Álvaro Figueira

Abstract
In the competitive landscape of higher education, institutions increasingly rely on international rankings to secure funding, attract talent, and enhance their global reputation. Concurrently, these institutions have expanded their presence on social media, utilizing sophisticated posting strategies not only to disseminate information but also to boost recognition and engagement. This study examines the relationship between the rankings of Higher Education Institutions (HEIs) and their social media posting strategies. We collected and analyzed tweets from 22 HEIs featured in a consolidated ranking system, focusing on various features of their social media posts. The analysis identified six distinct clusters of posting strategies. This paper categorizes the HEIs into these clusters and discusses the implications of differing social media strategies on their rankings. The findings suggest a nuanced interaction between social media engagement and the perceived prestige of HEIs. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.

Abstract
The proliferation of disinformation on social media platforms poses a significant challenge to the reliability of online information ecosystems and the protection of public discourse. This study investigates the role of emotional sequences in detecting intentionally misleading messages disseminated on social networks. To this end, we apply a methodological pipeline that combines semantic segmentation, automatic emotion recognition, and sequential pattern mining. Emotional sequences are extracted at the subsentence level, preserving each message's temporal order of emotional cues. Comparative analyses reveal that disinformation messages exhibit a higher prevalence of negative emotions, particularly fear, anger, and sadness, interspersed with neutral segments. Moreover, false messages frequently employ complex emotional progressions-alternating between high-intensity negative emotions and emotionally neutral passages-designed to capture attention and maximize engagement. In contrast, messages from reliable sources tend to follow simpler, more linear emotional trajectories, with a greater prevalence of positive emotions such as joy. Our dataset encompasses multiple categories of disinformation, enabling a fine-grained analysis of how emotional sequencing varies across different types of misleading content. Furthermore, we validate our approach by comparing it against a publicly available disinformation dataset, demonstrating the generalizability of our findings. The results highlight the importance of analyzing temporal emotional patterns to distinguish disinformation from verified content, reinforcing the value of integrating emotional sequences into machine learning pipelines to enhance disinformation detection. This work contributes to the growing body of research emphasizing the relationship between emotional manipulation and the virality of misleading content online.

Abstract
Automated assessment tools for programming assignments have become increasingly popular in computing education. These tools offer a cost-effective and highly available way to provide timely and consistent feedback to students. However, when evaluating a logically incorrect source code, there are some reasonable concerns about the formative gap in the feedback generated by such tools compared to that of human teaching assistants. A teaching assistant either pinpoints logical errors, describes how the program fails to perform the proposed task, or suggests possible ways to fix mistakes without revealing the correct code. On the other hand, automated assessment tools typically return a measure of the program's correctness, possibly backed by failing test cases and, only in a few cases, fixes to the program. In this paper, we introduce a tool, AsanasAssist, to generate formative feedback messages to students to repair functionality mistakes in the submitted source code based on the most similar algorithmic strategy solution. These suggestions are delivered with incremental levels of detail according to the student's needs, from identifying the block containing the error to displaying the correct source code. Furthermore, we evaluate how well the automatically generated messages provided by AsanasAssist match those provided by a human teaching assistant. The results demonstrate that the tool achieves feedback comparable to that of a human grader while being able to provide it just in time.

Abstract
In today's competitive higher education sector, institutions increasingly rely on international rankings to secure financial resources, attract top-tier talent, and elevate their global reputation. Simultaneously, these universities have expanded their presence on social media, utilizing sophisticated posting strategies to disseminate information and boost recognition and engagement. This study examines the relationship between higher education institutions' (HEIs') rankings and their social media posting strategies. We gathered and analyzed publications from 18 HEIs featured in a consolidated ranking system, examining various features of their social media posts. To better understand these strategies, we categorized the posts into five predefined topics-engagement, research, image, society, and education. This categorization, combined with Long Short-Term Memory (LSTM) and a Random Forest (RF) algorithm, was utilized to predict social media output in the last five days of each month, achieving successful results. This paper further explores how variations in these social media strategies correlate with the rankings of HEIs. Our findings suggest a nuanced interaction between social media engagement and the perceived prestige of HEIs.

Abstract
Clustering of source code is a technique that can help improve feedback in automated program assessment. Grouping code submissions that contain similar mistakes can, for instance, facilitate the identification of students' difficulties to provide targeted feedback. Moreover, solutions with similar functionality but possibly different coding styles or progress levels can allow personalized feedback to students stuck at some point based on a more developed source code or even detect potential cases of plagiarism. However, existing clustering approaches for source code are mostly inadequate for automated feedback generation or assessment systems in programming education. They either give too much emphasis to syntactical program features, rely on expensive computations over pairs of programs, or require previously collected data. This paper introduces an online approach and implemented tool-AsanasCluster-to cluster source code submissions to programming assignments. The proposed approach relies on program attributes extracted from semantic graph representations of source code, including control and data flow features. The obtained feature vector values are fed into an incremental k-means model. Such a model aims to determine the closest cluster of solutions, as they enter the system, timely, considering clustering is an intermediate step for feedback generation in automated assessment. We have conducted a twofold evaluation of the tool to assess (1) its runtime performance and (2) its precision in separating different algorithmic strategies. To this end, we have applied our clustering approach on a public dataset of real submissions from undergraduate students to programming assignments, measuring the runtimes for the distinct tasks involved: building a model, identifying the closest cluster to a new observation, and recalculating partitions. As for the precision, we partition two groups of programs collected from GitHub. One group contains implementations of two searching algorithms, while the other has implementations of several sorting algorithms. AsanasCluster matches and, in some cases, improves the state-of-the-art clustering tools in terms of runtime performance and precision in identifying different algorithmic strategies. It does so without requiring the execution of the code. Moreover, it is able to start the clustering process from a dataset with only two submissions and continuously partition the observations as they enter the system.