Family dinners introduce an opportunity for quality family time which is significant for the development of emotional skills, life satisfaction and the establishment of a strong parent-child bond. However, family dinners are constantly challenged by mobile distractions. We present the design and preliminary evaluation of a peripheral Tangible User Interface, in the form of a table spinning top. The object is aimed at enhancing family quality time by raising awareness of mobile phone distraction and motivating family members to return their focus to the family activity. A preliminary user study with three families revealed high engagement and increased motivation for stopping mobile distractions and re-engaging in the family interaction. Our results suggest the prototype can assist in regulating digital interference in a constructive and positive way.

We present an actuated-interface that is not only a tangible interface but also an autonomous object, designed as an independent entity that takes a similar role to the user’s role in an anagram word game. We highlight two leading interaction paradigms: Turn-taking-actuation and Joint-actuation, and evaluate both in a qualitative interaction study with the autonomous actuated-interface. Our findings reveal that all participants perceived the interaction as a social experience. The different interaction paradigms led to different interpretations: Turn-taking-actuation was interpreted as a competitive experience, while Joint-actuation was interpreted as a collaborative experience. The interaction paradigms also influenced the intensity of emotions and perception of control, with Joint-actuation leading to more intense emotions and higher sensitivity to control in the interaction. To conclude, our findings show that it is possible to design an actuated-interface that users perceive both as a tangible interface and as a social entity with its own intent.

EmotoTent is an interactive socio-emotional learning system developed in response to escalating levels of violence, inequality and marginalization in schools seen in the early 21st Century. The system is inspired by advances in biosensing wearables, tattoo displays, brain sensors, robotic agents, artificial intelligence (AI), gestural interaction and 3D holographic displays. By 2030, technological advances will enable us to prototype and investigate questions related to experiential and embodied emotional learning; emotion-based human-computer interaction, affective biosensing, empathetic AI agents, and 3D interactive holographic environments. We envision EmotoTent as a modular, emotion-sensing Holodeck. In the EmotoTent program children learn and practice emotion regulation and empathy with peers, pets and a robotic dog agent in ways that are experiential, embodied and playful. We propose EmotoTent as a core element of a K-6 socio-emotional learning curriculum designed to improve school culture through the enhancement of children's ability to regulate emotions and interact with human and non-human species with empathy and compassion. Enhancing these qualities has been shown to lead to reductions in violence and bullying, racism, gender inequality and other forms of marginalization. We predict that the EmotoTent socio-emotional learning program will improve school cultures and create a foundation for children's lifelong well-being.

Parent-child interaction during a collaborative activity can empower children if parents are able to envision their child's mental state and regulate their behavior. However, this ability is a great challenge for many parents. We designed a simple tangible 'Awareness Object' (AO) intended to raise parents' awareness of the roles they can play and help them shift their focus to the interaction with their child. We present results from 12 parent-child interactions with the AO. Our qualitative analysis reveals that the AO raised parents' awareness of their roles during the activity and led to various types of reflection by both parents and children. In addition, the AO increased children's involvement in evaluating their parent's role, which some parents found intriguing while others found inappropriate. We conclude that a simple tangible interface can enhance parent-child interaction. However, this interaction is sensitive and should be approached with caution.

Making activities for children often take place at informal learning environments. In this context parents may join their children for co-making activity. It has been shown that this type of activity can be facilitated by educators that serve as mentors. In this paper we aim to explore parent-child interaction in the context of a co-making activity at home. Towards that end, we developed a dedicated kit that couples Automata-building with paper circuits. We also designed five activity cards as scaffolding for parents, to raise their awareness to mentoring principles. We present our design process, evaluation, and findings from eight parent-child co-making activities. Our qualitative analysis indicates the challenges and opportunities for parents as mentors in a co-making activity. We propose a two-dimensional scale that can help designers and maker-space practitioners better understand the different parental roles during a parent-child co-making activities, and the need for better tools and support materials for parents in that context.