{"title":"Buttons, Devices, and Adults: How Preschool Children Designed an IoT Programming Tool","authors":"B. S. Neto, Carla Rodriguez, Vânia P. A. Neris","doi":"10.1093/iwc/iwad037","DOIUrl":"https://doi.org/10.1093/iwc/iwad037","url":null,"abstract":"","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":"94 1","pages":"301-314"},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85858407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Pimenta, E. Duarte, M. Baranauskas, C. B. Medeiros
{"title":"UbiAccess: an Instrument to Assess System Access in Ubiquitous Scenarios","authors":"J. Pimenta, E. Duarte, M. Baranauskas, C. B. Medeiros","doi":"10.1093/iwc/iwac029","DOIUrl":"https://doi.org/10.1093/iwc/iwac029","url":null,"abstract":"","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":"135 1","pages":"55-68"},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75742713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gabriely Rodrigues de Lima, Lucas Lopes Soares, Natã Lael Gomes Raulino, Caio Eduardo Pereira Nunes, I. Saboia, A. J. M. Leite
{"title":"TRANSforming Design Through Emotion: An Application to Support Brazilian Transgender Student Women","authors":"Gabriely Rodrigues de Lima, Lucas Lopes Soares, Natã Lael Gomes Raulino, Caio Eduardo Pereira Nunes, I. Saboia, A. J. M. Leite","doi":"10.1093/iwc/iwac038","DOIUrl":"https://doi.org/10.1093/iwc/iwac038","url":null,"abstract":"","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":"42 1","pages":"209-230"},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88492486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sara Wolf;Frauke Mörike;Diana Löffler;Jörn Hurtienne
Life transitions, such as the transition from childhood to adulthood, are often accompanied by meaning-making actions such as rituals. Rituals increasingly involve the use of interactive technology. While previous research has focused on specific contexts or technologies, a bird's eye view of the many appropriation styles during life transitions is missing. To identify the range of technology's appropriations, we analysed stories from 84 participants and compared these across different life transitions and technologies. We identified three roles interactive technology can play during life transitions: the role of (i) a facilitator easing the accomplishment of tasks within life transitions, (ii) an enabler creating opportunities for new transition rituals and (iii) a social actor that itself is the trigger or the content of transition rituals. We propose the three roles as a classification scheme to structure existing and future research and reflect on the design challenges and evaluation approaches.
{"title":"‘I Did Digital Tidying up for a More Adult Stage of Life’: Ritualistic Technology Appropriations During Life Transitions","authors":"Sara Wolf;Frauke Mörike;Diana Löffler;Jörn Hurtienne","doi":"10.1093/iwc/iwad001","DOIUrl":"https://doi.org/10.1093/iwc/iwad001","url":null,"abstract":"Life transitions, such as the transition from childhood to adulthood, are often accompanied by meaning-making actions such as rituals. Rituals increasingly involve the use of interactive technology. While previous research has focused on specific contexts or technologies, a bird's eye view of the many appropriation styles during life transitions is missing. To identify the range of technology's appropriations, we analysed stories from 84 participants and compared these across different life transitions and technologies. We identified three roles interactive technology can play during life transitions: the role of (i) a facilitator easing the accomplishment of tasks within life transitions, (ii) an enabler creating opportunities for new transition rituals and (iii) a social actor that itself is the trigger or the content of transition rituals. We propose the three roles as a classification scheme to structure existing and future research and reflect on the design challenges and evaluation approaches.","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":"34 5","pages":"117-128"},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49943074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Cultural Viewpoint Metaphors Resignification to Teach Programming","authors":"Joseline Melo Corrêa, M. Mota","doi":"10.1093/iwc/iwac041","DOIUrl":"https://doi.org/10.1093/iwc/iwac041","url":null,"abstract":"","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":"19 1","pages":"153-164"},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84186530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Correction to: Narrating by Doing: A Bridging Concept for Understanding and Informing the Design of Tangible Interfaces for Storytelling","authors":"","doi":"10.1093/iwc/iwad011","DOIUrl":"https://doi.org/10.1093/iwc/iwad011","url":null,"abstract":"","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":"34 4","pages":"116-116"},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49939308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aleksi H Syrjämäki;Mirja Ilves;Joel Kiskola;Anna Rantasila;Poika Isokoski;Thomas Olsson;Veikko Surakka
An online experiment investigated the perceived effects of a user interface (UI) intervention aiming to support online news commenters' emotion regulation. By describing the comment's tone to the user, the expected effect was activation of the implicit emotion regulation process of affect labeling (i.e. naming emotions). The perceived emotion- and behavior-related effects of the labeling intervention were investigated using the experimental vignette methodology. Participants read a vignette describing the behavior of an uncivil commenter and assessed the commenter's probable responses to the labeling intervention or a control intervention shown in the UI. The results showed that, when compared to a control condition, the labeling intervention was assessed to evoke positive emotions and to result in mitigation of uncivil behavior. This suggests that UI solutions that support emotion regulation are a promising approach to reducing uncivil comments that users might afterward regret, and hence potentially improving the quality of online discussions.
{"title":"Facilitating Implicit Emotion Regulation in Online News Commenting—An Experimental Vignette Study","authors":"Aleksi H Syrjämäki;Mirja Ilves;Joel Kiskola;Anna Rantasila;Poika Isokoski;Thomas Olsson;Veikko Surakka","doi":"10.1093/iwc/iwad010","DOIUrl":"https://doi.org/10.1093/iwc/iwad010","url":null,"abstract":"An online experiment investigated the perceived effects of a user interface (UI) intervention aiming to support online news commenters' emotion regulation. By describing the comment's tone to the user, the expected effect was activation of the implicit emotion regulation process of affect labeling (i.e. naming emotions). The perceived emotion- and behavior-related effects of the labeling intervention were investigated using the experimental vignette methodology. Participants read a vignette describing the behavior of an uncivil commenter and assessed the commenter's probable responses to the labeling intervention or a control intervention shown in the UI. The results showed that, when compared to a control condition, the labeling intervention was assessed to evoke positive emotions and to result in mitigation of uncivil behavior. This suggests that UI solutions that support emotion regulation are a promising approach to reducing uncivil comments that users might afterward regret, and hence potentially improving the quality of online discussions.","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":"34 5","pages":"129-136"},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49943075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Before the COVID-19 coronavirus pandemic, work and education on the university campus were considered superior to equivalent activities conducted digitally or remotely. Despite being significantly digitally mature, many organizations did not consider or even permit digital or hybrid participation in meetings and education. In March 2020, the lockdown following the pandemic caused the transition of many organizations and most universities to online-only operation in record time. Often, this occurred while maintaining quality and production, even if some aspects relating to the user experience were lost. The purpose of this paper is to describe and analyze how digitalization following the pandemic influenced and transformed the digital work environment in higher education. KTH Royal Institute of Technology, Stockholm, Sweden, provided the experiences and data for this article. In conclusion we distinguished different phases of digital work and education before, during and after the pandemic: 1. The Pre-Pandemic Phase, 2. The Emergency Remote Phase, 3. The New Normal, 4. The Slow Acceptance Phase, and 5. The Dividing Phase, or what we refer to as The ‘New’ New Normal. In this phase it looks like it will be a battle between three perspectives; those who are looking to get back to the pre-pandemic conditions, those living in The New Normal, and those actively analyzing the lessons learned and aiming for The Thoughtful Blended Phase. Analyzing these five phases we discern that the implications for the future will be heavily dependent on the following aspects: management commitment and support; well-functioning technology and support organization; understanding the effects digitalization will have on culture, organization and well-being; increasing interest in participating in pedagogical development; new designs needed for hybrid work and education; the need to rethink structure and contents of meetings; and paying extra care and attention to the psychological well-being of staff and students.
{"title":"The ‘New’ New Normal—Digitalization and Hybridization of Work and Education Before, during and after the Covid-19 Pandemic","authors":"Jan Gulliksen, Joakim Lilliesköld, Stefan Stenbom","doi":"10.1093/iwc/iwac034","DOIUrl":"https://doi.org/10.1093/iwc/iwac034","url":null,"abstract":"Before the COVID-19 coronavirus pandemic, work and education on the university campus were considered superior to equivalent activities conducted digitally or remotely. Despite being significantly digitally mature, many organizations did not consider or even permit digital or hybrid participation in meetings and education. In March 2020, the lockdown following the pandemic caused the transition of many organizations and most universities to online-only operation in record time. Often, this occurred while maintaining quality and production, even if some aspects relating to the user experience were lost. The purpose of this paper is to describe and analyze how digitalization following the pandemic influenced and transformed the digital work environment in higher education. KTH Royal Institute of Technology, Stockholm, Sweden, provided the experiences and data for this article. In conclusion we distinguished different phases of digital work and education before, during and after the pandemic: 1. The Pre-Pandemic Phase, 2. The Emergency Remote Phase, 3. The New Normal, 4. The Slow Acceptance Phase, and 5. The Dividing Phase, or what we refer to as The ‘New’ New Normal. In this phase it looks like it will be a battle between three perspectives; those who are looking to get back to the pre-pandemic conditions, those living in The New Normal, and those actively analyzing the lessons learned and aiming for The Thoughtful Blended Phase. Analyzing these five phases we discern that the implications for the future will be heavily dependent on the following aspects: management commitment and support; well-functioning technology and support organization; understanding the effects digitalization will have on culture, organization and well-being; increasing interest in participating in pedagogical development; new designs needed for hybrid work and education; the need to rethink structure and contents of meetings; and paying extra care and attention to the psychological well-being of staff and students.","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":"35 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138531504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Young children's user experiences of educational applications (apps) can potentially support their cognitive development and improve the quality of parent–child relationships. However, to realize such potential, app designers must consider children's emotional needs. Through a comprehensive review of the relevant literature, this paper develops an interactive design framework that can trigger three positive emotions, which is then used as a scale to conduct a design analysis of 72 apps available on the Australian and Chinese Apple App Store. We found that the interactive design scale based on emotional design is feasible; and an interactive design method that focuses on emotions affects the emotional benefits of parent–child users from apps and obtaining higher user ratings. It is thus demonstrated that paying attention to these design criteria will affect the emotional benefits young children receive from apps, thereby increasing users' interest and support for the product. Lastly, we discuss the implications of improving the methods emotional experience and encourage future designers to bridge the gap between research and practice.
{"title":"An Interactive Design Framework for Children's Apps for Enhancing Emotional Experience","authors":"Kaiqing Chen","doi":"10.1093/iwc/iwac042","DOIUrl":"https://doi.org/10.1093/iwc/iwac042","url":null,"abstract":"Young children's user experiences of educational applications (apps) can potentially support their cognitive development and improve the quality of parent–child relationships. However, to realize such potential, app designers must consider children's emotional needs. Through a comprehensive review of the relevant literature, this paper develops an interactive design framework that can trigger three positive emotions, which is then used as a scale to conduct a design analysis of 72 apps available on the Australian and Chinese Apple App Store. We found that the interactive design scale based on emotional design is feasible; and an interactive design method that focuses on emotions affects the emotional benefits of parent–child users from apps and obtaining higher user ratings. It is thus demonstrated that paying attention to these design criteria will affect the emotional benefits young children receive from apps, thereby increasing users' interest and support for the product. Lastly, we discuss the implications of improving the methods emotional experience and encourage future designers to bridge the gap between research and practice.","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":"34 3","pages":"85-98"},"PeriodicalIF":1.3,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/8016801/10058477/10058479.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49979218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the rapid development of digital technology, examining the effects of digital technology use on children becomes more critical every day. This paper explores the effects of digital technology use on children from children's and parents' perspectives. Focus groups with children aged 9 to 15 and their parents were conducted from 30 March to 5 May 2021, via the Zoom platform. Using the thematic analysis approach, we found that both children and parents perceive different positive and negative effects of digital technology use on emotional, behavioral, physical, social and cognitive development and functioning in children, and problematic digital technology use as a general effect of excessive digital technology use in children. These results give insight into different perspectives of digital technology use and allow for encouraging positive effects and intervening in negative ones.
{"title":"Children's and Parents' Perspectives on the Effects of Children's Digital Technology Use","authors":"Ana Žulec;Vanesa Varga;Luka Štefanić","doi":"10.1093/iwc/iwac035","DOIUrl":"https://doi.org/10.1093/iwc/iwac035","url":null,"abstract":"With the rapid development of digital technology, examining the effects of digital technology use on children becomes more critical every day. This paper explores the effects of digital technology use on children from children's and parents' perspectives. Focus groups with children aged 9 to 15 and their parents were conducted from 30 March to 5 May 2021, via the Zoom platform. Using the thematic analysis approach, we found that both children and parents perceive different positive and negative effects of digital technology use on emotional, behavioral, physical, social and cognitive development and functioning in children, and problematic digital technology use as a general effect of excessive digital technology use in children. These results give insight into different perspectives of digital technology use and allow for encouraging positive effects and intervening in negative ones.","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":"34 3","pages":"73-84"},"PeriodicalIF":1.3,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49979217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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