Matthew Barr | Searcharxiv

arXiv2026

Scoring and Gamification to Encourage Sustainable Use of Compute Clusters

The environmental cost of computing continues to grow, yet behaviour change remains limited. We present a composite sustainability score integrating average carbon intensity, resource utilisation, and embodied emissions into a single 0-100 metric designed for gamified feedback. Each component rewards a different dimension of sustainable behaviour: carbon-aware workload shifting, high resource utilisation, and selecting hardware that is commonly underutilised. This scoring system is built into an existing cluster management interface and underpins three dashboard conditions: raw metrics, composite score, and a gamified tree visualisation, which we are planning to evaluate in a 12-week within-subjects study with approximately 35 researchers. Furthermore, we open the discussion on the challenge of defining computational work `goodness' in the context of sustainability scores.

cs.HC↗

arXiv2025

The Development of Reflective Practice on a Work-Based Software Engineering Program: A Longitudinal Study

This study examines the development of reflective practice among students on a four-year work-based Software Engineering program. Using two established models of reflection - Boud et al.'s Model of Reflective Process and Bain et al.'s 5R Framework for Reflection - we analyse a series of reflective assignments submitted by students over four years. Our longitudinal analysis reveals clear trends in how students' reflective abilities evolve over the course of the program. We find that more sophisticated forms of reflection, such as integration of knowledge, appropriation of skills, and reconstruction of practice, increase markedly in prevalence in later years. The complementary nature of workplace experience and university study is highlighted in students' reflections, demonstrating a key benefit of the work-based learning approach. By the final year, all students demonstrate the ability to reconstruct their experiences to inform future practice. Our findings provide insight into how reflective practice develops in Software Engineering education and suggest potential value in incorporating more structured reflection into traditional degree programs. The study also reveals instances of meta-reflection, where students reflect on the value of reflection itself, indicating a deep engagement with the reflective process. While acknowledging limitations, this work offers a unique longitudinal perspective on the development of reflective practice in work-based Software Engineering education.

cs.SE↗