Artistic research is increasingly carried out through intelligent visual and interactive interfaces, including generative image and sound tools, multimodal dashboards, interactive repositories, and mixed reality environments, that reshape how inquiry, documentation, and dissemination unfold in practice. This workshop convened HCI researchers, artists, designers, and educators to rethink frameworks and practices for artistic research in the age of generative AI, with particular emphasis on Human-Centered AI (HCAI), distributed agency, governance, and learning ecosystems. The six accepted contributions motivated a topic-driven discussion spanning: (i) interface patterns that make AI-mediated processes and trade-offs legible at the point of creation; (ii) probe-based methods to interrogate model and dataset commitments using cultural artifacts; (iii) infrastructures for archiving, retrieving, and reusing intermediate and “failed” outputs as pedagogical and research resources; (iv) transformations of creative roles and authorship under algorithmic co-agency (with film as a case domain); and (v) evaluative perspectives on how AI-mediated work is perceived and valued. Together, the accepted works position advanced visual interfaces as a primary site where artistic research becomes actionable, contestable, and teachable in the AI era.

Due to their economic and significant importance, fault detection tasks in intelligent electrical grids are vital. Although numerous smart grid (SG) applications, such as fault detection and load forecasting, have adopted data-driven approaches, the robustness and security of these data-driven algorithms have not been widely examined. One of the greatest obstacles in the research of the security of smart grids is the lack of publicly accessible datasets that permit testing the system's resilience against various types of assault. In this paper, we present IEEE13-AdvAttack, a large-scaled simulated dataset based on the IEEE-13 test node feeder suitable for supervised tasks under SG. The dataset includes both conventional and renewable energy resources. We examine the robustness of fault type classification and fault zone classification systems to adversarial attacks. Through the release of datasets, benchmarking, and assessment of smart grid failure prediction systems against adversarial assaults, we seek to encourage the implementation of machine-learned security models in the context of smart grids. The benchmarking data and code for fault prediction are made publicly available on https://bit.ly/3NT5jxG.

Brain-Computer Interfaces allow controlling machines through signals coming from Electroencephalography (EEG) analysis. Nowadays, there are several cheap electroencephalographs available on the market that guarantee good quality EEG signals. A very interesting approach in this area is related to detecting the emotional states of a user through the analysis of her EEG signal. In our study, we tried to detect the emotional polarity (Valence), the state of emotional excitement (Arousal), and the level of emotion control (Dominance). Through metric interpolation and Russell’s circumplex model, it is possible to characterize and define the current emotional state of the user who wears the device. Our study presents a prototype of an EEG-based emotion recognizer that provides the user’s emotional state exploitable as bio-feedback.

Smart Interactive Experiences (SIEs) are usage situations enabled by the Internet of Things that empower users to interact with the surrounding environment. The goal of our research is to define methodologies and software environments to support the design of SIEs; more specifically, we focus on design paradigms suitable for experts of given domains, who however might not be experts in technology. In this context, this paper discusses some trade-offs that we identified between six different dimensions that characterise the quality of software environments for SIE design. The trade-offs emerged from the analysis of data collected in an experimental study that compared three different design paradigms to understand in which measure each paradigm supports the creative process for SIE design. After reporting on the study procedure and the data analyses, the paper illustrates how the resulting trade-offs led us to identify alternatives for SIE design paradigms, and to structure on their basis a modular architecture of a software platform where the strengths of the three paradigms can be exploited flexibly, i.e. depending on the constraints and the requirements characterising specific design situations.

Abstract Automation in computing systems has always been considered a valuable solution to unburden the user. Internet of Things (IoT) technology best suits automation in different domains, such as home automation, retail, industry, and transportation, to name but a few. While these domains are strongly characterized by implicit user interaction, more recently, automation has been adopted also for the provision of interactive and immersive experiences that actively involve the users. IoT technology thus becomes the key for Smart Interactive Experiences (SIEs), i.e., immersive automated experiences created by orchestrating different devices to enable smart environments to fluidly react to the final users’ behavior. There are domains, e.g., cultural heritage, where these systems and the SIEs can support and provide several benefits. However, experts of such domains, while intrigued by the opportunity to induce SIEs, are facing tough challenges in their everyday work activities when they are required to automate and orchestrate IoT devices without the necessary coding skills. This paper presents a design approach that tries to overcome these difficulties thanks to the adoption of ontologies for defining Event-Condition-Action rules. More specifically, the approach enables domain experts to identify and specify properties of IoT devices through a user-defined semantics that, being closer to the domain experts’ background, facilitates them in automating the IoT devices behavior. We also present a study comparing three different interaction paradigms conceived to support the specification of user-defined semantics through a “transparent” use of ontologies. Based on the results of this study, we work out some lessons learned on how the proposed paradigms help domain experts express their semantics, which in turn facilitates the creation of interactive applications enabling SIEs.

Research on the Internet of Things (IoT) has devoted many efforts to technological aspects. Little social and practical benefits have emerged so far. IoT devices, so-called smart objects , are becoming even more pervasive and social, leading to the need to provide non-technical users with innovative interaction strategies for controlling their behavior. In other words, the opportunities offered by IoT can be amplified if new approaches are conceived to enable non-technical users to be directly involved in “composing” their smart objects by synchronizing their behavior. To fulfill this goal, this article introduces a model that includes new operators for defining rules combining multiple events and conditions exposed by smart objects, and for defining temporal and spatial constraints on rule activation. The article also presents the results of an elicitation study that was conducted to identify possible visual paradigms for expressing composition rules. Prototypes implementing the resulting visual paradigms were compared during a controlled experiment and the one that resulted most relevant for our goals was used in a study that involved home-automation experts. Finally, the article discusses some design implications that came out from the performed studies and presents the architecture of a platform supporting rule definition and execution.

Recent technology advances support the interconnection of smart objects, enabling their communication according to the Internet of Things (IoT) paradigm. IoT is promising important changes in our lives. The opportunities offered by such technologies can be amplified, by investigating new approaches that, thanks to high-level abstractions, can enable non-expert users to compose data and functionality of things, as well as the communication among them, by means of "natural" composition paradigm. Today, in fact, this is a prerogative almost always reserved to developers who, through the use of specific programming languages, provide pre-packaged solutions to users. The workshop aims at stressing the Human-Computer Interaction perspective, i.e., it acknowledges the importance of enabling even non-technical users to manipulate data and functionality of things in a simple and natural way.

The EFESTO platform allows the creation of interactive workspaces supporting end users in the exploration and seamless composition of heterogeneous data sources. By means of a visual paradigm implemented within a Web composition environment, the end users dynamically create "live" mashups where relevant information, extracted from different types of data sources including the Linked Open Data, and functions that can be performed on it can be flexibly shaped-up at runtime.

There is a huge and ever increasing amount of data sources available on the Web, which provide content through programmatic interfaces. Unfortunately, such data sources are accessible only through programming and therefore it is difficult for non-technical users to take advantage of such enormous data assets. The need therefore arises for paradigms to let laypeople, i.e., users without expertise in programming, explore and compose data sources. This paper discusses mechanisms for data source exploration and integration, which emerged from a study where laypeople were involved in discussions to gather their requirements about accessing and composing services. The paper also describes the prototypes that we defined to respond to the requirements highlighted by end users.

Large interactive displays are increasingly used in public spaces. Yet, it is still a challenge to understand how people behave when faced with such displays in their real life, not only when they are used for entertainment (or advertising), but also when they mediate more purposeful tasks. Do people feel shy? Are they willing to interact? Are they satisfied with the services offered and will they come back to use them again? To answer such questions, these systems have to be evaluated in the field so as to understand their actual impact on users in the real life. This paper first introduces an initial evaluation framework, aimed at highlighting some of the variables involved in understanding the impact of large display installations. Then, it applies the framework to analyze users' behavior and their experience with a large display installed at an international conference. Results highlighted that people showed greater interest in those services that, despite a lower appeal, supported them in carrying out useful tasks.

The importance of cultural heritage in forging a sense of identity is becoming increasingly evident. Information and communication technologies have a great potential to promote a greater awareness and appreciation of cultural heritage. This article presents some findings on how mobile technology can be used to foster a better understanding of an archaeological site by reconstructing the ancient environment and life. Children aged 11--13 years old are the target of our research. To motivate and engage them, a pervasive educational game has been developed and implemented in Explore! , a system aimed at supporting children exploring sites of cultural interest. Special attention has been devoted to the design of a soundscape that may improve players’ navigation in degraded physical environments and enrich their overall experience. A field study indicated that children judged their experience both useful and entertaining: not only did they enjoy playing the game, but they also learned historical notions and facts related to ancient Roman life. Contextual sounds were found to have a facilitating effect on space navigation, reducing the need for map reading and improving spatial orientation. This work provides insights into the design of educational games for use with cultural heritage and a model to enrich historical sites through the creation of soundscapes which can help visitors to navigate a site and feel its historical atmosphere.

The use of gameplay has been shown to be an excellent educational tool, especially if such games are supported by innovative and engaging technologies. This paper presents two new games implemented on a large multitouch screen, designed to support young students learning about historical sites like archaeological parks during school visits. Students are encouraged to collaborate to solve the proposed challenges, but they can also play against each other, since direct competition is known to be another way to stimulate and reinforce learning. We believe that such games can make visits to historical sites more effective and exciting

Cultural heritage assets keep alive the history of a territory and of its inhabitants. Several systems have been developed to support people during their visits to historical sites and museums, with the goal of improving the overall user experience. In many cases, people travelling together would appreciate the possibility of collaborating in gathering information and planning a personalized itinerary. Large sharable multitouch screens may offer this possibility. This paper is about ongoing research that is investigating possible applications of large multitouch screens in cultural heritage and tourism. In particular, an application is described, which aims at allowing tourists to get information about a territory and create itineraries for their visits by interacting together on a large screen.

Traditional visits to archaeological parks, which are usually organized by schools, tend to generate little interest in young students, especially when they are faced with the ruins of ancient settlements whose current appearance no longer reflects their initial purpose. We have designed Explore!, an m-learning system which allows students to visit the park while playing a game. By exploiting the imaging and multimedia capabilities of the latest generation cell phone, the game improves young visitors' experience. In particular, contextual sounds have been integrated to recreate the historical atmosphere: users can hear sounds generated by ancient people engaged in their daily activities. The slim architecture of the system absolves the archaeological park from any need to invest in hardware infrastructure. An Authoring Tool can be used by history experts to implement in Explore! games to be played in different parks. In this demo paper we briefly present the game and the main components of Explore!: 1) the Game Application running on cellular phones, to be used during the game, 2) the Master Application running on a notebook, used by the game master (i.e. a teacher) to perform a reflection phase, which follows the game and 3) the Authoring Tool to modify/create new games.

Explore! is an m-learning system that aims to improve young visitors' experience of historical sites. It exploits the imaging and multimedia capabilities of the latest generation cell phone, creating electronic games that support learning of ancient history during a visit to historical sites. Explore! consists of two main components: 1) the Game Application running on cellular phones, to be used during the game and 2) the Master Application running on a notebook, used by the game master (i.e. a teacher) to perform a reflection phase, which follows the game. Having the Game Application been described in previous papers, in this work we mainly illustrate the Master Application.

This paper reports the experimental studies we have performed to evaluate Explore!, an m-learning system that supports middle school students during a visit to an archaeological park. It exploits a learning technique called excursion-game, whose aim is to help students to acquire historical notions while playing and to make archaeological visits more effective and exciting. In order to understand the potentials and limitations of Explore!, our studies compare the experience of playing the excursion-game with and without technological support. The design and evaluation of Explore! have provided knowledge on the advantages and pitfalls of m-learning that may be instrumental in informing the current debate on e-learning.

Most large public displays have been used for providing information to passers-by with the primary purpose of acting as one-way information channels to individual users. We have developed a large public display to which users can send their own media content using mobile devices. The display supports multi-touch interaction, thus enabling collaborative use of the display. This display called CityWall was set up in a city center with the goal of showing information of events happening in the city. We observed two user groups who used mobile phones with upload capability during two large-scale events happening in the city. Our findings are that this kind of combined use of personal mobile devices and a large public display as a publishing forum, used collaboratively with other users, creates a unique setting that extends the group's feeling of participation in the events. We substantiate this claim with examples from user data.

This paper presents a system designed to support young students learning history at an archaeological site, by exploiting mobile technology. The approach uses game-play, since it stimulates in young students an understanding of history that would otherwise be difficult to engender, helping players to acquire historical notions and making archaeological visits more effective and exciting. A strength of the system is that, by running on the visitors own cellular phones, it requires minimal investments and small changes to the existing site exhibition.

SUIT (Systematic Usability Inspection Tool) is an Internet-based tool that supports the evaluators during the usability inspection of software applications. SUIT makes it possible to reach inspectors everywhere, guiding them in their activities. Differently from other tools that have been proposed in literature, SUIT not only supports the activities of a single evaluator, but permits to manage a team of evaluators who can perform peer reviews of their inspection works and merge their individual reports in a single document on which they agree.

PHiP (Patient History in Pocket) is a tool designed for a mobile device that displays patient histories and permits to visually query patient data stored in the hospital database. It exploits Information Visualization techniques and it is able to accommodate on the screen a good amount of information that physicians require in their analysis of clinical cases. Two different user interfaces for PHiP have been implemented and informal user testing has been performed to compare their impact on users.

DAE (data analysis engine) is a framework that provides various tools for data analysis, which can assist the users in their decision making process. The tools exploit visualizations techniques; various visualizations may be generated for a set of data in order to allow users to browse among data and get the information of interest as well as discover new and possibly unexpected insights. DAE is quite general and can manage data in different domains. It supports several activities involved in the data analysis process, starting from data selection, performing various data transformations and presenting the analysis results. DAE aims at giving decision makers the possibility to directly analyze data with different tools

The new challenge for designers and HCI researchers is to develop software tools for effective e-learning. Learner-Centered Design (LCD) provides guidelines to make new learning domains accessible in an educationally productive manner. A number of new issues have been raised because of the new "vehicle" for education. Effective e-learning systems should include sophisticated and advanced functions, yet their interface should hide their complexity, providing an easy and flexible interaction suited to catch students' interest. In particular, personalization and integration of learning paths and communication media should be provided.It is first necessary to dwell upon the difference between attributes for platforms (containers) and for educational modules provided by a platform (contents). In both cases, it is hard to go deeply into pedagogical issues of the provided knowledge content. This work is a first step towards identifying specific usability attributes for e-learning systems, capturing the peculiar features of this kind of applications. We report about a preliminary users study involving a group of e-students, observed during their interaction with an e-learning system in a real situation. We then propose to adapt to the e-learning domain the so called SUE (Systematic Usability Evaluation) inspection, providing evaluation patterns able to drive inspectors' activities in the evaluation of an e-learning tool.