title: A natural behavior planner for multi-personal human-robot interaction within the simulated environment

authors: Chen, Yue

abstract: In recent years, diffusion models have made remarkable success in generating realistic human motions. However, existing robot pose-learning approaches are largely focused on single-task and one-to-one scenarios, failing to account for multi-person social interactions. This limitation leads to rigid, context-insensitive behaviors that are ill-suited for real-world service scenarios. Consequently, current systems often produce robotic behaviors incapable of the fluidity and responsiveness expected in human-centered environments, a shortcoming underscored by affordance theory in robotics. To address this issue, we propose RoboActor, an innovative human-robot interaction behavior planner that draws inspiration from theatrical acting to orchestrate both deliberate and automatic actions. Our framework leverages large language models (LLMs) to disentangle primary command-driven tasks from secondary, context-induced subtasks. By this means, RoboActor generates lifelike and socially appropriate behaviors in multi-person settings, significantly enhancing the naturalness, engagement, and realism of service robots in everyday social applications.

text: A natural behavior planner for multi-personal human-robot interaction within the simulated environment In recent years, diffusion models have made remarkable success in generating realistic human motions. However, existing robot pose-learning approaches are largely focused on single-task and one-to-one scenarios, failing to account for multi-person social interactions. This limitation leads to rigid, context-insensitive behaviors that are ill-suited for real-world service scenarios. Consequently, current systems often produce robotic behaviors incapable of the fluidity and responsiveness expected in human-centered environments, a shortcoming underscored by affordance theory in robotics. To address this issue, we propose RoboActor, an innovative human-robot interaction behavior planner that draws inspiration from theatrical acting to orchestrate both deliberate and automatic actions. Our framework leverages large language models (LLMs) to disentangle primary command-driven tasks from secondary, context-induced subtasks. By this means, RoboActor generates lifelike and socially appropriate behaviors in multi-person settings, significantly enhancing the naturalness, engagement, and realism of service robots in everyday social applications.

year: 2026-03

title: What’s that bug? Community participation in biosecurity in Mount Maunganui, New Zealand

authors: Payne, Penny R.

abstract: Biosecurity is essential to protect against the negative effects of non-native invasive species. As part of the government’s ‘Biosecurity 2025’ Initiative to enlist all New Zealanders as biosecurity risk managers, Tauranga Moana has been named the ‘biosecurity capital’ of New Zealand. The initiative will involve large-scale citizen science, for reporting and management of pest and disease threats. In this context we measured baseline awareness, perceptions and behaviour around biosecurity among two key groups of respondents, the local community at Mount Maunganui (surrounding Tauranga’s port) and school children. An online survey was completed by 324 members of the local community, while 120 school children completed a survey about their biosecurity knowledge and behaviours after using a biosecurity education kit. Results indicate that while both groups report a relatively high level of understanding about the concept of biosecurity, and acknowledge it as extremely important, knowledge of current pest threats and correct biosecurity behaviours could be improved. Mount Maunganui community members rate their understanding of biosecurity as better than the average New Zealander, but are less likely to have taken regular biosecurity action in the past year. For school children, improved biosecurity efforts could be evidenced by more active pest monitoring, and greater discussion about biosecurity outside of school (e.g. with their family at home). Key enablers for achieving more impactful citizen science for biosecurity among these groups are targeted education, and practical advice about what they can do to help.

text: What’s that bug? Community participation in biosecurity in Mount Maunganui, New Zealand Biosecurity is essential to protect against the negative effects of non-native invasive species. As part of the government’s ‘Biosecurity 2025’ Initiative to enlist all New Zealanders as biosecurity risk managers, Tauranga Moana has been named the ‘biosecurity capital’ of New Zealand. The initiative will involve large-scale citizen science, for reporting and management of pest and disease threats. In this context we measured baseline awareness, perceptions and behaviour around biosecurity among two key groups of respondents, the local community at Mount Maunganui (surrounding Tauranga’s port) and school children. An online survey was completed by 324 members of the local community, while 120 school children completed a survey about their biosecurity knowledge and behaviours after using a biosecurity education kit. Results indicate that while both groups report a relatively high level of understanding about the concept of biosecurity, and acknowledge it as extremely important, knowledge of current pest threats and correct biosecurity behaviours could be improved. Mount Maunganui community members rate their understanding of biosecurity as better than the average New Zealander, but are less likely to have taken regular biosecurity action in the past year. For school children, improved biosecurity efforts could be evidenced by more active pest monitoring, and greater discussion about biosecurity outside of school (e.g. with their family at home). Key enablers for achieving more impactful citizen science for biosecurity among these groups are targeted education, and practical advice about what they can do to help.

year: 2023-02

title: Integrating education for sustainability into secondary science classes: Practices and perceptions of New Zealand teachers

authors: Gundersen, Mandy

abstract: Global challenges like climate change and biodiversity loss necessitate a collective shift towards sustainable living. Education for Sustainability aims to equip students with the essential knowledge, skills, attitudes and agency to meet sustainability goals and forge a better future. It is a holistic approach, yet single-subject school structures at the secondary level mean it must be integrated into subjects such as science. However, there is limited research, particularly in New Zealand, on how this integration is practiced in secondary science classes.

Grounded in an interpretivist paradigm, this study interviewed five New Zealand secondary science teachers to understand their conceptualisations of sustainability and sustainability education. It explored how their understanding was translated into practice through detailed descriptions of lessons and units. The study provides insights into how these teachers integrate sustainability across junior science, the new National Certificate of Educational Achievement Level One science standards, and senior science subjects, while also elaborating on the benefits they believed students received and the challenges they faced in this integration.

This research found that these New Zealand teachers had a broad understanding of sustainability and recognised key components of sustainability education. They saw sustainability as a way to make science engaging and to develop scientific literacy among their students. To incorporate sustainability into science, they had all designed units which included place-based approaches, integrated topics, considered multiple perspectives, and interwove mātauranga Māori, or New Zealand indigenous knowledge. The boundaries of science as a subject, senior-level assessment requirements, and the time needed for some sustainability-focused activities were noted as challenges to sustainability’s integration.

The research recommends that for the effective integration of sustainability, support is required, particularly regarding teacher education and the provision of resources that exemplify sustainability in science. Furthermore, curriculum and assessment changes designed to incorporate sustainability must remain clear about the required science content to ensure students are robustly prepared for senior science studies.

text: Integrating education for sustainability into secondary science classes: Practices and perceptions of New Zealand teachers Global challenges like climate change and biodiversity loss necessitate a collective shift towards sustainable living. Education for Sustainability aims to equip students with the essential knowledge, skills, attitudes and agency to meet sustainability goals and forge a better future. It is a holistic approach, yet single-subject school structures at the secondary level mean it must be integrated into subjects such as science. However, there is limited research, particularly in New Zealand, on how this integration is practiced in secondary science classes.

Grounded in an interpretivist paradigm, this study interviewed five New Zealand secondary science teachers to understand their conceptualisations of sustainability and sustainability education. It explored how their understanding was translated into practice through detailed descriptions of lessons and units. The study provides insights into how these teachers integrate sustainability across junior science, the new National Certificate of Educational Achievement Level One science standards, and senior science subjects, while also elaborating on the benefits they believed students received and the challenges they faced in this integration.

This research found that these New Zealand teachers had a broad understanding of sustainability and recognised key components of sustainability education. They saw sustainability as a way to make science engaging and to develop scientific literacy among their students. To incorporate sustainability into science, they had all designed units which included place-based approaches, integrated topics, considered multiple perspectives, and interwove mātauranga Māori, or New Zealand indigenous knowledge. The boundaries of science as a subject, senior-level assessment requirements, and the time needed for some sustainability-focused activities were noted as challenges to sustainability’s integration.

The research recommends that for the effective integration of sustainability, support is required, particularly regarding teacher education and the provision of resources that exemplify sustainability in science. Furthermore, curriculum and assessment changes designed to incorporate sustainability must remain clear about the required science content to ensure students are robustly prepared for senior science studies.

year: 2025