Curiosity is increasingly being looked at to develop interactive non-human agents capable of lifelong learning, particularly in the space of Ai driven agents. However, the way a non-human agent’s mental state is described could prime expectations in human counterparts as well as alter perceptions of an agent’s behavior. We conducted an online experiment examining people’s perceptions of four levels of curious behavior portrayed by a robot agent and whether this behavior matched people’s expectations when primed to anticipate a “curious” vs. “learning” vs. “autonomous” robot agent. As curiosity increased, the ratings of the robot agent’s thinking ability also increased. This was juxtaposed by a decrease in the robot’s ratings as an effective worker and social agent. Further, we captured a unique trajectory of expectation matching showing that agents’ internal mental states should be matched with analogous external behaviors. Our findings have implications for the design and development of non-human agents that engage in learning modeled on forms of human cognition.

STEM education is an important component of broadening participation in computational fields, and robotics-inspired kits are a common avenue for teaching youth computational concepts. In this pictorial, we contrast widely used kits (i.e., Lego Mindstorms, Sphero, and DASH) with a kit we created in the form of a module embedded in a summer camp, that takes an alternative approach. Most existing kits are designed with clear-cut, narrowly defined end goals for learners to accomplish. The lessons typically do not include teaching design concepts, and do not offer opportunities for crafting, personalization, and storytelling. We offer a more flexible and creative kit design; integrating concepts such as design thinking, iterative design, and collaboration. We illustrate our design process used to craft the kit/module, along with artifacts collected from its use, and discuss how this approach might help support a broader range of groups—particularly those that are underrepresented in STEM.

Imposter syndrome (IS) is a mental state that can severely inhibit a person's productivity and well-being. Although IS is extremely common (especially in high achievers, e.g., academics), few studies offer effective modes of support and recovery. In response, we introduce the application of relatable narrative as a way to help people overcome IS. We present a randomized group comparison study exploring the impact of various design factors -- specifically, choice-based interactivity and character relatability -- on our story's capacity to engage and impact 107 STEM undergraduates. Almost all participants enthusiastically endorsed the story as a valuable learning experience, and a majority reported positive impacts to mood and feelings of relatedness to peers. We discuss 1) how our specific digital story design can support positive changes in mental health at both individual and institutional levels and 2) how our findings can inform efficient design of interactive narrative content for educational applications.

For geographically dispersed communities, including professional, academic, hobbyist, and fandom communities, in-person events and meetups play a crucial role in the function and health of the whole community. Building off prior literature, we take a nuanced look at large scale community events that blend online and offline interactions across digital and physical embodied experiences in order to build understanding of how this knowledge can be leveraged to build more accessible hybrid modalities for community events. Building on this foundation, this paper presents a comprehensive study using ethnographic methods to examine large scale community events, specifically stadium music concerts of varying modalities (e.g., in-person, live-streamed). Using a disability lens, we explore how such community events are experienced and technologically mediated, as well as how the community and individuals design and construct their own sociotechnical worlds across multiple modalities and embodied experiences. By centering the disabled embodied experience, we examine how community members navigate the concert environment, time, and the social experience of concert attendance. Based on our findings, we highlight the nuanced complexities of inclusive community-centered large scale, multi-modal events.

Play is an essential part of the human experience and can be found throughout the lifespan. While play has long been of interest to the HCI community, research has often focused on the technologies supporting game play, the potential outcomes of play (e.g., skill-building, health improvements), or play among children. This paper explores what play looks like in online communities that are not specifically game-based and consist primarily of adults. From online ethnographic work of the ARMY (i.e., Adorable Representative M.C. for Youth), fandom of the South Korean musical group BTS, we explore how BTS and ARMY collaboratively construct a playful social environment using various social media platforms. A contribution of this work is to expand our conceptualization of how adults create playful places that are not specifically game-based and highlights the role of socio-technical systems in their community building.

Researchers have proposed models of curiosity as a means to drive robots to learn and adapt to their environments. While these models balance goal- and exploration-oriented actions in a mathematically principled manor, it is not understood how users perceive a robot that pursues off-task actions. Motivated by a model of curiosity based on intrinsic rewards, we conducted three online video-surveys with a total of 264 participants, evaluating a variety of curious behaviors. Our results indicate that a robot's off-task actions are perceived as expressions of curiosity, but that these actions lead to a negative impact on perceptions of the robot's competence. When the robot explains or acknowledges its deviation from the primary task, this can partially mitigate the negative effects of off-task actions.