This scoping review examines the past decade of research at the intersection of democracy, technology and design. Analysing 170 articles across Scopus, the ACM Digital Library, and the DRS Digital Library, we investigate how this research relates to democracy and how democratic values are conceptualised and enacted through interactive systems. We identify four dominant orientations: technology as democratic repair, as risk, as co-constitutive of democratic practices, and as embedded in everyday collective action and lived practices. Across these, we reveal a persistent misalignment: while democratic values are frequently invoked, much of the work reduces democracy to technical or procedural problems, prioritising optimisation over power, relationality, and lived practice. As a result, key dimensions such as collective agency, structural inequalities, and infrastructural conditions remain under-addressed, offering novel opportunities for HCI research. We argue that democratic technology design should advance better alignment fostering responsibility, participation, equity, and transparency in sociotechnical systems.

Children often experience emotional distress during periods of separation from their parents, while parents may feel guilt about their limited availability. Yet, existing remote parent–child communication technologies rarely accommodate children’s communicative capacities or provide meaningful support for their agency. Thus, we present CuddleConnect, an interactive system that supports child-initiated, affective remote communication. CuddleConnect combines a weighted plush toy for children with a mobile application for parents, enabling children to express emotions and request hugs through light cues, while allowing parents to receive these requests on their smartphones and respond with mediated hugs delivered via haptic feedback and warmth on the plush toy. We report findings from a one-week in-situ study with four parent–child dyads, highlighting both opportunities for fostering closeness and challenges related to ambiguity and responsiveness. These insights inform design implications for future synchronous and asynchronous parent–child communication technologies.

Creating 3D assets is essential for game development. Modeling requires time and technical skills, and fast prototyping is challenging, especially for novice designers. To make complex 3D modeling more accessible while strengthening creativity, we present CreatureCreator, a tool that enables users to generate 3D models from an image of a created artifact. We investigated two input modalities: drawing with pen and paper and sculpting with clay. Adding an analog input modality to the generation process could lower the entry barrier for diverse user groups, enabling intuitive and creative modeling. In a within-subject study with game design-experienced participants (n=20), both modalities scored highly for user experience, engagement, and creativity support, with the clay input especially valued for its generated models and enhanced sense of control. The interaction workflow supports playful exploration by allowing users to experiment with parameters and using AI as a production and/or ideation partner.

In traditional journaling practices, authors express and process their thoughts by writing them down. We propose a somaesthetic-inspired alternative that uses the human body, rather than written words, as the medium of expression. We coin this embodied journaling, as people’s isolated body movements and spoken words become the canvas of reflection. We implemented embodied journaling in virtual reality and conducted a within-subject user study (N = 20) to explore the emergent behaviours from the process, comparing its expressive and reflective qualities to those of written journaling. When writing-based norms and affordances were absent, we found that participants defaulted towards unfiltered emotional expression, often forgoing words altogether. Rather, subconscious body motion and paralinguistic acoustic qualities unveiled deeper, sometimes hidden feelings, prompting reflection that happens after emotional expression rather than during it. We discuss both the capabilities and pitfalls of embodied journaling, ultimately challenging the idea that reflection culminates in linguistic reasoning.

How can the user be made comfortable with selecting the system?BEGIN How can the user be introduced to the system?CORE How can the user's selfcare aim be facilitated?END How can the user be supported in finding mental closure?POST How can the user be supported in continued self-care?LEAVING DISENGAGE LAPSE

Navigating emotional conflicts within relationships can be challenging. People often struggle to express their emotions during a conflict, which can lead to misunderstandings and unresolved feelings. To facilitate deeper emotional expression, we developed TogetherReflect, a multi-user Virtual Reality (VR) experience designed for couples. Partners first draw their emotions related to a shared conflict in VR, allowing for individual expression and self-reflection. They then invite each other into their drawings to discuss their feelings, before drawing together on a shared canvas to reaffirm their love and commitment. Throughout this process, TogetherReflect provides prompts and guidance, aiming to foster self-reflection and communication skills. We exploratory evaluated the experience with 10 couples (n=20). Our findings indicate that TogetherReflect deepens personal emotional insights, fosters mutual understanding, and strengthens relational bonds. We highlight the potential of guided VR experiences to transform conflict resolution in intimate relationships and offer design considerations for future development.

Effective self-reflection is crucial for motor skill acquisition, yet it is challenging to facilitate in single-user VR training environments. We investigate this through a method where users are embodied as a virtual trainer and prompted to actively evaluate a recorded performance. In an empirical study, we systematically varied the trainee’s appearance and their movements. Our mixed-methods analysis reveals that confronting one’s own performance triggers a fundamental role conflict between the user’s identity as the performer and their new role as the evaluator. Most importantly, this conflict challenges a binary view of embodiment. Participants experienced a multi-faceted sense of self, oscillating between identifying with the trainee and detaching as the trainer. Our work contributes a novel characterization of embodied self-evaluation, revealing a psychological duality at its core and offering clear design implications for VR systems that foster self-insight in training and therapy.

Children with attention deficit hyperactivity disorder (ADHD) and their caregivers face daily challenges which can adversely affect their well-being, especially regarding communication within their care ecosystems, comprising family, friends, educators, and therapists. To foster communication among children and their care ecosystem and support their well-being, we created REMEMO, a mobile app that was iteratively designed and evaluated by actively involving ADHD children and their caregivers. REMEMO supports both individual and collaborative use, offering tailored features for different user groups: children, parents, or therapists and educators. Its primary function is to enable users to record their experiences and emotions and choose whether to share these with other members of the care ecosystem. We deployed REMEMO in a multi-week field study with five groups encompassing ADHD children (total participants n=18). Our analysis showed that REMEMO can support emotional expression, regulation, reflection, transparent and affectionate communication, as well as therapeutic practices, addressing needs of both ADHD children and their caregivers. Our findings also highlight the critical role of mutual understanding regarding technology use and contextual challenges in shaping usage patterns. We discuss opportunities and challenges in designing technologies that cater to the varying needs of different stakeholders of ADHD children's care ecosystems and engage in critical reflection regarding evaluating technologies with vulnerable populations, such as families of ADHD children.

Recurrent negative thoughts can significantly disrupt daily life and contribute to negative emotional states. Facing, confronting, and noticing such thoughts without support can be challenging. To provide a playful setting and leverage the technical maturation of Virtual Reality (VR), our Virtual Reality (VR) experience, Mind Mansion, places the user in an initially cluttered virtual apartment. Here we utilize established concepts from traditional therapy and metaphors identified in prior works to let users engage metaphorically with representations of thoughts, gradually sorting the space, fostering awareness of thoughts, and supporting mental self-care. The results of our user study (n = 30) reveal that Mind Mansion encourages the exploration of alternative perspectives, fosters acceptance, and potentially offers new coping mechanisms. Our findings suggest that this Virtual Reality (VR) intervention can reduce negative affect and improve overall emotional awareness.

Negative emotions such as sadness or anger are often seen as something to be avoided. However, recognising, processing and regulating challenging emotional experiences can facilitate personal growth and is essential for long-term well-being. To support people in regulating and reflecting on negative emotions, we designed MoodShaper — a VR experience where participants autonomously create a virtual environment combined with emotion regulation (ER) interventions. Our system included three different interventions designed based on interviews with psychotherapists. We evaluated MoodShaper in a mixed-method between-subject study with n = 60 participants. Participants experienced one of the three ER interventions, allowing them to manipulate visual representations of negative emotions through externalisation, seclusion, or appreciation. We found that MoodShaper significantly increased positive affect while decreasing difficulties in ER and negative affect. Our work demonstrates how VR can provide technology-mediated support to reflect on, engage with and manage negative emotions. We contribute insights for future VR systems which support ER for challenging situations.

Dedicated handheld controllers facilitate haptic experiences of virtual objects in mixed reality (MR). However, as mobile MR becomes more prevalent, we observe the emergence of controller-free MR interactions. To retain immersive haptic experiences, we explore the use of mobile devices as a substitute for specialised MR controller. In an exploratory gesture elicitation study (n = 18), we examined users’ (1) intuitive hand gestures performed with prospective mobile devices and (2) preferences for real-time haptic feedback when exploring haptic object properties. Our results reveal three haptic exploration modes for the mobile device, as an object, hand substitute, or as an additional tool, and emphasise the benefits of incorporating the device’s unique physical features into the object interaction. This work expands the design possibilities using mobile devices for tangible object interaction, guiding the future design of mobile devices for haptic MR experiences.

Adolescence is a period of growth and exploration, marked by influential relationships with peers and parents. These relationships are essential for teenagers’ well-being, highlighting the need to support their interpersonal interactions. Emotional expression is key in resolving conflicts that can frequently arise. This paper investigates the potential of TeenWorlds, a Virtual Reality (VR) application, to facilitate emotional expression and shared understanding among teenagers and their peers and parents. In our study, teenagers, accompanied by either a peer or a parent (total n=42), used TeenWorlds to visually represent their emotions during a shared conflict, discuss them, and collaborate on a joint VR drawing. Our findings indicate that TeenWorlds can foster communication, reflection, and strengthen interpersonal relationships. However, notable differences were observed in interactions with peers versus parents. We contribute insights into designing VR systems that support reflective experiences and meaningful family interactions, ultimately enhancing the well-being of adolescents, parents, and families.

Whether it is sleep, diet, or procrastination, changing behaviours can be challenging. Individuals could design and build their own personalised digital interventions to help them reach their goals, but little is known about this process. Building upon previous research we propose the Behaviour Change with Trigger-Action Programming (BC-TAP) model which describes how individuals could bridge the gap between their current and desired behaviour through the creation of 'Do-It-Yourself' (DIY) digital interventions. We conducted a two-day participatory workshop based on the BC-TAP model with 28 participants. Participants articulated plans to change a behaviour of their choice and represented these plans in mobile device automations. After using their interventions for up to three weeks, participants reflected on their experience. Our findings report opportunities and challenges at each stage of the process. While formulating a digital proxy for certain behaviours was challenging, both failures and successes facilitated participants' awareness of their behaviour, and their ability to change it.

While personal trackers can collect a vast amount of information about their users, the representation of such data has remained unchanged, with bar charts being the most dominant. However, to build systems that facilitate reflection and support well-being, it is crucial to explore alternative ways of representation. Thus, we designed VeatherReflect, a VR application that uses weather metaphors to illustrate tracker stress scores, aiming to encourage users to reflect on their stress data. In a pre-study, we mapped stress scores to weather states. We then compared VeatherReflect with a standard visualisation of stress data presented in VR. VeatherReflect increased participant engagement with personal data and stress awareness. Participants reported reflective insights for stress-reducing behaviour. We contribute findings on how virtual weather as a metaphor for stress can support reflection. We discuss design recommendations for VR applications aiming to facilitate a deeper understanding of complex personal data through engaging qualitative experiences.

Reflecting on personal challenges can be difficult. Without encouragement, the reflection process often remains superficial, thus inhibiting deeper understanding and learning from past experiences. To allow people to immerse themselves in and deeply reflect on past challenges, we developed SelVReflect, a VR experience which offers active voice-based guidance and a space to freely express oneself. SelVReflect was developed in an iterative design process (N=5) and evaluated in a user study with N=20 participants. We found that SelVReflect enabled participants to approach their challenge and its (emotional) components from different perspectives and to discover new relationships between these components. By making use of the spatial possibilities in VR, participants developed a better understanding of the situation and of themselves. We contribute empirical evidence of how a guided VR experience can support reflection. We discuss opportunities and design requirements for guided VR experiences that aim to foster deeper reflection.

Immersive interactive technologies such as virtual reality (VR) have the potential to foster well-being. While VR applications have been successfully used to evoke positive emotions through the presetting of light, colour and scenery, the experiential potential of allowing users to independently create a virtual environment (VE) has not yet been sufficiently addressed. To that end, we explore how the autonomous design of a VE can affect emotional engagement and well-being. We present Mood Worlds – a VR application allowing users to visualise their emotions by self-creating a VE. In an exploratory evaluation (N=16), we found that Mood Worlds is an effective tool supporting emotional engagement. Additionally, we found that an autonomous creation process in VR increases positive emotions and well-being. Our work shows that VR can be an effective tool to visualise emotions, thereby increasing positive affect. We discuss opportunities and design requirements for VR as positive technology.

Virtual Reality (VR) is increasingly being used to promote mindfulness practice. However, the impact of virtual and multimodal interactive spaces on mindfulness practice and presence is still underexplored. To address this gap, we conducted a mixed-method user study (N=12). We explored the impact of various multimodal feedback, in particular tactile feedback (passive haptic feedback by artificial grass) and auditory feedback (footstep sound) at feet level on both mindfulness and presence. We conducted semi-structured interviews and collected quantitative data through three validated questionnaires (SMS, IPQ, WSPQ). We found a significant effect of passive haptic feedback on presence and mindfulness. Tactile feedback improves the focus on the self, facilitates spatial presence and increases involvement. Auditory feedback did not significantly affect presence or mindfulness. While ambient sound was perceived as beneficial for presence, footstep sound subjectively disrupted both presence and mindfulness. Based on our results, we derive design recommendations for multimodal VR applications supporting mindfulness practice.

Virtual realities (VR) are becoming an integral part of product development across many industries, for example to assess aesthetics and usability of new features in the automotive industry. The recording of the evaluation is typically conducted by filling out questionnaires after the study participants left the virtual environment. In this paper, we investigate how questionnaires can be best embedded within the virtual environment and compare how VR-questionnaires differ from classical post-test evaluations regarding preference, presence, and questionnaire completion time.