Creative learning has enriched on-site museum education by fostering engagement, exploration, and active participation. However, the structured integration of creative learning processes into digital museum education remains relatively underexplored. Although Generative Artificial Intelligence (GenAI) presents considerable potential to support creative learning, its comprehensive application across all stages in non-formal learning environments, such as museums, remains limited. To investigate this potential, we conducted a formative study employing a previously developed prototype with seven learners and four senior experts to identify learners’ specific needs and challenges. Informed by the findings, we designed and developed MuseForge, a platform integrating GenAI with the five stages of the iterative creative development path to support a personalized and dynamic creative learning experience. A between-subjects study with 32 participants demonstrated that learners using MuseForge achieved significantly higher learning motivation, engagement, and learning gain in creative self-efficacy, highlighting its effectiveness in supporting creative learning in digital museum environments.

Digital journaling offers a means for older adults to express themselves, document their lives, and engage in self-reflection, contributing to the maintenance of cognitive function and social connectivity. Although previous works have investigated the motivations and benefits of digital journaling for older adults, little technical support has been designed to offer assistance. We conducted a formative study with older adults and uncovered their encountered challenges and preferences for technical support. Informed by the findings, we designed a Large Language Model (LLM) empowered tool, JournalAIde, which provides vicarious experience, idea organization, sample text generation, and visual editing cues to enhance older adults' confidence, writing ability, and sustained attention during digital journaling. Through a between-subjects study and a field deployment, we demonstrated the JournalAIde's significant effectiveness compared to a baseline system in empowering older adults in digital journaling. We further investigated older adults' experiences and perceptions of LLM writing assistance.

With the rise of online learning platforms, the need for effective learning analytics (LA) has become critical for teachers. However, the development of traditional LA dashboards often requires technical expertise and a certain level of data literacy, preventing many teachers from integrating LA dashboards effectively and flexibly into their teaching practice. This paper explores the development of a self-service teacher-facing learning analytics dashboard powered by large language models (LLMs), for improving teaching practices. By leveraging LLMs, the self-service system aims to simplify the implementation of data queries and visualizations, allowing teachers to create personalized LA dashboards using natural languages. This study also investigates the capabilities of LLMs in generating charts for LA dashboards and evaluates the effectiveness of the self-service system through usability tests with 15 teachers. Preliminary findings suggest that LLMs demonstrate high capabilities in generating charts for LA dashboards, and the LLM-powered self-service system can effectively address participating teachers’ pedagogical needs for LA. This research contributes to the ongoing research on the intersection of LLMs and education, emphasizing the potential of self-service systems to empower teachers in daily teaching practices.

Tactile perception is a crucial channel for education in individuals with blindness and low vision (BLV), and beadwork is a low-cost and widely adopted tool in their educational practices. In this paper, we aim to explore what the field of Human-Computer Interaction (HCI) can learn from beadwork practices in relation to educational somatic experiences and tangible interaction. To understand how beadwork practices are enacted, we conducted in-class observations, semi-structured interviews, and focus groups with BLV students and teachers. Our results suggest that beadwork is an effective tool to foster personal development (e.g., mathematical and creativity skills) and social engagement (e.g., career development). Based on our findings, we offer insights into how beadwork can serve as a cost-effective material for HCI, particularly in the context of embodied cognition and soma design. Finally, we propose how state-of-the-art technology could be integrated to optimize the overall process.

Situated visualization blends data into the real world to fulfill individuals’ contextual information needs. However, interacting with situated visualization in public environments faces challenges posed by users’ acceptance and contextual constraints. To explore appropriate interaction design, we first conduct a formative study to identify users’ needs for data and interaction. Informed by the findings, we summarize appropriate interaction modalities with eye-based, hand-based and spatially-aware object interaction for situated visualization in public environments. Then, through an iterative design process with six users, we explore and implement interactive techniques for activating and analyzing with situated visualization. To assess the effectiveness and acceptance of these interactions, we integrate them into an AR prototype and conduct a within-subjects study in public scenarios using conventional hand-only interactions as the baseline. The results show that participants preferred our prototype over the baseline, attributing their preference to the interactions being more acceptable, flexible, and practical in public.

In a world where diversity is increasingly recognised and celebrated, it is important for HCI to embrace the evolving methods and theories for technologies to reflect the diversity of its users and be ability-centric. Interdependence Theory, an example of this evolution, highlights the interpersonal relationships between humans and technologies and how technologies should be designed to meet shared goals and outcomes for people, regardless of their abilities. This necessitates a contemporary understanding of "ability-diverse collaboration," which motivated this review. In this review, we offer an analysis of 117 papers sourced from the ACM Digital Library spanning the last two decades. We contribute (1) a unified taxonomy and the Ability-Diverse Collaboration Framework, (2) a reflective discussion and mapping of the current design space, and (3) future research opportunities and challenges. Finally, we have released our data and analysis tool to encourage the HCI research community to contribute to this ongoing effort.

Abstract With a core purpose of helping users to understand the context, a water interface provides possibility for enhancing user experience in interaction process. Starting from analyzing existing water‐mediated interaction approaches, we proposed a water‐mediated interaction design model and a corresponding user experience model, aiming to eliminate the boundary between users and the context with water as the medium. According to the proposed model, we implemented a water‐mediated interaction system Landscape Rippling, with the painting “A Panorama of Rivers and Mountains” as its context. Ultimately, user experience tests of the interaction system demonstrate the effectiveness of this water‐mediated interaction design model.