Vince Briffa

University of Malta, Faculty of Media and Knowledge Sciences, Faculty Member

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Vince Briffa is a practising contemporary multi-media artist and has been researching the integration and application of electronic and digital media within the fine and design arts since the mid 1990s. He was awarded a PhD by the University of Central Lancashire in the UK in 2009 and an MA in Fine Arts with distinction from the University of Leeds in 2000. He was also artist in residence at the Edinburgh College of Art, Scotland in 1996. In the last thirty years, he has represented his country internationally and had his work exhibited in major museums and art galleries worldwide.

Vince is an associate of the Electronic and Digital Art Unit of the University of Central Lancashire, and is also involved in research projects with faculty from the Contemporary Art Practice, University of Leeds.

Major works shown at the 48th edition of the Venice Biennale (1999) and the Villa Manin Museum of Contemporary Art, Passariano, Italy and the Casoria Museum of Contemporary Art in Naples, Italy; the Pierides Museum of Contemporary Art in Nicosia, Cyprus; the Museum of Young Art and Only Atelier in Vienna, the Palais Liechtenstein and the Johanniterkirche in Feldkirch, Austria; the Palais des Nations, United Nations Building, Geneva, Switzerland; the grounds of the Museum of Modern Art, Vaduz, Liechtenstein; the Galerie der Schwarze Punkt, Konstanz, Germany; the Edinburgh College of Art, Edinburgh Festivals - 1996 & 2000; City Gallery and Matthew Gallery, Edinburgh and the Invergordon Gallery, Inverness, Scotland; the Bretton Hall College Art Gallery, Wakefield, UK; the Harris Museum, Preston, UK; the Nunnery Gallery, the B.H. Gallery, the Fieldgate Gallery and the James Taylor Gallery, London, UK; Galerie d’Art Zero, Barcelona, Spain; Queen Street Gallery, Belfast, Northern Ireland; the Espace Claudel, Bibliothèque Universitaire, Amiens, France; MAC, Museo de Arte Contemporáneo de Santa Fe, Argentina; Cork Vision Centre, Cork, Ireland; Museum of Modern Art, Tel Aviv, Israel; Art Prague, Czech Republic and the Cathedral Museum, Mdina, the Museum of Fine Art, the Museum of Archaeology and St. James Cavalier, Centre for Creativity in Valletta, Malta.
Phone: +35623402433
Address: Faculty of Media and Knowledge Sciences
University of Malta
Msida MSD2080
Malta (EU)

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James Elkins

School of the Art Institute of Chicago

Perdita Phillips

Independent Researcher

Johnny Golding

Royal College of Art

David Seamon

Kansas State University

Claire Bishop

Graduate Center of the City University of New York

Nathaniel Stern

University of Wisconsin Milwaukee

Sebastian Wiedemann

Universidad Nacional de Colombia (National University of Colombia)

Anthony Gardner

University of Oxford

Viacheslav Kuleshov

Stockholm University

barbara baert

KU Leuven

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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 ...

Reckoning the forces

An Artlab for contemporary visual production

The poetics of poiesis

Catalogue essay for the exhibition by Austin Camilleri and Pawl Carbonaro entitled Camilleri- Car... more

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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