Vince Briffa

University of Malta, Digital Arts, Head of the Department

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www.vincebriffa.com

Artist, curator and writer, who produces gallery and site-specific artwork, objects and installations integrating traditional artistic practices with digital and electronic media.

Having studied at the University of Leeds and the University of Central Lancashire in the UK, he has represented his country internationally and had his work exhibited in major museums and art galleries worldwide, including the 48th edition of the Venice Biennale (1999); the Pierides Museum of Contemporary Art in Nicosia, Cyprus; the Palais des Nations, United Nations Building, Geneva, Switzerland; the Museum of Modern Art, Vaduz, Liechtenstein; and the Museum of Modern Art, Tel Aviv, Israel amongst others. His work forms part of numerous prestigious private and public collections. He has also curated numerous exhibitions internationally and has published papers and books related to his art practice.

As an academic, he is an Associate Professor and Head of Department of Digital Arts at the University of Malta, and also course director for the taught Masters and Undergraduate programmes in Digital Arts.
Phone: +356 2340 2433
Address: Department of Digital Arts,
Faculty of Media and Knowledge Sciences,
University of Malta,
Msida MSD2080
Malta

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Papers by Vince Briffa

Issues Which Marginalize Females with ADHD - A Mixed Methods Systematic Review

Humanities and Social Science Research

Background Marked disadvantages of females with ADHD were identified by previous narrative review... more Background Marked disadvantages of females with ADHD were identified by previous narrative reviews. Factors side-lining females with ADHD appear to be both biological and sociological in nature. Some published systematic reviews have focused on circumscribed aspects of female ADHD. An all-inclusive systematic review of the inequities which confer a status of marginalization to females with ADHD is required, to comprehensively understand all implications of female ADHD. Objectives The aim of this review was to identify and synthesize quantitative and qualitative evidence of issues which marginalize females with ADHD. Methods A mixed methods systematic review following a convergent integrated approach, as outlined by the Joanna Briggs Institute’s manual for evidence synthesis was undertaken. Databases were accessed through the Hydro Data Initiative platform of the University of Malta. All types of studies were considered for inclusion. Extracted quantitative findings were transformed ...

What Matter Who's Speaking?

Through the screen : re-examining screen culture in the light of new imaging technologies

H is for human

Walking in small shoes: Investigating the power of VR on empathising with children's difficulties

2017 23rd International Conference on Virtual System & Multimedia (VSMM), 2017

Virtual Reality may offer a solution to the experiential gap that exists between the virtual and ... more Virtual Reality may offer a solution to the experiential gap that exists between the virtual and the physical realms. When the experience includes empathic emotions, it may be more difficult to simulate, more so when the user has no previous associations to the conditions replicated in the VR. In this paper we describe a works-in-progress project, that aims to immerse the VR user into the world of a child diagnosed with autism as that child goes through the daily school activities. We exploit VR affordances through virtual embodiment and make use of high interaction fidelity techniques where we show reality in as closely a manner as possible, to the physical class environment. Realistic interaction techniques allow the user to relate to an alternate form of reality to which she has been used. The project which has been piloted in the form of a VR app running on Gear VR has been distributed amongst teachers, learning support assistants and parents of children diagnosed with autism. A pre-and post-experience survey giving a self-reported measure of empathy has indicated a positive impact on the users. Following this, future work is leading us towards the inclusion of neuroscientific measures to understand the brain activity during the actual VR experience.

Virtual Reality (VR) Applications in Learning

Advances in Multimedia and Interactive Technologies, 2019

This chapter illustrates the use of VR applications in professional development and introduces an... more This chapter illustrates the use of VR applications in professional development and introduces an application used to assist teachers, learning support assistants (LSAs), and teaching assistants (TAs) to better understand autistic children's behaviors while in the classroom. One of the challenges faced in classrooms is how to understand the autistic children's behaviors and empathize with them. The proposed VR application repurposes a different form of narrative of the world of a child on the autism spectrum in an immersive environment designed for educators. The VR application in this chapter uses recorded footage through 360-degree cameras and special effects powered by Unity. In a context where integration is a key to today's learning and education, the researchers believe that the use of VR to assist the teachers in empathizing with their learners' traits and conditions may be of great benefit to the learners' school experiences.

Vince Briffa

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