While Child–Computer Interaction (CCI) research frequently reports successful outcomes, challenges and failures in studies conducted in school context are rarely examined in detail. This paper addresses this gap through a collective reflection on when and how research with children in school contexts can be considered successful, and what challenges threaten such success. Based on decades of CCI experience from fifteen researchers across multiple countries, the study used a structured, multi-phase process informed by confessional research and child-centered ethics. The analysis identifies nine aspects of success across three areas (stakeholder experience, data generation, and children’s engagement) alongside fifteen recurring challenges organised into seven areas. We also map the relationships between successes and challenges, revealing ethically consequential tensions often overlooked in published accounts. The paper offers practical guidance, an analytical vocabulary, and a reflective method to foster more transparent and ethical CCI research in school settings.

This paper advances a collective research manifesto for Computational Empowerment (CE) in Child–Computer Interaction (CCI), grounded in diverse practices across global contexts. Drawing on five cases from Asia, Europe, and North America, we examine how CE commitments materialize in real world settings, revealing both their transformative potential and the tensions they introduce. Our cases illustrate that CE is inherently context dependent, socially situated, and shaped by surrounding structures. We identify key directions for extending CE: embedding critical and ethical perspectives, foregrounding situatedness and relationality, challenging convenient choices, and questioning design assumptions. This involves strengthening children’s agency in shaping computational systems and widening CE’s reach through more inclusive, sustainable practices. We offer this work as intentionally incomplete—an invitation to ongoing dialogue and collective action toward empowering children in computing.

Even the most comprehensive plans may go awry when working with children and in places such as schools, which results in unexpected challenges or sometimes failures. Yet, research publications seldom report on these failures and events, and meaningful second hand experiences are rarely shared beyond the project or research team, if at all. To break this cycle, we propose a half-day workshop at IDC 2026 for collectively reflecting on project experiences - from (un)fortunate events to failures, to learn and grow as a community. We invite researchers and practitioners, young and experienced, to bring their experiences and to collectively compile a list of lessons for the CCI community. This workshop builds on prior initiatives on learning from failures, with the goal of incorporating regular collective reflections as a practice at IDC.

This paper examines how children’s capacity to imagine educational futures is shaped by the conditions under which participatory speculative design is introduced. Drawing on workshops with 47 eighth-grade students in India, we explore how scaffolding influences engagement with emerging technologies and future-oriented thinking. Across two sessions, students encountered generative Artificial Intelligence (AI), virtual reality, and a social robot, engaging in design fiction and scenario drawing. Our findings show that rather than generating distant fantasies, speculative design enabled a critical examination of students’ existing educational contexts. With careful scaffolding, children articulated transformative visions that challenged exam-centric schooling and prioritized emotional well-being; without it, imaginaries remained anchored to present constraints. We contribute to Child-Computer Interaction research by framing scaffolding as a decolonial intervention essential for future-making in high-pressure pedagogical environments. Specifically, we propose affective scaffolding and agency-preserving design as frameworks to bridge emotional gaps and ensure human-centric innovation in the Global South.

In this paper, we use the Child-Centred Ethics framework to critically reflect on the planning, implementation, and impact of twelve (2-4 year) projects with children (ages 2-18 years) in Finland, the UK, India, Japan, and the USA. Our analysis reveals diverse ethical challenges and experiences: adapting materials based on the abilities, interests and agendas of the children, teachers, and schools, considering consent and assent as continuous processes, and exploring impacts beyond the project duration. We also discuss handling data ownership among participants and international collaborators, and managing difficult situations that arise, such as, participants pushing the boundaries of technology and people, technical breakdowns, and in situ negotiations of roles among teachers and researchers. We use our analysis to extend the CCE Framework in two distinct ways; incorporating adult stakeholders and impacts beyond a projects’ lifecycle. Our work contributes to research on ethics in Child-Computer Interaction (CCI) research, addressing how to plan, implement, and create an impact in CCI projects with children.

Children increasingly interact with a myriad of technologies in their everyday lives, yet are seldom invited to envision the future trajectories of these technologies or what futures they want to see. To address this gap, we conducted design futuring workshops with 31 school children in India (ages 10-13 years). Participants imagined future classrooms and the different types of technologies situated within these classrooms. Participants’ resultant socio-technical imaginaries reveal an underlying hope to be empowered in the learning process, underscoring the values of empathy, care, inclusion, and empowerment. Their imaginaries also highlight the everyday problems that concern them the most and how they imagine overcoming them, deliberating also on the role of humans in these futures. Our work contributes to Child-Computer Interaction (CCI) research on engaging children to critically envision their digital futures by illustrating the value of design futuring and socio-technical imaginaries, especially created by an under-represented group, Indian children.

Marginalization, oppression, and injustice remain deep-rooted challenges facing the world today. Information Systems (IS) scholars could make a difference and try to make the world a better place; however, there is a lack of design methods dedicated for that. Design methods deriving inspiration from critical research tradition hold great potential in this respect. We have examined how to embed values of critical research tradition, particularly such addressing collective empowerment, into the design process in a design research project in which we explored in collaboration with children critical design methods for the purpose of addressing a wicked societal problem of bullying. For this study, we analysed four design methods we experimented with from the viewpoint of values of the critical research tradition, particularly collective empowerment, embedded in and advocated by the methods. We identify variety in the methods in terms of critical values included, collective empowerment addressed, emergent factors identified, and extent of criticality advocated. We contribute to IS literature by offering insights on how IS research, practice and education can embed critical research tradition values, particularly addressing empowerment in the critical and collective senses, more strongly into the design process. We call for wild methods in terms of criticality and propose an initial set of design principles for their development.

Data-driven systems play a significant role in shaping children's experiences, as they interact with data-centric technologies daily through various platforms, including social media.Recent studies have highlighted children's perspectives on these technologies, offering insights into their awareness, concerns, and interactions with data-driven systems.This empirical study positions children as coresearchers, employing participatory and speculative approaches to collaboratively explore the futures of data-driven systems, with a particular focus on social media.Methodologically, we build on nexus analysis to bring understanding on children's ability to articulate concerns on data-centric technologies and imagine alternatives in ways that reflect their needs, aspirations, and social realities.Our findings showcase children's primary concerns about data-centric technologies and illuminate various expressions of agency identified in their speculative fictions.Consequently, we call for the promotion of critical data literacy to foster children's agency within data-driven systems.

Emerging technologies such as artificial intelligence (AI) and mixed reality (MR) increasingly pervade the world of children, from their schoolwork to leisure activities and social relationships. This has led to Child Computer Interaction (CCI) research supporting children's critical understanding of digital technologies and their ability to influence the design of future digital technologies. Despite these efforts, there are several limitations and challenges in terms of Computational Empowerment (CE) of children. This workshop unites such research 1) to create a shared manifesto for CE of children and 2) to jointly develop a research ‘roadmap’ to push the boundaries of CE of children.

The integration of AI technologies in all domains of life raises ethical debates. Children and young people are not exempt from these discussions since AI is also an increasing part of their lives. This study explores teenagers’ (aged 13 to 16 years) views on AI with a focus on ethical thinking. This is a retrospective empirical study in which data from three cases involving young people in technology learning activities have been analysed to answer the following research questions: (i) What ethical challenges around AI do young people reflect upon and (ii) what ethical dimensions do these reflections connect to? We have adapted an existing framework outlining dimensions of ethical thinking to identify young people’s ethical reflections on AI in various learning activities. Our findings show how young people reflect on AI ethics, even without dedicated teaching on it and are able to consider various dimensions and make connections to everyday uses of AI raising ethical issues. Based on our findings, we advocate for an integrated approach of AI and ethics in learning activities about technology. We believe the framework presented in this study can be a valuable tool to inform further research and practice.

School children increasingly engage in designing and making activities, with the aim to promote creativity, increase peer collaboration, and engage with novel technologies. However, there is limited exploration of the impact of these activities. This study inquires what kinds of identities children (co)produce during design and making and how they evolve. Nexus analysis is used as a research strategy, drawing on multimodal research materials accumulated and gathered during a design and making project conducted with 11–12-year-old pupils. The research lens views social action as an intersection of participants’ histories, their mutual interaction orders, and discourses in place. The analysis entails scrutinizing the detailed aspects of identity production that are bound with wider discourses and interactions. Our findings show how identities of a maker, designer, change agent, performer, leader, content producer, and empathizer emerged, and how the competing orientations of being pupils and engaging in design and making that invite diverse types of identity production among the pupils, at the same time gaining agency as designers and makers, and ownership of their designs.

We suggest transformative agency is brought to the forefront of Participatory Design (PD) in Child-Computer Interaction (CCI) research to scaffold children's active engagement in matters related to digital technology and its effects on society. Based on Cultural-Historical Activity Theory we define children's transformative agency as their ability to actively change their own matters, their shared matters, or even societal matters for the better and more just society. We report on a framework for analyzing PD research with children and demonstrate how PD can support transformative agency of children through vignettes from two PD projects with children. Based on the vignettes, we provide a set of additional PD aims to consider when integrating the scaffolding of transformative agency explicitly in PD with children. A focus on children's transformative agency will contribute significantly to the maturing field of Computational Empowerment in CCI as an extension of the current PD work with children.

We report how designers support active engagement of neurodiverse children (13 -16 y.o.) in participatory design (PD) through “Design Partnering”. Design partnering denotes a process in which neurodiverse children are teamed up with neurotypical peers to help them overcome cognitive, social, and relational barriers and thus make their engagement more active during design. We contribute with studies of design partnering in three different PD activities: Field studies, Ideation, and Prototyping. We map out the opportunities and challenges we faced in our study when applying design partnering in PD research. We discuss our findings to lay out future studies to be conducted in Child-Computer Interaction research to provide more knowledge on the potentiality and challenges of design partnering in PD.

Abstract A smartphone’s screen is commonly regarded as a private space, and the action of looking at it is usually considered a violation of one’s privacy both by researchers and designers. However, our study demonstrates how participants in the interaction themselves negotiate moment by moment and achieve an understanding of someone’s screen space as public or private. In this paper, we analyze the interactional sequences of uninvited looks at another participant’s phone. Drawing on visual ethnography and ethnomethodologically informed multimodal interaction analysis, we video-recorded and analyzed everyday interactions between friends and acquaintances. Our findings show that looking at someone’s smartphone display is often performed and oriented to as a resource in interaction rather than an invasion of privacy. We therefore characterize the interactional functions of gazes and glances at another’s screen. We also discuss the research and design implications of approaching privacy as a situated practice.

This study explores how design research encompassing multiple disciplines is accomplished. Such work is highly challenging. Even if information systems (IS) research generally shows an interest in reflecting on its research practice and celebrates work involving multiple disciplines as an ideal and a necessity, sufficient attention has not been paid to the challenges of such an approach or their resolution. This study introduces a situated perspective on design research entailing multiple disciplines. “Doing design research” is approached as a complex and skilful interactional accomplishment in situ with extensive and ongoing identity and agency articulation and negotiation. The study demonstrates that “doing design research” and “being a design researcher” with multiple disciplines involve a delicate dance. The study renews our discourse on design research and enables serious reconsideration and development of IS research methods education. The research also has implications for digitally augmenting research.

Making in a digital fabrication laboratory (Fab Lab) using Fab Lab processes is generally challenging for novice makers, particularly for families with young children. We conducted a qualitative study on family engagement in open-ended digital fabrication activities in an informal Fab Lab setting, where families engaged in 2D/3D designing, laser cutting, and 3D printing. We observed challenging transformations when families moved from brainstorming to digital designing and, subsequently, from digital designing to machine-making a physical object. Fab Lab instructors’ work, parental approaches, and oral discussions, which were all intended to facilitate children's participation in the activities, were central in and intertwined with these transformations, and led to the engagement or disengagement of children. Through this study, we shed light on the challenges families faced and provide insights into how to reduce the complexity of digital fabrication for families who have no prior experience of it as well as into how Fab Lab instructors can help enable young children's participation in the related activities.

Some level of digital technology design skills and competencies is important in any profession but in their education and work life this is often ignored. We explore the potential of Educational Participatory Design (EPD) in transforming work practices within diverse disciplines. This is done through a transdisciplinary case where EPD was used as an approach for transforming language teacher education seen to respond too slowly to technological advancements in society and work life. Based on our findings, we propose EPD as a useful approach for building the design agency of future professionals with various disciplinary and professional backgrounds. In the context of real-life work practice with students as future workers, EPD invites them to act as 'designers' envisioning novel practices and technologies for their own work, engaging their 'users' in the PD processes. EPD as a novel methodological approach integrates design with work practice learning and education and therefore, we suggest, belongs to the core expertise of CSCW research and design interested in the digital transformation of work practices.

Nurturing children's competences needed for their digital futures and inviting them to adopt a protagonist role within design process have recently been emphasized in child-computer interaction research. For children to be able to act as design protagonists, they need design capital. We carried out a project with 13-14-year-olds and inquired under what circumstances the situated design capital of children emerged, enabling them to act as design protagonists without us deliberately steering them towards that. By employing the theoretical lens of nexus analysis, several factors were discovered that mediated children to utilize their situated design capital, including distributed agency, positive peer pressure, peer learning, and identity positioning. The findings imply that children's situated capital emanates from interactional phenomena, within which historical trajectories of the place, children, discourses, ideas, and objects intermingle.

With the forced reboot of our lives due to the COVID-19 pandemic, our interpersonal relationships are nowhere yet everywhere. However, opportunities for initiating or maintaining friendships and romance in the physical world have dwindled. Within the context of India where multiple realities exist, the question arises – what is the future of these relationships? In this paper, we present the outcomes of a workshop looking at the future of relationships using design fiction. Participants worked in small teams to create scenarios that critically consider the future of love, friendships, and romance within the Indian context. Through the lenses of criticality, empowerment, and value creation, we examine the design scenarios and the design process including criticality of the designs, empowering experiences of the participants, and the perceived value gained from participating in such a workshop. Our findings indicate the potential of design fiction to allow participants to step out of their comfort zone into a critical stance in discussing love and intimacy. Based upon our findings, we discuss implications for design research, practice, and education.

Bullying is a problem concerning us all, especially our children. Human Computer Interaction (HCI) has invited children to tackle this problem through design and technology. However, yet there is limited research including critical engagement with the topic, even if the critical agenda is arousing increasing interest in HCI. Design fiction has shown potential in addressing critical concerns. However, albeit design fiction has entered HCI method repertoire already some time ago, it is an ambiguous concept with multiple meanings and usages. We map and articulate some of this variety: fascinating, future-oriented, and provocative studies are identified, while also a lack of critical design fiction, aiming at empowerment of the power-weak. We contribute by exploring such kind of design fiction in collaboration with children to tackle the problem of bullying. We scrutinize our participatory and empowering design fiction process and outcomes and discuss their implications for HCI research and design fiction practice.

Bullying is a challenge concerning us all, and particularly our children. This has already been acknowledged by CHI, among others. Despite the interest, there is a lack of comprehensive understanding of the state of the art – a critical review is needed, addressing bullying in the lives of children, in the context of and/or by the means of design and technology, covering CHI as well as related computing fields, being inspired by the strong body of knowledge within human sciences. We report on a comprehensive literature review on the topic, with the aim to understand what and how has been done so far to handle this troublesome and widespread phenomenon as well as to indicate how to move the field forward. We report how the topic has been examined and with what kind of means tackled, revealing interesting underlying assumptions about design, technology and human agency.

Physical space and materials we work with, as well as people we interact with affect the design and making processes. These aspects in relation to 3D designing in alignment with 3D printing need considerable exploration within Child-Computer interaction (CCI) research community. We conducted our case study by collecting 9-full-day-observation and interview data and examining 3D modeling and 3D printing activities, as work duties of 15-17-years-old summer trainees organized at the university. We identified, inspired by nexus analysis, different discourses circulating around these activities of novice young people and how the discourses are intermingled with the space, the materials, and the task at hand in complex ways, constructing and shaping the experience of the young participants. In our research and design implications, by signifying the impact of the people, challenges, tasks, spaces and tools, we provide recommendations for maintaining children's engagement in digital fabrication, significantly 3D designing and 3D printing, activities.

Digital technologies are increasingly used with individuals with special needs for skill-building, social inclusion, and empowerment. However, different stakeholders involved in raising an individual with special needs have different and sometimes conflicting understanding of empowerment and motivations towards it. Using an empowerment framework, we collaboratively analyzed and critically reflected on the design and outcomes of three user studies conducted at a special needs school in New Delhi, India. The studies focused on learning how to make compost out of everyday kitchen waste, to assemble a solar lantern, and to buy groceries from a local store. Findings from the analysis provide insights into the complex socio-cultural conditions that enable, and in some cases limit, empowerment of individuals in an underserved and special needs context. We contribute to discussions on empowerment of children through design and use of digital technologies.

Humor is an inevitable part of human life. Most of us are capable of experiencing and appreciating humor. From this perspective, surprisingly little HCI research can be found scrutinizing the existence, role, and potential of humor in our design practice. The gap remains also related to children and teenagers; there is a lack of studies appreciating the emergence and existence of humor in the design process without intentionally evoking it. Thus, this study examines humor as a naturally occurring phenomenon in the design process. The study was conducted in collaboration with a class of teenagers and their teachers. The study identifies various forms and functions of humor in the design process and reveals its situated, emergent nature as a resource in interaction within design. The study proposes a practical tool for designers for anticipating and potentially facilitating the emergence, forms and usages of humor as an interactional resource in design.

Design is at the heart of Human Computer Interaction research and practice. In the research community, there has emerged an increasing interest in understanding and conceptualizing our research practice, particularly such entailing design. However, reflective discussion around the associated challenges and practicalities is yet limited. Moreover, so far there is limited discussion on the cross-disciplinary nature of our research and design practices: although cross-disciplinarity has been brought up as an ideal and a necessity, its practicalities and complexities remain yet poorly explored. This study examines a cross-disciplinary research project with a number of researcher-designers representing different disciplines acting as 'designers', while having a divergent understanding of it and of who has authority to do it. The study relies on nexus analysis as a sensitizing device and shows how various discourses, epistemologies and histories shape cross-disciplinary research and design. Critical reflection around our research practice entailing design is called for.

Ubiquitous computing continues to transform our lives, including our homes and leisure activities. Smart home energy management system (SHEMS) are one example of such a technology. It connects homes to a smart grid and may increase the use of renewable energy by directing the demand to off-peak hours and reducing the overall energy demand. User values of such a technology may be critical in the acquisition, adoption and assimilation of the technology. This research fills the gap of understanding user values of SHEMS users. We studied new, potential and experienced users of SHEMS and their values. Sensory ethnography interview method was applied in the value sensitive design empirical investigation to elicit key user values of SHEMS in 28 families. The users relate to SHEMS values such as economic gains, environmental sustainability, comfort and security. Some SHEMS users' values such as stimulation, creativity, and autonomy, can be in conflict with the values of other family members, and with those which are currently built in the SHEMS technologies. The recognized values of SHEMS stakeholders act as an input for the design of smart grid and smart home services and products. In addition, the research contributes to the theory-building of smart home technology user research.

During past years, an increasing interest has been placed on critical design in Human Computer Interaction (HCI) and design research communities. Child Computer Interaction (CCI) research community, however, has remained quite silent about these recent developments. There are no studies explicitly addressing critical design for, with and by children nor studies explicitly embracing critical research tradition. Yet, there are some works that clearly still can be linked with critical research and design traditions. Those works can be seen to represent seeds of critical design already evident in the CCI community. This paper introduces critical design discourse into CCI research. First critical research and design traditions are presented, after which existing developments in CCI research that can be linked with critical research and design are identified. The paper ends up by proposing a research agenda for future critical CCI research and by discussing associated benefits and challenges.

Maker movement has recently gained worldwide recognition. Educating children in making activities has also become advocated. Studies have reported experiences on engaging children in making activities and the importance of nurturing a maker identity in children has been advocated. This study reveals findings from a case where, in the spirit of genuine participation of children, 10--12-year-old children gained initial experiences in design and making activities within an elective mathematics class as part of their primary school education. The study shows that children adopted multiple subject positions and relied on various discourses when describing their experiences. We argue that none of them developed a designer or a maker identity as such during the project, whereas many of the children reported of having developed some sort of meaningful relationship to design and making. We argue that this is a valuable outcome per se. Implications for HCI research and design are discussed.

In this paper, we examine collaborative design projects in school contexts with many different stakeholders. We look at the value created for and by different stakeholders, focusing on value as a benefit, which is experienced – perceived and determined – by the beneficiaries themselves in the value co-creation process. As our focus is in “value-in-use”, i.e., value which emerges through activities taking place in a specific space, time, and context, we define value through subjective experience of people involved. We apply in our study the concept of value co-creation, where value is understood emerging from collaborative activity between actors participating in the activity. We see that the value co-creation lens provides a useful means for the CSCW community to scrutinize and make sense of collaborative design projects. We categorized the perceived value for each stakeholder and discuss how these categories can help in gaining a deeper understanding of the value gained in collaborative design work as well as how value co-creation lens in more general can be used as a tool in collaborative design projects.

Critical design arouses increasing interest in Human Computer Interaction (HCI). Critical Design is a relatively novel and a contentious design approach within this stream, while also other critical design approaches are emerging in HCI. Information systems research, then again, has been fascinated with critical research for decades and strongly integrated the critical lens into studies on systems development and use. However, critical information systems research is weak in the design practice -- very few studies actually involve design. We argue that combining the forces of these various critical traditions, an empowering approach to design can be developed. A categorization of critical design approaches is proposed and fascinating paths for future work are identified. Particularly we call for future developments on critical design research along two lines: expert-led critical design better integrating the tenets of the critical research tradition and user-led critical design truly advocating the empowerment of the power-weak.

Children are growing up in an increasingly digitalized world and concerns for their online safety picture in research and in public debate. We contribute to the discussion about children's online safety through a discourses survey on public discussions carried out in Finland 2014-2015. We reveal that discourses on control, trust and involvement permeate debates on children's online safety, and we argue that this has important implications on the means that we develop for ensuring children's online safety. While some control is needed, instead of risking to lose their children's trust through restricting or monitoring, parents may want to build a trusting relationship with their children so that they can trust children to make good decisions and that the children trust them. There is a need to build technical mediation that is transparent and facilitates building of trust.

Open source software (OSS) projects are often seen as participatory and egalitarian settings where people collaboratively develop software to serve their needs as well as the needs of others. In this paper, however, we argue that power and politics also characterize OSS development, and that this has serious implications for OSS usability. The existing Human-Computer Interaction (HCI) research on OSS usability has already shown that power and politics play a role; this study offers a theoretical treatment of the matter. A theoretical framework on power and empowerment is utilized in analyzing empirical data on OSS usability as well as the existing body of knowledge on the topic. With the help of this framework, HCI research can address the aspects of power and empowerment in OSS usability in a more systematic and comprehensive manner.

Children's participation in information and communication technology (ICT) design is an established interdisciplinary research field. Methods for children's participation have been developed, but a closer link between theory and design has been called for, as well as an examination of various participants influencing children's participation in ICT design. This paper addresses these gaps by introducing the research strategy of nexus analysis as a promising theoretical framework. Especially the concepts of ‘interaction order’ and ‘historical body’ are utilised in the analysis of six empirical studies on ICT design with children. The analysis shows that through the participating children there were also ‘others’ involved, multiple voices to be heard, often invisible but informing design. Some of these ‘others’ have already been acknowledged in literature but the issue has not been examined in depth and common vocabulary for this is lacking. Some practical implications will be offered by illustrating how to consider these concepts in different phases of ICT design: when establishing relationships with children, involving children as participant designers and analysing the results of these participative processes.

This article examines distributed participatory design in open source software (OSS) development. User participation is becoming a relevant topic of research in the OSS development context. Though it has not been examined much to date, the OSS development context has been argued to advocate a particular type of participatory design, which can now be scrutinised in its natural setting as it evolves. Two interpretive case studies on user participation in OSS development are included in this article. The first examines a traditional community OSS development project; the second concentrates on the company OSS development context, the case being a software development unit of a global corporation involved in OSS development. Through analysis of the cases, different forms of participatory design (PD), especially of distributed PD, are identified. Distributed PD is interpreted to include gaining an understanding of users' current practices, redesigning them together with users and gathering feedback from users related to the solutions. Different kinds of roles are available to users, as well as to for intermediaries ‘representing users’. Especially, the importance of online forum-based and intermediary-driven PD is emphasised in this article. Implications for PD and OSS research and practice are considered.

In this paper we describe three different design activities carried out for the design of a music device for children. The studies involved researchers from different disciplines as well as children from different schools. We reflected on what happened during the design activities and we looked at the outputs produced by the children in order to understand the feasibility of the activities from two perspectives: whether they contributed to the design of the product and whether they suitably involved children in the process. In relation to the design of the product, information gathered during the activities was associated either to the context or to the content of the design. In relation to the design method, the study enabled us to identify aspects of both children's' engagement and researchers' management that affected the success of the activities. We used these factors to create what we consider a useful framework for meaningful design activities.

It is widely accepted that users should be involved in the development of interactive systems. However, involving users in interactive systems development is challenging, especially in product development. The organizational culture is a key factor affecting the successes and failures of organizational change and development efforts. This paper shows how user involvement is intertwined with the organizational cultures in a case study of five software development organizations. User involvement is indirect in the case organizations, and labeled as usability work. Using cross case analysis, four ‘cultures of usability work’ are identified. The cultures have distinct cultural characteristics, employ different approaches to usability work, and have different preferences and strategies for the prospective facilitation of usability work. Sensitivity to the cultural context is identified as an important consideration in the facilitation of usability work, and culturally compatible strategies for usability work in different cultural settings are identified. The paper concludes that there might not be one ‘best, universally valid, context free way’ of introducing and carrying out usability work in software product development organizations.