAR is the first interdisciplinary research centre based at Napier.

Its creation has been possible thanks to the work of Dr Marina Wimmer (SAS) and Dr Suha Jaradat (SCEBE), with the support of the heads of research Dr Graham Wright (SAS) and Pr Ben Paechter (SCEBE).

“This has been a truly exciting opportunity to be able to develop a laboratory space from an interdisciplinary perspective and encapsulate the interdisciplinarity in both the laboratory equipment and the design of the space itself”.
Dr Marina Wimmer

“It has been a delight collaborating with Dr Marina Wimmer as a co-lead of this unique research centre which not only creates fantastic opportunities for colleagues from various Schools across the University and beyond to explore issues related to Mind, Creativity and the Environment but also has a physical space with state of the art equipment to facilitate interdisciplinary research projects.”
Dr Suha Jaradat

The attendees were then invited to take part in the three demonstrations using the equipment and try outs: VR, fNIRS/eye-tracking, 360 degrees.

• The first demo was in the VR room, facilitated by Iyad Sawaftah who is the first CEDAR PhD candidate.

Iyad delves into the fascinating realm of environmental influences on cognitive abilities, specifically focusing on creativity and cognitive flexibility. Utilizing the cutting-edge technology of virtual reality, he aims to unravel the secrets of productivity in various settings—ranging from offices, cafes, laboratories, and natural settings. What sets Iyad’s investigation apart is the innovative use of VR tools, allowing him to manipulate and scrutinize different conditions within these environments effortlessly.

People took the opportunity to use the VR headset and experience first-hand Iyad’s facilities.

Using the high-tech facilities of the CEDAR lab, Iyad harnesses the power of a PC machine to craft intricate virtual environments, meticulously designed for experimentation using VR tools. Monitoring participants navigating virtual environments provides a comprehensive understanding of the impact of environmental factors on cognitive performance.

Iyad designed the wallpaper in collaboration with Dr Chris Gillespie, our Psychology technician who is also an artist.

• The second demo was led by Ted Carlson Webster who presented his research using fNIRS/eye-tracking

Ted works on false memories for fake news. He investigates which individual factors might predict false memory formation for fake news.

Ted demonstrated how fake news can be investigated using Functional near-infrared spectroscopy (fNIRS), which is an optical brain monitoring technique which uses near-infrared light for functional neuroimaging. fNIRS is a non-invasive neuroimaging technique which can be used in portable contexts. Using fNIRS, changes in blood flow that indicate regional cortical activation can be measured on a precise timescale, such as during the reading of a news headline.

Researchers were captivated by Ted’s explanations about his research.

As behaviour is an important aspect of reading or sharing fake news, Ted is also interested in using eye tracking. This may provide more insight into where people look while reading fake news, or what is read (if anything) when a fact-check is included.

• The third demo was led by Dr Ian Cunnigham about using Mobile 360° Video

Ian explained 360° video, also called immersive videos or spherical videos, provides a multi-directional image from a stationary or mobile, first-person perspective.

360 ° videos are recordings of the real-world environment in which a view in every direction is recorded at the same time by using a specific camera with a fish-eye lens.

The video uploaded on YouTube is accessible to the users by scanning a QR code with a mobile phone. And with a VR headset, people can live a real-life experience and rediscover their practice or activity.

Researchers discussed potential future collaboration.

Currently, 360° videos are used as a pedagogical tool in a variety of applications, including sports training, teachers’ or medical education.”

The event has been a chance to experience the state-of-the-art equipment of the new CEDAR lab “Immersive Environment Laboratory”. It has also been a great opportunity to explore any potential future collaboration.

NEXT CEDAR MEETING: the 12th of December. Place tbc.

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