2025
Veldhuis, A.; Lo, P. Y.; Kenny, S.; & Antle, A. N.
Critical Artificial Intelligence literacy: A scoping review and framework synthesis. International Journal of Child Computer Interaction Journal Article
In: International Journal of Child-Computer Interaction, vol. 43, 2025, ISSN: 2212-8689.
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title = {Critical Artificial Intelligence literacy: A scoping review and framework synthesis. International Journal of Child Computer Interaction},
author = {Veldhuis, A. and Lo, P. Y. and Kenny, S. and & Antle, A. N.},
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2024
Antle, Alissa N.; McLaren, Elgin-Skye
Are mobile neurofeedback games a feasible way to improve self-regulation of attention for young marginalized children? Journal Article
In: International Journal of Child-Computer Interaction, vol. 42, pp. 100690, 2024.
@article{ANTLE2024100690,
title = {Are mobile neurofeedback games a feasible way to improve self-regulation of attention for young marginalized children?},
author = {Alissa N. Antle and Elgin-Skye McLaren},
url = {https://www.sciencedirect.com/science/article/pii/S221286892400059X},
doi = {doi.org/10.1016/j.ijcci.2024.100690},
year = {2024},
date = {2024-09-13},
urldate = {2024-09-13},
journal = {International Journal of Child-Computer Interaction},
volume = {42},
pages = {100690},
abstract = {Interactive technology-mediated behavioral interventions are increasingly being studied with children at risk for attentional challenges. Few technology-mediated interventions have been designed for, or studied in the field with, marginalized children, who are at an elevated risk for attentional challenges. We adapted three existing neurofeedback games to create a proof-of-concept intervention to address this research gap. To investigate preliminary feasibility and efficacy we conducted a controlled field experiment with 28 children (aged 5 to 8, 22 male) from a disadvantaged community. Findings showed that with support all children were able to complete the intervention, and most were able to transfer newly attained attention regulation skills into everyday situations and maintain those skills over time. Our work serves as a proof-of-concept for this type of technology-mediated mental health intervention research, provides an exemplar of digital health research with hard-to-reach populations, and provides preliminary evidence that this research space warrants future attention.
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Interactive technology-mediated behavioral interventions are increasingly being studied with children at risk for attentional challenges. Few technology-mediated interventions have been designed for, or studied in the field with, marginalized children, who are at an elevated risk for attentional challenges. We adapted three existing neurofeedback games to create a proof-of-concept intervention to address this research gap. To investigate preliminary feasibility and efficacy we conducted a controlled field experiment with 28 children (aged 5 to 8, 22 male) from a disadvantaged community. Findings showed that with support all children were able to complete the intervention, and most were able to transfer newly attained attention regulation skills into everyday situations and maintain those skills over time. Our work serves as a proof-of-concept for this type of technology-mediated mental health intervention research, provides an exemplar of digital health research with hard-to-reach populations, and provides preliminary evidence that this research space warrants future attention.
Alexandra Kitson, Petr Slovak; Antle, Alissa N.
Supporting Cognitive Reappraisal With Digital Technology: A Content Analysis and Scoping Review of Challenges, Interventions, and Future Directions Proceedings Article
In: Proceedings of the CHI Conference on Human Factors in Computing Systems, pp. 17, Association for Computing Machinery, New York, NY, USA, 2024.
@inproceedings{Kitson2024b,
title = {Supporting Cognitive Reappraisal With Digital Technology: A Content Analysis and Scoping Review of Challenges, Interventions, and Future Directions},
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Muntean, Reese; Hennessy, Kate; Mills, Chelsea; Antle, Alissa N.
Untangling cables: A case study of the life & afterlife of digital devices in academic research. Proceedings Article
In: Proceedings of Conference on Designing Interactive Systems, Association for Computing Machinery, 2024.
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title = { Untangling cables: A case study of the life & afterlife of digital devices in academic research.},
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Alissa N. Antle Alexandra Kitson, Sadhbh Kenny; Chan, Melissa
“I Call Upon a Friend”: Virtual Reality-Based Supports for Cognitive Reappraisal Identified through Co-designing with Adolescents Proceedings Article
In: Proceedings of the CHI Conference on Human Factors in Computing Systems, pp. 18, Association for Computing Machinery, New York, NY, USA, 2024.
@inproceedings{Kitson2024,
title = {“I Call Upon a Friend”: Virtual Reality-Based Supports for Cognitive Reappraisal Identified through Co-designing with Adolescents},
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Zhou, Xiaofei; Zhou, Yushan; Gong, Yunfan; Cai, Zhenyao; Annie,; Xiao, Qinqin; Antle, Alissa N.; Bai, Zhen
"Bee and I need diversity!'' Break filter bubbles in recommendation systems through embodied AI learning Proceedings Article
In: Proceedings of Conference on Interaction Design and Children, Association for Computing Machinery, 2024.
@inproceedings{Zhou2024,
title = {"Bee and I need diversity!'' Break filter bubbles in recommendation systems through embodied AI learning},
author = {Xiaofei Zhou and Yushan Zhou and Yunfan Gong and Zhenyao Cai and Annie and Qinqin Xiao and Alissa N. Antle and Zhen Bai},
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Ibrahim, Seray B; Antle, Alissa N.; Kientz, Julie A.; Pullin, Graham; Slovák, Petr
A systematic review of the probes method in research with children and families Proceedings Article
In: Proceedings of Conference on Interaction Design and Children, Association for Computing Machinery, 2024.
@inproceedings{Ibrahim2024,
title = {A systematic review of the probes method in research with children and families},
author = {Seray B Ibrahim and Alissa N. Antle and Julie A. Kientz and Graham Pullin and Petr Slovák},
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year = {2024},
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2023
Nikki Theofanopoulou, Alissa N. Antle; Slovák, Petr
"They Don't Come With a Handbook": Exploring Design Opportunities for Supporting Parent-Child Interaction around Emotions in the Family Context Journal Article
In: Proc. ACM Hum.-Comput. Interact, vol. 8, no. CSCW1, pp. 33, 2023.
@article{10.1145/3637409,
title = {"They Don't Come With a Handbook": Exploring Design Opportunities for Supporting Parent-Child Interaction around Emotions in the Family Context},
author = {Nikki Theofanopoulou, Alissa N. Antle and Petr Slovák},
url = {https://doi.org/10.1145/3637409},
doi = {10.1145/3637409},
year = {2023},
date = {2023-11-09},
journal = {Proc. ACM Hum.-Comput. Interact},
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abstract = {Parenting practices have a profound effect on children’s well-being and are a core target of several psychological interventions for child mental health. However, there is only limited understanding in HCI so far about how to design socio-technical systems that could support positive shifts in parent-child social practices in situ. This paper focuses on parental socialisation of emotion as an exemplar context in which to explore this question. We present a two-step study, combining theory-driven identification of plausible design directions, with co-design workshops with 22 parents of children aged 6-10 years. Our data suggest the potential for technology-enabled systems that aim to facilitate positive changes in parent-child social practices in situ, and highlights a number of plausible design directions to explore in future work.},
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Parenting practices have a profound effect on children’s well-being and are a core target of several psychological interventions for child mental health. However, there is only limited understanding in HCI so far about how to design socio-technical systems that could support positive shifts in parent-child social practices in situ. This paper focuses on parental socialisation of emotion as an exemplar context in which to explore this question. We present a two-step study, combining theory-driven identification of plausible design directions, with co-design workshops with 22 parents of children aged 6-10 years. Our data suggest the potential for technology-enabled systems that aim to facilitate positive changes in parent-child social practices in situ, and highlights a number of plausible design directions to explore in future work.
Veldhuis, Annemiek; Murai, Yumiko; Lin, Anna; Kumpulainen, Kristiina; Antle, Alissa N.
Reimagining Assessment for Maker Education in Elementary Education: Findings from a Values-led Co-Design Workshop with Teachers Proceedings Article
In: Proceedings of FabLearn / Constructionism 2023: Full and Short Research Papers, pp. 6, Association for Computing Machinery, New York, NY, USA, 2023, ISBN: 9798400708961.
@inproceedings{10.1145/3615430.3615435,
title = {Reimagining Assessment for Maker Education in Elementary Education: Findings from a Values-led Co-Design Workshop with Teachers},
author = {Veldhuis, Annemiek and Murai, Yumiko and Lin, Anna and Kumpulainen, Kristiina and Antle, Alissa N.},
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publisher = {Association for Computing Machinery},
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abstract = {In maker education, traditional classroom assessments often fail to capture student learning. As of now, most assessment focus on the end product, are language-based, and are teacher-directed. Designing effective assessment processes requires resolving tensions between what teachers hope to accomplish and what they can do. This paper explores the values and tensions of elementary school teachers when it comes to designing assessment activities and tools for maker education. We describe the design, implementation, and outcomes of a values-led co-design workshop for reimagining assessment for maker education with three teachers. Using observation data and workshop artifacts, we present insights into teachers’ values, tensions, and ideas regarding maker education assessment, as well as their final assessment design.},
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In maker education, traditional classroom assessments often fail to capture student learning. As of now, most assessment focus on the end product, are language-based, and are teacher-directed. Designing effective assessment processes requires resolving tensions between what teachers hope to accomplish and what they can do. This paper explores the values and tensions of elementary school teachers when it comes to designing assessment activities and tools for maker education. We describe the design, implementation, and outcomes of a values-led co-design workshop for reimagining assessment for maker education with three teachers. Using observation data and workshop artifacts, we present insights into teachers’ values, tensions, and ideas regarding maker education assessment, as well as their final assessment design.
Slovak, Petr; Antle, Alissa; Theofanopoulou, Nikki; Roquet, Claudia Daudén; Gross, James; Isbister, Katherine
Designing for Emotion Regulation Interventions: An Agenda for HCI Theory and Research Journal Article
In: ACM Trans. Comput.-Hum. Interact., vol. 30, no. 1, 2023, ISSN: 1073-0516.
@article{10.1145/3569898,
title = {Designing for Emotion Regulation Interventions: An Agenda for HCI Theory and Research},
author = {Petr Slovak and Alissa Antle and Nikki Theofanopoulou and Claudia Daudén Roquet and James Gross and Katherine Isbister},
url = {https://doi.org/10.1145/3569898},
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abstract = {There is a growing interest in human-computer interaction (HCI) to envision, design, and evaluate technology-enabled interventions that support users’ emotion regulation. This interest stems in part from increased recognition that the ability to regulate emotions is critical to mental health, and that a lack of effective emotion regulation is a transdiagnostic factor for mental illness. However, the potential to combine innovative HCI designs with the theoretical grounding and state-of-the-art interventions from psychology has yet to be fully realised. In this article, we synthesise HCI work on emotion regulation interventions and propose a three-part framework to guide technology designers in making: (i) theory-informed decisions about intervention targets; (ii) strategic decisions regarding the technology-enabled intervention mechanisms to be included in the system; and (iii) practical decisions around previous implementations of the selected intervention components. We show how this framework can both systematise HCI work to date and suggest a research agenda for future work.},
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There is a growing interest in human-computer interaction (HCI) to envision, design, and evaluate technology-enabled interventions that support users’ emotion regulation. This interest stems in part from increased recognition that the ability to regulate emotions is critical to mental health, and that a lack of effective emotion regulation is a transdiagnostic factor for mental illness. However, the potential to combine innovative HCI designs with the theoretical grounding and state-of-the-art interventions from psychology has yet to be fully realised. In this article, we synthesise HCI work on emotion regulation interventions and propose a three-part framework to guide technology designers in making: (i) theory-informed decisions about intervention targets; (ii) strategic decisions regarding the technology-enabled intervention mechanisms to be included in the system; and (iii) practical decisions around previous implementations of the selected intervention components. We show how this framework can both systematise HCI work to date and suggest a research agenda for future work.
Veldhuis, Annemiek; Antle, Alissa N.; Rieke, Bernhard
TangiTeam: Supporting Social Regulation of Learning during Design-Based Learning Proceedings Article
In: Proceedings of the Seventeenth International Conference on Tangible, Embedded, and Embodied Interaction, Association for Computing Machinery, Warsaw, Poland, 2023, ISBN: 9781450399777.
@inproceedings{10.1145/3569009.3573111,
title = {TangiTeam: Supporting Social Regulation of Learning during Design-Based Learning},
author = {Annemiek Veldhuis and Alissa N. Antle and Bernhard Rieke},
url = {https://doi.org/10.1145/3569009.3573111},
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abstract = {Design-Based Learning (DBL) is a promising learning approach to nurture 21st century skills. It requires students to leverage social regulation of learning. However, students in elementary education still need to develop these skills. Tangible User Interfaces might help students move up in the developmental trajectory through providing scaffolds and supporting positive interdependence. In this paper, we present the considerations and design of a tool, TangiTeam, that aims to support social regulation during elementary school DBL activities. We hope to inspire teachers and designers to create scaffolds for social regulation.},
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Design-Based Learning (DBL) is a promising learning approach to nurture 21st century skills. It requires students to leverage social regulation of learning. However, students in elementary education still need to develop these skills. Tangible User Interfaces might help students move up in the developmental trajectory through providing scaffolds and supporting positive interdependence. In this paper, we present the considerations and design of a tool, TangiTeam, that aims to support social regulation during elementary school DBL activities. We hope to inspire teachers and designers to create scaffolds for social regulation.
Warren, Jillian L.; Antle, Alissa N.; Kitson, Alexandra; Davoodi, Alireza
In: International Journal of Child-Computer Interaction, pp. 100596, 2023, ISSN: 2212-8689.
@article{WARREN2023100596,
title = {A codesign study exploring needs, strategies, and opportunities for digital health platforms to address pandemic-related impacts on children and families},
author = {Jillian L. Warren and Alissa N. Antle and Alexandra Kitson and Alireza Davoodi},
url = {https://www.sciencedirect.com/science/article/pii/S2212868923000338},
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abstract = {In this paper we contribute seven design opportunities for future digital health platforms, like Private Social Networks (PSNs), focused on supporting the (un)met mental health and socioemotional needs of children (∼8-12 years old) and their supporting adults (parents and teachers) in the wake of the Covid-19 pandemic. These were derived from the thematic analysis of a two-phase co-design study with children, their parents, and their teachers (Phase 1), and employees at our industry partner Company X (Phase 2). Our thematic findings contribute understanding about the types of experiences children, families and educators have had, and open the conversation around designing digital health platforms that can support mental health and socioemotional wellbeing in children and their supporting adults. Through individualized tracking, social capabilities, and secure, vetted sources of support, PSNs offer unique opportunities to (1) provide children with a safe space to share, reflect and come together, (2) extend existing practices related to SEL across children’s changing contexts and developmental needs, (2) support an integrated digital ecosystem of care across different stakeholders that allows for engagement and targeted interventions, and (3) support niche or marginalized communities in gaining access to relevant, meaningful and identity-specific support that may not otherwise be available.},
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In this paper we contribute seven design opportunities for future digital health platforms, like Private Social Networks (PSNs), focused on supporting the (un)met mental health and socioemotional needs of children (∼8-12 years old) and their supporting adults (parents and teachers) in the wake of the Covid-19 pandemic. These were derived from the thematic analysis of a two-phase co-design study with children, their parents, and their teachers (Phase 1), and employees at our industry partner Company X (Phase 2). Our thematic findings contribute understanding about the types of experiences children, families and educators have had, and open the conversation around designing digital health platforms that can support mental health and socioemotional wellbeing in children and their supporting adults. Through individualized tracking, social capabilities, and secure, vetted sources of support, PSNs offer unique opportunities to (1) provide children with a safe space to share, reflect and come together, (2) extend existing practices related to SEL across children’s changing contexts and developmental needs, (2) support an integrated digital ecosystem of care across different stakeholders that allows for engagement and targeted interventions, and (3) support niche or marginalized communities in gaining access to relevant, meaningful and identity-specific support that may not otherwise be available.
Hourcade, Juan Pablo; Alper, Meryl; Antle, Alissa N.; Baykal, Gökçe Elif; Bonsignore, Elizabeth; Clegg, Tamara; Currin, Flannery Hope; Dindler, Christian; Eriksson, Eva; Fails, Jerry Alan; Garzotto, Franca; Giannakos, Michail; Gonzalez, Carina S.; Iversen, Ole Sejer; Landoni, Monica; Medina, Nuria Medina; Quintana, Chris; Read, Janet; Roussou, Maria; Rubegni, Elisa; Schmuecker, Summer; Shahid, Suleman; Sylla, Cristina Maria; Walsh, Greg; Yarosh, Svetlana; Yip, Jason
Developing Participatory Methods to Consider the Ethics of Emerging Technologies for Children Proceedings Article
In: Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems, Association for Computing Machinery, Hamburg, Germany, 2023, ISBN: 9781450394222.
@inproceedings{10.1145/3544549.3583172,
title = {Developing Participatory Methods to Consider the Ethics of Emerging Technologies for Children},
author = {Juan Pablo Hourcade and Meryl Alper and Alissa N. Antle and Gökçe Elif Baykal and Elizabeth Bonsignore and Tamara Clegg and Flannery Hope Currin and Christian Dindler and Eva Eriksson and Jerry Alan Fails and Franca Garzotto and Michail Giannakos and Carina S. Gonzalez and Ole Sejer Iversen and Monica Landoni and Nuria Medina Medina and Chris Quintana and Janet Read and Maria Roussou and Elisa Rubegni and Summer Schmuecker and Suleman Shahid and Cristina Maria Sylla and Greg Walsh and Svetlana Yarosh and Jason Yip},
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doi = {10.1145/3544549.3583172},
isbn = {9781450394222},
year = {2023},
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abstract = {This SIG will provide child-computer interaction researchers and practitioners, as well as other interested CHI attendees, an opportunity to discuss topics related to developing participatory methods to consider the ethics of emerging technologies for children. While the community has extensively debated on ethical issues, we have not had ample discussion of methods to study the ethical implications of emerging technologies. Consequently, we have been largely reactive and have not made significant contributions to public discussions on these topics, leaving these largely to experts from other fields. Our community is well-placed to contribute unique perspectives by leveraging its expertise in participatory methods, combining expert views with those of stakeholders, including children.},
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This SIG will provide child-computer interaction researchers and practitioners, as well as other interested CHI attendees, an opportunity to discuss topics related to developing participatory methods to consider the ethics of emerging technologies for children. While the community has extensively debated on ethical issues, we have not had ample discussion of methods to study the ethical implications of emerging technologies. Consequently, we have been largely reactive and have not made significant contributions to public discussions on these topics, leaving these largely to experts from other fields. Our community is well-placed to contribute unique perspectives by leveraging its expertise in participatory methods, combining expert views with those of stakeholders, including children.
Kitson, Alexandra; Antle, Alissa N.; Slovak, Petr
Co-Designing a Virtual Reality Intervention for Supporting Cognitive Reappraisal Skills Development with Youth Proceedings Article
In: Proceedings of the 22nd Annual ACM Interaction Design and Children Conference, pp. 14–26, Association for Computing Machinery, Chicago, IL, USA, 2023, ISBN: 9798400701313.
@inproceedings{10.1145/3585088.3589381,
title = {Co-Designing a Virtual Reality Intervention for Supporting Cognitive Reappraisal Skills Development with Youth},
author = {Alexandra Kitson and Alissa N. Antle and Petr Slovak},
url = {https://doi.org/10.1145/3585088.3589381},
doi = {10.1145/3585088.3589381},
isbn = {9798400701313},
year = {2023},
date = {2023-01-01},
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series = {IDC '23},
abstract = {Cognitive reappraisal is a critical emotion regulation skill required for youth mental health. While it has been well theorized psychologically and many therapeutic approaches exist, youth still struggle to develop these skills. We explore the design space of using virtual reality to create technologically-mediated cognitive reappraisal supports for youth. We developed four VR prototypes that we used as prompts for feedback in a ten-session co-design workshop with nine youth (aged 15-17). Our work contributes youth-derived directions for further research in the design space of VR and mental health; and highlights opportunities to use VR for cognitive reappraisal skills training by generating meaningful emotionally laden situations, supporting body-based experiential learning, and providing technology-mediated social connection.},
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Cognitive reappraisal is a critical emotion regulation skill required for youth mental health. While it has been well theorized psychologically and many therapeutic approaches exist, youth still struggle to develop these skills. We explore the design space of using virtual reality to create technologically-mediated cognitive reappraisal supports for youth. We developed four VR prototypes that we used as prompts for feedback in a ten-session co-design workshop with nine youth (aged 15-17). Our work contributes youth-derived directions for further research in the design space of VR and mental health; and highlights opportunities to use VR for cognitive reappraisal skills training by generating meaningful emotionally laden situations, supporting body-based experiential learning, and providing technology-mediated social connection.
2022
Ullmer, Brygg; Shaer, Orit; Mazalek, Ali; Hummels, Caroline
Weaving Fire into Form: Aspirations for Tangible and Embodied Interaction Book
1, Association for Computing Machinery, New York, NY, USA, 2022, ISBN: 9781450397698.
@book{10.1145/3544564,
title = {Weaving Fire into Form: Aspirations for Tangible and Embodied Interaction},
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abstract = {This book investigates multiple facets of the emerging discipline of Tangible, Embodied, and Embedded Interaction (TEI). This is a story of atoms and bits. We explore the interweaving of the physical and digital, toward understanding some of their wildly varying hybrid forms and behaviors. Spanning conceptual, philosophical, cognitive, design, and technical aspects of interaction, this book charts both history and aspirations for the future of TEI. We examine and celebrate diverse trailblazing works, and provide wide-ranging conceptual and pragmatic tools toward weaving the animating fires of computation and technology into evocative tangible forms. We also chart a path forward for TEI engagement with broader societal and sustainability challenges that will profoundly (re)shape our children’s and grandchildren’s futures. We invite you all to join this quest.},
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This book investigates multiple facets of the emerging discipline of Tangible, Embodied, and Embedded Interaction (TEI). This is a story of atoms and bits. We explore the interweaving of the physical and digital, toward understanding some of their wildly varying hybrid forms and behaviors. Spanning conceptual, philosophical, cognitive, design, and technical aspects of interaction, this book charts both history and aspirations for the future of TEI. We examine and celebrate diverse trailblazing works, and provide wide-ranging conceptual and pragmatic tools toward weaving the animating fires of computation and technology into evocative tangible forms. We also chart a path forward for TEI engagement with broader societal and sustainability challenges that will profoundly (re)shape our children’s and grandchildren’s futures. We invite you all to join this quest.
Sadka, Ofir; Antle, Alissa
Interactive Technologies for Emotion Regulation Training: A Scoping Review Journal Article
In: International Journal of Human-Computer Studies, vol. 168, pp. 102906, 2022, ISSN: 1071-5819.
@article{SADKA2022102906,
title = {Interactive Technologies for Emotion Regulation Training: A Scoping Review},
author = {Ofir Sadka and Alissa Antle},
url = {https://www.sciencedirect.com/science/article/pii/S1071581922001276},
doi = {https://doi.org/10.1016/j.ijhcs.2022.102906},
issn = {1071-5819},
year = {2022},
date = {2022-01-01},
urldate = {2022-01-01},
journal = {International Journal of Human-Computer Studies},
volume = {168},
pages = {102906},
abstract = {Emotion regulation is foundational to mental health and well-being. In the last decade there has been an increasing focus on the use of interactive technologies to support emotion regulation training in a variety of contexts. However, research has been done in diverse fields and no cohesive framework exists that explicates what features of such systems are important to consider, and what remains unknown which should be explored in future research. To address this gap, this paper presents the findings of a scoping review of 65 peer-reviewed papers. Through qualitative and frequency analysis we have analyzed the quality of published research, categorized the technologies that were used, reviewed their theoretical foundations, identified the opportunities that appear to provide unique benefits, and raised the challenges that require further exploration. Based on the findings we outline sensitizing concepts and considerations that researchers and designers may find useful for future designs and research. Where there are gaps in research, we propose gateways into non-HCI disciplines that may inform the design of future technologies and research designs for emotion regulation training.},
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Emotion regulation is foundational to mental health and well-being. In the last decade there has been an increasing focus on the use of interactive technologies to support emotion regulation training in a variety of contexts. However, research has been done in diverse fields and no cohesive framework exists that explicates what features of such systems are important to consider, and what remains unknown which should be explored in future research. To address this gap, this paper presents the findings of a scoping review of 65 peer-reviewed papers. Through qualitative and frequency analysis we have analyzed the quality of published research, categorized the technologies that were used, reviewed their theoretical foundations, identified the opportunities that appear to provide unique benefits, and raised the challenges that require further exploration. Based on the findings we outline sensitizing concepts and considerations that researchers and designers may find useful for future designs and research. Where there are gaps in research, we propose gateways into non-HCI disciplines that may inform the design of future technologies and research designs for emotion regulation training.
Murai, Yumiko; Antle, Alissa N.; Kitson, Alexandra; Candau, Yves; Adibi, Azadeh; Dao-Kroeker, Zoe; Desnoyers-Stewart, John; Jacobs, Katrien
Facilitating critical reflection in online distributed maker workshops: Case studies Journal Article
In: International Journal of Child-Computer Interaction, vol. 33, pp. 100509, 2022, ISSN: 2212-8689.
@article{MURAI2022100509,
title = {Facilitating critical reflection in online distributed maker workshops: Case studies},
author = {Yumiko Murai and Alissa N. Antle and Alexandra Kitson and Yves Candau and Azadeh Adibi and Zoe Dao-Kroeker and John Desnoyers-Stewart and Katrien Jacobs},
url = {https://www.sciencedirect.com/science/article/pii/S221286892200037X},
doi = {https://doi.org/10.1016/j.ijcci.2022.100509},
issn = {2212-8689},
year = {2022},
date = {2022-01-01},
urldate = {2022-01-01},
journal = {International Journal of Child-Computer Interaction},
volume = {33},
pages = {100509},
abstract = {The global pandemic has brought numerous challenges for designers, researchers, and practitioners whose work involves children and new technologies. While many of us have found creative ways to address the obstacles of facilitating activities with children remotely, inciting critical reflection through making, which is already difficult in in-person settings, has become an even greater challenge in online distributed settings. This paper reports on the lessons learned from two two-week online afterschool maker workshops where participants in remote locations engaged in critical reflections on ethical implications of biowearable technologies through designing a biowearable device that benefits their own lives. The results showed preliminary evidence that participants were able to produce a prototype and engaged in critical reflection on the ethical issues of biowearables. We also found that while online environments offer limited social cues and flexibility, access to multiple communication channels enabled just-in-time and situated facilitation for critical reflection.},
keywords = {},
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}
The global pandemic has brought numerous challenges for designers, researchers, and practitioners whose work involves children and new technologies. While many of us have found creative ways to address the obstacles of facilitating activities with children remotely, inciting critical reflection through making, which is already difficult in in-person settings, has become an even greater challenge in online distributed settings. This paper reports on the lessons learned from two two-week online afterschool maker workshops where participants in remote locations engaged in critical reflections on ethical implications of biowearable technologies through designing a biowearable device that benefits their own lives. The results showed preliminary evidence that participants were able to produce a prototype and engaged in critical reflection on the ethical issues of biowearables. We also found that while online environments offer limited social cues and flexibility, access to multiple communication channels enabled just-in-time and situated facilitation for critical reflection.
Antle, Alissa N.; Hourcade, Juan Pablo
Research in Child–Computer Interaction: Provocations and envisioning future directions Journal Article
In: International Journal of Child-Computer Interaction, vol. 32, pp. 100374, 2022, ISSN: 2212-8689.
@article{ANTLE2022100374,
title = {Research in Child–Computer Interaction: Provocations and envisioning future directions},
author = {Alissa N. Antle and Juan Pablo Hourcade},
url = {https://www.sciencedirect.com/science/article/pii/S2212868921000787},
doi = {https://doi.org/10.1016/j.ijcci.2021.100374},
issn = {2212-8689},
year = {2022},
date = {2022-01-01},
journal = {International Journal of Child-Computer Interaction},
volume = {32},
pages = {100374},
abstract = {In the 21st century the academic field of Child–Computer Interaction (CCI) arose alongside burgeoning interactive technology and digital media industries that targeted children. We believe that the field of CCIU is at an important point in its development, analogous to when a child becomes a teen. Over the last few years we have each had many informal conversations with other CCI researchers in which we discuss issues such as, what is our responsibility as researchers beyond academe? What values underlie our conceptions of a ”good” childhood and the role of interactive technology in it? And, how do we ensure that our field continues to grow and evolve in ways that are consistent with our responsibilities and values? To address these and other complex questions that have been drawing our attention we came together to reflect, discuss and create a position paper for our community, in which we outline some of the issues we see facing our community at this time. To inform our deliberations with opinions beyond our own we conducted an informal consultation with 25 members of the CCI community. Our responders spanned junior to senior researchers, represented diverse geographies and included industry practitioners. These diverse responses provided further content for our reflections, and helped us see perspectives beyond our own. The result of this informal process is this speculative paper in which we propose a series of seven provocations that aim to disrupt some of the normative assumptions held in our field. Our goal in doing this is to open up dialogue in our community about these issues and promote consideration of the alternative visions we present for where we might focus our attention and efforts. We see our contribution not as truth or a definitive statement of a vision for the field, but rather as our opinion about some of the complex issues we face and that we think should be considered through dialogue as we move into the next phase of our development as an academic and scholarly community. We believe that it is urgent and critical for our field that we take up these questions, explore diverse perspectives, and critically work towards decisions and actions that will define our identity and the value of our contributions as we move forward into the next 20 years of research in CCI.},
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In the 21st century the academic field of Child–Computer Interaction (CCI) arose alongside burgeoning interactive technology and digital media industries that targeted children. We believe that the field of CCIU is at an important point in its development, analogous to when a child becomes a teen. Over the last few years we have each had many informal conversations with other CCI researchers in which we discuss issues such as, what is our responsibility as researchers beyond academe? What values underlie our conceptions of a ”good” childhood and the role of interactive technology in it? And, how do we ensure that our field continues to grow and evolve in ways that are consistent with our responsibilities and values? To address these and other complex questions that have been drawing our attention we came together to reflect, discuss and create a position paper for our community, in which we outline some of the issues we see facing our community at this time. To inform our deliberations with opinions beyond our own we conducted an informal consultation with 25 members of the CCI community. Our responders spanned junior to senior researchers, represented diverse geographies and included industry practitioners. These diverse responses provided further content for our reflections, and helped us see perspectives beyond our own. The result of this informal process is this speculative paper in which we propose a series of seven provocations that aim to disrupt some of the normative assumptions held in our field. Our goal in doing this is to open up dialogue in our community about these issues and promote consideration of the alternative visions we present for where we might focus our attention and efforts. We see our contribution not as truth or a definitive statement of a vision for the field, but rather as our opinion about some of the complex issues we face and that we think should be considered through dialogue as we move into the next phase of our development as an academic and scholarly community. We believe that it is urgent and critical for our field that we take up these questions, explore diverse perspectives, and critically work towards decisions and actions that will define our identity and the value of our contributions as we move forward into the next 20 years of research in CCI.
Fan, Min; Antle, Alissa N.; Lu, Zhicong
The Use of Short-Video Mobile Apps in Early Childhood: a Case Study of Parental Perspectives in China Journal Article
In: Early Years, vol. 0, no. 0, pp. 1–15, 2022.
@article{doi:10.1080/09575146.2022.2038088,
title = {The Use of Short-Video Mobile Apps in Early Childhood: a Case Study of Parental Perspectives in China},
author = {Min Fan and Alissa N. Antle and Zhicong Lu},
url = {https://doi.org/10.1080/09575146.2022.2038088},
doi = {10.1080/09575146.2022.2038088},
year = {2022},
date = {2022-01-01},
journal = {Early Years},
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publisher = {Routledge},
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Antle, Alissa N.; Murai, Yumiko; Kitson, Alexandra; Candau, Yves; Dao-Kroeker, Zoe Minh-Tam; Adibi, Azadeh
“There Are a LOT of Moral Issues with Biowearables” ... Teaching Design Ethics through a Critical Making Biowearable Workshop Proceedings Article
In: Interaction Design and Children, pp. 327–340, Association for Computing Machinery, Braga, Portugal, 2022, ISBN: 9781450391979.
@inproceedings{10.1145/3501712.3529717,
title = {“There Are a LOT of Moral Issues with Biowearables” ... Teaching Design Ethics through a Critical Making Biowearable Workshop},
author = {Alissa N. Antle and Yumiko Murai and Alexandra Kitson and Yves Candau and Zoe Minh-Tam Dao-Kroeker and Azadeh Adibi},
url = {https://doi.org/10.1145/3501712.3529717},
doi = {10.1145/3501712.3529717},
isbn = {9781450391979},
year = {2022},
date = {2022-01-01},
urldate = {2022-01-01},
booktitle = {Interaction Design and Children},
pages = {327–340},
publisher = {Association for Computing Machinery},
address = {Braga, Portugal},
series = {IDC '22},
abstract = {There has been an increasing focus on teaching youth about design ethics as part of technical literacy. Biowearables are an emerging technology in which devices worn on children's bodies are used to track, monitor and provide feedback about their biological processes. In this paper we describe an online critical making workshop designed to enable students in middle school years to develop technical literacy skills that include reflection on issues related to design ethics. We investigated if and how our workshop enabled eleven youth, aged 12-14, to reflect through processes of making their own biowearable, on potential negative impacts of biowearables on their developing senses of identity, agency, autonomy and authenticity. The workshop elements included facilitated activities using custom created biowearable-tangible kit and ethics cards. Through qualitative coding and thematic analysis of moments of reflection captured with video, chat, and design journals we gathered evidence of the feasibility of promoting critical making as a means to cultivate technical literacy in youth. Our findings suggest the potential of teaching design ethics through critical making workshops and reveal a range of ways that reflection on ethical issues can be supported during making. We interpret our empirical evidence to further explore how workshop elements supported, or failed to support, learning outcomes and generalize our interpretations to propose preliminary guidance about workshop mechanisms that might be used to support ethical reflection during making.},
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There has been an increasing focus on teaching youth about design ethics as part of technical literacy. Biowearables are an emerging technology in which devices worn on children's bodies are used to track, monitor and provide feedback about their biological processes. In this paper we describe an online critical making workshop designed to enable students in middle school years to develop technical literacy skills that include reflection on issues related to design ethics. We investigated if and how our workshop enabled eleven youth, aged 12-14, to reflect through processes of making their own biowearable, on potential negative impacts of biowearables on their developing senses of identity, agency, autonomy and authenticity. The workshop elements included facilitated activities using custom created biowearable-tangible kit and ethics cards. Through qualitative coding and thematic analysis of moments of reflection captured with video, chat, and design journals we gathered evidence of the feasibility of promoting critical making as a means to cultivate technical literacy in youth. Our findings suggest the potential of teaching design ethics through critical making workshops and reveal a range of ways that reflection on ethical issues can be supported during making. We interpret our empirical evidence to further explore how workshop elements supported, or failed to support, learning outcomes and generalize our interpretations to propose preliminary guidance about workshop mechanisms that might be used to support ethical reflection during making.
Warren, Jillian L.; Antle, Alissa N.; Kitson, Alexandra; Davoodi, Alireza
Lessons Learned and Future Considerations for Designing Remotely Facilitated Co-Design Studies with Children Focused on Socio-Emotional Experiences Proceedings Article
In: Interaction Design and Children, pp. 37–49, Association for Computing Machinery, Braga, Portugal, 2022, ISBN: 9781450391979.
@inproceedings{10.1145/3501712.3529722,
title = {Lessons Learned and Future Considerations for Designing Remotely Facilitated Co-Design Studies with Children Focused on Socio-Emotional Experiences},
author = {Jillian L. Warren and Alissa N. Antle and Alexandra Kitson and Alireza Davoodi},
url = {https://doi.org/10.1145/3501712.3529722},
doi = {10.1145/3501712.3529722},
isbn = {9781450391979},
year = {2022},
date = {2022-01-01},
urldate = {2022-01-01},
booktitle = {Interaction Design and Children},
pages = {37–49},
publisher = {Association for Computing Machinery},
address = {Braga, Portugal},
series = {IDC '22},
abstract = {The IDC community has a rich history of developing new methods for involving children in design research. However, few papers discuss developing new remotely facilitated co-design approaches. Fewer still focus on the challenges of eliciting discussion and generating design ideas around subjective experiences involving emotions, feelings, and thoughts. We argue these are of growing need in a post-Covid world. In this paper we contribute a methodological design rationale for a remotely facilitated co-design study aimed at addressing challenges related to ethically eliciting reflection on, promoting ideation around and capturing data of children and families about their personal Covid-19 experiences. To illustrate our methods, we provide exemplar cases of data collected from our participants to show the type of data that can be elicited using our methods. Lastly, we contribute considerations for future methods design based on a selection of our lessons learned.},
keywords = {},
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}
The IDC community has a rich history of developing new methods for involving children in design research. However, few papers discuss developing new remotely facilitated co-design approaches. Fewer still focus on the challenges of eliciting discussion and generating design ideas around subjective experiences involving emotions, feelings, and thoughts. We argue these are of growing need in a post-Covid world. In this paper we contribute a methodological design rationale for a remotely facilitated co-design study aimed at addressing challenges related to ethically eliciting reflection on, promoting ideation around and capturing data of children and families about their personal Covid-19 experiences. To illustrate our methods, we provide exemplar cases of data collected from our participants to show the type of data that can be elicited using our methods. Lastly, we contribute considerations for future methods design based on a selection of our lessons learned.
2021
Wise, Alyssa Friend; Antle, Alissa N; Warren, Jillian L
Design Strategies for Collaborative Learning in Tangible Tabletops: Positive Interdependence and Reflective Pauses Journal Article
In: Interacting with Computers, vol. 33, no. 3, pp. 271–294, 2021, ISSN: 1873-7951.
@article{10.1093/iwc/iwab026,
title = {Design Strategies for Collaborative Learning in Tangible Tabletops: Positive Interdependence and Reflective Pauses},
author = {Alyssa Friend Wise and Alissa N Antle and Jillian L Warren},
url = {https://doi.org/10.1093/iwc/iwab026},
doi = {10.1093/iwc/iwab026},
issn = {1873-7951},
year = {2021},
date = {2021-01-01},
urldate = {2021-01-01},
journal = {Interacting with Computers},
volume = {33},
number = {3},
pages = {271--294},
abstract = {This mixed methods study examined the impact of two design strategies on interactional processes in a collaborative tangible-tabletop land-use planning simulation. Twenty pairs of fifth grade children used the simulation to create a world they would want to live in. To investigate the impact of positive interdependence half the pairs were assigned one of two roles, each with an associated set of tangible ‘land-use’ stamp tools. All pairs were given access to pause and reflect tools. Quantitative results showed that children in the positive interdependence condition gave more one-way explanations to their partners than control pairs. They also had fewer but longer instances of bilaterally resolved conflict. Qualitative findings indicated the importance of pause and reflect tools for provoking explanations and resolving conflict. This study has revealed important considerations for the instantiation of positive interdependence and reflective pauses in collaborative tabletop learning systems, showing both quantitative and qualitative differences in the interactional processes that result from these design strategies.CCS CONCEPTS.Human-centered computing → Empirical studies in collaborative and social computing.},
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}
This mixed methods study examined the impact of two design strategies on interactional processes in a collaborative tangible-tabletop land-use planning simulation. Twenty pairs of fifth grade children used the simulation to create a world they would want to live in. To investigate the impact of positive interdependence half the pairs were assigned one of two roles, each with an associated set of tangible ‘land-use’ stamp tools. All pairs were given access to pause and reflect tools. Quantitative results showed that children in the positive interdependence condition gave more one-way explanations to their partners than control pairs. They also had fewer but longer instances of bilaterally resolved conflict. Qualitative findings indicated the importance of pause and reflect tools for provoking explanations and resolving conflict. This study has revealed important considerations for the instantiation of positive interdependence and reflective pauses in collaborative tabletop learning systems, showing both quantitative and qualitative differences in the interactional processes that result from these design strategies.CCS CONCEPTS.Human-centered computing → Empirical studies in collaborative and social computing.
Antle, Alissa N.; Kitson, Alexandra
1,2,3,4 tell me how to grow more: A position paper on children, design ethics and biowearables Journal Article
In: International Journal of Child-Computer Interaction, vol. 30, pp. 100328, 2021, ISSN: 2212-8689.
@article{ANTLE2021100328,
title = {1,2,3,4 tell me how to grow more: A position paper on children, design ethics and biowearables},
author = {Alissa N. Antle and Alexandra Kitson},
url = {https://www.sciencedirect.com/science/article/pii/S2212868921000507},
doi = {https://doi.org/10.1016/j.ijcci.2021.100328},
issn = {2212-8689},
year = {2021},
date = {2021-01-01},
urldate = {2021-01-01},
journal = {International Journal of Child-Computer Interaction},
volume = {30},
pages = {100328},
abstract = {Driven by the rapid pace of technical innovation in biosensing, artificial intelligence, the Internet of Things and wearable computing, the next generation of smart devices will be worn on-body, eventually becoming implanted. The increasing presence of these new forms of interactive technologies, known as biowearables, in children’s lives poses critical ethical concerns. In this position paper, we take a design ethics perspective to identify and describe four cases of ethical importance associated with biowearables, children, and long-term use. The cases concern potential negative impacts of specific aspects of biowearables on children’s identity formation, the development of autonomy and agency, and what sources of information children turn to for authority about themselves. Drawing on ethical discourse related to emerging technologies and biowearable computing, we present prospective guidance for designers, where it is available. Where guidance is nascent or missing, we propose future research areas that could be addressed. In particular, we propose the importance of teaching children about computer ethics through hands-on critical reflection during design and technology activities. Our results will be of interest to the human–computer interaction community as well as to technology developers, educators, parents and those involved in policy formation around emerging technologies.},
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Driven by the rapid pace of technical innovation in biosensing, artificial intelligence, the Internet of Things and wearable computing, the next generation of smart devices will be worn on-body, eventually becoming implanted. The increasing presence of these new forms of interactive technologies, known as biowearables, in children’s lives poses critical ethical concerns. In this position paper, we take a design ethics perspective to identify and describe four cases of ethical importance associated with biowearables, children, and long-term use. The cases concern potential negative impacts of specific aspects of biowearables on children’s identity formation, the development of autonomy and agency, and what sources of information children turn to for authority about themselves. Drawing on ethical discourse related to emerging technologies and biowearable computing, we present prospective guidance for designers, where it is available. Where guidance is nascent or missing, we propose future research areas that could be addressed. In particular, we propose the importance of teaching children about computer ethics through hands-on critical reflection during design and technology activities. Our results will be of interest to the human–computer interaction community as well as to technology developers, educators, parents and those involved in policy formation around emerging technologies.
Murai, Yumiko; Antle, Alissa N.; Kitson, Alexandra; Candau, Yves; Adibi, Azadeh; Dao-Kroeker, Zoe; Desnoyers-Stewart, John; Jacobs, Katrien
Facilitating Online Distributed Critical Making: Lessons Learned Proceedings Article
In: FabLearn Europe / MakeEd 2021 - An International Conference on Computing, Design and Making in Education, Association for Computing Machinery, St. Gallen, Switzerland, 2021, ISBN: 9781450389891.
@inproceedings{10.1145/3466725.3466759,
title = {Facilitating Online Distributed Critical Making: Lessons Learned},
author = {Yumiko Murai and Alissa N. Antle and Alexandra Kitson and Yves Candau and Azadeh Adibi and Zoe Dao-Kroeker and John Desnoyers-Stewart and Katrien Jacobs},
url = {https://doi.org/10.1145/3466725.3466759},
doi = {10.1145/3466725.3466759},
isbn = {9781450389891},
year = {2021},
date = {2021-01-01},
urldate = {2021-01-01},
booktitle = {FabLearn Europe / MakeEd 2021 - An International Conference on Computing, Design and Making in Education},
publisher = {Association for Computing Machinery},
address = {St. Gallen, Switzerland},
series = {FabLearn Europe / MakeEd 2021},
abstract = {The global pandemic has brought numerous challenges for educators who take a maker-centered approach, whose instruction involves direct engagement with materials through collaborative and exploratory social interactions. Many educators have found creative ways to address the obstacles of being remote. However, inciting critical reflection through making, already difficult during in-person settings, has become an even greater challenge in remote settings. This paper reports on the lessons learned from a two-week online afterschool maker workshop where participants worked on a maker project being in remote locations, while engaged in critical reflections on ethical implications of biowearable devices. The results showed preliminary evidence that participants were able to produce a prototype and engaged in critical reflection on the ethical issues of biowearables. We also found that while online environments offer limited social cues and flexibility, access to multiple communication channels enabled just-in-time facilitation for critical reflection.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
The global pandemic has brought numerous challenges for educators who take a maker-centered approach, whose instruction involves direct engagement with materials through collaborative and exploratory social interactions. Many educators have found creative ways to address the obstacles of being remote. However, inciting critical reflection through making, already difficult during in-person settings, has become an even greater challenge in remote settings. This paper reports on the lessons learned from a two-week online afterschool maker workshop where participants worked on a maker project being in remote locations, while engaged in critical reflections on ethical implications of biowearable devices. The results showed preliminary evidence that participants were able to produce a prototype and engaged in critical reflection on the ethical issues of biowearables. We also found that while online environments offer limited social cues and flexibility, access to multiple communication channels enabled just-in-time facilitation for critical reflection.
Baishya, Uddipana; Antle, Alissa N.; Neustaedter, Carman
Exploring Opportunities to Aid Generation of Input Action Ideas for Tangible User Interfaces Proceedings Article
In: Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems, Association for Computing Machinery, Yokohama, Japan, 2021, ISBN: 9781450380966.
@inproceedings{10.1145/3411764.3445713,
title = {Exploring Opportunities to Aid Generation of Input Action Ideas for Tangible User Interfaces},
author = {Uddipana Baishya and Alissa N. Antle and Carman Neustaedter},
url = {https://doi.org/10.1145/3411764.3445713},
doi = {10.1145/3411764.3445713},
isbn = {9781450380966},
year = {2021},
date = {2021-01-01},
booktitle = {Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems},
publisher = {Association for Computing Machinery},
address = {Yokohama, Japan},
series = {CHI '21},
abstract = {Novice tangible interaction design students often find it challenging to generate input action ideas for tangible interfaces. To identify opportunities to aid input action idea generation, we built and evaluated a tool consisting of interactive physical artifacts coupled with digital examples of tangible systems and technical implementation guidance. Through video recorded design sessions and interviews with twelve students, we investigated how they used the tool to generate input action ideas, how it supported them, and what challenges they faced. We found that the tool helped in generating input action ideas by enabling to experience input actions, supporting hands-on explorations, and introducing possibilities. However, introducing examples at times caused design fixation. The tool fell short in supporting the planning of technical implementation of the generated ideas. This research is useful for tangible interaction design students, instructors, and researchers to apply in education, design similar tools, or conduct further research.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Novice tangible interaction design students often find it challenging to generate input action ideas for tangible interfaces. To identify opportunities to aid input action idea generation, we built and evaluated a tool consisting of interactive physical artifacts coupled with digital examples of tangible systems and technical implementation guidance. Through video recorded design sessions and interviews with twelve students, we investigated how they used the tool to generate input action ideas, how it supported them, and what challenges they faced. We found that the tool helped in generating input action ideas by enabling to experience input actions, supporting hands-on explorations, and introducing possibilities. However, introducing examples at times caused design fixation. The tool fell short in supporting the planning of technical implementation of the generated ideas. This research is useful for tangible interaction design students, instructors, and researchers to apply in education, design similar tools, or conduct further research.
Dao-Kroeker, Zoe Minh-Tam; Kitson, Alexandra; Antle, Alissa N.; Murai, Yumiko; Adibi, Azadeh
Designing Biotech Ethics Cards: Promoting Critical Making During an Online Workshop with Youth Proceedings Article
In: Interaction Design and Children, pp. 450–455, Association for Computing Machinery, Athens, Greece, 2021, ISBN: 9781450384520.
@inproceedings{10.1145/3459990.3465182,
title = {Designing Biotech Ethics Cards: Promoting Critical Making During an Online Workshop with Youth},
author = {Zoe Minh-Tam Dao-Kroeker and Alexandra Kitson and Alissa N. Antle and Yumiko Murai and Azadeh Adibi},
url = {https://doi.org/10.1145/3459990.3465182},
doi = {10.1145/3459990.3465182},
isbn = {9781450384520},
year = {2021},
date = {2021-01-01},
booktitle = {Interaction Design and Children},
pages = {450–455},
publisher = {Association for Computing Machinery},
address = {Athens, Greece},
series = {IDC '21},
abstract = {There are ethical concerns surrounding how youth interact with biowearable technology and the potential effects it has on their psychological and physiological health. We need to give youth the tools to critically reflect and explore ethical issues surrounding biowearables in order for them to make informed decisions about how they interact with them. To address this, we developed the Biotech Ethics cards as part of a critical making workshop. They are a set of design cards designed to scaffold critical reflection during a critical making workshop where youth prototype a biowearable from a kit. We focus this short paper on the requirements, initial design and revisions we made after studying card use in our workshop. We identified key design elements that are important in the cards and that may generalize to the design of other card sets meant to be integrated into a critical making process.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
There are ethical concerns surrounding how youth interact with biowearable technology and the potential effects it has on their psychological and physiological health. We need to give youth the tools to critically reflect and explore ethical issues surrounding biowearables in order for them to make informed decisions about how they interact with them. To address this, we developed the Biotech Ethics cards as part of a critical making workshop. They are a set of design cards designed to scaffold critical reflection during a critical making workshop where youth prototype a biowearable from a kit. We focus this short paper on the requirements, initial design and revisions we made after studying card use in our workshop. We identified key design elements that are important in the cards and that may generalize to the design of other card sets meant to be integrated into a critical making process.
Antle, Alissa N.; Kitson, Alexandra; Murai, Yumiko; Desnoyers-Stewart, John; Candau, Yves; Adibi, Azadeh; Jacobs, Katrien; Dao-Kroeker, Zoe
Opportunities and Scaffolds for Critical Reflection on Ethical Issues in an Online After School Biowearable Workshop for Youth Proceedings Article
In: FabLearn Europe / MakeEd 2021 - An International Conference on Computing, Design and Making in Education, Association for Computing Machinery, St. Gallen, Switzerland, 2021, ISBN: 9781450389891.
@inproceedings{10.1145/3466725.3466762,
title = {Opportunities and Scaffolds for Critical Reflection on Ethical Issues in an Online After School Biowearable Workshop for Youth},
author = {Alissa N. Antle and Alexandra Kitson and Yumiko Murai and John Desnoyers-Stewart and Yves Candau and Azadeh Adibi and Katrien Jacobs and Zoe Dao-Kroeker},
url = {https://doi.org/10.1145/3466725.3466762},
doi = {10.1145/3466725.3466762},
isbn = {9781450389891},
year = {2021},
date = {2021-01-01},
booktitle = {FabLearn Europe / MakeEd 2021 - An International Conference on Computing, Design and Making in Education},
publisher = {Association for Computing Machinery},
address = {St. Gallen, Switzerland},
series = {FabLearn Europe / MakeEd 2021},
abstract = {The rapid adoption of biowearables, such as smartwatches, raises ethical issues as youth are increasingly being tracked, monitored and given feedback on a growing number of measures. To address this pressing need, we investigated how to support youth to understand and explore these ethical issues grounded in the processes of prototyping during an afterschool online critical making workshop. The main contribution of this paper is our critical reflection framework, consisting of three interrelated components: ethical issues, technical opportunities, and reflection scaffolds. We focus on ethical issues related to the potential for biowearables to negatively impact six constructs taken from child development. We describe how we created a biowearable-tangible prototyping kit that has under-determined design decision points, creating technologically-mediated opportunities for reflection during the iterative prototyping process. Third, we present a set of critical reflection cards created to support youth to explore the ethical issues related to those decision points. We provide two scenarios from a pilot study that illustrate our framework in action, providing preliminary validation for our approach in an online environment.},
keywords = {},
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}
The rapid adoption of biowearables, such as smartwatches, raises ethical issues as youth are increasingly being tracked, monitored and given feedback on a growing number of measures. To address this pressing need, we investigated how to support youth to understand and explore these ethical issues grounded in the processes of prototyping during an afterschool online critical making workshop. The main contribution of this paper is our critical reflection framework, consisting of three interrelated components: ethical issues, technical opportunities, and reflection scaffolds. We focus on ethical issues related to the potential for biowearables to negatively impact six constructs taken from child development. We describe how we created a biowearable-tangible prototyping kit that has under-determined design decision points, creating technologically-mediated opportunities for reflection during the iterative prototyping process. Third, we present a set of critical reflection cards created to support youth to explore the ethical issues related to those decision points. We provide two scenarios from a pilot study that illustrate our framework in action, providing preliminary validation for our approach in an online environment.
2020
Naghmi Shireen, Erhan; Antle, Alissa N.
Spatial Metaphors for Multi-Dimensional Design Gallery Interfaces Proceedings Article
In: Proceedings of the 25th CAADRIA Conference, pp. 265-274, D. Holzer, W. Nakapan, A. Globa, I. Koh (eds.), RE: Anthropocene, Design in the Age of Humans, Chulalongkorn University, Bangkok, Thailand, 2020.
@inproceedings{caadria2020_241,
title = {Spatial Metaphors for Multi-Dimensional Design Gallery Interfaces},
author = {Shireen, Naghmi, Erhan, Halil, Woodbury, Robert and Antle, Alissa N.},
url = {https://papers.cumincad.org/cgi-bin/works/paper/caadria2020_241?bypass_token=0290d3a60564b391d2c71a19e1780068},
doi = {https://doi.org/10.52842/conf.caadria.2020.1.265},
year = {2020},
date = {2020-08-05},
booktitle = {Proceedings of the 25th CAADRIA Conference},
volume = {1},
pages = {265-274},
publisher = {D. Holzer, W. Nakapan, A. Globa, I. Koh (eds.), RE: Anthropocene, Design in the Age of Humans},
address = {Chulalongkorn University, Bangkok, Thailand},
series = {CAADRIA},
abstract = {With increased computing capabilities and large screen displays, the opportunity to support multiple designs in a single interface has recently become practical. Generating a large number of design alternatives is still a challenge but equally is to manage, review, understand and make-sense out of this multi-dimensional design space. Especially, when we consider the human cognitive limitations and the overly crowded informational displays. This research focuses on developing spatial metaphors based on the previous design literature and the findings from a study conducted to understand how to manage large design spaces with thousands of alternatives. We compare the existing design gallery systems used in practice with the spatial metaphors proposed in this paper. The goal is to develop a spatial structuring toolkit for interface designers of such tools.},
keywords = {},
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}
With increased computing capabilities and large screen displays, the opportunity to support multiple designs in a single interface has recently become practical. Generating a large number of design alternatives is still a challenge but equally is to manage, review, understand and make-sense out of this multi-dimensional design space. Especially, when we consider the human cognitive limitations and the overly crowded informational displays. This research focuses on developing spatial metaphors based on the previous design literature and the findings from a study conducted to understand how to manage large design spaces with thousands of alternatives. We compare the existing design gallery systems used in practice with the spatial metaphors proposed in this paper. The goal is to develop a spatial structuring toolkit for interface designers of such tools.
Jones, Brennan; Tang, Anthony; Neustaedter, Carman; Antle, Alissa N.; McLaren, Elgin-Skye
Designing Technology for Shared Communication and Awareness in Wilderness Search and Rescue Book Chapter
In: McCrickard, D. Scott; Jones, Michael; Stelter, Timothy L. (Ed.): HCI Outdoors: Theory, Design, Methods and Applications, pp. 175–194, Springer International Publishing, Cham, 2020, ISBN: 978-3-030-45289-6.
@inbook{Jones2020,
title = {Designing Technology for Shared Communication and Awareness in Wilderness Search and Rescue},
author = {Brennan Jones and Anthony Tang and Carman Neustaedter and Alissa N. Antle and Elgin-Skye McLaren},
editor = {D. Scott McCrickard and Michael Jones and Timothy L. Stelter},
url = {https://doi.org/10.1007/978-3-030-45289-6_9},
doi = {10.1007/978-3-030-45289-6_9},
isbn = {978-3-030-45289-6},
year = {2020},
date = {2020-01-01},
booktitle = {HCI Outdoors: Theory, Design, Methods and Applications},
pages = {175--194},
publisher = {Springer International Publishing},
address = {Cham},
abstract = {Wilderness search and rescue (WSAR) is a carefully planned and organized team operation, requiring collaboration and information sharing between many volunteers who are spread out across various locations in the outdoors. Workers play a variety of roles, both on the ground and at a command post, and they need information and awareness specific to those roles. In our work, we are interested in understanding how this information is gathered and passed around, how it helps WSAR workers achieve their goals, and what challenges they face in sending and receiving information as well as in maintaining proper awareness. We conducted a study where we interviewed WSAR workers and observed a simulated search. Our findings reveal that WSAR workers face challenges in maintaining a shared mental model when radio and network connectivity are sparse. Our insights reveal opportunities for new communication modalities, such as (but not limited to) video communication, augmented reality, drones, and team-collaboration platforms to provide awareness and make communication and coordination easier remotely across various locations, but particularly between the field teams and Command workers. However, such technologies should also be designed to anticipate gaps in radio reception, and provide opportunities for workers to communicate asynchronously and see relevant `offline' information in a context-dependent manner. We present design ideas that pursue some of these opportunities.},
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Wilderness search and rescue (WSAR) is a carefully planned and organized team operation, requiring collaboration and information sharing between many volunteers who are spread out across various locations in the outdoors. Workers play a variety of roles, both on the ground and at a command post, and they need information and awareness specific to those roles. In our work, we are interested in understanding how this information is gathered and passed around, how it helps WSAR workers achieve their goals, and what challenges they face in sending and receiving information as well as in maintaining proper awareness. We conducted a study where we interviewed WSAR workers and observed a simulated search. Our findings reveal that WSAR workers face challenges in maintaining a shared mental model when radio and network connectivity are sparse. Our insights reveal opportunities for new communication modalities, such as (but not limited to) video communication, augmented reality, drones, and team-collaboration platforms to provide awareness and make communication and coordination easier remotely across various locations, but particularly between the field teams and Command workers. However, such technologies should also be designed to anticipate gaps in radio reception, and provide opportunities for workers to communicate asynchronously and see relevant `offline' information in a context-dependent manner. We present design ideas that pursue some of these opportunities.
Fan, Min; Antle, Alissa N.; Warren, Jillian L.
In: Journal of Educational Computing Research, vol. 58, no. 6, pp. 1059–1100, 2020.
@article{doi:10.1177/0735633120927489,
title = {Augmented Reality for Early Language Learning: A Systematic Review of Augmented Reality Application Design, Instructional Strategies, and Evaluation Outcomes},
author = {Min Fan and Alissa N. Antle and Jillian L. Warren},
url = {https://doi.org/10.1177/0735633120927489},
doi = {10.1177/0735633120927489},
year = {2020},
date = {2020-01-01},
urldate = {2020-01-01},
journal = {Journal of Educational Computing Research},
volume = {58},
number = {6},
pages = {1059--1100},
abstract = {In this article, we present a systematic review of literature on augmented reality (AR) supported for early language learning. We analyzed a total of 53 papers from 2010 to 2019 using qualitative analysis with complementary descriptive quantitative analysis. Our findings revealed three main AR learning activities: word spelling games, word knowledge activities, and location-based word activities. Our findings also uncovered five main design strategies: three-dimensional multimedia content, hands-on interaction with physical learning materials, gamification, spatial mappings, and location-based features. Several combinations of design and instructional strategies tended to be effective: Learning gains were enhanced by using three-dimensional multimedia with advanced organizers (presentation strategy) and/or using location-based content with learners’ self-exploration (discovery strategy); and motivation was enhanced by using game mechanisms with discovery strategy. We suggest that future designers of AR early language applications should move beyond these basic approaches and consider how unique benefits of AR may be applied to support key activities in early language learning while also considering how to support sociotechnical factors such as collaboration between teachers and learners and different learning contexts. We conclude with a discussion of future directions for research in this emerging space.},
keywords = {},
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In this article, we present a systematic review of literature on augmented reality (AR) supported for early language learning. We analyzed a total of 53 papers from 2010 to 2019 using qualitative analysis with complementary descriptive quantitative analysis. Our findings revealed three main AR learning activities: word spelling games, word knowledge activities, and location-based word activities. Our findings also uncovered five main design strategies: three-dimensional multimedia content, hands-on interaction with physical learning materials, gamification, spatial mappings, and location-based features. Several combinations of design and instructional strategies tended to be effective: Learning gains were enhanced by using three-dimensional multimedia with advanced organizers (presentation strategy) and/or using location-based content with learners’ self-exploration (discovery strategy); and motivation was enhanced by using game mechanisms with discovery strategy. We suggest that future designers of AR early language applications should move beyond these basic approaches and consider how unique benefits of AR may be applied to support key activities in early language learning while also considering how to support sociotechnical factors such as collaboration between teachers and learners and different learning contexts. We conclude with a discussion of future directions for research in this emerging space.
Muntean, Reese; Antle, Alissa N.; Hennessy, Kate
Communicating Sustainable Consumption and Production in 360° Video Proceedings Article
In: Proceedings of the 2020 ACM Designing Interactive Systems Conference, pp. 1259–1271, Association for Computing Machinery, Eindhoven, Netherlands, 2020, ISBN: 9781450369749.
@inproceedings{10.1145/3357236.3395460,
title = {Communicating Sustainable Consumption and Production in 360° Video},
author = {Reese Muntean and Alissa N. Antle and Kate Hennessy},
url = {https://doi.org/10.1145/3357236.3395460},
doi = {10.1145/3357236.3395460},
isbn = {9781450369749},
year = {2020},
date = {2020-01-01},
booktitle = {Proceedings of the 2020 ACM Designing Interactive Systems Conference},
pages = {1259–1271},
publisher = {Association for Computing Machinery},
address = {Eindhoven, Netherlands},
series = {DIS '20},
abstract = {Research at the intersection of technology and sustainability is increasing across disciplines. Virtual reality is one technology used to address social issues, though less work has explored how immersive environments might impact a viewer's impression of complex environmental issues like sustainability.SCP in 360°: Sustainable Consumption and Production in 360 Degrees is a series of 360° videos aiming to make sustainable consumption and production understandable and engaging to a wider audience. In this paper, we describe the context and production of these videos, report on the visitor study conducted during the videos' exhibition, and discuss the specifics of using 360° video for communicating sustainability and the broader implications for other 360° video projects and sustainability-focused interactive media. In contrast to research on empathy in virtual reality, our study suggests that 360° video supports participants in feeling compassion towards the situations viewed and understanding the context and complexity of sustainability solutions.},
keywords = {},
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tppubtype = {inproceedings}
}
Research at the intersection of technology and sustainability is increasing across disciplines. Virtual reality is one technology used to address social issues, though less work has explored how immersive environments might impact a viewer's impression of complex environmental issues like sustainability.SCP in 360°: Sustainable Consumption and Production in 360 Degrees is a series of 360° videos aiming to make sustainable consumption and production understandable and engaging to a wider audience. In this paper, we describe the context and production of these videos, report on the visitor study conducted during the videos' exhibition, and discuss the specifics of using 360° video for communicating sustainability and the broader implications for other 360° video projects and sustainability-focused interactive media. In contrast to research on empathy in virtual reality, our study suggests that 360° video supports participants in feeling compassion towards the situations viewed and understanding the context and complexity of sustainability solutions.
Fan, Min; Antle, Alissa N.
An English Language Learning Study with Rural Chinese Children Using an Augmented Reality App Proceedings Article
In: Proceedings of the Interaction Design and Children Conference, pp. 385–397, Association for Computing Machinery, London, United Kingdom, 2020, ISBN: 9781450379816.
@inproceedings{10.1145/3392063.3394409,
title = {An English Language Learning Study with Rural Chinese Children Using an Augmented Reality App},
author = {Min Fan and Alissa N. Antle},
url = {https://doi.org/10.1145/3392063.3394409},
doi = {10.1145/3392063.3394409},
isbn = {9781450379816},
year = {2020},
date = {2020-01-01},
urldate = {2020-01-01},
booktitle = {Proceedings of the Interaction Design and Children Conference},
pages = {385–397},
publisher = {Association for Computing Machinery},
address = {London, United Kingdom},
series = {IDC '20},
abstract = {Augmented reality (AR) apps have the potential to support early English learning for children. However, few studies have investigated how children from rural low socio-economic status (SES) schools, who learn English as a foreign language (EFL) used and perceived an AR app in language learning. In this paper, we present an exploratory case study of 11 EFL children and four school teachers from a Chinese rural county who used an AR app (called AR PhonoBlocks), for one week. The goal of the app is to support children to learn the alphabetic principle of English. The key features are overlaid dynamic colour cues on 3D physical letters. We present the results including themes related to children's interactional behaviours and motivations, and rural teachers' feedback on the opportunities and concerns around using an AR app in a rural school context. We suggest design implications and future research directions for designing AR apps to support EFL children from low SES schools in early English learning.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Augmented reality (AR) apps have the potential to support early English learning for children. However, few studies have investigated how children from rural low socio-economic status (SES) schools, who learn English as a foreign language (EFL) used and perceived an AR app in language learning. In this paper, we present an exploratory case study of 11 EFL children and four school teachers from a Chinese rural county who used an AR app (called AR PhonoBlocks), for one week. The goal of the app is to support children to learn the alphabetic principle of English. The key features are overlaid dynamic colour cues on 3D physical letters. We present the results including themes related to children's interactional behaviours and motivations, and rural teachers' feedback on the opportunities and concerns around using an AR app in a rural school context. We suggest design implications and future research directions for designing AR apps to support EFL children from low SES schools in early English learning.
Cheung, Victor; Antle, Alissa N.; Sarker, Shubhra; Fan, Min; Fan, Jianyu; Pasquier, Philippe
Techniques for Augmented-Tangibles on Mobile Devices for Early Childhood Learning Proceedings Article
In: Proceedings of the Interaction Design and Children Conference, pp. 589–601, Association for Computing Machinery, London, United Kingdom, 2020, ISBN: 9781450379816.
@inproceedings{10.1145/3392063.3394412,
title = {Techniques for Augmented-Tangibles on Mobile Devices for Early Childhood Learning},
author = {Victor Cheung and Alissa N. Antle and Shubhra Sarker and Min Fan and Jianyu Fan and Philippe Pasquier},
url = {https://dl.acm.org/doi/abs/10.1145/3392063.3394412},
doi = {10.1145/3392063.3394412},
isbn = {9781450379816},
year = {2020},
date = {2020-01-01},
urldate = {2020-01-01},
booktitle = {Proceedings of the Interaction Design and Children Conference},
pages = {589–601},
publisher = {Association for Computing Machinery},
address = {London, United Kingdom},
series = {IDC '20},
abstract = {Integrating physical learning materials with mobile device applications may have benefits for early childhood learning. We present three techniques for creating a hybrid tangible-augmented reality (T-AR) enabling technology platform. This platform enables researchers to develop applications that use readily available physical learning materials, such as letters, numbers, symbols or shapes. The techniques are visual marker-based; computer-vision and machine-learning; and capacitive touches. We describe details of implementation and demonstrate these techniques through a use case of a reading tablet app that uses wooden/plastic letters for input and augmented output. Our comparative analysis revealed that the machine-learning technique most flexibly sensed different physical letter sets but had variable accuracy impacted by lighting and tracking lag at this time. Lastly, we demonstrate how this enabling technology can be generalized to a variety of early learning apps through a second use case with physical numbers.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Integrating physical learning materials with mobile device applications may have benefits for early childhood learning. We present three techniques for creating a hybrid tangible-augmented reality (T-AR) enabling technology platform. This platform enables researchers to develop applications that use readily available physical learning materials, such as letters, numbers, symbols or shapes. The techniques are visual marker-based; computer-vision and machine-learning; and capacitive touches. We describe details of implementation and demonstrate these techniques through a use case of a reading tablet app that uses wooden/plastic letters for input and augmented output. Our comparative analysis revealed that the machine-learning technique most flexibly sensed different physical letter sets but had variable accuracy impacted by lighting and tracking lag at this time. Lastly, we demonstrate how this enabling technology can be generalized to a variety of early learning apps through a second use case with physical numbers.
Cheung, Victor; Antle, Alissa N.
Tangible Interfaces and Interactions in Sci-Fi Movies: A Glimpse at the Possible Future of TUIs through Fictional Tangible Systems Proceedings Article
In: Proceedings of the Fourteenth International Conference on Tangible, Embedded, and Embodied Interaction, pp. 393–401, Association for Computing Machinery, Sydney NSW, Australia, 2020, ISBN: 9781450361071.
@inproceedings{10.1145/3374920.3374942,
title = {Tangible Interfaces and Interactions in Sci-Fi Movies: A Glimpse at the Possible Future of TUIs through Fictional Tangible Systems},
author = {Victor Cheung and Alissa N. Antle},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/3374920.3374942},
doi = {10.1145/3374920.3374942},
isbn = {9781450361071},
year = {2020},
date = {2020-01-01},
booktitle = {Proceedings of the Fourteenth International Conference on Tangible, Embedded, and Embodied Interaction},
pages = {393–401},
publisher = {Association for Computing Machinery},
address = {Sydney NSW, Australia},
series = {TEI '20},
abstract = {Science-Fiction (Sci-Fi) movies have long been a frontier in showcasing futuristic computer interfaces and their associated interactions. Unconstrained by technological limitations, they are free to depict the most imaginative systems, including augmenting objects attributes that are not yet possible in reality. We present a case study on Sci-Fi movies where tangible objects are part of these systems, and examine how they illustrate Tangible User Interfaces (TUIs) concepts. We provide three examples of tangible systems and one that deviates considerably (holographic system), and analyze them using a well-established interaction model (MCRpd). We found that TUIs in movies exhibit various levels of the model's characteristics and demonstrate an inclusive and diverse context through combining interaction modalities and catering to audience needs. We argue that these aspects provide valuable lessons and implications in designing future TUIs and hope to broaden the design space by initiating discussions on the fascinating worlds in Sci-Fi movies.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Science-Fiction (Sci-Fi) movies have long been a frontier in showcasing futuristic computer interfaces and their associated interactions. Unconstrained by technological limitations, they are free to depict the most imaginative systems, including augmenting objects attributes that are not yet possible in reality. We present a case study on Sci-Fi movies where tangible objects are part of these systems, and examine how they illustrate Tangible User Interfaces (TUIs) concepts. We provide three examples of tangible systems and one that deviates considerably (holographic system), and analyze them using a well-established interaction model (MCRpd). We found that TUIs in movies exhibit various levels of the model's characteristics and demonstrate an inclusive and diverse context through combining interaction modalities and catering to audience needs. We argue that these aspects provide valuable lessons and implications in designing future TUIs and hope to broaden the design space by initiating discussions on the fascinating worlds in Sci-Fi movies.
Antle, Alissa; Hourcade, Juan Pablo; Blikstein, Paulo; Fails, Jerry Alan; Garzotto, Franca; Iversen, Ole Sejer; Markopoulos, Panos; Revelle, Glenda
Child-Computer Interaction SIG: Looking Forward After 18 Years Proceedings Article
In: Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, pp. 1–4, Association for Computing Machinery, Honolulu, HI, USA, 2020, ISBN: 9781450368193.
@inproceedings{10.1145/3334480.3381060,
title = {Child-Computer Interaction SIG: Looking Forward After 18 Years},
author = {Alissa Antle and Juan Pablo Hourcade and Paulo Blikstein and Jerry Alan Fails and Franca Garzotto and Ole Sejer Iversen and Panos Markopoulos and Glenda Revelle},
url = {https://doi.org/10.1145/3334480.3381060},
doi = {10.1145/3334480.3381060},
isbn = {9781450368193},
year = {2020},
date = {2020-01-01},
booktitle = {Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems},
pages = {1–4},
publisher = {Association for Computing Machinery},
address = {Honolulu, HI, USA},
series = {CHI EA '20},
abstract = {This SIG will provide child-computer interaction researchers and practitioners an opportunity to discuss future directions for the field after 18 years of Interaction Design and Children conferences. Topics for discussion include interdisciplinarity, theory and rigor, impact, emerging areas of research, and ethics.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
This SIG will provide child-computer interaction researchers and practitioners an opportunity to discuss future directions for the field after 18 years of Interaction Design and Children conferences. Topics for discussion include interdisciplinarity, theory and rigor, impact, emerging areas of research, and ethics.
Sadka, Ofir; Antle, Alissa
Interactive Technologies for Emotion-Regulation Training: Opportunities and Challenges Proceedings Article
In: Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, pp. 1–12, Association for Computing Machinery, Honolulu, HI, USA, 2020, ISBN: 9781450368193.
@inproceedings{10.1145/3334480.3382894,
title = {Interactive Technologies for Emotion-Regulation Training: Opportunities and Challenges},
author = {Ofir Sadka and Alissa Antle},
url = {https://doi.org/10.1145/3334480.3382894},
doi = {10.1145/3334480.3382894},
isbn = {9781450368193},
year = {2020},
date = {2020-01-01},
booktitle = {Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems},
pages = {1–12},
publisher = {Association for Computing Machinery},
address = {Honolulu, HI, USA},
series = {CHI EA '20},
abstract = {Emotion regulation (ER) is foundational to mental health and well-being. In the last ten years, there has been an increasing focus on this use of interactive technologies to support ER training in a variety of contexts. However, work has been done by researchers from diverse fields, and no cohesive research agenda exists that explicates how and why interactive technologies may benefit ER training. To address this gap, this paper presents the initial results of a descriptive review of 38 peer-reviewed papers on this topic. Qualitative analysis revealed four opportunity themes where interactive technologies appear to provide unique benefits. The analysis also revealed three challenge themes where design guidance, particularly around emotion representation, is ambiguous or underspecified. Based on our findings, we propose future research in these thematic areas; we also propose intersectional themes and underexplored areas that researchers and designers may find productive to explore.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Emotion regulation (ER) is foundational to mental health and well-being. In the last ten years, there has been an increasing focus on this use of interactive technologies to support ER training in a variety of contexts. However, work has been done by researchers from diverse fields, and no cohesive research agenda exists that explicates how and why interactive technologies may benefit ER training. To address this gap, this paper presents the initial results of a descriptive review of 38 peer-reviewed papers on this topic. Qualitative analysis revealed four opportunity themes where interactive technologies appear to provide unique benefits. The analysis also revealed three challenge themes where design guidance, particularly around emotion representation, is ambiguous or underspecified. Based on our findings, we propose future research in these thematic areas; we also propose intersectional themes and underexplored areas that researchers and designers may find productive to explore.
2019
Chen, Mandy; Barr, Ronald G.; Miller, Erica; Fairbrother, Nichole; Antle, Alissa; Brant, Rollin
When soothing succeeds: Simulating a risk for repeated shaking in abusive head trauma in infants Journal Article
In: Infant Behavior and Development, vol. 56, pp. 101246, 2019, ISSN: 0163-6383, (The infant simulator: A novel approach for the measurement of parenting).
@article{CHEN2019101246,
title = {When soothing succeeds: Simulating a risk for repeated shaking in abusive head trauma in infants},
author = {Mandy Chen and Ronald G. Barr and Erica Miller and Nichole Fairbrother and Alissa Antle and Rollin Brant},
url = {https://www.sciencedirect.com/science/article/pii/S0163638317300322},
doi = {https://doi.org/10.1016/j.infbeh.2018.02.004},
issn = {0163-6383},
year = {2019},
date = {2019-01-01},
journal = {Infant Behavior and Development},
volume = {56},
pages = {101246},
abstract = {Purpose To investigate the observation that perpetrators of abusive head trauma engage in repeated shakings because shaking “works” to quiet the infant. Methods Sixty first-time parent couples individually cared for a programmable model infant in two consecutive 7-min trials. After six minutes of consolable followed by inconsolable crying, parents selected one of three soothing techniques. For trial one, parents were randomized to a “Successful” or “Failed” Soothing Condition. Whether the soothing technique was repeated after trial two was determined by the study investigators. Parents rated their frustration after each trial. Results As hypothesized, parents were more likely to repeat a soothing technique that “worked” in trial one. Compared to fathers, mothers reported more frustration when soothing failed. Conclusions That caregivers were more likely to repeat a successful soothing technique converges with perpetrator confessions that crying cessation after shaking may be a reason why shaking is used repeatedly in response to crying.},
note = {The infant simulator: A novel approach for the measurement of parenting},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Purpose To investigate the observation that perpetrators of abusive head trauma engage in repeated shakings because shaking “works” to quiet the infant. Methods Sixty first-time parent couples individually cared for a programmable model infant in two consecutive 7-min trials. After six minutes of consolable followed by inconsolable crying, parents selected one of three soothing techniques. For trial one, parents were randomized to a “Successful” or “Failed” Soothing Condition. Whether the soothing technique was repeated after trial two was determined by the study investigators. Parents rated their frustration after each trial. Results As hypothesized, parents were more likely to repeat a soothing technique that “worked” in trial one. Compared to fathers, mothers reported more frustration when soothing failed. Conclusions That caregivers were more likely to repeat a successful soothing technique converges with perpetrator confessions that crying cessation after shaking may be a reason why shaking is used repeatedly in response to crying.
Antle, Alissa N.; McLaren, Elgin-Skye; Fiedler, Holly; Johnson, Naomi
Evaluating the Impact of a Mobile Neurofeedback App for Young Children at School and Home Proceedings Article
In: Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems, pp. 1–13, Association for Computing Machinery, Glasgow, Scotland Uk, 2019, ISBN: 9781450359702.
@inproceedings{10.1145/3290605.3300266,
title = {Evaluating the Impact of a Mobile Neurofeedback App for Young Children at School and Home},
author = {Alissa N. Antle and Elgin-Skye McLaren and Holly Fiedler and Naomi Johnson},
url = {https://doi.org/10.1145/3290605.3300266},
doi = {10.1145/3290605.3300266},
isbn = {9781450359702},
year = {2019},
date = {2019-01-01},
urldate = {2019-01-01},
booktitle = {Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems},
pages = {1–13},
publisher = {Association for Computing Machinery},
address = {Glasgow, Scotland Uk},
series = {CHI '19},
abstract = {About 18% of children in industrialized countries suffer from anxiety. We designed a mobile neurofeedback app, called Mind-Full, based on existing design guidelines. Our goal was for young children in lower socio-economic status schools to improve their ability to self-regulate anxiety by using Mind-Full. In this paper we report on quantitative outcomes from a sixteen-week field evaluation with 20 young children (aged 5 to 8). Our methodological contribution includes using a control group, validated measures of anxiety and stress, and assessing transfer and maintenance. Results from teacher and parent behavioral surveys indicated gains in children's ability to self-regulate anxiety at school and home; a decrease in anxious behaviors at home; and cortisol tests showed variable improvement in physiological stress levels. We contribute to HCI for mental health with evidence that it is viable to use a mobile app in lower socio-economic status schools to improve children's mental health.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
About 18% of children in industrialized countries suffer from anxiety. We designed a mobile neurofeedback app, called Mind-Full, based on existing design guidelines. Our goal was for young children in lower socio-economic status schools to improve their ability to self-regulate anxiety by using Mind-Full. In this paper we report on quantitative outcomes from a sixteen-week field evaluation with 20 young children (aged 5 to 8). Our methodological contribution includes using a control group, validated measures of anxiety and stress, and assessing transfer and maintenance. Results from teacher and parent behavioral surveys indicated gains in children's ability to self-regulate anxiety at school and home; a decrease in anxious behaviors at home; and cortisol tests showed variable improvement in physiological stress levels. We contribute to HCI for mental health with evidence that it is viable to use a mobile app in lower socio-economic status schools to improve children's mental health.
Antle, Alissa N.; McLaren, Elgin Skye; Fiedler, Holly; Johnson, Naomi
Design for Mental Health: How Socio-Technological Processes Mediate Outcome Measures in a Field Study of a Wearable Anxiety App Proceedings Article
In: Proceedings of the Thirteenth International Conference on Tangible, Embedded, and Embodied Interaction, pp. 87–96, Association for Computing Machinery, Tempe, Arizona, USA, 2019, ISBN: 9781450361965.
@inproceedings{10.1145/3294109.3295650,
title = {Design for Mental Health: How Socio-Technological Processes Mediate Outcome Measures in a Field Study of a Wearable Anxiety App},
author = {Alissa N. Antle and Elgin Skye McLaren and Holly Fiedler and Naomi Johnson},
url = {https://doi.org/10.1145/3294109.3295650},
doi = {10.1145/3294109.3295650},
isbn = {9781450361965},
year = {2019},
date = {2019-01-01},
urldate = {2019-01-01},
booktitle = {Proceedings of the Thirteenth International Conference on Tangible, Embedded, and Embodied Interaction},
pages = {87–96},
publisher = {Association for Computing Machinery},
address = {Tempe, Arizona, USA},
series = {TEI '19},
abstract = {Millions of children have challenges with anxiety that negatively impact their development, education and well-being. To address this challenge, we developed version 2.0 of Mind-Full, a wearable, mobile neurofeedback system, designed to teach young children to learn to self-regulate anxiety. We present a mixed methods evaluation of a seven week long intervention in schools. We report on a subset of outcome measures related to 10 children's anxiety and stress in the classroom and describe mediating socio-technological processes that may have impacted outcomes. Findings showed improvement in children's ability to self-regulate anxiety and reduced cortisol levels for some children. Qualitative findings suggested that children who made multimodal connections during system mediated learning and had teacher support for learning transfer responded well to the intervention. We suggest that framing mental health app design as a distributed, adaptive, socio-technological system enables designers to better meet individual's unique and changing mental health needs.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Millions of children have challenges with anxiety that negatively impact their development, education and well-being. To address this challenge, we developed version 2.0 of Mind-Full, a wearable, mobile neurofeedback system, designed to teach young children to learn to self-regulate anxiety. We present a mixed methods evaluation of a seven week long intervention in schools. We report on a subset of outcome measures related to 10 children's anxiety and stress in the classroom and describe mediating socio-technological processes that may have impacted outcomes. Findings showed improvement in children's ability to self-regulate anxiety and reduced cortisol levels for some children. Qualitative findings suggested that children who made multimodal connections during system mediated learning and had teacher support for learning transfer responded well to the intervention. We suggest that framing mental health app design as a distributed, adaptive, socio-technological system enables designers to better meet individual's unique and changing mental health needs.
Baishya, Uddipana; Antle, Alissa N.; McLaren, Elgin-Skye
Idea Bits: A Tangible Design Tool to Aid Idea Generation for Tangible Manipulation Proceedings Article
In: Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems, pp. 1–6, Association for Computing Machinery, Glasgow, Scotland Uk, 2019, ISBN: 9781450359719.
@inproceedings{10.1145/3290607.3312820,
title = {Idea Bits: A Tangible Design Tool to Aid Idea Generation for Tangible Manipulation},
author = {Uddipana Baishya and Alissa N. Antle and Elgin-Skye McLaren},
url = {https://doi.org/10.1145/3290607.3312820},
doi = {10.1145/3290607.3312820},
isbn = {9781450359719},
year = {2019},
date = {2019-01-01},
booktitle = {Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems},
pages = {1–6},
publisher = {Association for Computing Machinery},
address = {Glasgow, Scotland Uk},
series = {CHI EA '19},
abstract = {Tangible interaction design students often find it difficult to generate ideas for tangible manipulation. They often restrict their explorations to a few familiar possibilities. To our knowledge, there is no design tool that focuses on facilitating the exploration of a variety of manipulation and aiding generation of ideas for manipulation. To address this gap, we designed Idea Bits, a tangible design tool consisting of interactive physical artifacts that enable users to experience a set of manipulations. These artifacts are coupled with digital examples of tangible systems and technical implementation guidance to help users understand how to implement the manipulations. Our work contributes knowledge about the generation of ideas for manipulation and will be useful to tangible interaction design students, instructors, practitioners, and researchers.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Tangible interaction design students often find it difficult to generate ideas for tangible manipulation. They often restrict their explorations to a few familiar possibilities. To our knowledge, there is no design tool that focuses on facilitating the exploration of a variety of manipulation and aiding generation of ideas for manipulation. To address this gap, we designed Idea Bits, a tangible design tool consisting of interactive physical artifacts that enable users to experience a set of manipulations. These artifacts are coupled with digital examples of tangible systems and technical implementation guidance to help users understand how to implement the manipulations. Our work contributes knowledge about the generation of ideas for manipulation and will be useful to tangible interaction design students, instructors, practitioners, and researchers.