Abstract
Determining the relatedness of publications by detecting similarities and connections between researchers and their outputs can help science stakeholders worldwide to find areas of common interest and potential collaboration. To this end, many studies have tried to explore authorship attribution and research similarity detection through the use of automatic approaches. Nonetheless, inferring author research relatedness from imperfect data containing errors and multiple references to the same entities is a long-standing challenge. In a previous study, we conducted an experiment where a homogeneous crowd of volunteers contributed to a set of author name disambiguation tasks. The results demonstrated an overall accuracy higher than 75% and we also found important effects tied to the confidence level indicated by participants in correct answers. However, this study left many open questions regarding the comparative accuracy of a large heterogeneous crowd with monetary rewards involved. This paper seeks to address some of these unanswered questions by repeating the experiment with a crowd of 140 online paid workers recruited via MTurk's microtask crowdsourcing platform. Our replication study shows high accuracy for name disambiguation tasks based on authorship-level information and content features. These findings can be of greater informative value since they also explore hints of crowd behavior activity in terms of time duration and mean proportion of clicks per worker with implications for interface and interaction design.

Abstract

Abstract
With the widespread availability and pervasiveness of artificial intelligence (AI) in many application areas across the globe, the role of crowdsourcing has seen an upsurge in terms of importance for scaling up data-driven algorithms in rapid cycles through a relatively low-cost distributed workforce or even on a volunteer basis. However, there is a lack of systematic and empirical examination of the interplay among the processes and activities combining crowd-machine hybrid interaction. To uncover the enduring aspects characterizing the human-centered AI design space when involving ensembles of crowds and algorithms and their symbiotic relations and requirements, a Computer-Supported Cooperative Work (CSCW) lens strongly rooted in the taxonomic tradition of conceptual scheme development is taken with the aim of aggregating and characterizing some of the main component entities in the burgeoning domain of hybrid crowd-AI centered systems. The goal of this article is thus to propose a theoretically grounded and empirically validated analytical framework for the study of crowd-machine interaction and its environment. Based on a scoping review and several cross-sectional analyses of research studies comprising hybrid forms of human interaction with AI systems and applications at a crowd scale, the available literature was distilled and incorporated into a unifying framework comprised of taxonomic units distributed across integration dimensions that range from the original time and space axes in which every collaborative activity take place to the main attributes that constitute a hybrid intelligence architecture. The upshot is that when turning to the challenges that are inherent in tasks requiring massive participation, novel properties can be obtained for a set of potential scenarios that go beyond the single experience of a human interacting with the technology to comprise a vast set of massive machine-crowd interactions.

Abstract
The study of data quality in crowdsourcing campaigns is currently a prominent research topic, given the diverse range of participants involved. A potential solution to enhancing data quality processes in crowdsourcing is cognitive personalization, which involves appropriately adapting or assigning tasks based on a crowd worker's cognitive profile. There are two common methods for assessing a crowd worker's cognitive profile: administering online cognitive tests, and inferring behavior from task fingerprinting based on user interaction log events. This article presents the findings of a study that investigated the complementarity of both approaches in a microtask scenario, focusing on personalizing task design. The study involved 134 unique crowd workers recruited from a crowdsourcing marketplace. The main objective was to examine how the administration of cognitive ability tests can be used to allocate crowd workers to microtasks with varying levels of difficulty, including the development of a deep learning model. Another goal was to investigate if task fingerprinting can be used to allocate crowd workers to different microtasks in a personalized manner. The results indicated that both objectives were accomplished, validating the usage of cognitive tests and task fingerprinting as effective mechanisms for microtask personalization, including the development of a deep learning model with 95% accuracy in predicting the accuracy of the microtasks. While we achieved an accuracy of 95%, it is important to note that the small dataset size may have limited the model's performance.

Abstract
This study contributes to learning improvement in practical classes in Computer Network technology courses, using the Physical Technological Laboratory (PTL) as a tool. Multimodal narration content analysis was used, which aggregates and organises the data collected in the PTL environment. Based on the results, we infer that both the student and the teacher use the physical laboratory as a tool since the detected physical interactions prove its use and reuse. Evidence of causality between teacher epistemic movements and learning in terms of physical interactions, epistemic practices, and student autonomy was also noted. Contributions were: (1) In the context of work in networks PTL, the variety and quality of epistemic practices of students are enhanced if there is autonomous work concomitant with the physical interaction of students with the respective artifacts. (2) Teacher action can better promote epistemic practices, stretching beyond direct action if there is an 'orchestration' of teacher mediation patterns.