Fully autonomous vehicles (FAVs) operated by AI voice agents create a unique multi-user environment without a traditional driver, allowing users to engage in diverse activities such as entertainment and rest. In addition to the convenience of vehicle control, these agents face the challenge of resolving conflicts arising from multiple simultaneous user commands. This study investigates whether AI voice agents can effectively manage these command conflicts and enhance the multi-user experience (MUX). The research was conducted in two phases: In the preliminary study, online focus group interviews (FGIs) were conducted with 10 participants to explore their perceptions of using AI voice agents in FAVs. Participants shared their experiences and watched a concept video to discuss their expectations of FAV agents. Based on the FGI results, explainable AI voice agents were designed to prevent user conflicts between user commands, focusing on user tendencies and conflict contexts. In the main study, multi-user interactions with these agents were evaluated through online experiments with 89 participants. Two specific experiments were conducted based on the sources of conflict identified in the preliminary study: the first focused on control authority and the second on speech overlap. Participants watched scenario videos and assessed five variables, including sense of agency, trust, problem-solving ability, disappointment, and safety. The findings suggest that explanations provided by AI voice agents can effectively mitigate conflicts and improve MUX in FAVs. However, the effectiveness of these explanations varied across different contexts, indicating the need for alternative approaches. This research provides valuable insights for designing MUXs that prevent multi-user conflicts and meet user expectations in FAV.

With the growing interest in robot related research and industry, there is a demand to shape user experience more sophisticatedly in human-robot interaction. The purpose of this study is to define the elements for manipulating robot's verbal anthropomorphism and investigate the influence on user experience associated with spatial context. Based on the identified elements, we divided the robot's anthropomorphism into three levels (high, medium, low) and associated them with two spatial contexts (open, closed). The results revealed that a higher level of verbal anthropomorphism mostly induced positive user experiences; however, people sometimes tended to prefer a medium level, especially in terms of usefulness. Further, privacy concerns were significantly higher in open space. Consequently, we propose that designers and researchers deviate from the two levels of anthropomorphism (e.g., high or low, existing or not) generally used in prior studies to a new perspective that also considers the spatial context.

This study investigates the relationship between memory, emotions evoked through smartphone photographs, and smartphone attachment. Specifically, it examines the effects of the level autobiographical memory is induced through photos on smartphone attachment and how this relationship is influenced according to the emotions induced through these photos. An experiment was conducted on 17 individuals 22-37 years old. Each participant was asked to select a photo from their smartphone that caused the strongest emotions and was asked to write a memory induced by the photo in about 200 characters. The participant then measured their emotions for the selected photo and responded to a questionnaire about memory and mobile attachment. As a result, it was confirmed that valence regulates the relationship between autobiographical memory and smartphone attachment. In particular, it has been shown that when emotions are unpleasant, they induce strong smartphone attachment with higher levels of autobiographical memory.

Augmentative and alternative communication (AAC) technologies are widely used to help non-verbal children enable communication. For AAC-aided communication to be successful, caregivers should support children with consistent intervention strategies in various settings. As such, caregivers need to continuously observe and discuss children's AAC usage to create a shared understanding of these strategies. However, caregivers often find it challenging to effectively collaborate with one another due to a lack of family involvement and the unstructured process of collaboration. To address these issues, we present TalkingBoogie, which consists of two mobile apps: TalkingBoogie-AAC for caregiver-child communication, and TalkingBoogie-coach supporting caregiver collaboration. Working together, these applications provide contextualized layouts for symbol arrangement, scaffold the process of sharing and discussing observations, and induce caregivers' balanced participation. A two-week deployment study with four groups (N=11) found that TalkingBoogie helped increase mutual understanding of strategies and encourage balanced participation between caregivers with reduced cognitive loads.

This paper examines the shift in interactive fictions (IF) from traditional hypertext narrative contexts to the recent trend of adapting social media to deliver highly multilinear narratives. While various story creation and distribution tools have been developed over the past 30 years that range in levels of interactivity and sophistication, these advancements have failed to address the aspect of co-creation. In this paper, we present the Logue system, which breaks down fiction into small episodes and tags them with metadata, making actionable units to empower co-creators. Based on the need assessments from a focus group, two prototypes were implemented to test if sorting by metadata complements what is lacking in conventional node and link approach in IF. Findings demonstrate that Logue can help creators not only structure the intricate storylines of co-created content but also provide diverse ways of understanding the story differently by viewing it from different perspectives of metadata.

Sangmi Kima, Seong-Gyu Kima, Yoonsin Jeona, Soojin Juna & Jinwoo Kimaa Yonsei University, South KoreaSangmi Kim () is a researcher in the HCI Lab and Institute of Cognitive Science at Yonsei University with an interest in interaction design, codesign process, and service design. Seong-Gyu Kim () is a researcher in the HCI Lab at Yonsei University with an interest in design process and methodology. Yoonsin Jeon () is a researcher in the HCI Lab at Yonsei University with an interest in creative coexperience. Soojin Jun () is an Assistant Professor at the Graduate School of Communication and Arts at Yonsei University, specializing in interaction design, design research methods, and information visualization. Jinwoo Kim () is a Professor at the HCI Lab at Yonsei University with interests in human-centered innovation and experience design.Color versions of one or more of the figures in the article can be found online at www.tandfonline.com/hhci.Even though negative aspects of making use of others’ work, such as illegal appropriation, have been found in online communities, remixing is considered a type of constructive creation for generating and recreating creative works. To make constructive creation via remixing sustainable, it is critical for users to share their own creations and allow others to use them in these online communities. We propose psychological ownership and social recognition as key antecedents for original creators to increase their intention to share their works in an online remix context. In this study, we aim to examine the relationships between intention to share, psychological ownership, and social recognition.To investigate the effects of psychological ownership and social recognition on intention to share, we proposed research hypotheses based on the theories of social recognition and psychological ownership. Prior to testing the hypotheses, we conducted a preliminary study including user interviews and community log analysis within an online remix community. Specific patterns of psychological ownership and social recognition in the online remix context were found in accordance with the theoretical background. The results from the preliminary study were applied to forms of apparatus and stimuli in the following experiment. A quasi-experiment was designed to test hypotheses of causal relationships between the key factors. A prototype of an online remix community for smartphone themes was developed based on the detailed findings of the preliminary study and utilized as an experimental apparatus. Sixty-nine participants carried out our experimental procedure of creating, sharing their own work, checking responses from others, and reporting their intention to share their future creations.The results of the quasi-experiment supported all our research hypotheses. Social recognition was found to increase the intention to share. Moreover, psychological ownership was found to increase the intention to share, an observation that may seem at odds with the exclusive aspects of ownership found in prior studies. More interesting, the positive effect of social recognition on intention to share becomes stronger with a higher perception of psychological ownership. This article ends with theoretical and practical implications of the study results.

Recently drivers have greatly benefited from new vehicular technologies such as in-car navigation systems, but at the same time they can be easily distracted from those technologies. Consequently, creating displays that balance the communication of information with the attentional demand imposed on the driver is of increasing importance. A set of research has been conducted to minimize the driver’s attentional cost toward the navigational displays while driving. However, accurate evaluation methods to assess the effects of these displays in realistic environments are not yet available. This article introduces the backseat driving technique for high-fidelity, safe, and inexpensive evaluation of interaction with in-car displays. This technique makes use of a real vehicle driving on a real road. As a result it allows for the exploration of some types of research questions using audio, visual, and kinesthetic stimulus at least equal in fidelity to very high-end driving simulators, without requiring such a specialized and expensive facility. Further, it allows for the employment of detailed and fine-grained measures of attentional demand, which cannot be safely used with subjects who are actually driving. Although the backseat driving technique can address only some types of questions and so is not a full replacement for high-realism driving simulators, it may offer a new approach, which augments laboratory, simulator, and real driving for many studies. As a part of the work presented here, the backseat driving technique is used to evaluate a previously developed in-car navigation display—the MOVE system. The technique allowed for new questions to be asked, which were not able to be considered in previous laboratory studies, and for the use of study measures that were only previously able to be used in the laboratory due to driving safety concerns. Specifically, the display was shown to work well when real-world stimulus are used to navigate along a real route, reducing the navigation error rate nearly threefold, and up to sixfold when compared to displays providing more or less contextual information. In addition the display was shown to cut total display fixation time (which is time spent looking away from the road) almost in half in both cases.

Project course instructors routinely perform their formal assessments based on impressions formed from their mostly indirect experience with the groups they oversee. Nevertheless, even with their limited vantage point, instructors trust their ability to make assessments and regulate group work. In this paper we present a 5 dimensional assessment framework based on data from an interview study in which we investigate the assessment goals that project course instructors have. We use this framework to identify specifically where instructors' assessments about students diverge most from that of direct observers of group work. We then demonstrate that indicators extracted automatically from recorded speech from group meetings frequently correlate better with objective observer rating of students than that of the instructor.

Text-based interpersonal communication tools such as instant messenger are widely used today. These tools often feature emoticons that people use to express emotion to some degree. However, emoticons still lack the ability to communicate the details of an emotional response, such as the speaker's tone of voice or intensity of emotion. In this paper, we hypothesize that kinetic typography - text that moves or changes over time - can address some of this problem by enhancing emotional qualities of text communication using its dynamic and expressive properties.This paper presents a study showing that a small sample of designers can create kinetic effects that end-users could employ to consistently convey emotion. In the study, three designers prepared 24 kinetic examples expressing four different emotions. We found that the examples were rated quite consistently by 66 participants. These findings provide a preliminary indication that designers can create predefined kinetic effects which can be applied to a variety of textual messages, and that these effects will reliably convey a particular emotional intent. The findings from this study inform design guidelines for designing an instant messaging client that uses kinetic typography presentation.