BZPEERReading, trust and collaboration for research
Menu

Discover

GraphFollow connections around a paper, topic or saved view.

Workspaces

HomePick up where your research flow left off.InboxHandle requests, replies and notifications from one place.CollectionsCurate reading lists, evidence sets and shareable dossiers.ResearchSee your private provenance graph, trail and imports.CollaborationMove from discovery into focused discussion rooms.PublishDraft, preview and publish full-text research articles.

Network

ExpertsFind specialists worth following or asking for help.CommunitiesJoin research circles organized around shared work.PartnersSee external organizations active around the same topics.

Opportunities

ListingsBrowse roles, calls and collaborations with clearer fit signals.

Account

Log inReturn to your reading and collaboration workspace.Create accountStart saving work, following people and joining teams.
Log inCreate account

Researcher profile

R. Benjamin Shapiro

R. Benjamin Shapiro contributes to research discovery and scholarly infrastructure.

ResearcherAffiliation not importedOpen to collaborate
Human-Computer InteractionArtificial IntelligenceComputation and Language

Trust snapshot

Quick read

Trust 15 - UnverifiedVerification L1Unclaimed author
3works
0followers
3topics
4close collaborators

Actions

Decide how to stay connected

Follow researcher0

Identity and collaboration

How to connect with this researcher

Claiming links this public author record to a researcher profile and unlocks direct collaboration workflows.

Log in to claim

Direct collaboration

Open a focused conversation when the fit is right

Claim this author entity first to unlock direct invitations.

Research graph

See the researcher in context

Open full explorer

Inspect adjacent work, topics, institutions and collaborators without jumping out to a separate graph page.

Building this graph slice

BZPEER is loading the nearby papers, people, topics and institutions for this page.

Published work

3 published item(s)

preprint2026arXiv

Training Computer Use Agents to Assess the Usability of Graphical User Interfaces

Usability testing with experts and potential users can assess the effectiveness, efficiency, and user satisfaction of graphical user interfaces (GUIs) but doing so remains a costly and time-intensive process. Prior work has used computer use agents (CUAs) and other generative agents that can simulate user interactions and preference, but we show that agents still struggle to provide accurate usability assessments. In this work, we present a novel machine learning method that operationalizes a computational definition of usability to train CUAs to assess GUI usability by i) prioritizing important interaction flows, ii) executing them through human-like interactions, and iii) predicting a learned numerical usability score. We train a computer use agent, uxCUA, with our algorithm on a large-scale dataset of fully interactive user interfaces (UIs) paired with usability labels and human preferences. We show that uxCUA outperforms larger models in accurate usability assessments and produces realistic critiques of both synthetic and real UIs. More broadly, our work aims to build a principled, data-driven foundation for automated usability assessment in HCI.

0 citations0 reviewsNo code linkedOpen access
preprint2024arXiv

Co-ML: Collaborative Machine Learning Model Building for Developing Dataset Design Practices

Machine learning (ML) models are fundamentally shaped by data, and building inclusive ML systems requires significant considerations around how to design representative datasets. Yet, few novice-oriented ML modeling tools are designed to foster hands-on learning of dataset design practices, including how to design for data diversity and inspect for data quality. To this end, we outline a set of four data design practices (DDPs) for designing inclusive ML models and share how we designed a tablet-based application called Co-ML to foster learning of DDPs through a collaborative ML model building experience. With Co-ML, beginners can build image classifiers through a distributed experience where data is synchronized across multiple devices, enabling multiple users to iteratively refine ML datasets in discussion and coordination with their peers. We deployed Co-ML in a 2-week-long educational AIML Summer Camp, where youth ages 13-18 worked in groups to build custom ML-powered mobile applications. Our analysis reveals how multi-user model building with Co-ML, in the context of student-driven projects created during the summer camp, supported development of DDPs including incorporating data diversity, evaluating model performance, and inspecting for data quality. Additionally, we found that students' attempts to improve model performance often prioritized learnability over class balance. Through this work, we highlight how the combination of collaboration, model testing interfaces, and student-driven projects can empower learners to actively engage in exploring the role of data in ML systems.

0 citations0 reviewsNo code linkedOpen access
preprint2022arXiv

ARtonomous: Introducing Middle School Students to Reinforcement Learning Through Virtual Robotics

Typical educational robotics approaches rely on imperative programming for robot navigation. However, with the increasing presence of AI in everyday life, these approaches miss an opportunity to introduce machine learning (ML) techniques grounded in an authentic and engaging learning context. Furthermore, the needs for costly specialized equipment and ample physical space are barriers that limit access to robotics experiences for all learners. We propose ARtonomous, a relatively low-cost, virtual alternative to physical, programming-only robotics kits. With ARtonomous, students employ reinforcement learning (RL) alongside code to train and customize virtual autonomous robotic vehicles. Through a study evaluating ARtonomous, we found that middle-school students developed an understanding of RL, reported high levels of engagement, and demonstrated curiosity for learning more about ML. This research demonstrates the feasibility of an approach like ARtonomous for 1) eliminating barriers to robotics education and 2) promoting student learning and interest in RL and ML.

0 citations0 reviewsNo code linkedOpen access