Towards LLM-Assisted Architecture Recovery for Real-World ROS~2 Systems: An Agent-Based Multi-Level Approach to Hierarchical Structural Architecture Reconstruction

Explicit software architecture models are essential artifacts for communicating, analyzing, and evolving complex software-intensive systems. In ROS~2-based robotic systems, however, structural (de-)composition and integration semantics are often only implicitly encoded across distributed artifacts such as source code and launch files, making recovery of hierarchical architecture particularly difficult. Existing approaches mainly focus on node-level entities and communication wiring, while providing limited support for recovering hierarchical structural (de-)composition across multiple abstraction levels. In this paper, we extend our previously proposed blueprint-guided LLM-assisted architecture recovery pipeline for ROS~2 systems through two major enhancements: (1) refined prompting to improve the consistency and controllability of architecture synthesis, and (2) a staged recovery strategy based on multi-level intermediate architectural representations that incorporate the atomic ROS node list and launch file dependencies, thereby enabling structurally constrained reconstruction across multiple abstraction levels. The approach is evaluated on a real-world automated product disassembly system based on cooperative robotic arms and heterogeneous ROS~2 artifacts. Compared to our previous work, the considered case study exhibits substantially higher integration complexity and richer functionality. The results demonstrate improved structural consistency, scalability, and robustness of architecture recovery, while also revealing remaining challenges related to dynamic integration semantics in large-scale ROS~2 systems.

Bots and Blocks: Presenting a project-based approach for robotics education

To prepare students for upcoming trends and challenges, it is important to teach them about the helpful and important aspects of modern technologies, such as robotics. However, classic study programs often fail to prepare students for working in the industry because of the lack of practical experience, caused by solely theoretical lecturing. The challenge is to teach both practical and theoretical skills interactively to improve the students' learning. In the scope of the paper, a project-based learning approach is proposed, where students are taught in an agile, semester-spanning project how to work with robots. This project is part of the applied computer science degree study program Digital Technologies. The paper presents the framework as well as an exemplary project featuring the development of a disassembly software ecosystem for hardware robots. In the project, the students are taught the programming of robots with the help of the Robot Operating System (ROS). To ensure the base qualifications, the students are taught in so-called schools, an interactive mix of lectures and exercises. At the beginning of the course, the basics of the technologies are covered, while the students work more and more in their team with the robot on a specific use case. The use case here is to automate the disassembly of build block assemblies.