Designing Interactive Systems (DIS)

This authoritative ranking presents the most influential scientific conferences in the field of Psychology, meticulously compiled by Research.com, a leading platform recognized for its commitment to providing comprehensive and trusted data on scientific contributions across all major disciplines since 2014. The purpose of this ranking is to offer members of the scientific community, funding agencies, and institutional evaluators a reliable resource for identifying the outstanding venues for disseminating psychological research.

Conference positions in this ranking are determined by a unique bibliometric score, developed exclusively by Research.com, which combines the estimated h-index of each event and the number of leading scientists who have participated in the conference during the past three reporting years. This multifaceted approach ensures that both the quality and influence of the scientific output, as well as the participation of top-tier experts, are accurately reflected.

Impact Score values included in this ranking were collected as of November 27, 2024. The creation of the ranking involved a rigorous and in-depth analysis process, beginning with the assessment of over 377 conferences. These conferences were shortlisted after detailed inspection and a thorough review of more than 871 scientific documents published over the last three years by 10,697 leading and well-respected scientists specializing in Psychology. This robust methodology underlines the depth and precision that characterize the ranking, thereby ensuring its relevance and reliability for the global research community.

For an in-depth explanation of the methodology and the comprehensive processes used to compute conference ranking scores, please visit our Methodology Page.

Papers citation over time

A key indicator for each conference is its effectiveness in reaching other researchers with the papers published at that venue.

The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.

Top authors and change over time

The top authors publishing at Designing Interactive Systems (based on the number of publications) are:

• Carman Neustaedter (22 papers) published 3 papers at the last edition, 2 less than at the previous edition,
• William Odom (20 papers) published 5 papers at the last edition, 4 more than at the previous edition,
• Eric Paulos (20 papers) published 1 paper at the last edition,
• Ron Wakkary (15 papers) published 2 papers at the last edition, 1 more than at the previous edition,
• Kim Halskov (15 papers) published 1 paper at the last edition, 1 less than at the previous edition.

The overall trend for top authors publishing at this conference is outlined below. The chart shows the number of publications at each edition of the conference for top authors.

Top affiliations and change over time

Only papers with recognized affiliations are considered

The top affiliations publishing at Designing Interactive Systems (based on the number of publications) are:

• Carnegie Mellon University (58 papers) published 5 papers at the last edition, 1 more than at the previous edition,
• Simon Fraser University (51 papers) published 9 papers at the last edition, 3 more than at the previous edition,
• Newcastle University (46 papers) published 4 papers at the last edition, 6 less than at the previous edition,
• Eindhoven University of Technology (43 papers) published 11 papers at the last edition, 2 less than at the previous edition,
• Georgia Institute of Technology (38 papers) published 12 papers at the last edition, 1 less than at the previous edition.

The overall trend for top affiliations publishing at this conference is outlined below. The chart shows the number of publications at each edition of the conference for top affiliations.

Publication chance based on affiliation

The publication chance index shows the ratio of articles published by the best research institutions at the conference edition to all articles published within that conference. The best research institutions were selected based on the largest number of articles published during all editions of the conference.

The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.

During the most recent 2019 edition, 2.46% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 35.35% were posted by at least one author from the top 10 institutions publishing at the conference. Another 12.63% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 22.73% of all publications and 29.29% were from other institutions.

Returning Authors Index

A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of conferences they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same conference from year to year.

The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the conference in relation to all participants in a given year.

Returning Institution Index

The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.

The experience to innovation index

Our experience to innovation index was created to show a cross-section of the experience level of authors publishing at a conference. The index includes the authors publishing at the last edition of a conference, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).

The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:

• Novice - P < 5 or C < 25 (the number of publications less than 5 or the number of citations less than 25),
• Competent - P < 10 or C < 100 (the number of publications less than 10 or the number of citations less than 100),
• Experienced - P < 25 or C < 625 (the number of publications less than 25 or the number of citations less than 625),
• Master - P < 50 or C < 2500 (the number of publications less than 50 or the number of citations less than 2500),
• Star - P ≥ 50 and C ≥ 2500 (both the number of publications greater than 50 and the number of citations greater than 2500).

The chart below illustrates experience levels of first authors in cases of publications with multiple authors.

Contributions from Specific Professions: Case of School Psychologists

While the fields of Human–computer interaction, Particle physics, and Nuclear physics form the core research areas at the "Designing Interactive Systems" conference, it's not solely limited to these disciplines. Professionals from different walks of life, like school psychologists, also contribute significantly with their interdisciplinary insights. School psychologists help provide timely interventions at critical stages to improve interactive systems being used in school setups. They utilize their understanding of student behavior, needs, and psychology to enhance systems and tools for better learning outcomes. Their contributions aid in refining learning interfaces used in educational environments and setting new standards for learning technology. For instance, making interactive technologies more effective and user-friendly for children with special needs is an area where intervention from a school psychologist can play a pivotal role. They can provide crucial insights on how best to align technology with pedagogical objectives, ensuring that no student is left behind in the rapidly advancing digital education sphere. If you're intrigued by the role a school psychologist can play in enhancing interactive systems and considering this profession, you'd need to meet specific qualifications, undergo training, and acquire certifications. Get a grasp on the school psychologist requirements connecticut and see how you can chart your career path in this crucial, interdisciplinary profession.