The demand for cybersecurity professionals with advanced static analysis expertise has grown exponentially, driven by the increasing sophistication of malware, advanced persistent threats, and nation-state cyber attacks. Our project provides a design and implementation of an innovative static analysis course that integrates large language models (LLMs) to enhance student learning and engagement. Our approach leverages LLMs as intelligent assistants within a Capture The Flag (CTF) framework, enabling students to collaborate with LLMs to solve complex binary analysis tasks. We present our course structure, AI facilitation process, and evaluation results, highlighting how LLM integration impacts students ' understanding of reverse engineering and symbolic execution concepts, how students adapt their learning strategies when working with LLMs, and cons and pros of LLMs in reverse engineering. This report provides valuable insights for educators seeking to incorporate LLMs technologies into cybersecurity curricula, addressing both technical and motivational challenges in static analysis education.

Objectives This paper examines the implementation and impact of a multi-year, equity-centered Research–Practice Partnership (RPP) designed to broaden participation in computer science (CS) education in Indigenous-serving schools in the U.S. Four Corners region. It investigates the extent to which the RPP supported non-CS teachers in integrating CS and culturally sustaining and revitalizing pedagogy (CSRP) into their practice. Participants The study involved 72 teachers from Indigenous-serving rural schools, including educators across content areas, and 213 students who engaged in CS-integrated classroom lessons. Additional participants included undergraduate mentors and university-based researchers supporting the professional development model. Study Methods The study employed an explanatory mixed-methods design integrating the analysis of pre/post teacher and student surveys (n=72 teachers; n=213 students) with Likert-type and open-ended responses, implementation data, and qualitative interviews with mentors and research reflections. Quantitative analyses included descriptive statistics, paired t-tests, logistic regression, and thematic response segmentation. Qualitative data were analyzed using constructivist qualitative analysis and thematic analysis. Findings Analyses revealed significant gains in teacher confidence and skills, as well as increased student interest and knowledge in CS. Mentorship and culturally grounded lesson planning were key predictors of classroom implementation, and students reported interests in creative expression and future employment through CS learning. Teachers and mentors reported several opportunities and limitations of implementing CSRP CS lessons. Overall, the findings highlight both the promise and complexity of integrating CSRP CS, including tensions around representing Indigenous cultures authentically while delivering pedagogical expectations with little infrastructural support. Conclusions The findings underscore that skills-driven CS PD alone is insufficient in underserved contexts, but CSRP offers a powerful framework to center Indigenous cultures in computing. The enactment of similar RPPs requires trust, contextual attunement, and flexible PD structures that align with teaching conditions. These insights contribute to ongoing efforts to scale culturally responsive education in historically marginalized communities.

Background/Objectives: Human papillomavirus (HPV) vaccination coverage among adolescents remains below public health targets despite strong evidence of vaccine effectiveness in preventing HPV-related cancers. Digital interventions (e.g., serious games) may improve HPV vaccine uptake, but evidence for effects on vaccination behavior remains limited. Methods: This secondary analysis of a randomized controlled trial evaluated a co-designed, game-based digital intervention to increase HPV vaccine initiation among unvaccinated youth aged 11–14 years and their parents. The sample included 64 parent–adolescent dyads (33 intervention and 31 usual care dyads). The primary outcome was HPV vaccine initiation at 2-month follow-up. Results: A significantly greater proportion of adolescents in the intervention group initiated HPV vaccination compared with controls (88.5% vs. 46.2%; χ2(1) = 10.58, p = 0.001; risk difference = 0.423, 95% CI = [0.196, 0.650]). No significant between-group baseline differences were observed in parent HPV vaccination intention, knowledge, or psychosocial perceptions, although adolescent vaccination intention was higher in the intervention group. In adjusted logistic regression controlling for adolescent baseline HPV vaccination intention, intervention participants remained significantly more likely to initiate vaccination than controls (OR = 9.31, 95% CI = 2.13–40.70, p = 0.003). Intervention acceptability was high, with most parents and adolescents reporting that the game was easy to use, engaging, and relevant to vaccination decision-making. Conclusions: These findings provide preliminary evidence that a brief, family-centered, game-based digital intervention may help increase HPV vaccination initiation among adolescents. Larger trials with longer follow-up are needed to assess vaccine series completion and effectiveness across diverse settings.

Computer Science (CS) professional development has increased opportunities to broaden K12 teachers' and students' exposure to CS learning. However, many Indigenous-serving teacher professional development (PD) participants could not facilitate in-classroom implementation without significant follow-up and support. This study aims to understand how the factors emerging from our CS PD affected teachers' PD transition to in-classroom implementation. We analyzed multiple data sources collected over three years of our project. We use logistic regression to explore the data from the PD course. Through analysis, our study indicates that providing teachers with targeted mentorship and ensuring the completion of detailed lesson plans are two factors in the transition of teachers' learning from PD to teachers' implementations in the classroom.

Indigenous communities remain significantly underrepresented in computer science (CS) and STEM fields, facing persistent barriers such as limited access to resources, infrastructure, and culturally relevant instruction. This study investigated how educators serving Indigenous populations designed and implemented culturally responsive computing (CRC)[2] curricula within a long-term professional development program grounded in a design-based research framework. The study examined how sustained, collaborative support enabled educators to effectively integrate Indigenous cultural knowledge, values, and practices into computer science education. Seven secondary teachers who work in schools in Arizona and New Mexico with over 90% Native American enrollment participated in a two-year professional development program called Let’s Talk Code Teaching Fellow. The program consisted of twelve online modules, weekly virtual meetings, in-person workshops, and conference participation[3]. Following the DBR framework [1], teachers engaged in iterative cycles of lesson design, implementation, and revision, creating and teaching three culturally relevant computer science lessons. They received feedback from fellow teachers and research teams, allowing them to improve the connection between computing and cultural relevance in their lessons. The study employed a mixed-methods approach to data collection and analysis. Qualitative data included 14 finalized lesson plans, teacher reflections, teacher interviews, and classroom observation notes, which were thematically analyzed to identify common instructional practices and challenges, as well as strategies that connect culture and computing. Our findings showed that teachers sustained local culture by integrating Indigenous languages and art and innovative computing tools such as Scratch, micro: bit, and Sphero robots into their computing lessons. Teachers reported an increase in their confidence in computer science instruction following the long-term PD and benefited from a strong professional learning community. Paired-sample t-tests of students’ responses to validated instruments revealed statistically significant improvements in students’ interest (p <.001) and perceptions of CS learning (p <.001), suggesting a positive impact of the CRC lessons on student engagement. Our study contributes to the growing body of literature on culturally responsive computing and provides design principles for developing CRC curricula in Indigenous-serving schools. It also demonstrated how long-term, relationship-centered PD can shift teacher attitudes, enhance instructional practices, and support equitable participation in CS education. The findings highlighted the importance of co-designing CS curricula with teachers and communities, centering Indigenous knowledge systems, and sustaining partnerships that respected tribal sovereignty and promote cultural revitalization through technology.

Indigenous communities remain significantly marginalized in computing and STEM fields, often facing substantial barriers to participating in computer science (CS) education. This experience report examines how Indigenous-serving CS teachers collaboratively co-design culturally responsive curricula through a two-year professional development (PD) program, employing a design-based research approach. The report outlines the curriculum design process and offers insights into students' experiences and perceptions of CS learning. Findings aim to inform future efforts to support Indigenous students' engagement and success in computing by integrating cultural knowledge into CS education.

Indigenous communities remain among the most underrepresented groups in computing and STEM fields, facing systemic barriers to equitable participation in computer science (CS) education. This study examines how Indigenous-serving teachers, through a sustained professional development (PD) program, design and implement culturally responsive computing (CRC) curricula in Indigenous-serving schools. Guided by the research question: How does sustained CS professional development inform the design of culturally responsive computing curricula by experienced CS teachers in Indigenous-serving schools? We employed a natural language processing (NLP) data fusion approach that integrates text mining and qualitative thematic analysis to investigate how teachers incorporate Indigenous knowledge into computing instruction. Our findings reveal three emergent themes in teacher learning and lesson design: Creating opportunities to access culture through computation, Leveraging Research and Critical Thinking Skills to Critically Engage Students with Computing, and Reflection, refinement, and professional growth through ongoing collaboration. These themes underscore the impact of CRC on bridging cultural traditions with computing, fostering engagement, and enhancing Indigenous students’ sense of belonging in CS. By supporting teachers in developing culturally relevant lessons that integrate storytelling, traditional arts, and computational thinking, this research contributes to the broader discourse on inclusive CS education. This study informs future efforts to expand Indigenous student participation in computing by highlighting the role of culturally sustaining pedagogy in professional development and curriculum design.

To broaden indigenous students' participation in Computer Science (CS) education, we conducted a research practitioner partnership (RPP) project, where teachers were taught the CS principles lessons offered by Code.org and asked to integrate mobile application development within their current courses. Additionally, modules and guidance were provided on culturally responsive pedagogy (CRP), and an in-classroom implementation of a five-day lesson plan was co-created via a participatory approach. In this experience report, we describe the RPP organization and early findings from our collected teachers' pre/post survey, lesson plans, projects, and students' pre/post survey. The positive outcomes from our RPP project provided valuable teacher learning experiences and actionable, culturally responsive computing lesson plans for the indigenous community.

Game-based learning assessments rely on educational data mining approaches such as stealth assessments and quasi mixed methods that help gather data on student learning proficiency. Rarely do we see approaches where student proficiency in learning is woven into the game’s design. Educational burst games (EBGs) represent a new approach to improving learning proficiency by designing fast-paced, short, repetitive, and skill-based games. They have the potential to be effective learning interventions both during instruction in the classroom and during after-school activities such as assignments and homework. Over five years, we have developed two EBGs aimed at improving linear algebra concepts among undergraduate students. In this study, we provide the results of an in-depth evaluation of the two EBGs developed with 45 participants that represent our target population. We discuss the role of EBGs and their design constructs, such as pace and repetition, the effect of the format (2D vs. 3D), the complexity of the levels, and the influence of prior knowledge on the learning outcomes.

Native Americans (NA) have historically been the most underrep-resented population when it comes to participating in STEM and computing careers. The Navajo are one of the country's largest NA groups, and understanding the barriers and developing solutions to increase their participation will have far-reaching consequences on informing the research and practice on how computing can be taught at NA-serving high schools. The paper describes the experience gained over three years of working in this region via project Let's Talk Code, which aims to help math, science, and art teachers from Navajo high schools develop CS-based projects in their existing courses and provide mentorship and guidance. Let's Talk Code is constructed as a research-practice partnership (RPP) where the teachers (practitioners) work with a multi-institutional team of researchers and CS educators to improve the capacity-building needs of its partners (high schools). The paper details the evolution of the project over the years and highlights challenges, barriers, and strategies that were used to impact a significant number of teachers throughout the project.

Human-Autonomy Teaming (HAT) is a multi-disciplinary domain with a diverse set of research needs and goals stemming from fields such as computer science, robotics, and human factors. This melting pot of fields generates a unique challenge in that there exist many disjoint research methods (measures and tasks) that cause issues with knowledge transfer and comparison between researchers. One way to address this issue is by providing researchers with a testbed containing a standardized suite of analysis tools and tasks that allow direct comparison between different approaches. Therefore, this study attempts to bring the HAT community together in a collaborative discussion to collect and organize their research needs for the future development of these testbeds. Specifically, through thematic analysis, our work reveals three emergent prongs that underpin testbed needs of HAT experts: task, AI, and technical requirements. Also, we organize our thematic analysis by priority to suggest possible paths for HAT testbed development to maximize its immediate and continued utility. Our research indicates that the HAT community places significant importance on both the pre-established, standardized functions available within the testbed and the freedom to tailor and develop their unique tasks or AI solutions.

Learner proficiency in educational games has been a well-researched area for the past decade. The majority of methods use a quasi-mixed method approach that includes some form of assessment of learning prior to, during, and after the game has been played. During gameplay, game-based assessment (GBA) can be used to assess the learning imparted by the game to the students. A common strategy for GBA has been to utilize surveys and built-in quizzes to measure student learning during gameplay. However, this impacts students' attention negatively as they need to change their attention from gameplay to the assessment and back. Educational burst games (EBG) are fast repetitive action-oriented games that build player proficiency through repetitive gaming. In this paper, we present the design of a math game that follows EBG principles and evaluate the learning gains via a small sample of students. Our findings indicate that EBG works well in certain educational contexts and can be further expanded to work well with real-time GBA techniques.

Despite high incidence of depression, anxiety, and post traumatic stress disorder, stigma and lack of access to culturally responsive behavioral health care resources prevents many Native Americans (NA) from seeking care. However, the rise of culturally-responsive in-person and digital behavioral health resources for NA communities provides new opportunities to address these longstanding health equity issues. The major challenge is helping people in NA communities fnd these meaningful resources and helping anchor institutions understand how resources are being sought and utilized to support more responsive internal programming. In this context, we have partnered with Hopi Behavioral Health Services (HBHS) to design the Resilience Resource Database to digitally disseminate mental and behavioral health resources. This paper presents initial fndings that have resulted from the initial stage of an iterative participatory design process with HBHS.

Mobile health applications have the potential for addressing chronic health conditions, but challenges exist in adherence, or the extent to which a patient conducts the activities defined in a clinical protocol. High levels of adherence should lead to greater effects of the intervention; the greater fidelity to the protocol, the more benefit one should receive from the protocol. Further, this delivery mechanism supports just-in-time “micro” interventions, or smaller yet more frequent dosages of skill practice. mHealth has limitations in these areas; the ability of patients to sustainably adhere to a protocol, and to drive intervention effect sizes. This research considers personalized just-in-time adaptive micro-interventions as a potential remedy to these limitations. Specifically, in the context of a pediatric anxiety protocol, we introduce an approach to drive greater levels of adherence and effect sizes by incorporating per-patient information. This approach has been implemented within an mHealth app for middle school that was successfully pilot-tested in the Phoenix area. The number of users is small (n=3) so a case-by-case analysis of app usage is presented. Simulated user behaviors based on models of adherence and effect sizes over time are presented as a means to demonstrate the potential impact of personalized deployments on a larger scale.

Background The prevalence of human papillomavirus (HPV) and its related cancers is a major global concern. In the United States, routine HPV vaccination is recommended for youth aged 11 or 12 years. Despite HPV being the most common sexually transmitted infection and the vaccine’s proven efficacy, the vaccination rate among US youth remains below the recommended 80% completion rate. Mobile health (mHealth) interventions have demonstrated promise in improving health. Examining and synthesizing the current evidence about the impact of mHealth interventions on vaccination coverage in youth and intervention characteristics could guide future mHealth interventions aimed at mitigating the vaccination gap and disease burden. Objective This study aims to conduct a systematic review to assess the effectiveness of mHealth interventions on parental intent to vaccinate youth against HPV and youth’s vaccine uptake. Methods We searched empirical papers through databases including Google Scholar, PubMed, CINAHL, PsycINFO, and Cochrane Library. The inclusion criteria were the following: (1) published between January 2011 and December 2022; (2) using mHealth aimed to improve HPV vaccination rate; (3) targeted unvaccinated youth or their parents; and (4) measured HPV-related knowledge, vaccination intention, or vaccine uptake. Overall, 3 researchers screened and appraised the quality of the eligible papers using the Melnyk Levels of Evidence and the Cochrane Grading of Recommendations Assessment, Development, and Evaluation methodology. Disagreements in search results and result interpretation were resolved through consensus. Results Overall, 17 studies that met the inclusion criteria were included in the final review. Most studies were conducted in the United States (14/17, 82%), used a randomized controlled trial design (12/17, 71%), and adopted behavior change theories or a culture-centric approach (10/17, 59%). mHealth interventions included SMS text message reminders, motivational SMS text messages, computer-tailored or tablet-tailored interventions, smartphone apps, web-based tailored interventions, social media (Facebook) campaigns, digital videos, and digital storytelling interventions. Approximately 88% (15/17) of the mHealth interventions demonstrated positive effects on knowledge, intention, or behaviors related to HPV vaccination. Overall, 12% (2/17) reported limited or no intervention impact on vaccine uptake or vaccine series completion. Effective vaccine uptake was commonly seen in interventions based on behavior change theories and those that provided culturally relevant information. Conclusions This systematic review identified the impact of mHealth interventions among unvaccinated youth and their parents, which showed improvement in HPV-related knowledge, vaccination intention, or vaccine initiation. The interventions that incorporated theories and culture-centric approaches revealed the most promising results. Although these outcomes are encouraging, future studies are needed to investigate factors associated with the success of interventions using SMS text messaging or social media. More studies are also needed for a better understanding of the intervention elements that boost the responses of age-specific and ethnicity-specific populations.

In this extended abstract we present the design, development, and evaluation of a Minecraft-based simulated task environment to conduct human and AI teaming research. With the deluge of AI-driven applications and their infiltration into many activities of daily living, it is becoming necessary to look at ways that humans and AI can work together. There is a tremendous research burden associated with accurately evaluating the best practices and trade-offs when humans and AI have to collaborate together in completing critical tasks. Minecraft offers a low-cost alternative as an early investigating tool for researchers to build answers to emerging research questions before significantly investing in human-AI teaming activities in the real world. We demonstrate successfully via a simple rule-based AI, insights that could highly influence human-AI teaming activities can be derived to improve practical and viable development of protocols and procedures. Our findings indicate that simulated task environments play a critical role in furthering human AI teaming activities.