Technology-Facilitated Family Interaction

会議の名前
CHI 2025
Virtual Visits, Real Emotions: Designing Social VR Experiences for Imprisoned Fathers and their Children
要旨

The imprisonment of parents has severe consequences for their relationship to their children. Thus, ensuring valuable contact between them is crucial for parent’s social rehabilitation and children’s development and well-being. However, visits are often not child-friendly and lack interaction. We see social VR as a means to address these issues. In this paper, we share findings of a user-centered design process of a virtual reality application that allows imprisoned parents to meet their children. Our pilot study with four dyads of children and imprisoned fathers revealed that both appreciated the virtual visits, felt close to each other, and had a positive emotional experience, although fathers missed physical contact. Children preferred VR’s playful and interactive nature compared to regular visits. Our research presents virtual visits as a suitable alternative to ensure valuable social interaction between prisoners and their children and contribute to the potential of immersive virtual social experiences for sensitive use cases.

著者
Linda Graf
University of Duisburg-Essen, Duisburg, Germany
Leslie Scholemann
Faculty of Computer Science / Department of Human-centered Computing and Cognitive Science (HCCS) / Entertainment Computing Group/ University of Duisburg-Essen, Duisburg, Germany
Philipp Sykownik
University of Duisburg-Essen, Duisburg, Germany
Johannes Fuss
University of Duisburg-Essen, Essen, Germany
Maic Masuch
University of Duisburg-Essen, Duisburg, Germany
DOI

10.1145/3706598.3714018

論文URL

https://dl.acm.org/doi/10.1145/3706598.3714018

動画
`I don't want to watch grown-up stuff': Children's and Parents' Perspectives and Recommendations for Health-Centered Digital Media Design
要旨

Screen time is ubiquitous in children's lives and has both positive and negative health impacts. Calls for developmentally appropriate design and restrictions on manipulative design are ongoing, yet children's and parents' perspectives to inform interventions are lacking. This research uses design workshops with children (n=16) and focus groups with their parents (n=17) to understand whether and how digital media could be more health-centered. Participants shared concerns that manipulative design may inhibit screen time limits and transitions, and present age-inappropriate content. Participants expressed strong interest in health-centered designs incorporating nudges, moderation, and controls. Children's self-generated designs aimed to reduce negative impacts by limiting screen time (e.g., time-related feedback, changed defaults), facilitating transitions (e.g., pause capabilities), minimizing age-inappropriate content (e.g., expanded shared controls), and reducing hurtful experiences (e.g., online video game moderation). To increase positive health impacts, participants suggested promoting physical activity (e.g., suggested screen breaks) within and away from digital media.

著者
Olivia K.. Richards
University of Michigan, Ann Arbor, Michigan, United States
Tiffany C,. Veinot
University of Michigan, Ann Arbor, Michigan, United States
DOI

10.1145/3706598.3714039

論文URL

https://dl.acm.org/doi/10.1145/3706598.3714039

動画
eaSEL: Promoting Social-Emotional Learning and Parent-Child Interaction through AI-Mediated Content Consumption
要旨

As children increasingly consume media on devices, parents look for ways this usage can support learning and growth, especially in domains like social-emotional learning. We introduce eaSEL, a system that (a) integrates social-emotional learning (SEL) curricula into children’s video consumption by generating reflection activities and (b) facilitates parent-child discussions around digital media without requiring co-consumption of videos. We present a technical evaluation of our system’s ability to detect social-emotional moments within a transcript and to generate high-quality SEL-based activities for both children and parents. Through a user study with 𝑁 = 20 parent-child dyads, we find that after completing an eaSEL activity, children reflect more on the emotional content of videos. Furthermore, parents find that the tool promotes meaningful active engagement and could scaffold deeper conversations around content. Our work paves directions in how AI can support children’s social-emotional reflection of media and family connections in the digital age.

受賞
Honorable Mention
著者
Jocelyn J. Shen
Massachusetts Institute of Technology, Cambridge, Massachusetts, United States
Jennifer King Chen
Apple, Seattle, Washington, United States
Leah Findlater
Apple, Seattle, Washington, United States
Griffin Dietz Smith
Apple, Seattle, Washington, United States
DOI

10.1145/3706598.3713405

論文URL

https://dl.acm.org/doi/10.1145/3706598.3713405

動画
Children using Tabletop Telepresence Robots for Collaboration: A Longitudinal Case Study of Hybrid and Online Intergenerational Participatory Design
要旨

Improving telepresence for children expands educational opportunities and connects faraway family. Yet, research about child-centered physical telepresence systems (tangible interfaces for telepresence) remains sparse, despite established benefits of tangible interaction for children. To address this gap, we collaborated with child designers (ages 8-12) over 2-years of online/1-year of hybrid participatory design. Together, we adapted one approach to physical telepresence (tabletop robots) for child users. Using a case study methodology, we explore how our tabletop telepresence robot platform influenced children’s connections with one another over the 3-year study. In our analysis, we compare four vignettes representing cooperation/conflict between children while using the platform; centering theories of ownership, collaboration, and co-design roles. Through this exploration of children’s interpersonal dynamics while using the platform, we uncover four key features of tabletop telepresence robots for children: (1) Anonymous Robot Control (2) Robot/Material Distribution, (3) Robot Form/Size, and (4) Robot Stewardship.

著者
Casey Lee. Hunt
CU Boulder, Boulder, Colorado, United States
Kaiwen Sun
University of Michigan, Ann Arbor, Michigan, United States
Zahra Dhuliawala
University of Maryland, College Park, Maryland, United States
Fumi Tsukiyama
University of Washington, Seattle, Washington, United States
Allison J. Druin
J.S. Bryant School, Cummington, Massachusetts, United States
Amanda Huynh
The Ohio State University, Columbus, Ohio, United States
Daniel Leithinger
University of Colorado at Boulder, Boulder, Colorado, United States
Jason Yip
University of Washington, Seattle, Washington, United States
DOI

10.1145/3706598.3713746

論文URL

https://dl.acm.org/doi/10.1145/3706598.3713746

動画
Enhancing Pediatric Communication: The Role of an AI-Driven Chatbot in Facilitating Child-Parent-Provider Interaction
要旨

Communication with child patients is challenging due to their developing ability to express emotions and symptoms. Additionally, healthcare providers often have limited time to offer resources to parents. By leveraging AI to facilitate free-form conversations, our study aims to design an AI-driven chatbot to bridge these gaps in child-parent-provider communication. We conducted two studies: 1) design sessions with 12 children with cancer and their parents, which informed the development of our chatbot, ARCH, and 2) an interview study with 15 pediatric care experts to identify potential challenges and refine ARCH's role in pediatric communication. Our findings highlight three key roles for ARCH: providing an expressive outlet for children, offering reassurance to parents, and serving as an assessment tool for providers. We conclude by discussing design considerations for AI-driven chatbots in pediatric communication, such as creating communication spaces, balancing the expectations of children and parents, and addressing potential cultural differences.

著者
Woosuk Seo
University of Michigan, Ann Arbor, Michigan, United States
Young-Ho Kim
NAVER AI Lab, Seongnam, Gyeonggi, Korea, Republic of
Ji Eun Kim
University of Michigan, Ann Arbor, Michigan, United States
Megan Tao. Fan
University of Michigan, Ann Arbor, Michigan, United States
Mark S.. Ackerman
University of Michigan, Ann Arbor, Ann Arbor, Michigan, United States
Sung Won Choi
University of Michigan, Ann Arbor, Michigan, United States
Sun Young Park
University of Michigan, Ann Arbor, Michigan, United States
DOI

10.1145/3706598.3713134

論文URL

https://dl.acm.org/doi/10.1145/3706598.3713134

動画
Bridging Generations using AI-Supported Co-Creative Activities
要旨

Intergenerational co-creation using technology between grandparents and grandchildren can be challenging due to differences in technological familiarity. AI has emerged as a promising tool to support co-creative activities, offering flexibility and creative assistance, but its role in facilitating intergenerational connection remains underexplored. In this study, we conducted a user study with 29 grandparent-grandchild groups engaged in AI-supported story creation to examine how AI-assisted co-creation can foster meaningful intergenerational bonds. Our findings show that grandchildren managed the technical aspects, while grandparents contributed creative ideas and guided the storytelling. AI played a key role in structuring the activity, facilitating brainstorming, enhancing storytelling, and balancing the contributions of both generations. The process fostered mutual appreciation, with each generation recognizing the strengths of the other, leading to an engaging and cohesive co-creation process. We offer design implications for integrating AI into intergenerational co-creative activities, emphasizing how AI can enhance connection across skill levels and technological familiarity.

受賞
Honorable Mention
著者
Callie Y.. Kim
University of Wisconsin-Madison, Madison, Wisconsin, United States
Arissa J. Sato
University of Wisconsin-Madison, Madison, Wisconsin, United States
Nathan Thomas. White
University of Wisconsin - Madison, Madison, Wisconsin, United States
Hui-Ru Ho
University of Wisconsin-Madison, Madison, Wisconsin, United States
Christine P.. Lee
University of Wisconsin-Madison, Madison, Wisconsin, United States
Yuna Hwang
University of Wisconsin-Madison, Madison, Wisconsin, United States
Bilge Mutlu
University of Wisconsin-Madison, Madison, Wisconsin, United States
DOI

10.1145/3706598.3713718

論文URL

https://dl.acm.org/doi/10.1145/3706598.3713718

動画