HASLab - Indexed Articles in Conferences

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Browsing HASLab - Indexed Articles in Conferences by Author "5599"
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    50 years of Research in Engineering Interactive Computing Systems: the CCL 1974 to EICS 2024 journey
    ( 2024) José Creissac Campos ; 5599
    This panel commemorates the 50th anniversary of the IFIP TC2 Working Conference on Command Languages (CCL) and the 30th anniversary of the workshop series on Design Specification and Verification of Interactive Systems (DSV-IS), and uses that opportunity to position EICS within the HCI community. The discussion traces the origins of the EICS conference, from the union of seminal conferences to its current status and looks forward into its (possible) future. Reflecting on its contributions to the evolution of HCI methodologies, tools, and practices, the panel highlights the conference's role and impact on shaping the engineering of interactive systems.
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    Addressing Interactive Computing Systems' Concerns in Software Engineering Degrees
    ( 2022) José Creissac Campos ; António Nestor Ribeiro ; 5599 ; 5639
    This paper arises from experience by the authors in teaching software engineering courses. It discusses the need for adequate coverage of Human-Computer Interaction topics in these courses and the challenges faced when addressing them. Three courses, at both licentiate and master's levels, are used as triggers for the discussion. The paper argues that the lack of relevant Human-Computer Interaction concepts creates challenges when teaching and learning requirements analysis, design, and implementation of software systems. The approaches adopted to address these challenges are described.
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    Addressing Interactive Computing Systems' Concerns in Software Engineering Degrees
    ( 2021) José Creissac Campos ; António Nestor Ribeiro ; 5599 ; 5639
    This paper arises from experience by the authors in teaching software engineering courses. It discusses the need for adequate coverage of Human-Computer Interaction topics in these courses and the challenges faced when addressing them. Three courses, at both licentiate and master’s levels, are used as triggers for the discussion. The paper argues that the lack of relevant Human-Computer Interaction concepts creates challenges when teaching and learning requirements analysis, design, and implementation of software systems. The approaches adopted to address these challenges are described. © 2022, IFIP International Federation for Information Processing.
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    Addressing Interactive Computing Systems' Concerns in Software Engineering Degrees
    ( 2021) José Creissac Campos ; António Nestor Ribeiro ; 5599 ; 5639
    This paper arises from experience by the authors in teaching software engineering courses. It discusses the need for adequate coverage of Human-Computer Interaction topics in these courses and the challenges faced when addressing them. Three courses, at both licentiate and master’s levels, are used as triggers for the discussion. The paper argues that the lack of relevant Human-Computer Interaction concepts creates challenges when teaching and learning requirements analysis, design, and implementation of software systems. The approaches adopted to address these challenges are described. © 2022, IFIP International Federation for Information Processing.
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    AMAN Case Study
    ( 2023) José Creissac Campos ; 5599
    This document presents the case study for the ABZ 2023 conference. The case study introduces a safety critical interactive system called AMAN (Arrival MANager), which is a partly-autonomous scheduler of landing sequences of aircraft in airports. This interactive systems interleaves Air Traffic Controllers activities with automation in AMAN. While some AMAN systems are currently deployed in airports, we consider here only a subset of functions which represent a challenge in modelling and verification. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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    AMAN Case Study
    ( 2023) José Creissac Campos ; 5599
    This document presents the case study for the ABZ 2023 conference. The case study introduces a safety critical interactive system called AMAN (Arrival MANager), which is a partly-autonomous scheduler of landing sequences of aircraft in airports. This interactive systems interleaves Air Traffic Controllers activities with automation in AMAN. While some AMAN systems are currently deployed in airports, we consider here only a subset of functions which represent a challenge in modelling and verification. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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    AMAN Case Study
    ( 2023) José Creissac Campos ; 5599
    This document presents the case study for the ABZ 2023 conference. The case study introduces a safety critical interactive system called AMAN (Arrival MANager), which is a partly-autonomous scheduler of landing sequences of aircraft in airports. This interactive systems interleaves Air Traffic Controllers activities with automation in AMAN. While some AMAN systems are currently deployed in airports, we consider here only a subset of functions which represent a challenge in modelling and verification. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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    Assessing the impact of hints in learning formal specification
    ( 2024) Nuno Moreira Macedo ; José Creissac Campos ; Alcino Cunha ; 5625 ; 5599 ; 5612
    Background: Many progranunmg environments include automated feedback in the form of hints to help novices learn autonomously. Some experimental studies investigated the impact of automated liints in the immediate, performance and learning retention in that context. Automated feedback is also becoming a popular research topic in the context of formal specification languages, but so far no experimental studies have been conducted to assess its impact while learning such languages. Objective: We aim to investigate the impact of different types of automated hints while learning a formal specification language, not only in terms of immediate performance and learning retention, but also in the emotional response of the students. Method: We conducted a simple one-factor randomised experiment in 2 sessions involving 85 BSc students majoring in CSE. In the 1st session students were divided in 1 control group and 3 experimental groups, each receiving a different type of hint while learning to specify simple, requirements with the Alloy formal specification language. To assess the impact of hints on learning retention, in the 2nd session, 1 week later, students had no hints while formalising requirements. Before and after each session the students answered a standard self-reporting emotional survey to assess their emotional response to the experiment. Results: Of the 3 types of hints considered, only those pointing to the precise location of an error had a positive impact on the immediate performance and none had significant impact in learning retention. Hint availability also causes a significant impact on the emotional response, but no significant emotional :impact exists once hints are no longer available (i.e. no deprivation effects were detected). Conclusion: Although none of the evaluated hints had an impact on learning retention, learning a formal specification language with an environment that provides hints with precise error locations seems to contribute to a better overall experience without apparent drawbacks. Further studies are needed to investigate if other kind of feedback, namely hints combined with some sort of self explanation prompts, can have a positive impact in learning retention.
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    Editorial to the Second IFIP WG 2.7/13.4 Workshop on HCI Engineering Education
    ( 2024) José Creissac Campos ; 5599
    The second workshop on HCI Engineering Education continued the effort of the IFIP Working Group 2.7/13.4 on User Interface Engineering by discussing the issues and identifying the opportunities in teaching and learning Human-Computer Interaction (HCI) Engineering. The workshop attracted eight papers covering different teaching contexts, ranging from massive university courses, passing through different teaching experiences in specific academic curricula, and even teaching engineering concepts to children. In addition, the workshop received input for improving and adapting the repository material to the dynamic nature of this field. The discussion after the presentation of the contributions focused on how to model competencies, the support to interdisciplinary work, the overall course design, the recruitment of the students and the provision of educational resources, paving the way for further editions of the workshop.
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    Formal Modelling as a Component of User Centred Design
    ( 2018) Paolo Masci ; Harrison,MD ; José Creissac Campos ; 6577 ; 5599
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    Formal verification of interactive computing systems: Opportunities and challenges
    ( 2019) José Creissac Campos ; Harrison,MD ; 5599
    Formal verification has the potential to provide a level of evidence based assurance not possible by more traditional development approaches. For this potential to be fulfilled, its integration into existing practices must be achieved. Starting from this premise, the position paper discusses the opportunities created and the challenges faced by the use of formal verification in the analysis of critical interactive computing systems. Three main challenges are discussed: the accessibility of the modelling stage; support for expressing relevant properties; the need to provide analysis results that are comprehensible to a broad range of expertise including software, safety and human factors. Copyright © 2019 for this paper by its authors.
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    A Generator of User Interface Prototypes for the IVY Workbench
    ( 2019) José Creissac Campos ; Araújo,JM ; Couto,R ; 5599
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    A Generator of User Interface Prototypes for the IVY Workbench
    ( 2019) Couto,R ; Araujo,JM ; José Creissac Campos ; 5599
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    HCI engineering
    ( 2014) José Creissac Campos ; Ziegler,J ; Nigay,L ; 5599
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    HCI-E$$^2$$: HCI Engineering Education
    ( 2022) Baumann,K ; José Creissac Campos ; Dix,A ; Nigay,L ; Palanque,P ; Vanderdonckt,J ; van der Veer,G ; Weyers,B ; 5599 ; 5599
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    HCI-E-2: HCI Engineering Education For Developers, Designers and More
    ( 2021) José Creissac Campos ; 5599
    This workshop aims at identifying, examining, structuring and sharing educational resources and approaches to support the process of teaching/learning Human-Computer Interaction (HCI) Engineering. The broadening of the range of available interaction technologies and their applications, many times in safety and mission critical areas, to novel and less understood application domains, brings the question of how to address this ever-changing nature in university curricula usually static. Beyond, as these technologies are taught in diverse curricula (ranging from Human Factors and psychology to hardcore computer science), we are interested in what the best approaches and best practices are to integrate HCI Engineering topics in the curricula of programs in software engineering, computer science, human-computer interaction, psychology, design, etc. The workshop is proposed on behalf of the IFIP Working Groups 2.7/13.4 on User Interface Engineering and 13.1 on Education in HCI and HCI Curricula.
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    HCI-E2-2023: Second IFIP WG 2.7/13.4 Workshop on HCI Engineering Education
    ( 2023) José Creissac Campos ; 5599
    This second workshop on HCI Engineering Education aims at carrying forward work on identifying, examining, structuring, and sharing educational resources and approaches to support the process of teaching/learning Human-Computer Interaction (HCI) Engineering. The widening range of available interaction technologies and their applications in increasingly varied contexts (private or professional) underlines the importance of teaching HCI Engineering but also the difficulty of taking into account changes and developments in this field in often static university curricula. Besides, as these technologies are taught in diverse curricula (ranging from Human Factors and Psychology to hardcore Computer Science), we are interested in what the best approaches and best practices are to integrate HCI Engineering topics in the curricula of programs in Software Engineering, Computer Science, Human-computer Interaction, Psychology, Design, etc. The workshop is proposed on behalf of the IFIP Working Group 2.7/13.4 on User Interface Engineering. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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    HCI-E2-2023: Second IFIP WG 2.7/13.4 Workshop on HCI Engineering Education
    ( 2023) José Creissac Campos ; 5599
    This second workshop on HCI Engineering Education aims at carrying forward work on identifying, examining, structuring, and sharing educational resources and approaches to support the process of teaching/learning Human-Computer Interaction (HCI) Engineering. The widening range of available interaction technologies and their applications in increasingly varied contexts (private or professional) underlines the importance of teaching HCI Engineering but also the difficulty of taking into account changes and developments in this field in often static university curricula. Besides, as these technologies are taught in diverse curricula (ranging from Human Factors and Psychology to hardcore Computer Science), we are interested in what the best approaches and best practices are to integrate HCI Engineering topics in the curricula of programs in Software Engineering, Computer Science, Human-computer Interaction, Psychology, Design, etc. The workshop is proposed on behalf of the IFIP Working Group 2.7/13.4 on User Interface Engineering. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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    HCI-E2-2023: Second IFIP WG 2.7/13.4 Workshop on HCI Engineering Education
    ( 2023) José Creissac Campos ; 5599
    This second workshop on HCI Engineering Education aims at carrying forward work on identifying, examining, structuring, and sharing educational resources and approaches to support the process of teaching/learning Human-Computer Interaction (HCI) Engineering. The widening range of available interaction technologies and their applications in increasingly varied contexts (private or professional) underlines the importance of teaching HCI Engineering but also the difficulty of taking into account changes and developments in this field in often static university curricula. Besides, as these technologies are taught in diverse curricula (ranging from Human Factors and Psychology to hardcore Computer Science), we are interested in what the best approaches and best practices are to integrate HCI Engineering topics in the curricula of programs in Software Engineering, Computer Science, Human-computer Interaction, Psychology, Design, etc. The workshop is proposed on behalf of the IFIP Working Group 2.7/13.4 on User Interface Engineering. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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    HCI-E2: HCI Engineering Education - For Developers, Designers and More
    ( 2021) Baumann,K ; 5599
    This workshop aims at identifying, examining, structuring and sharing educational resources and approaches to support the process of teaching/learning Human-Computer Interaction (HCI) Engineering. The broadening of the range of available interaction technologies and their applications, many times in safety and mission critical areas, to novel and less understood application domains, brings the question of how to address this ever-changing nature in university curricula usually static. Beyond, as these technologies are taught in diverse curricula (ranging from Human Factors and psychology to hardcore computer science), we are interested in what the best approaches and best practices are to integrate HCI Engineering topics in the curricula of programs in software engineering, computer science, human-computer interaction, psychology, design, etc. The workshop is proposed on behalf of the IFIP Working Groups 2.7/13.4 on User Interface Engineering and 13.1 on Education in HCI and HCI Curricula. © 2021, IFIP International Federation for Information Processing.