Abstract
As competitive and cooperative dynamics gain prominence in games, they present unique opportunities to study player behavior. This paper explores the orientations of different player types, as categorized by Bartles Taxonomy, through the lens of a Game With A Purpose (GWAP) called BartleZ. Bartle's Taxonomy identifies four distinct player types Achievers, Explorers, Socializers, and Killers. This study delves into how these different types approach competitive and cooperative gameplay, through structured dilemmas in BartleZ. Results with 45 participants, reveal that player orientations significantly influence engagement and decision-making. Achievers balanced both strategies; Explorers favored cooperation; Socializers consistently chose cooperation; and Killers preferred competition but adapted in some contexts. Overall, players leaned toward cooperation early on, with a shift toward competition as complexity increased. Our findings pinpoint the importance of tailoring GWAP mechanics with diverse player motivations, enhancing both engagement and problem-solving effectiveness.

Abstract
The use of gamified crowdsourcing mechanisms through serious games and games with a purpose (GWAPs) has emerged as an effective motivational strategy for enhancing performance in human intelligence tasks (HITs). In this systematic literature review, we examine the underlying characteristics of competitive and cooperative player-oriented GWAPs and how they can be leveraged to optimize crowdsourcing performance in completing batches of HITs. By exploring gamified crowdsourcing elements in GWAPs, we can evaluate the impact of these two types of player behaviors (i.e., competition and cooperation) on motivation and performance. We reviewed 27 publications and grouped them into five categories: player orientation, game elements and motivation, crowd work optimization, gamified knowledge collection, and comparative studies and best practices. Our research pinpoints the significance of intuitive task instructions, alignment of game elements with player motivations, and the role of competitive and cooperative dynamics in enhancing engagement and performance.

Abstract
Large Language Models (LLMs) are widely used today in virtual assistants and content generation. However, there are suspicions that LLMs present confirmation bias, responding in a way that reinforces beliefs or assumptions embedded in users' questions, which can lead to erroneous decision-making, especially in sensitive areas such as healthcare. The objective of this research is to determine how often and under what conditions LLMs present confirmation bias and to identify the causes of this effect. The methodology involves conducting an experiment in which 52 biased healthcare questions are presented to 10 of the most popular models and analyzing whether their responses were biased. This work proves with statistical power the behavior of confirmation bias. We show that confirmation bias in LLMs occurs in all LLMs with a frequency of 20% to 60% of the occasions. The evidence suggests that the bias arises from the training database, the Transformer architecture itself, and the instructions in the fine-tuning phase by the companies behind the LLMs. This research explores pathways for the development of trustworthy LLMs.

Abstract
Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) in adults can present challenges in learning and work environments, by impacting focus, organization, social interaction, and self-esteem. The aim of this study is the potential of Human-Computer Interaction (HCI) in the empowerment of adults with ADHD and ASD. Specific difficulties faced in educational and professional settings were found through qualitative interviews with six participants. HCI seems to offer a pathway towards a more inclusive future, as educational technology solutions built on HCI principles can create better and alternative learning environments with fewer distractions and gamification for increased engagement. Assistive technologies can address challenges related to focus and organization (like task management apps, time tracking tools). Additionally, features promoting social interaction and communication can empower individuals with ASD. Technologies arising nowadays like Augmented and Virtual Reality (AR/VR) can create interactive learning experiences. Through the use of HumanComputer Interaction principles, more inclusive learning and work environments that empower individuals with ADHD and ASD can originate, while improving engagement and efficiency for all.

Abstract
The current surge in the development of web applications highlights the necessity of incorporating user-specific preferences into the design process. An innovative approach to improving these applications involves the analysis of interaction data recorded by browsers, such as the number of mouse clicks and keystrokes. The data thus obtained provides valuable insight into user behavior, enabling effective personalization of web applications. The WebTraceSense project proposes the development of a web platform designed to facilitate the customization of the visualization of interaction data from websites. The platform will include a dynamic visualization component, which will support the identification of user behaviors, and a DevOps cycle, which will help streamline software cycle processes. This article presents a case study for the examination of user interaction logs from a visual data analysis tool, utilizing the functionalities of the WebTraceSense platform to facilitate the identification of behavioral trace patterns.