The new version of ACM and IEEE-CS Computer Science Curricula envisages the preparation of a dozen white papers within more than a third of the Body of Knowledge courses. Lack of experience in conducting research, insufficient ability to articulate thoughts, non-observance of defined recommendations, as well as forgotten verification of what has been done are key challenges in the implementation of these recommendations. Large language models (LLMs) can significantly support the creation of anticipated white papers, encouraging initial directions and inspiration for research, as well as a focused presentation of key elements of the work. Unfortunately, they can also hinder the creation of expected academic texts, promoting the superficiality of research and the presentation of unverified information. In order to facilitate progress in acquiring the necessary writing skills without discriminating against those students who have already acquired them and prefer traditional writing, we have defined a series of strict rules and strategies for preparing the briefing reports with complete, partial, or no reliance on the LLM. They were embedded into the faculty learning management system, implemented, and evaluated twice with more than 150 students during the academic year 2023/24. This paper presents a new approach along with the lessons learned from the first attempt and the changes incorporated into the second. Based on these two carefully designed, conducted and analyzed studies, teachers and students gained a very positive opinion about the impact of LLM on the creation of quality student reports. The effectiveness of the new approach is a guarantee that optimization of the integration of AI-generated content can become a benchmark for the successful preparation of student reports that can be recommended to the wider academic community.

Large language models (LLMs) have achieved planetary popularity and have become accepted in higher education. On the basis of face-to-face interviews, a survey examining students' attitudes about the integration of LLM into education, and our own academic experience, we defined a realistic solution for creating assignments. It embraces essay writing as well as various aspects of computer programming. The experiments were carried out during the winter semester of academic 2023/24 at two universities from two different countries. This paper presents the experience gained in the creation of two different computer science assignments with and without the use of LLM. Comparative analysis refers on three approaches: traditional or manual assignment preparation without using any LLM; full reliance on LLMs; and a hybrid mode, depending on the amount of application of the LLM in the preparation of the assignment. The proposed solution was evaluated quantitatively, with the aim of becoming a benchmark for examining the integration of LLM studies into higher education. Findings reveal the importance of hybrid mode, as the most preferred approach among students.

Robot treatments for children with autism have proven to be successful and effective. However, the resources needed for the treatments do not always meet the needs of the children. We overcame the lack of equipment and staff by extending the concept of robot therapy using a web and mobile application. This application enables greater availability and personification of the therapy itself. Its use in the majority of respondents contributes to improving their condition. This approach increases the flexibility of the therapy itself and makes it more accessible, enabling the patients to progress more rapidly. Although the robotic treatment presented in this paper is specific to children with autism, this approach can be generalized and applied to other areas where there are similar types of therapies.

A bite from a bug may expose the affected person to serious, life-threatening conditions, which may require immediate medical attention. The identification of the bug bite may be challenging even for experienced medical personnel due to the different manifestations of the bites and similarity to other skin conditions. This motivated our work on a computer-aided system that offers information on the bug bite based on the classification of bug bite images. Recently, there have been significant advances of methods for image classification for the detection of various skin conditions. However, there are very few sources that discuss the classification of bug bites. The goal of our research is to fill in this gap in the literature and offer a comprehensive approach for the analysis of this topic. This includes (1) the creation of a dataset that is larger than those considered in the related sources; (2) the exploration and analysis of the application of pre-trained state-of-the-art deep learning architectures with transfer learning, used in this study to overcome the challenges of low-size datasets and computational burden; (3) the further improvement of the classification performance of the individual CNNs by proposing an ensemble of models, and finally, (4) the implementation and description of an end-to-end system for bug bite classification from images taken with mobile phones, which should be beneficial to the medical personnel in the diagnostic process. In this paper, we give a detailed discussion of the models’ architecture, back-end architecture, and performance. According to the general evaluation metrics, DenseNet169 with an accuracy of 78% outperformed the other individual CNN models. However, the overall best performance (accuracy of 86%) was achieved by the proposed stacking ensemble model. These results are better than the results in the limited related work. Additionally, they show that deep CNNs and transfer learning can be successfully applied to the problem of the classification of bug bites.

In this paper we present a successful example of implementation of project-based learning in e-Learning Systems course. Starting with an overview of the organization of the “e-Learning Systems” course held at the Faculty of Computer Science and Engineering (FCSE) in Skopje, we look into the importance of project-based learning as a learning method, the benefits of team work, and also we describe the purpose of educational games. The paper focuses on the general form of the project assigned to students which we describe in details, the organization of the lab exercises and the process of implementation of the projects. Based on the results that we will present, we may conclude that we have managed to organize the course in such a way that many of the students will achieve the course goals and pass, and also, will have exciting and challenging project to work on. We believe that the material in this paper will be valuable to other lecturers that teach similar or even quite different courses, and also facing the problem of teaching a course with high student/teacher ratio.