arXiv subjects

John Vines

Publications and source records attributed to John Vines.

4 recordsLinked to original sources

arXiv2026

Relying on LLMs: Student Practices and Instructor Norms are Changing in Computer Science Education

Prior research has raised concerns about students' over-reliance on large language models (LLMs) in higher education. This paper examines how Computer Science students and instructors engage with LLMs across five scenarios: "Writing", "Quiz", "Programming", "Project-based learning", and "Information retrieval". Through user studies with 16 students and 6 instructors, we identify 7 key intents, including increasingly complex student practices. Findings reveal varying levels of conflict between student practices and instructor norms, ranging from clear conflict in "Writing-generation" and "(Programming) quiz-solving", through partial conflict in "Programming project-implementation" and "Project-based learning", to broad agreement in "Writing-revision & ideation", "(Programming) quiz-correction" and "Info-query & summary". We document instructors are shifting from prohibiting to recognizing students' use of LLMs for high-quality work, integrating usage records into assessment grading. Finally, we propose LLM design guidelines: deploying default guardrails with game-like and empathetic interaction to prevent students from "deserting" LLMs, especially for "Writing-generation", while utilizing comprehension checks in low-conflict intents to promote learning.

cs.HC↗

arXiv2025

Human-Precision Medicine Interaction: Public Perceptions of Polygenic Risk Score for Genetic Health Prediction

Precision Medicine (PM) transforms the traditional "one-drug-fits-all" paradigm by customising treatments based on individual characteristics, and is an emerging topic for HCI research on digital health. A key element of PM, the Polygenic Risk Score (PRS), uses genetic data to predict an individual's disease risk. Despite its potential, PRS faces barriers to adoption, such as data inclusivity, psychological impact, and public trust. We conducted a mixed-methods study to explore how people perceive PRS, formed of surveys (n=254) and interviews (n=11) with UK-based participants. The interviews were supplemented by interactive storyboards with the ContraVision technique to provoke deeper reflection and discussion. We identified ten key barriers and five themes to PRS adoption and proposed design implications for a responsible PRS framework. To address the complexities of PRS and enhance broader PM practices, we introduce the term Human-Precision Medicine Interaction (HPMI), which integrates, adapts, and extends HCI approaches to better meet these challenges.

cs.HC↗

arXiv2024

UKFin+: A Research Agenda for Financial Services

This document presents a research agenda for financial services as a deliverable of UKFin+, a Network Plus grant funded by the Engineering and Physical Sciences Research Council. UKFin+ fosters research collaborations between academic and non-academic partners directed at tackling complex long-term challenges relevant to the UK's financial services sector. Confronting these challenges is crucial to promote the long-term health and international competitiveness of the UK's financial services industry. As one route to impact, UKFin+ includes dedicated funding streams for research collaborations between academic researchers and non-academic organisations. The intended audience of this document includes researchers based in academia, academic funders, as well as practitioners based in industry, regulators, charities or NGOs. It is not intended to be comprehensive or exhaustive in scope but may provide applicants to UKFin+ funding streams and other funding bodies with inspiration for their proposals or at least an understanding of how their proposals align with the broader needs of the UK financial services industry.

cs.CE↗

arXiv2022

A systematic review of physical-digital play technology and developmentally relevant child behaviour

New interactive physical-digital play technologies are shaping the way children plan. These technologies refer to digital play technologies that engage children in analogue forms of behaviour, either alone or with others. Current interactive physical-digital play technologies include robots, digital agents, mixed or augmented reality devices, and smart-eye based gaming. Little is known, however, about the ways in which these technologies could promote or damage child development. This systematic review was aimed at understanding if and how these physical-digital play technologies promoted developmentally relevant behaviour in typically developing 0 to 12 year-olds. Psychology, Education, and Computer Science databases were searched producing 635 paper. A total of 31 papers met the inclusion criteria, of which 17 were of high enough quality to be included for synthesis. Results indicate that these new interactive play technologies could have a positive effect on children's developmentally relevant behaviour. The review indicated specific ways in which different behaviour were promoted. Providing information about own performance promoted self-monitoring. Slowing interactivity, play interdependency, and joint object accessibility promoted collaboration. Offering delimited choices promoted decision making. Problem solving and physical activity were promoted by requiring children to engage in them to keep playing. Four principles underpinned the ways in which physical digital play technologies afforded child behaviour. These included social expectations framing play situations, the directiveness of action regulations (inviting, guiding or forcing behaviours), the technical features of play technologies (digital play mechanics and physical characteristics), and the alignment between play goals, play technology and the play behaviours promoted.

cs.HC↗