Schoolchildren in the United States are increasingly exposed to Educational Technologies (EdTech) , many of which are or will be infused with AI. Despite this growing integration, there is limited understanding of the current perceptions and attitudes toward EdTech with AI among parents, teachers, and teens. To address this gap, we conducted a mixed-method study involving an A/B experiment through an online survey with 3,051 participants and complemented by focus group discussions with 80 participants. Providing a comprehensive snapshot of AI perception in education in 2024, our findings indicate that participants, particularly teachers, may hold more negative perceptions of our AI-powered EdTech mock-up compared to the one powered by human tutors. Based on these insights, we discuss the future of EdTech regarding the current perceptions. This research contributes to an empirical understanding of the perceptions and attitudes toward AI in K-12 education, providing valuable insights through a comprehensive national survey and in-depth focus group sessions.

Attention-Deficit/Hyperactivity Disorder (ADHD) affects millions of individuals worldwide, significantly impacting their academic, social, and professional lives.ADHD students in higher education have faced difficulties with time management, organization, focus, and emotional regulation, which impact their academic performance.Through an analysis of discussions within a Reddit community for ADHD university students, we found that accommodations and general study strategies are often inadequate for them.Instead, they develop and share collaborative, community-based strategies to support their academic success, which include (1) participating in diverse forms of co-presence or body doubling for accountability and focus while studying; (2) engaging in active collaborative support with social partners to manage emotions and distractions, and (3) leveraging community-based support for remembering deadlines, staying accountable, and fostering a sense of belonging.We conclude with a discussion of these strategies with respect to literature on co-presence and design considerations for future assistive technologies and accommodations for ADHD students.

Research on understanding and supporting the experiences of people with noise sensitivity (PWNS) and their challenges is limited within HCI. Therefore, we build on prior work to understand the challenges they consider and what technological solutions they create to support them. Through eight participatory design workshops involving PWNS and their carers, we considered their needs and challenges and how technology can be designed to support their well-being. Results indicate that wearable and mobile technology can facilitate awareness of sensory triggers and impacts on their well-being. Further, enabling both self and collaborative regulation is also necessary, especially as end users seek independence or interdependence with those around them to manage their experiences. We identified three tensions for designing technology to support PWNS and their sensory experiences.

Like many parents, visually impaired parents (VIPs) read books with their children. However, research on accessible reading technologies predominantly focuses on blind adults reading alone or sighted adults reading with blind children, such that the motivations, strategies, and needs of blind parents reading with their sighted children are still largely undocumented. To address this gap, we interviewed 13 VIPs with young children. We found that VIPs (1) sought familial intimacy through reading with their child, often prioritizing intimacy over their own access needs, (2) took on many types of access labor to read with their children, and (3) desired novel assistive technologies (ATs) for reading that prioritize intimacy while reducing access labor. We contribute the notion of Intimate AT, along with a demonstrative design space, which together constitute a new design paradigm that draws attention to intimacy as a facet of both independently and collaboratively accessible ATs.

Co-reading, an activity where adults collaboratively read books with child(ren), is important for literacy learning and forming human connection. However, parents and guardians with visual impairments do not experience the same level of access to resources when co-reading with their child(ren) as their sighted counterparts, especially as regards images in children’s books. Through conducting an interview study with five visually impaired parents/guardians, we illuminate the importance parents place on images in children’s books, how they access visual information in children’s print books, and the potential of smart speakers in assisting their existing co-reading practices.

Nowadays, cars are equipped with hundreds of sensors and dozens of computers that process data. Unfortunately, due to the very secret nature of the automotive industry, there is no official nor objective source of information as to what data exactly their vehicles collect. Anecdotal evidence suggests that OEMs are collecting huge amounts of personal data about their drivers, which they suddenly reveal when requested in court.In this paper, we present our tool AutoCAN for privacy and security analysis of cars that reveals what data cars collect by tapping into in-vehicle networks and extracting time series of data and automatically making sense of them by establishing relationships based on laws of physics. These algorithms work irrespective of make, model or used protocols. Our results show that car makers track the GPS position, the number of occupants, their weight, usage statistics of doors, lights, and AC. We also reveal that OEMs embed functions to remotely disable the car or get an alert when the driver is speeding.