Georgia Institute of Technology College of Computing

About: Georgia Institute of Technology College of Computing is a based out in . It is known for research contribution in the topics: Cache & Overhead (computing). The organization has 182 authors who have published 146 publications receiving 9334 citations.

Behavior-based formation control for multirobot teams

Abstract: New reactive behaviors that implement formations in multirobot teams are presented and evaluated. The formation behaviors are integrated with other navigational behaviors to enable a robotic team to reach navigational goals, avoid hazards and simultaneously remain in formation. The behaviors are implemented in simulation, on robots in the laboratory and aboard DARPA's HMMWV-based unmanned ground vehicles. The technique has been integrated with the autonomous robot architecture (AuRA) and the UGV Demo II architecture. The results demonstrate the value of various types of formations in autonomous, human-led and communications-restricted applications, and their appropriateness in different types of task environments.

Are automated debugging techniques actually helping programmers

Abstract: Debugging is notoriously difficult and extremely time consuming. Researchers have therefore invested a considerable amount of effort in developing automated techniques and tools for supporting various debugging tasks. Although potentially useful, most of these techniques have yet to demonstrate their practical effectiveness. One common limitation of existing approaches, for instance, is their reliance on a set of strong assumptions on how developers behave when debugging (e.g., the fact that examining a faulty statement in isolation is enough for a developer to understand and fix the corresponding bug). In more general terms, most existing techniques just focus on selecting subsets of potentially faulty statements and ranking them according to some criterion. By doing so, they ignore the fact that understanding the root cause of a failure typically involves complex activities, such as navigating program dependencies and rerunning the program with different inputs. The overall goal of this research is to investigate how developers use and benefit from automated debugging tools through a set of human studies. As a first step in this direction, we perform a preliminary study on a set of developers by providing them with an automated debugging tool and two tasks to be performed with and without the tool. Our results provide initial evidence that several assumptions made by automated debugging techniques do not hold in practice. Through an analysis of the results, we also provide insights on potential directions for future work in the area of automated debugging.

Learner-centered design: the challenge for HCI in the 21st century

Abstract: In the 1980's a major transformation took place in the computing world: attention was finally being paid to making computers easier-to-use. You know the history: in the 1970's folks at Xerox were exploring so-called personal computers and developing graphical, point-and-click interfaces. The goal was to make using computers less cognitively taxing, there- by permitting the user to focus more mental cycles on getting the job done. For some time people had recognized that there would be benefits if users could interact with computers using visual cues and motor movements instead of testu- al/linguistic strings. However, computer cycles were costly; they could hardly be wasted on supporting a non-textual interface. There was barely enough zorch (i.e., computer power, measured in your favorite unit) to simply calculate the payroll.

Anomaly detection using call stack information

Abstract: The call stack of a program execution can be a very good information source for intrusion detection. There is no prior work on dynamically extracting information from the call stack and effectively using it to detect exploits. In this paper we propose a new method to do anomaly detection using call stack information. The basic idea is to extract return addresses from the call stack, and generate an abstract execution path between two program execution points. Experiments show that our method can detect some attacks that cannot be detected by other approaches, while its convergence and false positive performance is comparable to or better than the other approaches. We compare our method with other approaches by analyzing their underlying principles and thus achieve a better characterization of their performance, in particular on what and why attacks will be missed by the various approaches.

A psychological perspective on augmented reality in the mathematics classroom

Abstract: Physical objects and virtual information are used as teaching aids in classrooms everywhere, and until recently, merging these two worlds has been difficult at best. Augmented reality offers the combination of physical and virtual, drawing on the strengths of each. We consider this technology in the realm of the mathematics classroom, and offer theoretical underpinnings for understanding the benefits and limitations of AR learning experiences. The paper presents a framework for understanding AR learning from three perspectives: physical, cognitive, and contextual. On the physical dimension, we argue that physical manipulation affords natural interactions, thus encouraging the creation of embodied representations for educational concepts. On the cognitive dimension, we discuss how spatiotemporal alignment of information through AR experiences can aid student's symbolic understanding by scaffolding the progression of learning, resulting in improved understanding of abstract concepts. Finally, on the contextual dimension, we argue that AR creates possibilities for collaborative learning around virtual content and in non-traditional environments, ultimately facilitating personally meaningful experiences. In the process of discussing these dimensions, we discuss examples from existing AR applications and provide guidelines for future AR learning experiences, while considering the pragmatic and technological concerns facing the widespread implementation of augmented reality inside and outside the classroom.