Large-scale prompt-based AI generators have broadened access to media creation but often introduce friction in sustained creative practice. Visual artists must navigate limited personalization, narrow cultural coverage, homogenized aesthetics, and broader concerns around sustainability, bias, and data-scraping ethics. Small data and model crafting offer alternatives that center artists’ agency over data and models. We examine this approach through Autolume, a no-code, locally run tool for crafting and navigating generative models in real time. Across five focus groups with 25 visual artists in three two-day workshops, Autolume was used as a research probe to explore small-data practices. Findings show that participants viewed small data as a personal and responsible alternative to large-scale AI, but identified model training as a technical barrier, underscoring the need for improved explainability and support. We highlight design opportunities for AI art tools, including low-level controls, mapping UIs to ML processes, ecosystem integration, and small data as a pedagogical tool.

Users feel frustrated when they do not know when to speak with LLM-based agents. Technical delays disrupt the natural rhythm of conversation (turn-taking), yet there is little understanding of how these specific delays impact the back-and-forth flow of interaction. To address this, we analyzed human-agent conversations in social VR to measure timing differences. We used conversation analysis techniques to track specific timing metrics, such as how long it takes to respond (response latencies) and how agents handle interruptions (repair attempts). We found that agents are significantly slower to respond with a median of 4.1 seconds compared to a human’s 1.2 seconds. We identified a “conversational timing drift”, noting that agents struggle with start-up latency, i.e., taking too long to start speaking, and wind-down latency, i.e., failing to stop speaking quickly when a user interrupts them. This is the first study to empirically quantify human-agent conversational latencies within VR. We offer design suggestions to help future agents manage conversational timing better, ultimately improving natural conversation and user experience.

Foreign language speaking anxiety (FLSA) poses a major challenge for English-language learners, suppressing confidence and triggering a cycle of avoidance that hinders language acquisition. To address this, we explored the use of LLM-based embodied conversational agents (ECA) in social virtual reality (VR), which provide personalized support and multimodal interaction in a contextualized environment. We developed three English-language learning scenarios in social VR and conducted a five-day mixed-methods study where participants (N=20) engaged in daily 30-minute role-play practice with an LLM-based ECA to evaluate the efficacy of the system. Quantitative results showed a significant reduction in self-reported FLAS after 3 days, along with subtle gains in speaking proficiency measures. Qualitatively, learners perceived increased confidence, attributing it to the LLM-based ECA’s non-judgmental stance, linguistic scaffolding, affective encouragement, and adaptive feedback. Our findings suggest the potential of LLM-based ECAs in social VR for language learning and offer considerations for future agent design.

Many people struggle with learning a new language when moving to a new country, with traditional tools falling short in providing contextualized learning tailored to each learner's needs.The recent development of large language models (LLMs) and embodied conversational agents (ECAs) in social virtual reality (VR) provides new opportunities to practice language learning in a contextualized and naturalistic way that takes into account the learner's language level and needs.To explore this opportunity, we developed ELLMA-T, 576

DIS ’25, Funchal, Portugal

Virtual reality (VR) offers great promise to expand delivery models for therapeutic interventions to help adolescents develop adaptive emotion regulation skills. Cognitive reappraisal (CR) is an emotion regulation skill that involves changing your thinking to improve your emotional state. However, adolescents face developmental and implementation barriers to do CR successfully. To better understand adolescents’ (15-18 years) lived experience of CR challenges and how they envision VR could support their skills learning and transfer to everyday life, we ran three co-design workshops (N=69). Our research weaves together the workshop findings with prior literature to identify directions for future VR-based CR interventions. From our study results, we generated design strategies leveraging best practices of existing research: embedded and embodied scaffolds, providing different points of view, and externalizing the inner self. To illustrate these strategies in practice, we show how each would work in a challenging emotional scenario identified by adolescents.

Cognitive reappraisal (CR) is a critical emotion regulation skill that is strongly associated with mental well-being outcomes. While CR has been well theorized psychologically and many therapeutic approaches exist, CR remains one of the toughest skills to learn and develop. We explore the design space of using technologically-mediated CR supports through a dual approach. First, we draw on a content analysis of 30 therapeutic manuals combined with five clinician interviews to understand existing CR processes and challenges in therapeutic settings. Second, we compare the identified challenges with a scoping review of 42 HCI papers on technologically-mediated CR interventions. This allowed us to identify trends and gaps in a field where digital health innovations are critically needed; and suggest four design opportunities that warrant further exploration. Together, our work contributes theoretically-derived future research opportunities, and provides researchers with concrete guidance to explore these important design spaces.

Access to nature and feeling connection is critical for mental health and well-being. These benefits may be mediated by self-transcendent emotions evoked by nature. We need to explore the capacity of technology to offer such experiences when we lack access to the restorative power of nature. Despite growing research validating this capacity, there is a lack of articulated design knowledge of how such experiences can be created. Here, we explore a technologically-mediated support for mental well-being through an agile design approach informed by self-transcendent emotion theory and transformative experience design. We developed Awedyssey as a sensory deprivation countermeasure experience in virtual reality (VR) and as a part of a public exhibition. We gathered qualitative feedback through interviews, diaries, and surveys. From this data we identified design tensions for designing complex emotional experiences when considering the diversity of individuals and dual effects of designing for realism, autonomy, vastness, and comfort.

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.

Lucid dreaming is the awareness of being in a dream, allowing dream control and living out fantasies. It also has benefits for growth and well-being. Yet, lucid dreaming is not accessible to most people. So, we created Lucid Loop—a neurofeedback-augmented immersive experience that utilizes AI-enhanced visuals and spatial audio in a virtual reality device for simulating lucid dreaming. We interviewed nine lucid dreamers who tried Lucid Loop and helped us propose design considerations: dreaming allusions, reality checks, focus points with neurofeedback, people in the scene, and immersion. Lucid Loop was like lucid dreaming because of its capacity for emotionality and fluidity between self and environment. Participants also noted several differences where technology might be limited. Lucid Loop appears to accurately simulate lucid dreaming, with implications for enhancing well-being and future applications for lucid dream training. Our research generalizes to technologically-mediated simulations of other emotive or internal experiences.

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.

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.

Flying dreams have the potential to evoke a feeling of empowerment (or self-efficacy, confidence in our ability to succeed) and self-transcendent experience (STE), which have been shown to contribute to an individual’s overall well-being. However, these exceptional dreaming experiences remain difficult to induce at will. Inspired by the potential of Virtual Reality (VR) to support profound emotional experiences, we explored if a VR flying interface with more embodied self-motion cues could contribute to the benefits associated with flying dreams (i.e., STE and empowerment). Our results indicated that a flying interface with more self-motion cues indeed better supported STE and empowerment. We derived several design considerations: obscurity, extraordinary light and supportive setting. Our results contribute to the discourse around design guidelines for self-transcendence and empowerment in VR, which may further be applied to the improvement of mental well-being.

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.

Virtual reality (VR) has the potential to support profound emotional experiences, such as experiencing awe when virtually viewing the Earth from space. In doing so, VR can potentially both give people positive emotional experiences contributing to their overall well-being and give researchers a way to study these profound emotional experiences in a more controlled environment. Through a design refinement process, we explored the potential influence of the "set and setting''--one's mindset and the physical and social environment--when transitioning people into and out of VR designed to support profound emotional experiences. We present our findings from a design refinement session and a case study exploring how set and setting may support the profound emotional experience of awe. We discuss common themes in user experience and trends of awe-related behavioural and introspective measures. Our results contribute to the discourse around the role of the design of set and setting in overall user experience.

Virtual reality (VR) is resurging in popularity with the advancement of low-cost hardware and more realistic graphics. How might this technology help others? That is, to increase mental well-being? The ultimate VR might look like lucid dreaming, the phenomenon of knowing one is dreaming while in the dream. Lucid dreaming can be used as an introspective tool and, ultimately, increase mental well-being. What these introspective experiences are like for lucid dreamers might be key in determining specific design guidelines for future creation of a technological tool used for helping people examine their own thoughts and emotions. This study describes nine active and proficient lucid dreamers' representations of their introspective experiences gained through phenomenological interviews. Four major themes emerged: sensations and feelings, actions and practices, influences on experience, and meaning making. This knowledge can help design a VR system that is grounded in genuine experience and preserving the human condition.

Head-Mounted Displays (HMDs) provide immersive experiences for virtual reality. However, their field of view (FOV) is still relatively small compared to the human eye, which adding sparse peripheral displays (SPDs) could address. We designed a new SPD, SparseLightVR2, which increases the HMD's FOV to 180° horizontally. We evaluated SparseLightVR2 with a study (N=29) by comparing three conditions: 1) no SPD, where the peripheral display (PD) was inactive; 2) extended SPD, where the PD provided visual cues consistent with and extending the HMD's main screen; and 3) counter-vection SPD, where the PD's visuals were flipped horizontally during VR travel to provide optic flow in the opposite direction of the travel. The participants experienced passive motion on a linear path and reported introspective measures such as sensation of self-motion. Results showed, compared to no SPD, both extended and counter-vection SPDs provided a more natural experience of motion, while extended SPD also enhanced vection intensity and believability of movement. Yet, visually induced motion sickness (VIMS) was not affected by display condition. To investigate the reason behind these non-significant results, we conducted a follow-up study and had users increase peripheral counter-vection visuals on the central HMD screen until they nulled out vection. Our results suggest extending HMDs through SPDs enhanced vection, naturalness, and believability of movement without enhancing VIMS, but reversed SPD motion cues might not be strong enough to reduce vection and VIMS.

With affordable high performance VR displays becoming commonplace, users are becoming increasingly aware of the need for well-designed locomotion interfaces that support these displays. After considering the needs of users, we quantitatively evaluated an embodied locomotion interface called the NaviChair according to usability needs and fulfillment of system requirements. Specifically, we investigated influences of locomotion interfaces (joystick vs. an embodied motion cueing chair) and display type (HMD vs. projection screen) on a spatial updating pointing task. Our findings indicate that our embodied VR locomotion interface provided users with an immersive experience of a space without requiring a significant investment of set up time.

We describe here a pilot user study comparing five different locomotion interfaces for virtual reality (VR) locomotion. We compared a standard non-motion cueing interface, Joystick, with four leaning-based seated motion-cueing interfaces: NaviChair, MuvMan, Head-Directed and Swivel Chair. The aim of this mixed methods study was to investigate the usability and user experience of each interface, in order to better understand relevant factors and guide the design of future ground-based VR locomotion interfaces. We asked participants to give talk-aloud feedback and simultaneously recorded their responses while they were performing a search task in VR. Afterwards, participants completed an online questionnaire. Although the Joystick was rated as more comfortable and precise than the other interfaces, the leaning-based interfaces showed a trend to provide more enjoyment and a greater sense of self-motion. There were also potential issues of using velocity-control for rotations in leaning-based interfaces when using HMDs instead of stationary displays. Developers need to focus on improving the controllability and perceived safety of these seated motion cueing interfaces.