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We investigated the experiences of 15 parents and their tween children (ages 8-12, n=23) during nature explorations using the NatureCollections app, a mobile application that connects children with nature. Drawing on parent interviews and in-app audio recordings from a 2-week deployment study, we found that tweens’ experiences with the NatureCollections app were influenced by tensions surrounding how parents and tweens negotiate technology use more broadly. Despite these tensions, the app succeeded in engaging tweens in outdoor nature explorations, and parents valued the shared family experiences around nature. Parents desired the app to support family bonding and inform them about how their tween used the app. This work shows how applications intended to support enriching youth experiences are experienced in the context of screen time tensions between parents and tween during a transitional period of child development. We offer recommendations for designing digital experiences to support family needs and reduce screen time tensions.
Parental mediation literature is mostly situated in the contexts of television, Internet use, video games, and mobile devices, while there is less understanding of how parents mediate their children’s engagement with educational-focused media. We examine parental involvement in young children’s use of a creation-oriented educational media, i.e., coding kits, from a mediation perspective through an interview study. We frame parents’ mediation practices along three dimensions: (1) creative mediation, where parents mediate to support children’s creating and learning with media; (2) preparative mediation, where parents explore and prepare media for children’s engagement; and (3) administrative mediation, where parents administer and regulate their children’s media use. Compared to the restrictive, active, and co-using mediation theory, our proposed framework highlights various supportive practices parents take to help their children learn and create with media. We further connect our findings to Joint Media Engagement and reflect on implications for parent involvement in children’s creation-oriented media design.
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.
Distance learning is facing a critical moment finding a balance between high quality education for remote students and engaging them in hands-on learning. This is particularly relevant for project-based classrooms and makerspaces, which typically require extensive trouble-shooting and example demonstrations from instructors. We present RobotAR, a teleconsulting robotics toolkit for creating Augmented Reality (AR) makerspaces. We present the hardware and software for an AR-compatible robot, which behaves as a student’s voice assistant and can be embodied by the instructor for teleconsultation. As a desktop-based teleconsulting agent, the instructor has control of the robot’s joints and position to better focus on areas of interest inside the workspace. Similarly, the instructor has access to the student’s virtual environment and the capability to create AR content to aid the student with problem-solving. We also performed a user study which compares current techniques for distance hands-on learning and an implementation of our toolkit.
Grandparents and grandchildren, who cannot meet face-to-face (e.g., due to dislocation or physical distancing induced by a pandemic), often use audio-visual communication tools in order to maintain their relationship online. In a qualitative online survey (n = 85), we inquired into the various ways that grandparents and grandchildren came up with when being physically distant; many of them are tangible in nature as they include ''things'' or incorporate ''spaces''. In this paper, we illustrate related temporal and spatial trajectories and unpack how online meetings are characterized by constant negotiations of agency. We discuss how online meetings could complement face-to-face meetings, instead of mimicking or replacing them. We finally articulate a collection of design sensitivities with the aim to both inspire and question designing for intergenerational online meetings.
Aging often comes with declining social interaction, a known adversarial factor impacting the life satisfaction of senior population. Such decline appears even in family--a permanent social circle, as their adult children eventually go independent. We present MomentMeld, an AI-powered, cloud-backed mobile application that blends with everyday routine and naturally encourages rich and frequent inter-generational interactions in a family, especially those between the senior generation and their adult children. Firstly, we design a photographic interaction aid called mutually stimulatory memento, which is a cross-generational juxtaposition of semantically related photos to bring natural arousal of context-specific inter-generational empathy and reminiscence. Secondly, we build comprehensive ensemble AI models consisting of various deep neural networks and a runtime system that automates the creation of mutually stimulatory memento on top of the user's usual photo-taking routines. We deploy MomentMeld in-the-wild with six families for an eight-week period, and discuss the key findings and further implications.
Children are increasingly using wearables with physical activity tracking features. Although research has designed and evaluated novel features for supporting parent-child collaboration with these wearables, less is known about how families naturally adopt and use these technologies in their everyday life. We conducted interviews with 17 families who have naturally adopted child-owned wearables to understand how they use wearables individually and collaboratively. Parents are primarily motivated to use child-owned wearables for children’s long-term health and wellbeing, whereas children mostly seek out entertainment and feeling accomplished through reaching goals. Children are often unable to interpret or contextualize the measures that wearables record, while parents do not regularly track these measures and focus on deviations from their children’s routines. We discuss opportunities for making naturally-occurring family moments educational to positively contribute to children’s conceptual understanding of health, such as developing age-appropriate trackable metrics for shared goal-setting and data reflection.
Physical space and materials we work with, as well as people we interact with affect the design and making processes. These aspects in relation to 3D designing in alignment with 3D printing need considerable exploration within Child-Computer interaction (CCI) research community. We conducted our case study by collecting 9-full-day-observation and interview data and examining 3D modeling and 3D printing activities, as work duties of 15-17-years-old summer trainees organized at the university. We identified, inspired by nexus analysis, different discourses circulating around these activities of novice young people and how the discourses are intermingled with the space, the materials, and the task at hand in complex ways, constructing and shaping the experience of the young participants. In our research and design implications, by signifying the impact of the people, challenges, tasks, spaces and tools, we provide recommendations for maintaining children’s engagement in digital fabrication, significantly 3D designing and 3D printing, activities.
Pedagogical agents are theorized to increase humans' effort to understand computerized instructions. Despite the pedagogical promises of VR, the usefulness of pedagogical agents in VR remains uncertain. Based on this gap, and inspired by global efforts to advance remote learning during the COVID-19 pandemic, we conducted an educational VR study in-the-wild ($N=161$). With a $2\times2+1$ between subjects design, we manipulated the appearance and behavior of a virtual museum guide in an exhibition about viruses. Factual and conceptual learning outcomes as well as subjective learning experience measures were collected. In general, partici\-pants reported high enjoyment and had significant knowledge acquisition. We found that the agent's appearance and behavior impacted factual knowledge gain. We also report an interaction effect between behavioral and visual realism for conceptual knowledge gain. Our findings nuance classical multimedia learning theories and provide directions for employing agents in immersive learning environments.
With rapid developments in consumer-level head-mounted displays and computer graphics, immersive VR has the potential to take online and remote learning closer to real-world settings. However, the effects of such digital transformations on learners, particularly for VR, have not been evaluated in depth. This work investigates the interaction-related effects of sitting positions of learners, visualization styles of peer-learners and teachers, and hand-raising behaviors of virtual peer-learners on learners in an immersive VR classroom, using eye tracking data. Our results indicate that learners sitting in the back of the virtual classroom may have difficulties extracting information. Additionally, we find indications that learners engage with lectures more efficiently if virtual avatars are visualized with realistic styles. Lastly, we find different eye movement behaviors towards different performance levels of virtual peer-learners, which should be investigated further. Our findings present an important baseline for design decisions for VR classrooms.
Classroom sensing is an important and active area of research with great potential to improve instruction. Complementing professional observers - the current best practice - automated pedagogical professional development systems can attend every class and capture fine-grained details of all occupants. One particularly valuable facet to capture is class gaze behavior. For students, certain gaze patterns have been shown to correlate with interest in the material, while for instructors, student-centered gaze patterns have been shown to increase approachability and immediacy. Unfortunately, prior classroom gaze-sensing systems have limited accuracy and often require specialized external or worn sensors. In this work, we developed a new computer-vision-driven system that powers a 3D “digital twin” of the classroom and enables whole-class, 6DOF head gaze vector estimation without instrumenting any of the occupants. We describe our open source implementation, and results from both controlled studies and real-world classroom deployments.