Intergenerational communication can enhance well-being and family cohesion, but stereotypes and low empathy can be barriers to achieving effective communication. VR perspective-taking is a potential approach that is known to enhance understanding and empathy toward others by allowing a user to take another's viewpoint. In this study, we introduce LegacySphere, a novel VR perspective-taking experience leveraging the combination of embodiment, role-play, and storytelling. To explore LegacySphere's design and impact, we conducted an observational study involving five dyads with a one-generation gap. We found that LegacySphere promotes empathetic and reflexive intergenerational dialogue. Specifically, avatar embodiment encourages what we term "relationship cushioning,'' fostering a trustful, open environment for genuine communications. The blending of real and embodied identities prompts insightful questions, merging both perspectives. The experience also nurtures a sense of unity and stimulates reflections on aging. Our work highlights the potential of immersive technologies for enhancing empathetic intergenerational relationships.
doi.org/10.1145/3613904.3641923
Children acquire language by interacting with their surroundings. Due to the different language environments each child is exposed to, the words they encounter and need in their life vary. Despite the standard tools for assessment and intervention as per predefined vocabulary sets, speech-language pathologists and parents struggle with the absence of systematic tools for child-specific custom vocabulary, i.e., out-of-standard but personally more important. We propose "Open Sesame? Open Salami! (OSOS)", a personalized vocabulary assessment and intervention system with pervasive language profiling and targeted storybook generation, collaboratively developed with speech-language pathologists. Melded into a child's daily life and powered by large language models (LLM), OSOS profiles the child's language environment, extracts priority words therein, and generates bespoke storybooks naturally incorporating those words. We evaluated OSOS through 4-week-long deployments to 9 families. We report their experiences with OSOS, and its implications in supporting personalization outside standards.
doi.org/10.1145/3613904.3642580
Parents play essential roles in children's play and learning with various media, often leading to positive and productive engagement outcomes for both parties. As such, an increasing number of HCI research has focused on understanding parent-child joint media engagement (JME) and designing new technologies to foster productive joint media experiences for children and parents. However, we currently lack a systematic view of this emerging field, which hinders the research and design of new joint media experiences and technologies for families. In this work, we conduct a scoping review of parent-child JME research within HCI (N = 89) and analyze the included papers from three lenses: publication features, methodological features, and JME features. Based on these findings, we identify gaps and opportunities in parent-child JME research and further expand the theoretical framing of JME by developing a framework that captures different JME dimensions.
doi.org/10.1145/3613904.3642307
Storymaking, as an integrative form of expressive arts therapy, is an effective means to foster family communication. Yet, the integration of generative AI as expressive materials in therapeutic storymaking remains underexplored. And there is a lack of HCI implications on how to support families and therapists in this context. Addressing this, our study involved five weeks of storymaking sessions with seven families guided by a professional therapist. In these sessions, the families used both traditional art-making materials and image-based generative AI to create and evolve their family stories. Via the rich empirical data and commentaries from four expert therapists, we contextualize how families creatively melded AI and traditional expressive materials to externalize their ideas and feelings. Through the lens of Expressive Therapies Continuum (ETC), we characterize the therapeutic implications of AI as expressive materials. Desirable interaction qualities to support children, parents, and therapists are distilled for future HCI research.
doi.org/10.1145/3613904.3642852
The emergence of generative artificial intelligence (GenAI) has ignited discussions surrounding its potential to enhance creative pursuits. However, distinctions between children's and adult's creative needs exist, which is important when considering the possibility of GenAI for children's creative usage. Building upon work in Human-Computer Interaction (HCI), fostering children's computational thinking skills, this study explores interactions between children (aged 7-13) and GenAI tools through methods of participatory design. We seek to answer two questions: (1) How do children in co-design workshops perceive GenAI tools and their usage for creative works? and (2) How do children navigate the creative process while using GenAI tools? How might these interactions support their confidence in their ability to create? Our findings contribute a model that describes the potential contexts underpinning child-GenAI creative interactions and explores implications of this model for theories of creativity, design, and use of GenAI as a constructionist tool for creative self-efficacy.
doi.org/10.1145/3613904.3642492