Forging children's nature connections involves affective, sensory, and imaginative engagements, underscoring the value of place-based, tactile, and creative interactions. While craft and making offer potential synergies, many digital approaches for children remain limited to designed artefacts that foster contact in, as opposed to with, nature. Inspired by art-based approaches, this study introduces Hybrid Nature Crafts (HNC) a craft approach that integrates diverse materialities, such as leaves and light, to foster children's connections with nature. To examine how HNC supports these connections, we conducted two workshop series in distinct physical settings with 15 children, documenting their creative processes throughout. This pictorial highlights how craft enables children to notice nature, perform place-making, and construct meanings of and with nature. Findings advance understanding of hybrid approaches and offer practical insights for designing workshops that nurture children's ecological identities through creative making.

• To identify cyber-attacks on the AI, users must have some prior understanding of the AI parameters and their normativity. • Multimodal indicators embedded across the ecosystem of AI-enabled devices are an effective way in raising users’ attention to cyber-attacks. • Engaging users to actively diagnose and resolve cyber-attacks on AI-enabled devices in the home context must take into consideration the home routines, and be designed to avoid cognitive overload. • One way to minimise overload is to make use of users’ propensity to generalise their cybersecurity knowledge and skills where possible. AI-enabled devices are increasingly introduced in the home context and cyber-attacks targeting their AI component are becoming more frequent. Moving away from seeing the user as the problem to recognising the user as part of the solution, our research reports on a novel cybersecurity intervention (comprising Explainable AI features, assisted remediation) designed to support users to identify, diagnose and mitigate cyber-attacks on the AI component of their smart devices. We carried out a case study of a bespoke smart heating device inclusive of this intervention and conducted fieldwork with ten households who experienced simulated integrity cyber-attacks over a month. Our research contributes an understanding of how to design AI-enabled devices and their ecosystems to support users to perceive integrity cyber-attacks, offering new considerations for intervention design that exploits multimodal indicators and supports users to troubleshoot themselves the causes as well as actions of cyber-attacks. Contributing to the growing area of human-centred cybersecurity, we evidence the distinctive challenges users face when evaluating integrity attacks on the AI component in the home context.

The climate crisis has created a time of great uncertainty for children and their futures, raising need for new approaches that support children to learn about environmental sustainability (ES) and prepare them for living with climate impacts. Systematic reviews of IDC have highlighted instances of gameful interventions (i.e., game-based learning (GBL), gamification, and game-authoring) that offer meaningful ES learning opportunities, but there is not yet a comprehensive synthesis of how this is achieved. Our paper reports on a systematic review of 39 interventions to interrogate how gameful interventions are designed to foster children's ES learning. Our results contribute four themes: “GBL genres fostering distinct forms of ES understanding”, “gamification as a reinforcer to children's sustainable action”, “game-authoring allowing children to voice their perspectives to critical audiences”, and “transversal skills embedded in gameful interventions”. Based on these findings, the paper proposes design implications for future research in gameful interventions and ES.

Addressing current and future environment and climate-related challenges relies on coordinated efforts from all levels of research, industry, government, and community. Despite this, the potential for the IDC community to contribute to, and lead efforts is yet to be adequately explored. This workshop begins to address this issue by inviting researchers engaged in research involving children, emerging technology, and environmental sustainability to map the research currently going on in this area, the gaps, and pathways for child-computer interaction research to play an active role in net zero and the transition towards environmental sustainability.

Given the current climate crisis, there is an increasing need to get children involved in climate action, so they can champion pro-environmental behaviours into their adulthood. This paper describes the preliminary results from the participatory design of an interactive data visualisation (IDV) dashboard, “Our Eco-Logbook”, aimed to support children's climate action in their schools. IDV are touted for their potential to foster critical self-appraisal and collaboration skills in other domains but has not been examined extensively in the context of climate action with children. We worked with an Eco-Committee and Eco-Coordinator at a partner primary school to develop an open-access resource for schools to use to plan, monitor, and evaluate their climate actions, and get others in the school community engaged. Our future work aims to examine the impact of the tool on children's identities as change-makers and develop the tool for more wide-spread use.

Smart Home Heating Technologies (SHHT) have been designed to improve demand flexibility and energy conservation. SHHT rely on rational theories of energy use postulating that people will use less energy when the energy cost is higher. The inclusion of AI within SHHT is poised to optimise energy use in the future as the introduction of lower carbon energy sources place new demands on the grid. When SHHT is introduced in the home, however, they become situated in temporal heating practices that are shaped by an interplay of materiality, meanings, and competencies. We report findings from a mixed methods field study involving eleven households utilising an AI-enabled SHHT probe ‘Squid’. Taking a temporal focus throughout, our study contributes a new lens as to why households may not fully engage with SHHT's rational design, given that energy conversation is already embedded in their ongoing socio-material practices with heating. Focusing on the AI-human relation, we articulate the necessity for human agency where heating is involved, whilst also advancing an understanding of the new forms of hidden labour that households incur before they can engage with the AI. Crucially, our research informs the ongoing HCI concern over how humans understand AI, raising the question of who is responsible to assess the appropriateness of AI when the effects of human-AI performance remain opaque. Our findings contribute a new theoretical perspective into the intricate relationship between individuals and AI in the home and raise several new design implications for SHHT.

The increasing adoption of smart devices in the home introduce new security implications for tenants, with previous research showing the significance of where the devices are placed. This paper examines the relationship between device location and security: we ask how users’ security concerns shape where they place their smart devices and how they attempt to mitigate their concerns. The research focuses on an underrepresented group, those people living in social (low-rent) housing, motivated by the growing interest of housing providers to install smart devices within tenants’ homes. Using speculative design as a probe followed by interviews with eleven tenants, we find that security concerns are centred around ‘intimate places’, ‘social responsibility’ and ‘surveillance’ with users combining social practices and technical security features to mitigate these. Our research contributes new ethical implications for deploying and designing smart home devices addressed to social housing providers and smart device designers.

Whilst digital education is becoming a reality for schools there is a role for CCI research to move beyond researcher-led school engagements to other types of research that support schools and their staff to lead on the appropriation of digital technologies. One way to advance our understanding of this issue is to examine and consolidate reflections from cases of school technology appropriation. This half-day workshop seeks to capture the enabling practices as well as those that posed barriers within the school. The work will be oriented to further identify necessary changes at different levels: e.g., the organizational level (school), the level of the practitioners (teachers) the level the school community. The mind-set of all the involved actors will also be explored aiming to identify the structures and mechanisms that can support a culture of participation and of collective responsibility by including also students and their families in the process of technology integration and appropriation.

Outcome and elaborative feedback in games can scaffold learners to recognise errors and apply corrective strategies. However, there is little evidence that indicates how children process such feedback. Using an active intervention approach, this study empirically evaluated how three groups of primary-aged children with different profiles-novice readers, children with reading difficulties, and children learning English as a foreign language-attended to, understood, and acted upon feedback within a digital literacy game. Children's gameplay and verbalisations across groups were compared through systematic video analysis. Our findings demonstrate that all readers benefited from visual, non-verbal outcome feedback, which supported accurate interpretations of their performance, but groups attended to it differentially. Older children noticed auditory, verbal elaborative feedback more than novice readers, but all children struggled to understand it, instead relying on implicit knowledge to correct future responses. We conclude by highlighting several contributions to games-based learning research, game design, and pedagogical practice.

School-driven technological innovation has the potential to positively impact on classroom practice, yet it can also be disrupted by incompatibilities between the existing school ecology and new educational technologies. To help mitigate this disruption a particular staff member often takes on a facilitative leadership role to champion new technology initiatives. However little is known about how this technology leader role impacts on the adoption of new technologies in the classroom. Taking a situated lens, we embarked on a multiple case study of four schools who were aiming to adopt a new literacy game in the classroom. Through interviews with technology leaders and fieldnotes from our site observations, we systematically analysed their actions and concerns over two academic terms. This highlighted an overwhelming concern with managing the material dimension of the technology, teacher agency and division of labour and mechanisms for communication and monitoring. Our findings raise important considerations for HCI researchers seeking to embed their technologies into practice alongside recommendations for supporting leaders tasked with coordinating this process.

Personal informatics (PI) technologies allow users to collect data about aspects of their lifestyle like mood or step count. Though teens increasingly encounter and use such technologies, little is known about how they ascribe meaning to their own PI activities. We report a qualitative study of the PI experiences of eighteen teens (aged 14 – 17). Following a learning phase focused on interpreting PI data, participants chose a personal goal that interested them and a PI tool to track it for 4-8 weeks in everyday contexts. Participants proved to be competent, flexible users of PI tools, tracking a range of meaningful life factors, from ‘worries’ to ‘exercise’; they valued learning about ‘natural patterns’ in their lives and were motivated to manage their emotions and evaluate whether they were doing the right thing. Our findings contribute to understanding how young people can engage in appropriation and interpretation of PI data – suggesting opportunities for educational interventions and design.

People living with Parkinson's disease engage in self-tracking as part of their health self-management. Whilst health technologies designed for this group have primarily focused on improving the clinical assessments of the disease, less attention has been given to how people with Parkinson's use technology to track and manage their disease in their everyday experience. We report on a qualitative study in which we systematically analysed posts from an online health community (OHC) comprising people with Parkinson's (PwP). Our findings show that PwP track a diversity of information and use a wide range of digital and non-digital tools, informed by temporal and structured practices. Using an existing framework of sensemaking for chronic disease self-management, we also identify new ways in which PwP engage in sensemaking, alongside a set of new challenges that are particular to the character of this chronic disease. We relate our findings to technologies for self-tracking offering design implications.

This paper shows how design documentaries can motivate new perspectives for design and disability. We critically consider the ways in which design documentaries can foreground children's lived experiences and priorities, in cases where it is not always possible to involve children early on in the design process. By presenting a design case for supporting communication that involves children with severe speech and physical impairments and their social peers, we discuss how this narrative method can evoke designer empathy and guide new interpretations. Our findings show that design documentaries can convey to designers rich and multifaceted accounts of children's communication experiences. Although this is found to be generative, we also identify a tension with a bodily impairment understanding of disability. Drawing on reflections from our case study, we propose new methodological implications for embedding design documentaries in the design process of technologies for disability.

Given the significant potential of shared book reading to promote children's learning, the design of e-books has focused on maximising this learning experience. However, recent studies have begun to show that shared reading is a broader opportunity for the family to spend quality time together. Our study aims to explore this perspective further, focusing on the types of parent-child interactions during shared reading and the ways in which shared reading may foster intimacy when parents and children read digital books. We used cultural probes and contextual interviews to capture the shared reading experiences of 7 parents and 6 children in their homes. We discuss the different nuances of the shared reading practices identified. We use these findings to suggest new design opportunities that support the complex practices of shared reading with technologies at home.

Despite the recognition of the need to include practitioners in the design of learning analytics (LA), especially teacher input tends to come later in the design process rather than in the definition of the initial design agenda. This paper presents a case study of a design project tasked with developing LA tools for a reading game for primary school children. Taking a co-design approach, we use the Inspiration Cards Workshop to promote meaningful teacher involvement even for participants with low background in data literacy or experience in using learning analytics. We discuss opportunities and limitations of using the Inspiration Cards Workshops methodology, and particularly Inspiration Cards as a design tool, to inform future LA design efforts.

Learning games that address targeted curriculum areas are widely used in schools. Within games, productive learning episodes can result from breakdowns when followed by a breakthrough, yet their role in children's learning has not been investigated. This paper examines the role of game and instructional design during and after breakdowns. We observed 26 young children playing several popular learning games and conducted a moment-by-moment analysis of breakdown episodes. Our findings show children achieve productive breakthroughs independently less than half of the time. In particular, breakdowns caused by game actions are difficult for children to overcome independently and prevent engagement with the domain skills. Importantly, we identify specific instructional game components and their role in fostering strategies that result in successful breakthroughs. We conclude with intrinsic and extrinsic instructional design implications for both game designers and primary teachers to better enable children's games-based learning.

In this workshop, we invite researchers to jointly explore how the Child-Computer Interaction (CCI) field can establish intermediate-level knowledge, being a kind of design knowledge that resides in the realm between the design of particular artifacts and theories. In this full day workshop we want to invite (1) researchers and designers who position themselves as producing intermediate-level knowledge (2) people in the field of design research who have not necessarily thought about their work as producing intermediate-level knowledge. Together we will discuss the pros and cons of different kinds of intermediate-level knowledge and how we can promote the creation of these kinds of knowledge in the CCI field.

Dream Stones is a set of physical programmable robotic balls that facilitates new intercultural meanings for children. It weaves together the benefits of physical embodied play with tinkering in material making of technology that connects and transcends. The paper is contextualized in over 40 ideas from children around the world who facilitated our design thinking.

Learning games now play a role in both formal and informal learning, including foundational skills such as literacy. While feedback is recognised as a key pedagogical dimension of these games, particularly in early learning, there has been no research on how commercial games available to schools and parents reify learning theory into feedback. Using a systematic content analysis, we examine how evidence-based feedback principles manifest in five widely-used learning games designed to foster young children's reading skills. Our findings highlight strengths in how games deliver feedback when players succeed. Many of the games, however, were inconsistent and not proactive when providing error feedback, often promoting trial and error strategies. Furthermore, there was a lack of support for learning the game mechanics and a preference for task-oriented rewards less deeply embedded in the gameplay. Our research provides a design and research agenda for the inclusion of feedback in early learning games.

Augmentative and alternative communication (AAC) technologies can support children with severe speech and physical impairments (SSPI) to express themselves. Yet, these seemingly 'enabling' technologies are often abandoned by this target group, suggesting a need to understand how they are used in communication. Little research has considered the interaction between people, interaction design and the material dimension of AAC. To address this, we report on a qualitative video study that examines the situated communication of five children using AAC in a special school. Our findings offer a new perspective on reconceptualising AAC design and use revealing four areas for future design: (1) incorporating an embodied view of communication, (2) designing to emphasise children's competence and agency, (3) regulating the presence, prominence and value of AAC, and (4) supporting a wider range of communicative functions that help address children's needs.

Today, it has been broadly acknowledged in the CCI community that children are not only active learners and users of technology, but can also actively participate in the design process. However, it remains challenging to analyze children's experiences and creative contributions resulting from co-design activities (e.g. stories, paper prototypes, enacted ideas). Broadly speaking, a distinction can be made between researchers looking for inspiration in the form of useful design ideas, and researchers that take a more interpretative stance by looking beyond the surface level of children's ideas to better understand and empathize with them. This knowledge about children is often used to more accurately define the problem space at the early stages of design. Both perspectives to co-design can be seen as the opposite ends of the same continuum, and many researchers combine aspects of both depending on where they are in the design process (e.g. defining the design problem, prototyping stage). This workshop will explore different ways to analyze children's (0 to 18 years) experiences and contributions in co-design activities, the perceived benefits and challenges of these approaches, and will serve as a venue for synthesizing productive practices that will move the CCI community forward.

Impact is embedded in today's research culture, with increasing importance being placed on the value of research to society. In interdisciplinary and cross‐sector projects, team members may hold distinct views on the types of impact they want to create. Set in the context of an interdisciplinary, cross‐sector project comprised of partners from academia, industry, and the nonprofit sector, our paper unpacks how these diverse project members understand impact. Our analysis shows that interdisciplinary projects offer a unique opportunity to create impact on a number of different levels. Moreover, it demonstrates that a lack of accountable design and collaboration practices can potentially hinder pathways to impact. Finally, we find that the interdisciplinary perspectives that such projects introduce encourage a rich gamut of sustainable outcomes that go beyond commercialization. Our findings support researchers working in these complex contexts to appreciate the opportunities and challenges involved in interdisciplinary cross‐sector research contexts while imparting them with strategies for overcoming these challenges.

The paradigm of neurodiversity provides a theoretical scaffold to challenge the idea of dyslexia as a deficit, by considering how difficulties related to literacy may reflect possible cognitive strengths and opportunities for learning. In this paper we adopt this perspective which associates dyslexia with strengths in visual, oral and three-dimensional thinking. Our goal is to understand if and how the multimodal affordances of SNS mediate participation and new literacies for dyslexic youth, and how these affordances interact with identity work. Seven young people struggling with literacy were interviewed about their use of SNS. Our results show that the visual affordances of SNS enable new forms of participation and expression, furthering our understanding of visual literacies. Nonetheless, despite the pervasive use of visual affordances to perform identity work, we also find that young people's learning differences are not always obviated but re-constructed, or even confronted in SNS.

The concept of gamification is receiving increasing attention, particularly for its potential to motivate students. However, to date the majority of studies in the context of education have predominantly focused on University students. This paper explores how gamification could potentially benefit a specific student population, children with dyslexia who are transitioning from primary to secondary school. Two teachers from specialist dyslexia teaching centres used classDojo, a gamification platform, during their teaching sessions for one term. We detail how the teachers appropriated the platform in different ways and how the students discussed classDojo in terms of motivation. These findings have subsequently informed a set of provisional implications for gamification distilling opportunities for future pedagogical uses, gamification design for special education and methodological approaches to how gamification is studied.

Designers of intelligent tutoring systems (ITSs) have long been interested in delivering personalized teaching to individual students, typically by ensuring that the student receives content appropriate to their skills and knowledge. Nonetheless, a more holistic view on what constitutes good teaching practice has challenged whether this approach to user modelling is sufficient. Teaching is not only defined by what is taught, but also by how it is taught. In this paper, we demonstrate that exploratory design research can support this view by generating a more inclusive set of user attributes for purposes of user modelling. Through a case study, we show that design research for user modelling can function as a boundary object serving three important roles that underpin more specifically the design of user modelling and more broadly ITS design. First, design research can establish common ground by encapsulating domain knowledge in an accessible form. This can support diverse project stakeholders to make decisions on what is to be modelled. Secondly, design research can reveal a wide range of teaching and learning perspectives that in turn introduce transparency to the decision-making process of user modelling and provoke a sense of criticality and accountability amongst project stakeholders. Thirdly, design research can build new bridges between the design of the technology and the user model that underpins it. To this end, user attributes deemed important, yet too complex or cumbersome to develop, can become design principles in the context of the overall ITS design. RESEARCH HIGHLIGHTS We highlight how the creation of user models rarely incorporates assistance from the HCI community. We present a series of design activities intended to assist in the creation of a User Model. We examine how this design-oriented methodology creates a boundary object. We discuss the three benefits this boundary object brings to constructing user models, namely establishing common ground, creating transparency when considering possible alternatives and creating a springboard for new activities.

In recent years, technological innovation has re‐ignited an interest in privacy as designers, policy makers, and users each strive to reconcile the advantages of technology with the new demands they pose for privacy. Driven by a classic approach to defining concepts, scholars have not been able to agree on a unified definition of privacy. This poses a barrier to those who seek to implement privacy through their decisions. A critical component of their work involves anticipating and responding to potential privacy risks. In choosing one definition over another, practitioners might be missing nuanced contextual overlaps that bear on privacy and thus bias their subsequent decisions. For these practical endeavors, it is important to adopt an inclusive and rich definition. Such a definition should also be responsive to how those affected by decisions that might compromise privacy, namely citizens and technology users, conceive of privacy. The present paper applies a prototype perspective on privacy that acknowledges the fuzziness of concepts and goes on to develop such a definition in a series of empirical studies. The relevance of the privacy prototype is then explored as it applies to privacy theorists, practitioners, and methodologists, suggesting new avenues for future research.

This paper reports findings from participatory design research aimed at uncovering how technological interventions can engage users in the domain of privacy. Our work was undertaken in the context of a new design concept, “Privacy Trends”, whose aspiration is to foster technology users' digital literacy regarding ongoing privacy risks and elucidate how such risks fit within existing social, organizational, and political systems, leading to a longer‐term privacy concern. Our study reveals 2 challenges for privacy intervention design: the need to develop technology users' intrinsic motivations with the privacy domain and the importance of framing the concept of privacy within users' interests. Setting our study within a design context enables us to identify 4 design opportunities for fostering engagement with the privacy domain through technology design.

STEM subjects are typically seen as boring, geeky, difficult to learn and with low relevance to real life. To counter this opinion, we aim to foster engagement with and curiosity about STEM subjects, through an approach to learning that facilitates the construction of understanding of key, threshold concepts (TCs). To achieve this, we engender creativity by using performance as a means of expression. We demonstrate how the process of collaboratively crafting a video to explain a TC students have been introduced to helps them to break down the concept, and through reflection on each piece of knowledge about it, build understanding about its different aspects, and further develop their knowledge. We aim through this approach to encourage students to work together to discover, explore, engage in lateral, visual thinking, and therefore develop deep, shared understanding of TCs in STEM subjects.

Children typically have extensive expertise and experiences of computer games, which can enable them to make valuable contributions when involved in the design of games. Within this paper we discuss our approach to the involvement of children in the game design process, specifically to inform a game narrative. We describe two design workshops with children, which focused on the design of the narrative within a literacy game based on the Day of the Dead festival. We describe how the knowledge that resulted from these workshops furthered our understanding of children's storytelling schema and preferences for games as well as their approach to story creation and expression during the game design process. We also discuss how our findings informed an initial set of design principles for guiding narrative design within children's games as well as recommendations for including storytelling design activities within the technology design process.

The neurodiversity movement seeks to positively reframe certain neurological conditions, such as autism spectrum disorders (ASD) and dyslexia, by concentrating on their strengths. In recent years, neurodiverse children have increasingly been involved in the technology design process, but the design approaches adopted have focused mostly on overcoming difficulties of working with these children, leaving their strengths untapped. We present a new participatory design (PD) framework, Diversity for Design (D4D), which provides guidance for technology designers working with neurodiverse children in establishing PD methods that capitalize on children's strengths and also support potential difficulties. We present two case studies of use of the D4D framework, involving children with ASD and dyslexia, showing how it informed the development and refinement of PD methods tailored to these populations. In addition, we show how to apply the D4D framework to other neurodiverse populations.

In this paper, we describe the results of an interview study conducted across several European countries on teachers' views on the use of empathic robotic tutors in the classroom. The main goals of the study were to elicit teachers' thoughts on the integration of the robotic tutors in the daily school practice, understanding the main roles that these robots could play and gather teachers' main concerns about this type of technology. Teachers' concerns were much related to the fairness of access to the technology, robustness of the robot in students' hands and disruption of other classroom activities. They saw a role for the tutor in acting as an engaging tool for all, preferably in groups, and gathering information about students' learning progress without taking over the teachers' responsibility for the actual assessment. The implications of these results are discussed in relation to teacher acceptance of ubiquitous technologies in general and robots in particular.

Modern school environments are usually populated with children from diverse ethnic, cultural and social backgrounds, bringing in different social norms and skills, diverse behaviours and often contradicting cooperation strategies. As a result, conflicts are inevitable and should be resolved as quickly and painlessly as possible, making sure that school life and the learning process continue as intended. The Siren serious game aims to educate 10-14 year old students on conflict management and resolution, presenting them with user- and culture-adaptive mini game scenarios, based on popular game genres and taking into account their affective expressivity and in-game behaviour to adjust the intensity of the conflict to better suit their needs and competencies.

The convergence of personal devices, pervasive communication networks and remote computing has caused a fundamental shift in the user interaction paradigm. Multiple methods have enabled an implicit loop of interaction that goes beyond the traditional graphical interfaces. Human emotion is one of such dimensions, supporting the development of empathic systems. Thus, quality of user experience, a subjective measure, may be defined as the resulting affective state from an interaction, which can be dynamically assessed. In mobile ubiquitous settings, leveraging this affective interaction for providing personalisation and immersive digital services has the potential to significantly impact user experience. This paper investigates the relationship between user affect and experience in the context of urban public transport.

Games offer a compelling medium for learning. However, designing a successful learning game that features engagement alongside its educational objectives is a craft that is still underway. Our research adapts a user-centered approach toward designing a game that will teach children conflict resolution skills. By involving users of the game, namely teachers and students, in the design process we reveal new considerations for how to create convincing narratives of conflict, sustain children's engagement and gain teachers' support. At the same time, our work highlights the challenges facing researchers in this domain who must balance users' values, needs and expectations with the game's learning objectives.

A number of commercial location tracking systems exist which enable parents to monitor where their children are when outdoors. The adoption of these services and whether, through their design, they reflect parental values has not been investigated. This question was pursued with a large-scale survey of 920 parents from the UK. The use of location tracking was not prevalent amongst parents and only a minority had considered using these technologies. Parents favoring location tracking described it in the context of security, peace of mind and the need to reduce uncertainty. Parents who were against location tracking described a general lack of need as they had established reliable mechanisms for security and valued trust in the family as well as children's self-direction. Our findings show that location tracking concurrently supports and threatens parental values. By focusing on the values it undermines, we are able to suggest new directions for location systems.

Confronting conflicts and coping with them is part of social life, since conflicts seem to arise in almost every context and developmental stage of human life. The personal and collective gains that follow conflict resolution have motivated scholars across many research fields to advocate the use of pro-social mechanisms for resolution. The Siren serious game aims to support teachers' role to educate young people on how to resolve conflicts, by employing affect-aware, user- and cultural adaptivity to provide interesting and relevant conflict scenarios and resolution approaches.

Privacy is frequently a key concern relating to technology and central to HCI research, yet it is notoriously difficult to study in a naturalistic way. In this paper we describe and evaluate a dictionary of privacy designed for content analysis, derived using prototype theory and informed by traditional theoretical approaches to privacy. We evaluate our dictionary categories alongside privacy-related categories from an existing content analysis tool, LIWC, using verbal discussions of privacy issues from a variety of technology and non-technology contexts. We find that our privacy dictionary is better able to distinguish between privacy and non-privacy language, and is less context-dependent than LIWC. However, the more general LIWC categories are able to describe a greater amount of variation in our data. We discuss possible improvements to the privacy dictionary and note future work.

Abstract This article presents the privacy dictionary, a new linguistic resource for automated content analysis on privacy‐related texts. To overcome the definitional challenges inherent in privacy research, the dictionary was informed by an inclusive set of relevant theoretical perspectives. Using methods from corpus linguistics, we constructed and validated eight dictionary categories on empirical material from a wide range of privacy‐sensitive contexts. It was shown that the dictionary categories are able to measure unique linguistic patterns within privacy discussions. At a time when privacy considerations are increasing and online resources provide ever‐growing quantities of textual data, the privacy dictionary can play a significant role not only for research in the social sciences but also in technology design and policymaking.

When an offence occurs, the victim and offender can overcome the harm done through forgiveness. This paper demonstrates how forgiveness can be supported in social system design. We first describe what forgiveness is, how it is motivated and what benefits follow from forgiveness. Based on this theoretical analysis, we propose five provisions to guide designers who want to encourage reparation in social systems.

Three studies investigated whether users' strategies for customising online avatars increase their self-focused attention, also known as private self-awareness. Study 1 showed that a high number of users adapt their avatars toreflect their own appearance. Study 2 demonstrated that users who perceive their avatars to be similar to their own appearance experience as a result heightened private self-awareness. In Study 3, private self-awareness pervadedsocial interaction taking place over time when users with representative avatars, compared to a control group, reported increased private self-awareness. Drawing from research in interpersonal communication, we suggest that avatars which increase their owners' self-focus may have an influence on online behavior in the context of social computing.