AI coding assistants are changing how software engineers engage in coding work. This shift raises a key question: does the changing of coding work also alter how software engineers evaluate and demonstrate coding expertise? We explore this question through a simulated live coding interview involving two software engineers, one as evaluator and the other as candidate, with AI tools allowed. Participants continued to rely on familiar criteria but adjusted the evidence they sought, as AI assistants both introduced new forms of demonstrating expertise and obscured some established workflows. The importance of these evolving enactions varied with evaluators’ emphasis on implementation versus planning. Lacking a clear link to expertise, heightened productivity expectations created additional tensions around these evolving enactions. We conclude by discussing how extended enactions can be supported through AI-focused tools and training, and how tensions between diminished enactions and productivity call for collaborative attention.

Ever since the introduction of internet technologies in South Korea, digital sexual violence (DSV) has been a persistent and pervasive problem. Evolving alongside digital technologies, the severity and scale of violence have grown consistently, leading to widespread public concern. In this paper, we present four eras of image-based DSV in South Korea, spanning from the early internet era of the 1990s to the deepfake scandals in the mid-2020s. Drawing from media coverage, legal documents, and academic literature, we elucidate forms and characteristics of DSV cases in each era, tracing how entrenched misogyny is reconfigured and amplified through evolving technologies, alongside shifting legislative measures. Taking a genealogical approach to read prominent cases of different eras, our analysis identifies three constitutive and interconnected dimensions of DSV: (1) the homo-social fabrication of “obscenity”, wherein victims’ imagery becomes collectively framed as obscene through participatory practices in male-dominant networks; (2) the increasing imperceptibility of violence, as technologies foreclose victims’ ability to perceive harm; and (3) the commercialization of abuse through decentralized economic infrastructures. We suggest future directions for CSCW research, and further reflect on the value of the genealogical method in enabling non-linear understanding of DSV as dynamically evolving sociotechnical configurations of harm. Warning: This paper includes descriptions and mentions of sexual violence, including violence towards minors and children.

In avatar-mediated communications, users often cannot identify how others’ avatars are created, which is one of the important information they need to evaluate others. Thus, we tested a social virtual world that is transparent about others’ avatar-creation methods and investigated how knowing about others’ avatar-creation methods shapes users’ perceptions of others and their self-disclosure. We conducted a 2x2 mixed-design experiment with system design (nontransparent vs. transparent system) as a between-subjects and avatar-creation method (customized vs. personalized avatar) as a within-subjects variable with 60 participants. The results revealed that personalized avatars in the transparent system were viewed less positively than customized avatars in the transparent system or avatars in the nontransparent system. These avatars appeared less comfortable and honest in their self-disclosure and less competent. Interestingly, avatars in the nontransparent system attracted more followers. Our results suggest being cautious when creating a social virtual world that discloses the avatar-creation process.

As social VR applications grow in popularity, blind and low vision users encounter continued accessibility barriers. Yet social VR, which enables multiple people to engage in the same virtual space, presents a unique opportunity to allow other people to support a user’s access needs. To explore this opportunity, we designed a framework based on physical sighted guidance that enables a guide to support a blind or low vision user with navigation and visual interpretation. A user can virtually hold on to their guide and move with them, while the guide can describe the environment. We studied the use of our framework with 16 blind and low vision participants and found that they had a wide range of preferences. For example, we found that participants wanted to use their guide to support social interactions and establish a human connection with a human-appearing guide. We also highlight opportunities for novel guidance abilities in VR, such as dynamically altering an inaccessible environment. Through this work, we open a novel design space for a versatile approach for making VR fully accessible.

Advancements in artificial intelligence (AI) have stimulated the development of educational AI tools (EAIT). EAITs intelligently assist teachers in formulating better pedagogical decisions or actions for their students. However, teachers are hardly integrating EAITs, and little is known about their perceptions of EAITs. This study seeks to identify human factors that encourage or restrict teachers’ acceptance of EAITs. We propose a revised technology acceptance model incorporating teachers’ pedagogical beliefs and perceived trust in EAITs. Survey data were collected from 215 teachers in South Korea and analyzed using structural equation modeling. The results indicate that teachers with constructivist beliefs are more likely to integrate EAITs than teachers with transmissive orientations. Furthermore, perceived usefulness, perceived ease of use, and perceived trust in EAITs are determinants to be considered when explaining teachers’ acceptance of EAITs. Among them, the most influential determinant of predicting their acceptance was found to be how easily the EAIT is constructed. Significant implications for researchers and stakeholders regarding the development and integration of EAITs are discussed.

With the rapid technological change of society with Artificial Intelligence, elementary schools' goal should be to prepare the next generations according to competencies. We propose an AI curriculum to cultivate students' AI literacy to answer the question of ‘why and what to teach’ on AI. The proposed AI curriculum focuses on achieving AI literacy based on three competencies: AI Knowledge, AI Skill, and AI Attitude. We anticipate that the proposed curriculum will equip students with core competencies for the future with AI.

The constraint in sharing the same physical learning environment with students in distance learning poses difficulties to teachers. A significant teacher-student interaction without observing students' academic status is undesirable in the constructivist view on education. To remedy teachers' hardships in estimating students' knowledge state, we propose a Student Knowledge Prediction Framework that models and explains student's knowledge state for teachers. The knowledge state of a student is modeled to predict the future mastery level on a knowledge concept. The proposed framework is integrated into an e-learning application as a measure of automated feedback. We verified the applicability of the assessment framework through an expert survey. We anticipate that the proposed framework will achieve active teacher-student interaction by informing student knowledge state to teachers in distance learning.