Smart home technologies are often designed to meet the needs of adults, yet children and pets also live with these systems without being meaningfully considered in their design. Child-Computer Interaction (CCI) researchers have shown the value of studying children's experiences and ideation of technologies used in the domestic space. In this pictorial, we explore experiences at the intersection of children, pets, and smart home technologies by analyzing data from an in-home study with 6-to-11-year-olds. Our analysis identifies five themes in how children perceive smart home technologies in the context of pet care: convenience, presence, physical comfort, emotional wellbeing, and responsibility. Grounded in children's everyday routines of playing with and looking after their pets, this work offers design directions for domestic technologies that account for non-human household members.

In the attention economy, online platforms are incentivized to design products that maximize user engagement, even when such practices conflict with users’ best interests. We conducted a structured content analysis of all Very Large Online Platforms (VLOPs) to identify the designs these influential apps and sites use to capture attention and extend engagement. Specifically, we conducted this analysis posing as a teenager to identify the designs that young people are exposed to. We find that VLOPs use four strategies to extend teens’ use: pressuring, enticing, trapping, and lulling them into spending more time online. We report on a hierarchical taxonomy organizing the 63 designs that fall under these categories. Applying this taxonomy to all 17 VLOPs, we identify 583 instances of engagement-prolonging designs, with social media platforms using twice as many as other VLOPs. We present three vignettes illustrating how these designs reinforce one another in practice. We further contribute a graphical dataset of videos illustrating these features in the wild.

Smart home technologies have become common in family homes, making even young children inevitable users of these technologies. However, these systems are typically designed for individual adults, creating family tensions and conflicts over children’s access, safety, and appropriate smart home use. To investigate children’s and parents’ individual and joint smart home needs and dynamics, we conducted an in-home study with nine families (children aged 6-11). We identify four key parent-child tensions with smart home technologies, including struggles over parental protection versus children’s autonomy, differing views on technology’s purpose, disagreements over technology-enforced routines, and children’s vulnerability to embedded commercialism. Our work reconceptualizes parental mediation as a process of “tension management” rather than the application of static rules. This research challenges the dominant individual-centric choice architecture in smart home design, calling for a family-centered approach that acknowledges and adapts to the fluid, complex, and negotiated reality of modern family life.

Peer Reviewed

Children’s video games are controversial for their deeply engrossing nature. We conducted an interview and observational study with 17 eight-to-thirteen-year-olds to examine how they deploy their attention while gaming. In sessions of 60-75 minutes, a research assistant toured either Roblox or Minecraft, following the lead of a child participant. We analyzed a segment of these interviews to understand participants’ patterns of normative dissociation—experiences of complete cognitive absorption that exclude processing of the environment beyond the focus of attention. Our analysis revealed that many of our participants had experiences that fit the model of normative dissociation. Participants reported becoming deeply absorbed in games to the point of losing track of time and not paying attention to their surroundings. Game design influenced children’s patterns of normative dissociation, and in particular, user-paced traveling through the game environment and game-initiated pauses allowed children to more easily attend to stimuli outside the game. We recommend parental controls leverage these points of game play to collaboratively support children’s time management during gameplay.

Children struggle to understand hidden data processes (e.g., inferences) and related privacy implications (e.g., profiling). Children use visual cues to reason about technical processes in digital products, sometimes drawing inaccurate conclusions when interface cues are vague or absent. We conducted five consecutive participatory design sessions with children (ages 7–12), probing their perceptions of visual cues and data processes; and iteratively designed and reviewed new visual cues with them. We found that children conceptualized data collection concretely, lacked awareness of its pervasive nature, expressed limited understanding of data inferences, and recognized certain visual cues (e.g., loading, cloud) but unable to explain their meanings. We designed visual cues in “symbolic” and “concrete” styles using icons and metaphors, which helped children understand data flows. Our work contributes to developing comprehensible visual cues for children to support their data and privacy literacy. We discuss design and policy implications of our findings.

Smart home technologies are making their way into families. Parents' and children's shared use of smart home technologies has received growing attention in CSCW and related research communities. Families and children are also frequently featured as target audiences in smart home product marketing. However, there is limited knowledge of how exactly children and family interactions are portrayed in smart home product marketing, and to what extent those portrayals align with the actual consideration of children and families in product features and resources for child safety and privacy. We conducted a content analysis of product websites and online resources of 102 smart home products, as these materials constitute a main marketing channel and information source about products for consumers. We found that despite featuring children in smart home marketing, most analyzed product websites did not mention child safety features and lacked sufficient information on how children's data is collected and used. Specifically, our findings highlight misalignments in three aspects: (1) children are depicted as users of smart home products but there are insufficient child-friendly product features; (2) harmonious child-product co-presence is portrayed but potential child safety issues are neglected; and (3) children are shown as the subject of monitoring and datafication but there is limited information on child data collection and use. We discuss how parent-child relationships and parenting may be negatively impacted by such marketing depictions, and we provide design and policy recommendations for better incorporating child safety and privacy considerations into smart home products.

To gain deeper insight into how the creators of children’s technology operationalize child well-being, we conducted semi-structured interviews with 24 industry professionals who create child-centered interactive technologies, including platforms, content, and policies. Interviewees’ descriptions of well-being clustered into four hierarchical categories, focusing on creating experiences that were: 1) safe, 2) usable, 3) educational, and 4) meaningful. We found that organizational culture influenced designers’ self-reported ability to create child-centered products, and companies with a culture that explicitly prioritized child well-being and drew on input from experts were able to scaffold even novice employees in attending to child users’ developmental needs. Finally, we found that companies struggled to define product metrics that reflected the full continuum of child well-being and often fell back on simplistic measures like engagement and download counts. We contribute a framework outlining current industry conceptualizations of designing for child well-being, with the depth of well-being support mapped to one axis and respect for children’s agency mapped to the other.

Millions of children now use conversational agents (CAs), leading researchers and the public alike to ask how interactions with these devices might shape children’s communication with people. We conducted a single-session observational lab study with 22 five-to-ten-year-old children as a step toward understanding whether and how children might transfer a linguistic routine they learned from a CA to a conversation with another person. We found that 68% of children spontaneously used this routine in a conversation with their parent in the lab, and 55% continued to use it at home. When addressing parents, children infused the routine with warmth and playfulness that they did not use when addressing the CA, adapting it to suit their relationship with their parent. However, only 18% of children used it in conversation with an unfamiliar researcher, where they instead were more likely to follow conventional conversational norms. These findings suggest children are quick to learn linguistic routines from CAs but use social differentiation when they apply them. Children’s willingness to expand on and share the routine with their parent is consistent with the principles of the Joint Media Engagement (JME) framework and suggests CAs may be a productive medium for creating JME experiences.

As children become frequent digital technology users, concerns about their digital privacy are increasing. To better understand how young children conceptualize data processing and digital privacy risks, we interviewed 26 children, 4 to 10 years old, from families with higher educational attainment recruited in a college town. Our child participants construed apps’ and services’ data collection and storage practices in terms of their benefits, both to themselves and for user safety, and characterized both data tracking and privacy violations as interpersonal rather than considering automated processes or companies as privacy threats. We identify four factors shaping these mental models and privacy risk perceptions: (1) surface-level visual cues, (2) past digital interactions involving data collection, (3) age and cognitive development, and (4) privacy-related experiences in non-digital contexts. We discuss our findings’ design, educational, and public policy implications toward better supporting children in identifying and reasoning about digital privacy risks.

Concerns about child physical and digital safety are emerging with families' adoption of smart home technologies such as robot vacuums and smart speakers. To better understand parents' definitions and perceptions of child safety regarding smart home technologies, we interviewed 23 parents who are smart home adopters. We contribute insights into parents' perceptions of the physical and digital safety risks smart home technologies pose to children, and how such perceptions formed and changed across three phases. In acquiring smart home devices, parents already considered whether the device could cause physical harm to their children or pose privacy and security risks. Once children become active users of smart home technologies, parents however reported encountering unanticipated physical safety risks and digital safety issues (e.g., exposure to unsuitable content) that required their mitigation strategies. As their children grow up, parents further expressed the need to shift attention from physical safety to digital safety. Parents' safety perceptions influence how they involve children in smart home interactions and implement mitigation strategies, such as restricting access to certain devices and using parental controls. We identify six factors that shape parents' perception and evaluation of smart home safety risks to children, including parenting style, parents' tech-savviness, parents' trust in tech companies, children's age and developmental differences, news media, and device characteristics. We provide design and policy recommendations to better protect children's safety in the smart home environment.

Play is an enjoyable and developmentally useful part of early childhood, and parent-child play is a highly productive mechanism by which children learn to participate in the world. We conducted an observational lab study to examine how 15 parent-child pairs (children age 4-6) respond to and play with tablet apps as compared to analog toys. We found that parents and children were less likely to engage with each other or to respond to each other's bids for attention during play sessions with tab-lets versus play sessions with toys. We also observed that specific design features of tablet devices and children's apps-such as one-sided interfaces, game paradigms that demand continual attention, and lack of support for parallel interaction-are the primary mechanism shaping these differences. We provide guidance suggesting how children's apps might be re-designed to preserve the ad-vantages of digital play experiences while also evolving to build in the advantages of traditional toys.