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LIACS Thesis Repository

These webpages contain theses and reports by students affiliated with the various bachelor and master programmes offered at the Leiden Institute of Advanced Computer Science ( LIACS ), the computer science and artificial intelligence department of Leiden University . Note: this thesis repository might be incomplete for certain programmes.

• Bachelor Informatica | 2023-2024 | 2022-2023 | 2021-2022 | 2020-2021 | 2019-2020 | 2018-2019 | 2017-2018 | 2016-2017 | 2015-2016 | 2014-2015 | 2013-2014 | 2012-2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006
• Bachelor Informatica & Economie | 2023-2024 | 2022-2023 | 2021-2022 | 2020-2021 | 2019-2020 | 2018-2019 | 2017-2018 | 2016-2017 | 2015-2016 | 2014-2015 | 2013-2014 | 2012-2013 | 2011-2012
• Bachelor Bioinformatica | 2023-2024 | 2022-2023 | 2021-2022 | 2020-2021 | 2019-2020 | 2018-2019 | 2017-2018
• Bachelor Data Science and Artificial Intelligence | 2023-2024 | 2022-2023
• Master Computer Science | 2023-2024 | 2022-2023 | 2021-2022 | 2020-2021 | 2019-2020 | 2018-2019 | 2017-2018 | 2016-2017 | 2015-2016 | 2014-2015 | 2013-2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005 | 2004 | 2003 | 2002 | 2001 | 2000 | 1999 | 1998 | 1997 | 1996 | 1995 | 1994 | 1993 | 1992
• Master ICT in Business and the Public Sector | 2023-2024 | 2022-2023 | 2021-2022 | 2020-2021 | 2019-2020 | 2018-2019 | 2017-2018 | 2016-2017 | 2015-2016 | 2014-2015 | 2013-2014 | 2012-2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005 | 2004
• Master Media Technology | 2023-2024 | 2022-2023 | 2021-2022 | 2020-2021 | 2019-2020 | 2018-2019 | 2017-2018 | 2016-2017 | 2015-2016 | 2014/2015 | 2014-2015 | 2013/2014 | 2013-2014 | 2012-2013 | 2011-2012 | 2010-2011 | 2009-2010 | 2008-2009 | 2007-2008 | 2006 | 2005-2006 | 2004-2005 | 2003-2004 | 2002-2003
• PhD Computer Science | 2024 | 2023 | 2022 | 2021 | 2020 | 2019 | 2018 | 2017 | 2016 | 2015 | 2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005 | 2004 | 2003 | 2002 | 2001 | 2000 | 1999 | 1998 | 1997 | 1996 | 1995 | 1994 | 1993 | 1992 | 1991 | 1990 | 1988 | 1987 | 1983 | 1980

There is also a partially complete overview of supervisors .

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Maarten H Lamers

Msc thesis supervision.

These are completed MSc theses for which I acted as primary thesis advisor (unless noted differently). They are graduation theses of Leiden University's Media Technology Master-of-Science program, with the exception of one thesis in 2010.

• TITLE STUDENT (2019; joint supervision WHO, WHERE).
• TITLE Jolanda Versteeg (2020; joint supervision with Max van Duijn, LIACS).
• Visualizing Uncertainty in an Interactive VR Reconstruction of a Cultural Heritage Site: The Case Study of Pieter De Graeff’s "Boekenkamer" Alessandro Pantó (2020; joint supervision with Chiara Piccoli, Digital Archaeology, Leiden University).
• Algorithmic Appreciation or Aversion: Does the Representation of an Algorithm Change the Trust Placed in It? Sander de Jong (2020; joint supervision with Maarten Bos, Snap Inc., USA).
• Poetic Abstraction at Attention Restoration: Investigating the Effects of Nature Based Poetry on Attention Restoration Kuhu Sinha (2020; joint supervision with Manolis Fragkiadakis, Centre for Digital Humanities, Leiden University).
• Cooperative Serendipitous Discoveries with Interactive Evolutionary Computation: A Case Study with 3D Models Jordy van Miltenburg (2020; joint supervision with Tim van den Bosch, The Hague University of Applied Sciences).
• Artificial Intelligence Implications for VJing Laimonas Zakas (2020; joint supervision with Peter van der Putten, LIACS).
• The Effects of Solely Descriptive Auditory Route Cues on Bicycle Navigation Arzu Sahin (2020; joint supervision with Ineke van der Ham, Fac of Behavioural and Social Sciences, Leiden University).
• Consent and the Illusion of Autonomy in EU Data Protection: The Necessary Utopia Gaia Manganello (2020; I was second supervisor, primary supervisor was Peter van der Putten, LIACS).
• Connecting the Unconnectable: Quantifying Pragmatics Monica Preller (2020; I was second supervisor, primary supervisor was Max van Duijn, LIACS).
• Being Creative: A Cross-domain Mapping Network Wu Jichen (2019; joint supervision with Wojtek Kowalczyk, LIACS).
• Exploring Relationships between Political Orientation and Language Use in The Netherlands: Analyzing Comments on Political YouTube Videos Pieke Heijmans (2019; joint supervision with Suzan Verberne, LIACS).
• Who Am I? An Explorative Investigation of a Curated Research Method Winke Wiegersma (2019; joint supervision with Jan Sleutels, Institute for Philosophy, Leiden University).
• Psychological Attentional Restoration Through the Haptic Experience of Water's Motions David Lopez-Cotarelo Flemons (2019; joint supervision with Roland van Dierendonck, WAAG Society & Technology, Amsterdam).
• Conformity with Conversational Assistants Donna Schreuter (2019; I was second supervisor, primary supervisor was Peter van der Putten, LIACS).
• Exploring How Developers Could Include the European Commission's Ethics Guidelines to Strive Toward Trustworthy AI Esmée Stouten (2019; joint supervision with Peter-Paul Tonen of Capgemini Netherlands & Maaike Harbers of Rotterdam University of Applied Sciences).
• Using Digitally Created Virtual Reality Environments as Stress Reduction During Stress Inducing Tasks Rense Notenboom (2018; joint supervision with Robin De Lange, Virtual Reality Learning Lab, Leiden University).
• Disciples of the Heinous Path: Social Network Structure and Genre Hierarchy in Heavy Metal Maarten van Hees (2018; I was second supervisor, primary supervisor was Peter van der Putten, LIACS).
• Communicating Artificial Intelligence Through Newspapers: Where is the Real Danger? Lucía Martín Holguín (2018; joint supervision with Imar de Vries, Utrecht University).
• Does Visually Co-located Video-Mediated-Communication Draw More Attention to the Conversation? Lee Pinhsien (2018; joint supervision with Marcello Gómez Maureira, LIACS).
• Virtual Reality as a Context for Memorizing: It Can Make a Difference Maik Lanen (2018; joint supervision with Jasper Schelling, Hogeschool Rotterdam).
• Wayfinding Abilities and Gamer Skills in Portal 2 Rinske Roeleveld (2018; joint supervision with Ineke van der Ham, Fac of Behavioural and Social Sciences, Leiden University).
• Colored Reading: an Appeal for Using Synesthetic Association Training to Improve Reading Fluency in Children with Dyslexia Rick Henneveld (2017; joint supervision with Tessa Verhoef, LIACS).
• Body Language for Bots: Adapting a Virtual Robot's Gestures by Means of an Interactive Evolutionary Algorithm Helena Frijns (2017; joint supervision with Tessa Verhoef, LIACS).
• Computational Plot Planning: A Temporal Social Network Approach Haoran Ding (2017; I was secondary reader, primary supervisor was Frank Takes (LIACS), co-supervised also with Pádraig Mac Carron (Oxford)).
• Effects of Visual Cues of Wind on Perception of Wind and Cycling Speed Donna Schipper (2016; joint supervision with Bernhard Hommel, Fac of Behavioural and Social Sciences, Leiden University).
• Education & Video Games: Does Awareness of Educational Intention Affect a Video Game's Educational Effectiveness? Nesse van der Meer (2016; joint supervision with Joris Dormans, Fac of Humanities, Leiden University).
• The Influence of Non-diegetic UI Elements in 3D Touch Controlled Games Nana Tian (2016; joint supervision with Edwin van der Heide, LIACS).
• Assessing Aggression: A Physical Approach Jeroen van Oorschot (2016; joint supervision with Ricardo De Gouveia da Costa Cachucho, LIACS).
• Assessing Systematic Distortions in Visuospatial Mental Representations with use of Non-Linear Dimensionality Reduction: An Explorative Study Lise Stork (2016; joint supervision with Thomas Barkowsky, Universität Bremen).
• Influence of Surround Sound on Visual Fixations During Voluntary Video Viewing Manolis Fragkiadakis (2016; joint supervision with Bernhard Hommel, Fac of Behavioural and Social Sciences, Leiden University).
• Computer Assisted Brainstorming: Which Ideation Tool is Best and What Makes It Best? Xander Bos (2016; joint supervision with Peter van der Putten, LIACS).
• Being Superman: Effects of Superhero Embodiment in Virtual Reality on Exertion Capabilities Maarten Lodewijk (2016; joint supervision with Robin S. Rosenberg, University of California, San Francisco).
• Effects of Standardized Quadcopter Flight Patterns on Foraging Birds: a Test Case for Autonomous Data Gathering in Ecological Research Rinus Bot (2016; joint supervision with Katharina Riebel, Insitute of Biology, Leiden University).
• A Test for a Lovelace Machine Yasser Arenas Rebolledo (2016; I was secondary reader; main supervisor: Peter van der Putten, LIACS).
• Effects of Switching Audio Cues in Survival Horror Games on Level of Fear Gizem Kockesen (2015; joint supervision with Joey van der Bie, Hogeschool van Amsterdam).
• Exploring Dimensionality Reduction on Semi-structured Photos — A Closer Look at Exactitudes Sam Verkoelen (2015; joint supervision with Peter van der Putten, LIACS).
• Real-world versus Virtual Reality Treatment Simulations Lisa Rombout (2015; joint supervision with Bernhard Hommel, Fac of Behavioural and Social Sciences, Leiden University).
• Checkmate! The Willingness to Accept Computer Aid Dirrik Emmen (2015; joint supervision with Maaike Harbers, TU Delft).
• Concurrency for Creative Coding Arnaud Loonstra (2015; joint supervision with Wan Fokkink, VU Amsterdam).
• Bartertown: a Single-Player Human Computation Game to Create a Dataset of Iconic Gestures Wouter van den Heuvel (2015; joint supervision with Amir Sadeghipour, Vienna University).
• The Effects of Combining Video and Music with Conflicting Emotional Content on Self-reported Emotional Experience Jiang Zhenghua (2015; joint supervision with Peter van der Putten, LIACS).
• The Effects of Narrated Animation and Still Images with Text in Science Learning Zhang Lianru (2015; joint supervision with Dan North, Fac of Humanities, Leiden University).
• An Experiment in Animal Welfare Informatics: Effects of Digital Interactive Gameplay on the Psychological Welfare of Home Alone Dogs Annika Geurtsen (2014; joint supervision with Marcel Schaaf, Institute of Biology, Leiden University).
• Measuring Implicit Personalisation on Google News Tom Groen (2014; joint supervision with Walter Kosters, LIACS).
• Talking in Circles: A Communication Experiment on the Effects of Direct Visual Feedback-Loops on Group Dynamics Terrence Letiche (2014; joint supervision with Jacco van Uden, The Hague University of Applied Sciences).
• Synthetic Emotions Bicycle (SEB): Building a Human-Bicycle Emotional Bond Through Abstract Expression of Affect Tamara Pinos Cisneros (2014; joint supervision with Joost Broekens, TU Delft).
• Make Me Think: Guidelines for Designing Reflective Interfaces Arnold Jan Quanjer (2013).
• The Simultaneous Perception of Music via the Tactile and Auditory Senses: Creating a Musical Experience Thomas te Braake (2013).
• Faster performance means better understanding? User's Performance and Attitude versus Understanding of Data in Interactive Information Visualization Grace Gao (2013).
• Affective Metadata from Movies Helps Predict a Viewer's Mood for Mood-based Recommenders Tijl Kindt (2013; joint supervision with Joost Broekens, TU Delft).
• Colour your Language: An Educational Method for Learning Grammar Through Colour Barbera Bourne (2013; joint supervision with Ronny Boogaart, Fac of Humanities, Leiden University).
• Room Racers: Design and Evaluation of a Mixed Reality Game Prototype Lieven van Velthoven (2012).
• Cinemetric Analysis of Acts in Motion Pictures: Finding Narrative Structures in Film Form Chris Heydra (2012).
• Is this Real? Reviewing & Rebuilding Subjective Maps Erik Jansen (2012).
• Finding News in a Haystack: Event Based Clustering with Social Media Based Ranking Martin Weber (2012).
• A Modern Approach to the Transcription of Vintage Literature using Mobile Technology and Cloud Services Patrick Heneise (2011).
• Experiments with Galvanic Vestibular Stimulation in Daily Activities Antal Ruhl (2011).
• Pleasure Reading with Soundscapes in a Sound Rich Environment Joey van der Bie (2011).
• Normative Social Influence in Persuasive Technology; Intensity versus Effectiveness Thijs Waardenburg & Robbert Winkel (2011).
• Abstract Affective Robotics Alwin de Rooij (2010; joint supervision with Joost Broekens, TU Delft).
• Subtle Posture Changes Can Affect Emotional Intensity While Watching Movies Marie de Vos (2010).
• Changing Typographic Elements of eBooks Without Disturbing the Reader's Experience; the Basis for a Richer Story Thijs de Boer (2010).
• Tearing Down the Walls: Towards an Activity-Centered Applicationless Desktop Interface Jeroen Jillissen (2010).
• Multitasking versus Co-operation Pieter Jordaan (2010).
• A Semantic Centrality Measure for Finding the Most Trustworthy Account Myriam Traub (2010; joint supervision with Wilhelm Walter, Furtwangen University). Graduation thesis for the "Computer Science in Media" MSc program, Furtwangen University, Germany.
• Effects of Shading, Texture, Movement, Noise and Scenery on the Hollow-Face Visual Illusion Dunya Kirkali (2009).
• Aiding Virtual Maze Traversal Tasks by Subliminal Priming Wilco Tomassen (2009).
• Communicating Science to a Larger Audience: Writing an Accessible Book on Perception Bastiaan Terhorst & Casper Schipper (2009).
• Cross-modal Integration of Auditory and Visual Apparent Motion Signals: Not a Robust Process David van Paesschen (2009; joint supervision with Maarten van der Smagt, Utrecht University).
• Globe4D as Tool for Scientific Data Visualization and Exploration Rick Companje (2009).
• Doe kaa wee-naa oe-nai boo: Assessing Children's Experiences with Active and Passive Artificial Companions Danica Mast (2009).
• Passive, Non ID-based, Individual Narrowcasting Bart Carels (2009).
• Landmarks and Time-pressure in Virtual Navigation: Towards Designing Gender-neutral Virtual Environments Elena Gavrielidou (2008).
• The Influence of Interactivity on Immersion in Literature Alex Reuneker (2008; joint supervision with Yasco Horsman, Faculty of Arts, Leiden University).
• The Human Processor: Extending Human-based Computation to the Logic Level Joris Slob (2008).
• Continuous Physical Prototyping in Generative Design: A LEGO-based Architecture Approach Erik Hekman & Michiel Stade (2008).
• The Fantasy of Added Immersion Through Interactivity Peter Remmerswaal (2008).
• The Cyclotactor: Towards a Tactile Platform for Musical Interaction Staas de Jong (2008).
• Detecting BDD Patients via Behavioural Symptoms Yuan Lee & Alexander Geilenkirchen (2007).
• Adaptive Stimulation in Creativity Enhancing Tools: Using Bio-feedback to Control Divergence of Stimuli Robin Mesman (2006).
• Provocative Tactics in the Museum Territory Amalia Kallergi (2006).
• Commons Design: Open Source Graphic Design Tim van den Bosch (2006).
• LoveGlow: Intimate Communication in a Simple Way Maarten Bennis (2006).
• Animal Controlled Computer Games: Playing Pac-Man Against Real Crickets Wim van Eck (2006).
• Converting Impulse Buying into Impulse Giving: The Donating Machine Bert Rutjens (2006).
• Language Education Through an Affective Gaming Environment Kemal Kumru (2005).
• Get Organized! From Media Technology to a Human Organ Joachim Rotteveel (2005).
• Heart Rate Sensitive Soundtrack Anonymous student (2005).
• PingPongPixel, a New Non-luminescent Dynamic Display Device Jonathan den Breejen & Marenka Deenstra (2005).
• Lost in the Funhouse: Postmodern Meta-Reflections in Videogames Jelle van der Ster (2005; joint supervision with Yasco Horsman, Faculty of Arts, Leiden University).
• InSituScript Aiko Talens (2005).
• VQ: a Speech Recognition based Quran Search System Qurrat-ul-ain Mubarak (2005; joint supervision with Ernst Lindoorn, LIACS).
• RSS Feed Filtering Through Hybrid Rating: An Evolving Newsreader Arjen Gosman (2005).
• Application of Mobile Computing Systems in Educational Settings Roelof Schram (2005; work for TNO).
• Electronic Augmentation of Traditional Board Games Clim de Boer (2004).
• Real Life Adventure Game Jeroen van de Merwe (2003).
• Triox Mira Gleisberg (2003).
• Monkey See, Monkey Do Jill van der Pas (2003).
• CarComm Daan van Kempen (2003).
• Digital Pin Display Jan-Peter van der Wenden (2003).

Thesis Master of Law

Separate rules and guidelines per specialization concerning deadlines, introductory lectures, etc. are posted on the Brightspace environment for the respective specializations.

Admission prerequisites

Students with a minimum of 20 EC or three completed courses in their master’s program, can start their master’s thesis, i.e. are entitled to supervision by a lecturer.

Description

The master’s thesis is the final assignment in the master’s program. You will perform, mostly independently, scientific research on a legal subject. You will show that you are capable – with supervision – to identify and sufficiently isolate and delineate a legal issue or problem, formulate a thesis question, critically interpret and analyze, and come to a well motived response and/or solution, substantiated by a legally and academically sound use of carefully selected sources, including legislation, jurisprudence, and literature. Knowledge, theory, insight and skills all need to be methodologically applied and expressed through a critical and well supported opinion in a clear scientific discourse of 10000 to 15000 words (including notes and references).

Learning goals master’s thesis

Upon completion of the master’s thesis, students should have gained the following qualifications:

Knowledge and insight:

• The student has a thorough command of the legal issue he/she researched for his/her thesis and the legal (sub)field(s) this issue is situated in.

Applying knowledge and insight:

The student is able to formulate a relevant research question with the aid of knowledge gained from legislation, literature, jurisprudence and other sources and to structurally separate this question into well-formulated, and properly delineated sub-questions that jointly allow the main research question to be answered.

The student is able to create a suitable analytical framework for his/her research question, including where required a proper framework or benchmark to substantiate any conclusions reached or claims made.

The student is able to independently collect and select the relevant information and sources (including legislation, literature, jurisprudence, if applicable other materials like policy documents, research reports etc.) necessary to answer his/her thesis question(s).

The student is able to understand relevant legal sources and the academic literature discussing them (legislation, literature, jurisprudence), to thoroughly, critically and in a structured and focused manner analyze them, and to apply them to answering his/her thesis question(s).

Forming judgment:

The student is able to assess the worth and impact of scientific legal literature on the legal issue he/she researched for his/her thesis.

The student is able to judge and weigh the various facts and opinions formulated in the selected and analyzed materials, also understanding the relation between formal legal sources, academia, and other, non-expert forms of opinion.

The student is able to formulate a well-argued answer to his/her thesis question(s), and is able to do so on the basis of an independent, mature and where necessary creative-constructive reasoning supported by the relevant sources and interpretation methods allowed in the legal relevant legal field(s).

The student is able to formulate well-founded conclusions based on the results of his/her research and to present these in a broader (legal) spectrum. Based on this analysis, the student is able to draw broader conclusions from any specific legal conclusions reached, ideally linking these to societal challenges as well.

The student is able to distinguish legal questions and claims from empirical claims and statements, and, where empirical claims are made, refer to correct empirical sources and methods to support any empirical claims made.

Communication:

• The student is able to present his thesis as a clear, readable and structured discourse, which fulfils all requirements of scientific legal research.

Your thesis has to be submitted digitally. The digital version will be checked for plagiarism with designated software. Many thesis supervisors will appreciate a printed copy as well. You can find the full submission procedure on the Brightspace environment.

The master’s thesis is generally largely written in the second semester of the program (and in the first semester of the academic year for students who have started in February). In some specializations however, students will receive an introductory lecture on the thesis or will be asked to make a planning and thesis outline in the first semester. In any case it is advisable to start as soon as possible – during the first semester of the program – with your orientation on the master’s thesis, to prevent any possible study delay.

Two examinators will evaluate the master’s thesis independently.

More information on the master’s thesis

You can find more information on what is expected from you, as well as on what you might expect from your supervisor, in the thesis manual 2023-2024 (link follows asap). Additionally, most specializations have separate thesis guidelines and/or a dedicated Brightspace environment, please check the website and Brightspace environment of your specific specialization.

Additionally, there are some rules on the master’s thesis included in the 'Onderwijs- en examenregeling' ( OER , see the relevant articles), as well as in the 'Regels & Richtlijnen Tentamens en Examens' ( R&R , see the relevant articles).

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Graduation Ceremony of the LL.M. Advanced Studies in International Children’s Rights 2023-2024

On Friday 23 August 2024, the Academy Building of Leiden University was filled with celebration as the LL.M. Advanced Studies in International Children’s Rights class of 2023-2024 marked their graduation. Graduates, family members, friends, and distinguished guests gathered to celebrate the achievements of 25 students who have completed this intensive programme dedicated to international children's rights.

Each graduate was individually recognised by their thesis supervisor, who praised their dedication, hard work, and the passion they brought to their studies. Supervisors also shared personal anecdotes and wished them success as they embark on their professional journeys. The event was attended both in person and online, with many family, friends and thesis supervisors joining via livestream. Sponsors associated with the Leiden University Fund and key representatives from UNICEF Netherlands, including Ms Suzanne Laszlo, Ms Genevieve Wehry, and Mr Johan Kruip, were present to support and celebrate the graduates.

One of the highlights of the ceremony was the valedictory speech by Ms Julia Preston from the United States, who reflected on the shared experiences, challenges, and growth of the class over the past year. She spoke about the connections formed among a diverse group of students from across the globe, each bringing their own unique perspectives and experiences. She emphasised the 'human family' concept enshrined in the Convention on the Rights of the Child, which underscores the need for unity and cooperation in the global fight for children’s rights.  Recalling their initial fears and uncertainties  –  from rigorous academic demands to uprooting their lives  – Ms Preston celebrated the perseverance and support that allowed them to overcome obstacles and form a strong, collaborative community. Her words served as both a tribute to their collective journey and a call to action to continue advocating for those most marginalised.

The ceremony concluded with the joyful tradition of tossing graduation caps –  a moment that marked both the end of one chapter and the beginning of another.

After the ceremony, graduates were invited to sign their names on the walls of the 'Sweat Room' ( Zweetkamertje in Dutch) in the Academy Building  –  a tradition for Leiden University graduates that symbolises perseverance and accomplishment. Among the graduates was Ms Justy Thomas from India, who proudly added her name to this historic wall, celebrating her achievements and looking forward to the journey ahead.

The graduates of the LL.M. Advanced Studies in International Children’s Rights programme leave Leiden University not only with advanced knowledge and skills, but with a deep commitment to becoming advocates and leaders for children’s rights around the globe. Their journey ahead, as articulated by Julia Preston, is filled with challenges, but they are united by the experiences and connections formed here, ready to make a difference in the world.

Photo credits: Monique Shaw