This work in progress research paper describes the development and utilization of ChatVis, a novel tool designed to enhance collaboration and teamwork, key learning outcomes emphasized in engineering and computing curricula by industry employers and accrediting bodies such as the Accreditation Board for Engineering and Technology (ABET). Instructors implement project-based learning to help students develop these skills, often using communication platforms like WhatsApp, Slack, and Discord. Despite the availability of tools supporting teamwork and collaborative learning, a truly non-invasive method for collecting and evaluating interaction and team dynamics remains elusive. ChatVis addresses this gap by enabling instructors to assess team dynamics and individual contributions effectively without disrupting student workflow. Deployed in a C Programming course at a university in Mexico, ChatVis involved 33 students in a mini project, significantly improving student interaction, communication, and engagement. Instructors were able to visualize and provide targeted feedback on student engagement and team dynamics, thereby enhancing the quality of student work. Future work will extend this preliminary study with a comprehensive analysis aimed at determining the statistical significance and broader impacts of ChatVis.

This WIP paper performs a systematic mapping study to investigate the evolution and trends in object-oriented design education (OOD), a critical aspect in software engineering curriculum. Based on 228 publications, the study illuminates significant pedagogical shifts in object-oriented design (OOD), distinguishing it from object-oriented programming (OOP). It also identified areas lacking in-depth research coverage. The research questions guiding this investigation include: 1) Which publication channels predominantly disseminate OODE research? 2) What teaching approaches are most reported in OODE research, and how have these approaches evolved over time? Our findings indicate a trend towards interactive and student-centered teaching methods yet underscore a pressing need for empirical studies to validate these educational strategies. This study aims to provide actionable insights for educators and curriculum developers to refine OOD teaching practices, aligning them more closely with evolving industry standards. Our future work will focus on in-depth analysis of our primary studies to gain insights on the impact of emerging technologies such as AI and VR on learning outcomes in OOD. We also plan to develop guidelines for effective integration of OOD in software engineering curriculum.

Software Engineering is a discipline that encompasses processes associated with the development of interactive systems. The perceived quality of an interactive system is heavily influenced by the user interface design, which may result in many challenges. One such challenge is design‐level requirements analysis. The success of the software system is mostly dependent on how well users’ requirements have been understood and translated into appropriate functionalities. During the interactive system design process, it is common to find recurring problems in human–computer interactions, for which reusing solutions is highly feasible. Interaction design patterns seek to support designers in decision making during the design of interactive systems. Due to the design task tends to be subjective and prone to errors. This work aims at presenting and evaluating an interaction design patterns recommendation model based on design‐level requirements classification, through the application of supervised machine learning algorithms. To compare the performance of four classification algorithms, a study was carried out, in which the linear support vector machine was the most suitable to this problem. The results of this work can be used for implementing frameworks that can better support designers’ decision making when designing user interfaces.