Research on social robots in care has often focused on either the care recipients or the technology itself, neglecting the care workers who, in and through their collaborative and coordinative practices, will need to work with the robots. To better understand these interactions with a social robot (Pepper), we undertook a 3 month long-term study within a care home to gain empirical insights into the way the robot was used. We observed how care workers learned to use the device, applied it to their daily work life, and encountered obstacles. Our findings show that the care workers used the robot regularly (1:07 hours/day) mostly in one-to-one interactions with residents. While the robot had a limited effect on reducing the workload of care workers, it had other positive effects, demonstrating the potential to enhance the quality of care.

Leaving the field when conducting research in situated contexts, and finding ways to sustain project outcomes beyond academia, is an ongoing struggle in HCI. In our research project, we co-designed technologies with children in classroom contexts for three years. Nearing the projects’ end, we focused on creating resources that enable teachers to continue our work with their pupils. In collaboration with teachers, we developed socio-material tools that support them in empowering neurodiverse children to engage with technology in creative ways and create their own technologies. While the majority of technology design toolkits are stand-alone artefacts, part of our toolkit is an infrastructure to keep guiding and supporting teachers beyond the project’s end. In this paper, we discuss the teachers expectations and requirements for a toolkit and argue that an infrastructure must be part of a toolkit. We present a set of guidelines for researchers planning for a project’s end.

Research increasingly shows that technology can improve access to mental health interventions. However, unaccompanied migrant youth (UMY) still struggle in accessing appropriate mental health resources in spite of their high need for mental health support. Through co-design workshops, and using the lens of the social-ecological model of resilience, we explored the social-ecological factors that support or hinder UMY’s use of mental health apps as resources. We identified the strong influence of the macro-system (i.e. resettlement policies) on the bio-and micro-systems, which in turn limits participants’ abilities to use the apps. Our findings highlight the factors specific to each social-ecological system—including personal experiences, technological infrastructure and social environment—that need to be accounted for when designing technological mental health resources for UMY. This contributes: a rich description of the interplay of mental health apps with social-ecological systems in which UMY are embedded; and the corresponding design considerations.

Tools, as extensions of hand and mind, prescribe defining properties for a practice. We anchor our tools research within a case study of electronic textiles (eTextiles), combining textile materials and electronic and computational functionality. While the field of eTextiles is expanding into new personal and ubiquitous applications, its tools as productive means, however, are rarely investigated. We fill this gap by both proposing and exploring new tools, aiming at an integrated eTextile craft practice across disciplinary boundaries. Results from a research through design process have been developed into research products and proposed to a wider community of novices and practitioners. Research insights from making, using and reflecting on our new tools show they not only guide habits of making, but also are formative to the understanding of eTextiles as a practice and a field. Their form and function matter for the skills, processes and users, ultimately prescribing the technologies that surround us.

Unaccompanied migrant youth, fleeing to a new country without their parents, are exposed to mental health risks. Resilience interventions mitigate such risks, but access can be hindered by systemic and personal barriers. While much work has recently addressed designing technology to promote mental health, none has focused on the needs of these populations. This paper presents the results of interviews with 18 professional/ volunteer support workers and 5 unaccompanied migrant youths, followed by three design workshops. The results point to the diverse systems that can facilitate youths' resilience development. The relationship between the youth and volunteers acting as mentors is particularly important for increasing resilience but comes with challenges. This suggests the relevance of a social-ecological model of resilience with a focus on designing technology to support the mentors in order to help them better support the youth. We conclude by mapping out the design space for mentor support.

Experience Centered Design (ECD) implores us to develop empathic relationships and understanding of participants, to actively work with our senses and emotions within the design process. However, theories of experience-centered design do little to account for emotion work undertaken by design researchers when doing this. As a consequence, how a design researcher's emotions are experienced, navigated and used as part of an ECD process are rarely published. So, while emotion is clearly a tool that we use, we don't share with one another how, why and when it gets used. This has a limiting effect on how we understand design processes, and opportunities for training. Here, we share some of our experiences of working with ECD. We analyse these using Hochschild's framework of emotion work to show how and where this work occurs. We use our analysis to question current ECD practices and provoke debate.

In HCI and Assistive Technology design, autonomy is regularly equated with independence. This is a shortcut and leaves out design opportunities by omitting a more nuanced idea of autonomy. To improve our understanding of how people with severe physical disabilities experience autonomy, particularly in the context of Assistive Technologies, we engaged in in-depth fieldwork with 15 people with Multiple Sclerosis who were used to assistive devices. We constructed a grounded theory from a series of interviews, focus groups and observations, pointing to strategies in which participants sought autonomy either in the short-term (managing their daily energy reserve) or in the long-term (making future plans). The theory shows how factors like enabling technologies, capital (human, social, psychological resources), and compatibility with daily practices facilitated a sense of being in control for our participants. Moreover, we show how over-ambitious or bad design (e.g., paternalism) can lead to opposite results and restrict autonomy.

Electronic textiles, or eTextiles, and connected research and practice communities grew within and across diverse disciplines over the past 20 years. Initially evolving from academic investigations, eTextiles now play a growing role in both industry and education alike. While we are increasingly confronted with resulting eTextile artefacts, we lack a thorough understanding of the underlying making practices, and in particular what role toolkits play in framing, promoting and supporting creation practices. It is timely then to undertake a review of currently available eTextile tools and kits, discussing the technical, cultural and social expectations inscribed in these settings and how their design and technology impacts the emerging field of eTextiles. Here we compile the first overview of both academic research and popular available toolkits, as a basis for an analysis of potential strategies for future directions: how to diversify and professionalise the field and its community of practice.

This study examines caseworkers' and citizens' interactions when assembling resource development applications for citizens with serious health and personal issues. As with other types of welfare schemes, the application serves as a mechanism of both support and control. From our study, we illustrate how an increased reliance on data is transforming the citizen-caseworker interaction in social welfare. We characterize this transformation as 'dataRication': a phenomenon where the increased reliance on data for decision-support across contexts of data production makes it challenging for individual citizens to contest or correct data-born accounts of their situation. Our contribution is two-fold: Rirst, we empirically characterize the citizen-caseworker interaction in the application process. Second, we discuss how citizens' private resourcing complements the formal application process and provides them with strategies to give authority to their case and exercise personal autonomy. The private resourcing practices we observed show how integrating supplementary accounts from citizens into the systems that caseworkers rely on could make citizens' experiences and social context legible. This in turn has policy and technology design implications as public services increasingly introduce data-driven modes of case management.

Autistic children are increasingly a focus of technology research within the Human-Computer Interaction (HCI) community. We provide a critical review of the purposes of these technologies and how they discursively conceptualise the agency of autistic children. Through our analysis, we establish six categories of these purposes: behaviour analysis, assistive technologies, education, social skills, therapy and well-being. Further, our discussion of these purposes shows how the technologies embody normative expectations of a neurotypical society, which predominantly views autism as a medical deficit in need of ‘correction’. Autistic children—purportedly the beneficiaries of these technologies—thus become a secondary audience to the largely externally defined purposes. We identify a lack of design for technologies that are geared towards the interests, needs and desires of autistic children. To move HCI’s research into autism beyond this, we provide guidance on how to consider agency in use and explicitly allow for appropriation beyond externally driven goals.

DIY-making can be an expensive pastime if makers are relying on ready-made toolkits, specialised materials and off-shelf components. Many prefabricated commercial kits seek to lower the learning barrier of making and to help beginners to successfully take their first steps in engineering. However, as soon as the novices become a little more advanced, these toolkits often do not fit the specific requirements of personal maker projects anymore. We introduce the idea of a Schnittmuster (or a meta-toolkit) as a novel approach to toolkit design that seeks to address these creativity-limiting factors as well as practical entrance hurdles. To demonstrate the adaptive power of the Schnittmuster concept, we discuss an exemplar in the context of capacitive touch sensing (FlexE-Touch). Implemented under the constraints of materials, user skill sets and making environments, we illustrate how the Schnittmuster facilitated four cheap and flexible toolkit instantiations for crafting custom touch sensor electrodes.

Self-care technologies have been influenced by medical values and models. One of the values that was acritically incorporated was that self-care was medicalised, and, as a result, technologies were designed to afford use with clinicians and fit structured medical processes. This paper seeks to broaden the understanding of self-care in HCI, to acknowledge the mundane ways in which self-care is achieved. Drawing on in-depth interviews with patients and carers, and online ethnography of an online community, we describe how the self-care of Parkinson's is mundane. The fieldwork contrasts with more medicalised perspectives on self-care, thus we discuss the properties of a self-care concept that would acknowledge its mundane nature. Our hope is to sensitise designers to identify the mundane ways in which self-care is performed and, consequently, design technologies that better fit the complexities of everyday life with a chronic condition.

Multiplayer online games, such as Minecraft, have the potential to be powerful sites for youth learning, but can be plagued by inter-personal conflicts. This brings the need for online moderation. However, only very little is known about the practices through which such moderation happens, or how socio-technical systems could be designed to enable 'safe' learning spaces online. To start addressing this gap, our research examines the existing mediation practices within a moderated Minecraft server for children aged 8-13. As part of our 14 months long engagement, we triangulate data from participant observation, interviews, and analysis of server logs. We demonstrate how---in trying to 'keep peace'---the online moderators monopolised the conflict resolution process, essentially preventing the children from actively working with and learning from the experiences of conflict. In response to these findings, we present an alternative framework for online conflict mediation, suggesting ways in which existing conflict resolution techniques originating in Prevention Science could be re-interpreted for online multiplayer settings

While studies point to the positive potential of games for health to increase patient engagement and to a need to consider longer-term perspectives, there is a lack of more tangible knowledge on how to design for long-term engagement in games for health. This paper makes a contribution in this space by drawing a reflective arc across three games for health projects from areas such as rehabilitation, prevention and chronic disease. We discuss the projects using a research through design lens and reflect on user research data and design artifacts from the perspective of the involved game designers. The results are design considerations towards long-term engagement in games for health. These considerations present a body of intermediate-level knowledge [19] oriented towards maximising the potential of the design space in early stages of games for health projects. The considerations are structured into those relevant to gameplay, research design and application context.

We introduce and discuss the design and use of new tools for electronic textile making. Electronic textiles, or eTextiles, are increasingly produced and used in experimental interfaces, wearables, interior design, as well as in the education and maker cultures. However, the field relies on tools specific to either the textile or the electronic domain, neglecting the distinct requirements, and potentials, of their intersection. To address this gap, we explored the design of new tools, targeted at specific needs and use cases of electronic textile making and the materials used. Three resulting prototypes have been evaluated through use in both our own practice and among a group of experts in the field. Our findings show the importance of specialized tools for routines essential to the field eTextiles, their role for the emergence of new practices, as well as for the understanding of the discipline.

The topic of Human-Adaptive Socio-Technical Systems - requiring human-centered concepts, languages and methods to specify system behavior and to model human behavior - is increasingly important as these systems become complexly entangled in everyday lives and contexts. However, the extent to which we achieve `good' systems is very much shaped by what gets specified and modelled about the human in the system. Using the case of older people and care, I will draw attention to the gaps between modelling of behaviours for building systems and negotiating the lived realities of those behaviours, pointing to tensions around whose voice(s) count, what conceptualisations of `old' and `care' dominate, how competing values are negotiated or not, and who defines what adaptations are appropriate. At an application level I want to argue for enabling older people to become active co-contributors to care networks rather than passive recipients of care, and designing for living not aging. More generally though I want to argue for the critical importance of growing our own social and emotional competencies to more sensitively engage with the complexities Human-Adaptive Socio-Technical Systems and embrace an explicit concern for the values we are modelling into our systems.

Designing for reflection is becoming an increasingly important part of many HCI systems in a wide range of application domains. However, there is a gap in our understanding of how the process of reflection can be supported through technology. In fact, an implicit assumption in the majority of existing work is that, just by providing access to well-selected data, in-depth reflection can and will occur. To counter this view, we draw on Schön's notion of reflective practicum and apply it as a sensitising concept to identify the complex interplay of factors that support transformative reflection in the context of two social-emotional learning (SEL) studies. The results highlight the need to carefully scaffold the process of reflection, rather than simply assume that the capability to reflect is a broadly available trait to be 'triggered' through data. Building on this analysis, we develop a conceptual framework that extends the concept of the reflective practicum towards identifying appropriate roles of technology to support transformative reflection. While our case is within the context of SEL, we argue that a deeper understanding of these opportunities can also benefit designing for reflection in other areas.

Capturing and describing the multi-faceted experiences autistic children have with technologies provides a unique research challenge. Approaches based on pragmatist notions of experience, which mostly rely on empathy, are particularly limited if used alone. To address this we have developed an approach that combines Actor-Network Theory and Critical Discourse Analysis. Drawing on this approach, we discuss the experiences autistic children had with technologies resulting from the collaborative design process in the OutsideTheBox project. We construct a holistic picture of the experience by drawing on diverse data sources ranging from interviews to log-data, and most importantly, the first-hand perspective of autistic children. In four case studies, we demonstrate how this approach allowed us to develop unique individual and structural insights into the experiences of autistic children with technology.

In recent years, HCI has been concerned with supporting memory processes through digital mementos. Still, relatively little work has been done on the design of interactive and mobile image viewers to support "reconstructing" meaningful memories. To explore novel perspectives on digital images, we provided eight participants with five different viewing tools and invited them to look at both conventional photos and at "duographs" (duography is a recent and experimental type of "two-sided" photography for capturing inspiring and meaningful pictures with mobile phones). Drawing on interviews and surveys, we found that participants were divided into two user groups during the interviews in the lab: "pragmatics" and "romantics". While the first group appreciated features supporting efficiency, the latter was interested in playful and explorative affordances. In this paper, we present our study and discuss preliminary findings.

Way-finding pillars for tourists aid them in navigating an unknown area. The pillars show nearby points of interest, offer information about public transport and provide a scale for the neighbourhood. Through a series of studies with tourists and locals, we establish their different needs. In this space, we developed Mappy, a mobile application which augments and enhances way-finding pillars with an added digital layer. Mappy opens up opportunities for reappropriation of, and engagement with, the pillars. Seeing the pillars beyond their initial use case by involving a diverse range of people let us develop the digital layer and subsequently overall meaning of way-finding pillars further: as "community fountains" they engage locals and tourists alike and can provoke encounters between them.

Interactive Surfaces and Spaces increasingly pervade our everyday life, appearing in various sizes, shapes, and application contexts, offering a rich variety of ways to interact. Actually getting technologies used in everyday life though requires sensitivities to a range of other factors beyond the technology itself. Drawing on years of research in CSCW and related areas, this talk will explore how playing at the intersection of social and computing sciences can inform how we conceptualise, design and deploy new ISS technologies. The discussions will touch on the importance of social practices through which technologies come to be incorporated into everyday life, the need to be critically reflective about the values entailed in our technology designs, and the potential of 'good' technologies to contribute to health, well-being and human flourishing.

The emergence of ‘third paradigm’ Human–Computer Interaction (HCI) was driven by the shortcomings of existing approaches to adequately describe and understand the ways people interact with a new breed of pervasive digital technologies in everyday life. In response, new approaches became situated, value-driven and participatory with a shift towards studying HCI in the wild. With technology reaching into every aspect of our lives, the ethical and moral responsibilities of designers and researchers have increased. However, while HCI's design and research methodology have become fluid and responsive to reflect the paradigm shift, ethics is still widely interpreted as a static, anticipatory and formalised process. In this article, we address this gap and propose In-Action Ethics as a novel framework that links anticipatory ethics with the practice of HCI research. We start by laying out the foundations for In-Action Ethics by reviewing relevant work in ethics and moral philosophy, and discuss the current state of ethical perspectives in HCI, Action Research and Responsible Science and Innovation. We provide two examples from our own work to show how situated, explorative and design-oriented HCI projects raise issues of ethical importance that formal ethics is struggling to manage. On the basis of our experiences and those of others, we start developing key qualities for an In-Action Ethics framework and show how those qualities can be operationalised in relation to the realities of existing structures by introducing the concept of ethos building and care.

Welcome to this issue of the Proceedings of the ACM on Human-Computer Interaction, which will focus on contributions from the research community Computer-Supported Cooperative Work and Social Computing (CSCW). This diverse research community explores how different types of social groups affect, and are affected by, information and communication technology. The topics explored by this community can include social media use, crowdsourcing and micro-work, societal effects of computing, and much more. Like many other HCI communities, CSCW approaches these topics with a broad range of scientific techniques, theoretical perspectives and technology platforms. The call for papers for this issue on CSCW attracted 385 submissions, from Asia, Canada, Australia, Europe, Africa, and the United States. After the first round of reviewing, 207 (54%) papers were invited to the Revise and Resubmit phase. The editorial committee worked hard over August 2017 to arrive at final decisions, with a Virtual Committee meeting held to discuss those papers that needed collective deliberation. In the end, 105 papers (27%) were accepted. This issue exists because of the dedicated volunteer effort of 101 senior editors who served as Associate Chairs (ACs), and 885 expert reviewers to ensure high quality and insightful reviews for all papers in both rounds. Reviewers and committee members were kept constant for papers that submitted to both rounds. Senior members of the editorial group also helped shepherd some papers, reflecting the deep commitment of this research community. We are excited by the compelling and thought-provoking work that resulted in this PACMHCI CSCW issue and look forward to equally high quality submissions for the next submission cycle from this research community in the Spring of 2018. For those interested in this area, this group holds their next annual conference November 3-7, 2018 in New York City's Hudson River (Jersey City). That conference will provide many opportunities to share ideas with other researchers and practitioners from institutions around the world.

The development of strong social and emotional skills is central to personal wellbeing. Increasingly, these skills are being taught in schools through well researched curricula. Such social-emotional learning (SEL) curricula are most effective if reinforced by parents, thus transferring the skills into everyday contexts. Traditional SEL programs have however had limited success in engaging parents, and we argue that technology might be able to help bridge this school-home divide. Through interviews with SEL experts we identified central design considerations for technology and SEL content: the reliance on experiential learning and the need to scaffold the parents in scaffolding the interaction for their children. This informed the design of a technology probe comprising a magnet card and online SEL activities, deployed in a school and via Mturk. The results provide a nuanced understanding of how technology-based interventions could bridge the school-home gap in real-world settings and support at-home reinforcement of children's social-emotional skills.

Issues of consumer food waste in industrialised countries are becoming an increasing concern and this is paralleled by a growing interest in HCI to support more sustainable consumption practices. In this paper we report on a mobile food waste diary application that was made available on app stores, with the aim of enabling motivated people to reflect on their moments of food waste and to explore rationales. Through analysis of the entries submitted by users of the diary application, we identify instances of reflection located on different levels. The intention of supporting reflection was visible in instances of submitted diary entries where deeper in- sights about the relationships between food waste, previous experiences, habits, knowledge, occurrences and intentions to change were offered.

Social and emotional skills are crucial for all aspects of our everyday life. However, understanding how digital technology can facilitate the development and learning of such skills is yet an under-researched area in HCI. To start addressing this gap, this paper reports on a series of interviews and design workshops with the leading researchers and developers of 'Social and Emotional Learning' (SEL) curricula. SEL is a subfield of educational psychology with a long history of teaching such skills, and a range of evidence based curricula that are widely deployed in primary and secondary schools. We identify the shared challenges across existing curricula that digital technology might help address: the support for out-of-session learning, scaffolding for parental engagement, and feedback for the curricula developers. We argue how this presents an opportunity for mutually beneficial collaborations, with the potential for significant real-world impact of novel HCI systems, and can inform HCI work on supporting social and emotional skills development in other domains.

Well-developed interpersonal skills are crucial for all social interactions. However, understanding how interpersonal skills are taught or learned, and how technology can play a part in this, is yet an under-researched area in CSCW and HCI research. To start addressing this gap, our research explores the learning processes of counselling students, for whom developing interpersonal skills forms a fundamental part of their university education. We followed an iterative process to gain an in-depth understanding of a specific counselling program in the UK, combining interviews and low-fidelity technology prompts. Overall, 26 participants comprising tutors, students and expert counsellors took part. Our findings first provide insights into the highly collaborative and social learning process of the students. We highlight the complexity of interpersonal reflection as a crucial process for developing counselling skills, and identify the challenges to learning that students face. Second, we build on this understanding to draw out empirically grounded design considerations around opportunities for technology innovation in this setting.

While much effort in interactive system design is centered on the recognition and representation of precise contextual information, where ambiguity or missing information is considered disruptive, other work has sought to play with notions of contextual ambiguity as deliberate design strategies. In this paper, we build on the latter idea by intentionally removing contextual cues to explore the concept of de- and re-contextualization (de+re) for creating thought-provoking experiences through 'contextual puzzles'. In particular, we introduce the interactive installation Hearsay, which presents readers' comments (i.e., texts) on online news stories (i.e., context) as de-contextualized items of information to be interpreted by the user. Our study suggests that this activity of re-contextualization or "putting the puzzle back into place" captured the participants' attention and engaged them in deep considerations of the presented information. Drawing on these findings and on further examples from the literature, we propose the principal of de+re as a Strong Concept in interaction design.

The self-management of a chronic condition is a collaborative activity, performed by patients and carers. However, to date, self-care technologies have been mostly designed for individual use. This article uses a case study of people living with Parkinson’s disease to (a) illustrate how patients and carers collaborate in self-management, (b) discuss the reasons why self-care technology is designed for individual use, and (c) explore the implications of recognizing collaborations for the design of self-care technologies. This work is based on a qualitative study with interviews and observations with people living with Parkinson’s. The analysis illustrates how people living with Parkinson’s collaborate in self-care to build a good life. In particular, it exemplifies how the complex interplay of actions and of patients and carers enables the different self-care activities to take place. To further integrate self-care technology in everyday life, designers need to consider collaborations when studying the context, conceptualizing a technology, and planning an evaluation.

The field of Participatory Design (PD) has greatly diversified and we see a broad spectrum of approaches and methodologies emerging. However, to foster its role in designing future interactive technologies, a discussion about accountability and rigour across this spectrum is needed. Rejecting the traditional, positivistic framework, we take inspiration from related fields such as Design Research and Action Research to develop interpretations of these concepts that are rooted in PD׳s own belief system. We argue that unlike in other fields, accountability and rigour are nuanced concepts that are delivered through debate, critique and reflection. A key prerequisite for having such debates is the availability of a language that allows designers, researchers and practitioners to construct solid arguments about the appropriateness of their stances, choices and judgements. To this end, we propose a “tool-to-think-with” that provides such a language by guiding designers, researchers and practitioners through a process of systematic reflection and critical analysis. The tool proposes four lenses to critically reflect on the nature of a PD effort: epistemology, values, stakeholders and outcomes. In a subsequent step, the coherence between the revealed features is analysed and shows whether they pull the project in the same direction or work against each other. Regardless of the flavour of PD, we argue that this coherence of features indicates the level of internal rigour of PD work and that the process of reflection and analysis provides the language to argue for it. We envision our tool to be useful at all stages of PD work: in the planning phase, as part of a reflective practice during the work, and as a means to construct knowledge and advance the field after the fact. We ground our theoretical discussions in a specific PD experience, the ECHOES project, to motivate the tool and to illustrate its workings.

Many studies show that self-care technologies can support patients with chronic conditions and their carers in understanding the ill body and increasing control of their condition. However, many of these studies have largely privileged a medical perspective and thus overlooked how patients and carers integrate self-care into their daily lives and mediate their conditions through technology. In this review, we focus on how patients and carers use and experience self-care technology through a Human-Computer Interaction (HCI) lens. We analyse studies of self-care published in key HCI journals and conferences using the Grounded Theory Literature Review (GTLR) method and identify research trends and design tensions. We then draw out opportunities for advancing HCI research in self-care, namely, focusing further on patients' everyday life experience, considering existing collaborations in self-care, and increasing the influence on medical research and practice around self-care technology.

Supporting social interactions is a long-term focus for Human Computer Interaction (HCI) and Computer Supported Cooperative Work (CSCW). However, understanding how social and emotional skills are learned, and how this process can be supported by technology, is an important but underresearched area in HCI so far. To address this gap, we review existing approaches to social and emotions skills learning (SEL) in other fields, with a specific focus on SEL in education, in which a large number of evidence-based programs is widely deployed. In doing so, the primary aim of this article is to provide a foundation and set an agenda for future research on the design of technology that would support, and help teach, social and emotional skills. We identify the key challenges to successful learning shared by SEL programs in education—such as embedding skills learned in class also into everyday situations, promoting reflection, and providing additional opportunities for practice—and outline how these could be addressed by digital technology. Overall, our key argument is that much existing HCI work could be used in support of social and emotional skills learning in education, and possibly other domains, but that the topic has not been explored so far. We also highlight how the focus on supporting SEL would bring novel opportunities and challenges for HCI, as well as provide a basis for a strong HCI research agenda in this space.

A poor nutritional state, as is the case for many people today, can increase risks for cancer, cardiovascular disease and obesity. Technology supported approaches could potentially be used to positively influence food consumption. We present the Nutriflect system, which utilizes users' shopping data to inform them about their long term shopping behavior. In an initial study we conducted structured interviews in grocery stores. Based on the results we implemented a system that visualized a household's collective shopping information via situated displays. The aim was to raise awareness about shopping habits and to enable reflection about nutrition without burdening the users with the manual entry of their eating habits. We evaluated the system in a 4 week field study in 8 households with 21 users. The results indicate that contextually situated displays, showing shopping patterns against personal nutrition goals, can foster a reflective and respectful approach towards better shopping and nutrition.

Social networking has a long history of supporting communities online. In this paper we are concerned with a specific community that has formed around free food sharing to save food from being wasted. Specifically, Foodsharing.de is a platform that enables consumers, farmers, organizations and retailers to offer and collect food. Associated with this is the Foodsharing Facebook group where broader community discussions take place. We report on a qualitative analysis of the Foodsharing Facebook group to understand its role in emerging and sustaining the community. The Facebook group is a place where the individual values and motives, socio-political discussions and mass media interrelate and create new social patterns through narratives and local community building. We present our findings as interplay between individual, community, organisational levels, public relations and media, the operational platform Foodsharing.de that enables local communities and the Facebook group where global ideological framing of the community takes place.

Improving game design is a hard task. Few methods are available in games user research (GUR) to test formally how game designs work for players. In particular, the usefulness of user tests (UTs) for game designers has not been fully studied in the CHI community. We propose a novel GUR method called Biometric Storyboards (BioSt) and present a study demonstrating how a Classic UT and a BioSt UT both help designers create a better gameplay experience. In addition, we show that BioSt can help designers deliver significantly better visuals, more fun, and higher gameplay quality than designing without UTs and that classic UTs do not provide this significant advantage. Our interviews support the idea that BioSt provides more nuanced game design improvement. The design implication is that a game designed with the BioSt method will result in high gameplay quality.

Ecological sustainability is becoming of increasing concern to the HCI community, though little focus has been given yet to issues around food waste. Given the environmental impact of food waste, there is potential to make a significant difference. To understand everyday domestic practices around food and waste, we took a “practice” lens and carried out a study in 14 households that involved interviews, in-home tours and, in five of the households, a FridgeCam technology probe. The analysis highlights that food waste is the unintended result of multiple moments of consumption dispersed in space and time across other integrated practices such as shopping and cooking, which are themselves embedded in broader contextual factors and values. We highlight the importance of respecting the complex negotiations that people make within given structural conditions and competing values and practices, and suggest design strategies to support dispersed as well as integrated food practices, rather than focusing on waste itself.

Advances in biosensing make it possible to include heart rate monitoring in applications and several studies have suggested that heart rate communication has potential for improving social connectedness. However, it is not known how people understand heart rate feedback, or what issues need to be taken into account when designing technologies including heart rate feedback. To explore this, we created a heart rate communication probe that was used in two qualitative in-lab studies and a two-week field trial in participants' homes. Results show that heart rate feedback is a strong connectedness cue that affects the interaction in various ways, depending on a number of interrelated factors. In particular, we found two distinct categories of effects: heart rate as information and heart rate as connection. We propose two mechanisms that could explain these observations and draw out the implications they have for future use of heartbeat communication to support social connectedness or other aspects of social interaction.

The proliferation of social networking sites and mobile technology allows us to check on our friends and family, follow what experts in our field think, or simply 'check-in' online. While in many ways advantageous, the ability to be constantly connected is significantly affecting our offline interaction behavior. People sharing a table today might ignore each other for stretches at a time in order to interact with far-away friends through mobile technology instead. The goal of this workshop is to examine how we can build technologies that promote offline interactions. We plan to discuss how offline interactions can be spurred within different social groups and different settings through currently available devices and technologies. We also plan to explore how such technologies can be built and used for different types of offline engagement (e.g., playful vs. serious). The workshop aims to establish a community interested in computer mediated offline interaction.

Support for ecological sustainability is of growing interest and the over-consumption, production and disposal of foods are a major concern for sustainability, ethics and the economy. However, there is a deficit in current understandings of how technologies could be used within this area. In this paper we focus on food waste and report on a qualitative study to understand daily food practices around shopping planning, gardening, storing, cooking and throwing away food, and their relations to waste. The findings point to design-relevant factors such as losing sight and reordering; spatial, temporal and social constraints; trust and valuing food source; and busyness, unpredictability and effort. The main contribution of this paper is to understand food practices and in turn to present seven dimensions of visibility to draw out implications for designing mobile and ubiquitous technologies for this new arena for design. We also present a prototype evolving from our qualitative results, the mobile food waste diary.

How to motivate and support behaviour change through design is becoming of increasing interest to the CHI community. In this paper, we present our experiences of building systems that motivate people to engage in upper limb rehabilitation exercise after stroke. We report on participatory design work with four stroke survivors to develop a holistic understanding of their motivation and rehabilitation needs, and to construct and deploy engaging interactive systems that satisfy these. We reflect on the limits of motivational theories in trying to design for the lived experience of motivation and highlight lessons learnt around: helping people articulate what motivates them; balancing work, duty, fun; supporting motivation over time; and understanding the wider social context. From these we identify design guidelines that can inform a toolkit approach to support both scalability and personalisability.

Nonverbal communication is an essential part of face-to-face social interaction, conveying information about emotion and interpersonal relationships. The rigorous sensing capabilities of pervasive technologies and the subtle nature of ambient technologies make them ideal to support the production of nonverbal communication in social interactions. In this paper we present a study using an ambient technology that supports nonverbal communication, and specifically nonverbal behaviours associated with rapport. We show that an ambient display can influence a participant's nonverbal behaviour, and that participants are not aware of this change in their behaviour. We discuss these findings in terms of the design and ethical issues that it raises, and define an agenda for future work.

Constructive emotional experiences are strongly related to effective learning. Yet, it is challenging for teachers, researchers and students alike to understand the emotions experienced in the classroom setting. Advances in wireless and sensor technologies open up possibilities for better supporting emotions. However, little work has explored how affective technologies in the classroom might operate. This paper describes a study where 15 high school students used the Subtle Stone: a tangible technology designed to support students' active emotional communication in the classroom. We report on how the students used and experienced this technology, and the values they demonstrated through this use: flexibility, privacy, agency, voice and reflection. We conclude by examining future possibilities for affective technologies in the classroom.

New wireless, networked, and sensor-based technologies are increasingly pervasive within health care. We are seeing a growth not only in the availability of hardware and software solutions for heal...

In this paper, we describe the installation Sim-Suite which engages members of the public through interactive experiences based on everyday play strategies and basic full-body human movement. The underlying concept of Sim-Suite explores a recombinant approach to cultural understandings in regards to the social practice of play and embodiment. Our approach deploys digital technologies to facilitate human-to-human tangible interaction using common materials and objects. In this context, the experience of the physical world is expanded and reconfigured together with the transient virtual space of play and digital media.

This paper examines the process of customizing Particle sensors for use in a home energy monitoring project. Our developments affected sensor hardware, sensor software and data capture. The developed sensors have been deployed in two homes in the UK. We examine the issues in using 3rd party toolkits to undertake research and suggest design and process enhancements to better assist with the deployment of sensors in homes.

Located pervasive experiences are often constructed as one off deployments with domain experts acting in a consultancy role to technical specialists who construct the experience. In this paper we will look at how pervasive infrastructures might be constructed that can support domain experts as direct experience authors. We present a case study based around a locative pervasive system supporting school field trips, and describe how aspects of the construction and running of the experience were handed over to the domain experts. Based on our experiences we suggest a number of key principles that we believe make it possible for non-specialists to become pervasive authors: separation of the information layer, use of metaphor, in-situ authoring, robustness, varied location modelling and coarse orchestration

A key challenge in co-designing UbiComp is that users may have limited understanding or experience of these technologies. While the value of situated co-design activities for promoting understanding is known, the role of time is less well researched. Here we describe and reflect on a range of co-design activities carried out with the curators of an historic English manor house to create novel visitor tours. We show how an ensemble of situated co-design activities over time led to the unfolding of user understanding around issues of content, technology and user experience, in turn leading to a progressive re-imagining of practice. This points to the importance of time and variety of in-situ activities to help people engage as co-designers in creating novel UbiComp-enabled experiences.

Fieldtrips, traditionally associated with science, history and geography teaching, have long been used to support children’s learning by allowing them to engage with environments first-hand. Recently, ubiquitous computing (UbiComp) has been used to enhance fieldtrips in these educational areas by augmenting environments with a range of instruments, devices and sensors. However, the sorts of interaction design that UbiComp makes possible have the potential not just to enhance the value of educational techniques in known application areas, but also to expand the application of those techniques into new areas of curriculum. We report on a UbiComp-supported fieldtrip to support creative writing, associated with the learning of literacy skills. We discuss how the fieldtrip, designed and run in the grounds of a historic English country house with Year 5 UK schoolchildren, engendered interactions which changed both the processes and products of creative writing, with benefits for both teachers and children.

Code management systems like Concurrent Version System (CVS) can play an important role in supporting coordination in software development, but often at some time removed from original CVS log entries or removed from the informal conversations around the code. The focus of this paper is one team's long term use of a solution where CVS is augmented with a lightweight event notification system, Elvin, and a tickertape tool where CVS messages are displayed and where developers can also chat with one another. Through a statistical analysis of CVS logs, and a qualitative analysis of tickertape logs and interview data, there is evidence of the tool transforming archival log entries into communicative acts and supporting timely interactions. Developers used the close integration of CVS with chat for growing team culture, stimulating focused discussion, supplementing log information, marking phases of work, coordinating and negotiating work, and managing availability and interruptibility. This has implications for consideration of more lightweight solutions for supporting collaborative software development, as well as managing awareness and interruptions more generally.

Integration of e-Science and Grid technologies into curriculum teaching is currently an ambitious aim for teachers and school infrastructures to organise. However, it can expose classroom learners and teachers to a wider community of specialists and interested others, enriching the classroom experience beyond the knowledge of the local teacher. This paper reflects on two practical e-Science projects that utilised mobile hand-held technologies to bring the concepts of collaborative e-Science and the Grid to young scientists. Students engaged in hands-on exploration of their surroundings, and were able to communicate with pollution specialists and with a remote classroom of children who had used similar sensors. Communication and data sharing activities in these sessions exposed a requirement for a suite of tools and technologies not currently accessible to schools. From qualitative analysis of data across these two projects, we present a collection of supporting tools to help achieve this aim and future research direction.

In this paper we describe an investigation into the requirements for and the use of in-situ authoring in the creation of location based pervasive and UbiComp experiences. We will focus on the co-design process with users that resulted in a novel visitor experience to a historic country estate. This has informed the design of new, in-situ, authoring tools supplemented with tools for retrospective revisiting and reorganization of content. An initial trial of these new tools will be discussed and conclusions drawn as to the appropriateness of such tools. Further enhancements as part of future trials will also be described.

Gaining feedback from users early in the design of a complex, novel social system poses unique challenges. We report on our multi-session, in-context approach to get users to envision how they would use an early prototype in everyday life, combined with projections of how their friends would use it. The prototype is a novel social communication management tool and we required users develop a deep understanding of the complete system over time. Findings from data collected across four sessions show that using personalised task scenarios and giving users longer exposure to an early interactive prototype, combined with peer-to-peer discussion, enables participants to move beyond initial reactions to develop more reflective opinions. Participants were able to overcome first impressions and learning effects, develop deeper understanding of new conceptual models underpinning the system, integrate their understanding of piecemeal components and reflect on own use and use by others in deeper ways.

Ubiquitous and mobile technologies provide opportunities for designing novel learning experiences that move out of the classroom. Information can be presented and interacted with in a variety of ways while exploring a physical environment. A key issue this raises is when, where, what and how much? Our research is concerned with the design, delivery and interaction of digital information when learning about ecology outdoors. We present a framework of the different forms of digital augmentation and the different processes by which they can be accessed. Using the framework, we designed an outdoors learning experience, aimed at encouraging students to carry out contextualized scientific enquiry and to reflect on their interactions. Pairs of 11-12 year olds explored a woodland and were presented at certain times with different forms of digital augmentation. Our study showed that this kind of exploration promoted interpretation and reflection at a number of levels of abstraction.

We describe a user study of a large multi-user interactive surface deployed for an initial period within a real world setting. The surface was designed to enable the sharing and exchange of a wide variety of digital media. The setting for the study was the common room of a high school where students come together to mix, socialize, and collaborate throughout the day. We report on how the students use the new technology within their own established communal space. Findings show that the system was used extensively by the students in a variety of ways, including sharing of photos, video clips, and websites, and for facilitating social interaction. We discuss how the interactive shared surface was appropriated by the students and introduced into their everyday lives in ways that both mirrored and extended their existing practices within the communal space.

Article Free Access Share on Evolving Orbit: a process report on building locales Authors: Tim Mansfield Cooperative Research Centre for Distributed Systems Technology and School of Information Technology, The University of Queensland, St. Lucia 4072, QLD Australia Cooperative Research Centre for Distributed Systems Technology and School of Information Technology, The University of Queensland, St. Lucia 4072, QLD AustraliaView Profile , Simon Kaplan Cooperative Research Centre for Distributed Systems Technology and School of Information Technology, The University of Queensland, St. Lucia 4072, QLD Australia Cooperative Research Centre for Distributed Systems Technology and School of Information Technology, The University of Queensland, St. Lucia 4072, QLD AustraliaView Profile , Geraldine Fitzpatrick Cooperative Research Centre for Distributed Systems Technology and School of Information Technology, The University of Queensland, St. Lucia 4072, QLD Australia Cooperative Research Centre for Distributed Systems Technology and School of Information Technology, The University of Queensland, St. Lucia 4072, QLD AustraliaView Profile , Ted Phelps View Profile , Mark Fitzpatrick View Profile , Richard Taylor Cooperative Research Centre for Distributed Systems Technology and School of Information Technology, The University of Queensland, St. Lucia 4072, QLD Australia Cooperative Research Centre for Distributed Systems Technology and School of Information Technology, The University of Queensland, St. Lucia 4072, QLD AustraliaView Profile Authors Info & Claims GROUP '97: Proceedings of the international ACM SIGGROUP conference on Supporting group work: the integration challengeNovember 1997 Pages 241–250https://doi.org/10.1145/266838.266919Online:16 November 1997Publication History 42citation399DownloadsMetricsTotal Citations42Total Downloads399Last 12 Months0Last 6 weeks0 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteeReaderPDF

This case study explores the nature of work for one group of systems administrators.Their virtual work domain offered little support for collaboration and mechanisms in the physical domain were often used instead.However, the way that group members were able to make sense of their complex virtual work environment suggests a new interpretation of spatial metaphors for the design of collaborative systems.This is one based on 'place' or 'locale', and 'centres', taking into account the observation that people work in multiple social worlds simultaneously, that these social worlds provide a structuring over the work domain, and that the individual draws from this structure elements relevant to their tasks.

Current process support systems seek to impose a process structure which controls the work of participants in co-operative work activities. This structure is based on the false premise that the global order emergent from the chaotic dynamics of work processes can be used to prescribe local activity which is in fact situated and unpredictable. A spatial approach to the support of cooperative work processes is proposed. A space of work is defined, incorporating service, information, role and artefact objects, to capture the bounds and characteristics of the global order. The situated reality of work processes is supported by enabling participants to compose objects dynamically to form their own process path through the space.