Children in international and cross-cultural families in and outside of the US often learn and speak more than one language. Challenges can arise for these children in terms of communicating with other children and being able to fully participate in school and society using the primary country language, in developing relationships with distant relatives in other languages, and with the lack of opportunities for practising additional languages within a small community of speakers. Recent research shows that some parents use screen media content to acquaint their children with their parent’s native language, and to also help them become proficient in the language of communication in the country that they reside in. We leverage the qualities of screen media in aiding children with language learning, and try to translate those qualities into the design of a CUI for children to explore the potential of designing conversational user interfaces which can double as assistive language aids. By reviewing the relevant literature about the role of screen media content in young children’s language learning, and interviewing a subset of parents raising multilingual children, we present a preliminary list of objectives to guide the design of conversational user interfaces for young children’s bilingual language acquisition.

Trust in a recommendation system (RS) is often algorithmically incorporated using implicit or explicit feedback of user-perceived trustworthy social neighbors, and evaluated using user-reported trustworthiness of recommended items. However, real-life recommendation settings can feature group disparities in trust, power, and prerogatives. Our study examines a complementary view of trust which relies on the editorial power relationships and attitudes of all stakeholders in the RS application domain. We devise a simple, first-principles metric of editorial authority, i.e., user preferences for recommendation sourcing, veto power, and incorporating user feedback, such that one RS user group confers trust upon another by ceding or assigning editorial authority. In a mixed-methods study at Virginia Tech, we surveyed faculty, teaching assistants, and students about their preferences of editorial authority, and hypothesis-tested its relationship with trust in algorithms for a hypothetical ‘Suggested Readings’ RS. We discover that higher RS editorial authority assigned to students is linked to the relative trust the course staff allocates to RS algorithm and students. We also observe that course staff favors higher control for the RS algorithm in sourcing and updating the recommendations long-term. Using content analysis, we discuss frequent staff-recommended student editorial roles and highlight their frequent rationales, such as perceived expertise, scaling the learning environment, professional curriculum needs, and learner disengagement. We argue that our analyses highlight critical user preferences to help detect editorial power asymmetry and identify RS use-cases for supporting teaching and research.

The struggle to thrive as a productive student researcher, an attentive parent, and a caring partner can be difficult, particularly for international student parents who are far from home and also possibly burdened with complex cultural expectations, interpersonal dynamics, and institutional biases. Using uses and gratifications theory as a framing mechanism, we describe interviews with twelve international student mothers in the United States who are primary caregivers of children between six months to five years old, focusing on the context of their use of screen media content and devices, the gratifications they seek from their children's use of screen media devices, and the differences in their perceptions about the use of screen media as an educated, non-US parent. Our findings give an initial account of the role of screen based technology in their domestic life with young children, and the limitations of their technological experience. We present four opportunities for designing for this population including technologies for positive distraction, interactive language aids, playful acquaintance tools, and anonymous peer networks for parent support. We conclude by formulating future promising avenues of research in this design space.

Emerging research in Human Computer Interaction (HCI) has considered the use of technology to preserve Intangible Cultural Heritage (ICH) while wrestling with the dilemma of local participation in the face of post-colonialism. There remains a need to understand how ICH is portrayed by museums and texts, how communities regard these representations, and how technology would affect preservation. We conducted a study in the North Rift region of Kenya to understand how ICH is preserved and disseminated by the museum in comparison with the community. The findings describe a respectful technology space where community needs and museum needs can co-exist. We also articulate social challenges that should be considered by designers when recommending or designing technological solutions. This paper concludes by recommending ways for researchers to smoothly integrate technology with ICH through community participation and an awareness of the respectful space.

A months-long hike of the Appalachian Trail often involve long-term preparation and life-altering decisions. Would-be hikers leverage institutional knowledge from literature and online forums to physically and mentally prepare for such an arduous hike. Their use of social platforms provide useful insights on motivations for undertaking the thru-hike, how they deal with unexpected conditions on the trail and understand choices made in conditions of scarcity. By analyzing over 100,000 Reddit posts and comments in r/AppalachianTrail and applying a Sense of Community theory, we sought to understand hikers' identity as community members, how their emotional and practical needs are met, and how they evolve. We found that the role and language of thru-hikers change as they progress from pre-hike, on-hike, and post-hike stages, from a questioner early on, to an expert post-hike. We conclude with design recommendations to support offline communities online.

Advances in the fields of natural language processing, machine learning and speech recognition have led to the increasing adoption of conversational agents in a variety of domains. However, the use of conversational agents as a childcare assistant for parents of young children has not been realized. We propose the use of conversational agents into children's programs to produce an interactive show, which can be employed as conversational companion for children, and a childcare assistant for parents of young children who have limited access to childcare options. Key features of the interactive show include understanding, responsiveness and maintaining an uninterrupted conversation flow. We argue that having a truly interactive show can engage children for a longer period of time without being distracted, which can give parents some time to attend to their needs in the absence of help.

Multiple-display environments (MDEs) have promise in helping co-located sensemaking tasks by supporting searching, organizing, and discussion tasks. Co-located sensemaking occurs when two or more sensemakers forage for useful information within a dataset, creating and leveraging knowledge structures individually and together. Group territories in MDEs support communicating and assembling findings, but questions remain regarding how to best represent individual sensemaking efforts in the group territory to support the sensemaking collaboration. This paper empirically examines exploration of a large Twitter dataset using three group territory paradigms: parallel, connected, and merged. Results reveal that merging group work increases task complexity while separating individuals' sections in the group territory supports monitoring, and more interactions are performed when individual work is not connected in the group territory.

The Technology on the Trail workshop will examine the encroachment of technology into hiking and outdoor adventures, with a focus on identifying and developing ways for technology to support positive and mutually beneficial connections among people. These connections include both intentional ones helpful in collecting scientific data, supporting the environment, maintaining safety, and sharing via social media. We will also explore more opportunistic connections, such as those that are leveraged when tracking and sharing biometric or geotemporal data. With the inclusion of technology in places where it is not used and sometimes not welcome, there will be mismatches of ethics and values that must be considered in the design and use of technology. The workshop will examine existing and emerging challenges of bringing technology onto the trail and reflect on ways to understand, design, and deploy appropriate technological solutions moving forward.