Adaptive Learning Technologies (ALTs) have gained prevalence in K-12 classrooms.ALT automation features like real-time data insights and content sequencing shift teachers' approach to understanding and addressing students' learning needs, yet few studies have explored teachers' experiences.This study uses self-determination theory to examine how ALT features and implementation practices affect teachers' fundamental psychological needs for autonomy, competence, and relatedness-factors known to influence teacher motivation and student outcomes.Through thematic analysis of short-answer and video responses from 47 K-12 teachers across the US, we found that teachers' psychological needs are supported when automated features provide reliable assessments and are balanced with opportunities for teacher intervention.However, our analysis revealed that current ALTs constrain these key features, diminishing teachers' feelings of autonomy, efficacy, and connection with students.We discuss implications for enhancing ALT design to better support teachers and thereby support student learning.

Although specific design decisions are known to support Joint Media Engagement (JME; co-play with digital media) it is unclear whether current off-the-shelf tablet experiences are designed with this in mind and whether parents and children are able to engage in JME in practice. As apps that promote artistic creation (i.e., music, drawings) fulfill many extant design recommendations for JME, we observed joint play with two artistic creation apps in a culturally and socioeconomically diverse sample of 20 United States child-mother dyads. Using interaction analysis, we found that in these ”ideal” circumstances, families used varying styles of co-engagement, with Co-Creation and Parent Coaching standing out as collaborative arrangements toward which designers and families can strive. However, there were still challenges, with parents often assuming spectator roles despite their apparent intentions. We highlight key challenges to JME plus design supports and parent strategies to help families jointly engage and create with media.

This one-day workshop will bring together a community of researchers, designers, practitioners, and other experts who are interested in the responsible design of immersive media---or augmented, virtual, mixed, and cross reality---for children, while taking into account children's developmental needs, equity, and inclusivity. At the workshop, participants will discuss and make connections across their work, participate in hands-on activities, and begin producing a set of design guidelines for immersive media for children, grounded in their collective experiences, research, and knowledge of the field. After the workshop, we will publish these guidelines as a white paper to distribute to interested industries, developers, designers, and more to positively influence the thoughtful design of immersive media for children.

This study used both quantitative and qualitative data to assess whether a High Immersion viewing platform (virtual reality headset) elicits stronger feelings of narrative engagement and empathy compared to a Low Immersion platform (smartphone) when viewing an animated 360° video. In line with prior research, participants (N = 65) reported greater feelings of presence in the High Immersion condition compared to Low Immersion. However, immersive condition was not significantly related to narrative engagement or empathy. Interview responses revealed that participants' perceptions of their role in the film experience (i.e., Character, Observer, or Other/Not Sure) varied and were significantly related to narrative engagement. Participants who saw themselves as a Character (versus Observer) reported higher narrative engagement and empathy. Findings suggest that although a more immersive viewing platform can enhance presence during a 360° video experience, a clear understanding of viewer role is both difficult to achieve and critical to story comprehension and empathy.