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.

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.

The Art and Craft of Capturing Children’s Experiences in IDC course focuses on evaluation studies with children and presents three graduated studies along with all their planning, tools and observations whilst also challenging attendees to go beyond each by applying a growth mindset to query what can be done better - in this way the craft of working with children is mapped out as a continuum in which skills develop in innovation, the use of tools, and in the products of research. At the same time, a set of provocations / top tips are given as art forms built from curated conversations with IDC influencers that both convey a simple message but also a deeper meaning - as is the nature of art. The course is therefore suitable for all levels, and for researchers and practitioners. It is a new course specifically designed for the IDC community but builds on similar courses that have been held at CHI.

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.

Abstract The notion of Calm Technology, which can move between our focal and peripheral attention, is a potentially valuable but underexplored concept in relation to smart connected toys. In this paper, we explored two interconnected research questions: (a) How can scaffolding support children in understanding Calm and designing for Calm connected toys? (b) To what extent can children contribute towards the design of novel connected toys that apply Calm Technology Principles? Building on UX practice and research we developed a participatory approach to working with children we call Design School, which gave children knowledge and experience of a design process. Additionally, we created design cards to use within the Design School, which scaffolded the inclusion of Calm technology design principles within children’s designs. The Design School workshops ran over four days in a U.K. school with 30 children aged 10–11 years, design outputs were analyzed to answer the research questions. From our experiences and analysis, we make four contributions: (a) the success of design cards as a tool to scaffold children in operationalizing unfamiliar design principles, (b) an understanding of how different design activities afforded expression of Calm in design ideas, and (c) the Design School workshop format, which proved effective in enabling children to engage in design activities.

Figure 1: Infant 'babbling' in order to produce coloured shapes within the BabblePlay App

Children's screen use draws much attention from the media with the general narrative being that something needs to be done.In the IDC community, and beyond, many interventions and innovations are proposed and studies are carried out and report positive effects in many cases.One omission is in studies that report the first hand experience of children, another is in designing for children to take more control over their own screen use by managing their feelings and emotions and self regulating.In this work in progress paper we describe a small study that explored children's emotions as they exited from a game.The contribution here is the method that we present as being easy to manage, fun to operate and reliable in its outcomes.We describe the work and suggest some further uses and extensions.

Following a review of papers in the ACM DL on ethics and children, this paper shows the growth of interest in this area, summarises the literature found, and then, using detail from 26 papers that offer practical advice, distils a Child Centred Ethics Framework that maps literature onto ethical concerns in relation to the practical application of ethics with children. The framework offers questions and solutions for researchers from the first inception of a project to the dissemination of the results back to the children. The framework is offered as an adjunct to an ethics / IRB document in that it places the child’s experience at the centre of decision-making allowing fuller exploration of aspects like assent, anonymity, inclusion and contribution. As a practical resource that researchers can use, the framework is presented as a living document waiting to be owned by the community.

Monetization is fundamental to “free-to-play” mobile games, typically in the form of advertising placed within gameplay. Monetization within digital games is linked to deceptive design, and other ethically dubious practices such as loot-boxes. However, it is unclear what impact monetization has on the overall player experience. This research measured the experience and player performance in an experimental “Pong”-style game in three conditions: no advertising, static-interstitial advertising, and video-advertising. A between-subjects study was carried out with 95 participants aged 9-11 years playing the game in one of the three conditions, then completing the FunQ questionnaire. Results showed that while the static-interstitial advertising condition had a negative impact on player experience and player performance the video-advertising condition did not. Findings were ‘reported back’ to a group of the original child participants, feedback gathered during this session showed that children understood the findings and were able to contribute both additional insights and ideas for future research.

In a ten-week project with nine school classes across the North West of England we explored ocean health with IT-enabled solutions. We describe the activities carried out under headings of participation, learning, and design. Participation activities, which included recruitment, focused on setting the parameters for children’s inclusion and ensuring they understood how data might be used, and that handing in artefacts to the research team was their choice. Learning happened in an environment of contextual relevance that enabled children to develop data literacy whilst we could explore relevant research questions. Design was a journey from individual to whole-class design, while developing engineering thinking and social cohesion. We reflect on the journey showing that children learned from the activities and acquired a new enthusiasm for their local coastline. We reflect on how our inclusive approach can broaden HCI research to wider communities of children and encourage others to apply our model.

Child-Computer Interaction (CCI) is predominantly studied with school aged children. Working with preschool children, generally unable to read or write, involves addressing many challenges around planning, recruitment, and interpretation of findings. There are few examples in the literature of the challenges faced when conducting evaluations of technology with preschool children and very few evaluations conducted for commercial software companies. Our case study paper describes a six-week, twelve session, evaluation study of a commercial app (Lingokids) with children aged three and four in two nursery (preschool / kindergarten) schools. We describe challenges we met and describe how we adapted our plans to fit the context. We show how we were able to explore engagement and learning without gathering any personal data. With our practical tips and reflections, we hope our work will encourage others to work with young children in ways that respect their limited ability to understand assent and participation.

Deceptive design practices have been identified and studied in games but, to date, there have been no substantial explorations of deceptive design practices within 3D environments typically found in PC games. These offer a new set of affordances for interacting with the player, and game developers may be able to utilize these in order to shape gameplay experiences. The goal of this work was to explore users’ perceptions of deceptive design present in a popular free-to-play 3D game. A survey was carried out with 259 adult respondents identifying and explaining instances of deceptive design within video clips of gameplay from a popular Roblox game. Thematic analysis of the responses revealed six new categories of deceptive design pattern within a 3D gameplay context: Predatory Monetization , Default to Purchase , UI Misdirection , Emotional Interpersonal Persuasion , Physical Placement , and Narrative Obligation . Through our work we hope to highlight the use of deceptive design both within current 3D games and future 3D gaming environments. This work is particularly important as 3D and VR gaming grow in popularity alongside game publishers increasingly moving towards “freemium” monetization models for income.

It is widely understood within the field of HCI that participation in research and design activities, especially by children, requires careful planning and execution. Whilst the HCI community, and related groups like IDC, have gone some way to ensure aspects such as the selection and participation of children in research and design work is considered carefully, there has not yet been careful consideration, or reporting, of how children get to find out what has happened to the research that they have contributed to. In this paper we describe how we worked with children in overseas contexts and actively reported back to them the outcomes from the work they contributed to. We describe how our desire to report back influenced the planning the analysis of the data to ensure the results could be packaged in a child friendly way. We offer a simple to use checklist for practitioners and researchers to follow and a challenge for the IDC community to incorporate planned or actual feedback into the reporting of studies.

There are many ways to look at the efficacy and value of the inclusion of children in design activities within HCI. Whilst the experience of participation can be highly beneficial for children, there is value, even if it is only to confirm the merit of the children's participation, in looking at the process of ideation and in considering to what extent children can ideate. Whilst design is by nature untethered, being able to capture and consider the diversity of design ideas across multiple design teams and to look at how such ideas are developed, can facilitate reflection and potentially improve practice. This work explores the diversity of ideas and the iterative development of ideas during the incremental design of a mobile game with 26 teen informants working in small groups over four design sessions. A method to visualize the evolution of ideas across design sessions is presented. Groups’ behaviors are mapped to three positions according to how conservative and how innovative the participants were. We explore the implications of our work for practitioners and researchers.

Child Computer Interaction is concerned with the research, design, and evaluation of interactive technologies for children. Whilst many aspects of general HCI can be applied into this field, there are important adaptations to be made when conducting work for and with children throughout all stages of the design cycle. This course explores the use of five evaluation methods that are presented in the recently launched CCI UX Playbook. The Fun Toolkit, Drawing Intervention, The MemoLine, RAiD and Ethics Toolkits are all described in the course and then will be applied in a hands-on activity. Included in the course will be methods for the analysis of data for research papers as well as cut price techniques for the use of the methods in industrial settings.

The majority of mobile apps are free-to-play and so include a variety of forms of advertising and other mechanisms for monetization. These monetization mechanisms often have deceptive elements and closely resemble what designers know as Dark Patterns. In-app advertising and purchasing have been studied with adults but, to-date, younger users have received comparatively little consideration despite their increased susceptibility to manipulation. This paper addresses the gap in research by creating the ADD (App Dark Design) framework which brings together insights from practitioners, theory from existing related research, and the findings from a user study which gathered qualitative data from 39 girls aged 12-13 years. We also derive a set of emerging issues and identify future research questions. This work is the first of its kind to create a framework to support the critical consideration of the design of free-to-play apps. We have identified a set of problematic Dark Design aspects that young people across the world are encountering in their apps every day and we hope this paper will both raise awareness and stimulate further research work on this important topic.

The Interaction Design and Children (IDC) Community has a long history of innovating methods and techniques for the design and evaluation of technologies for children. Many innovations have been reported in the academic literature but the uptake of methods by industry has been slow and the community has hitherto failed to seriously consider how best to develop, present and promote their methods beyond academia. The aim of the workshop is to weave together IDC researchers and IDC key personnel coming from the industry, with genuine interest in industry-academia collaboration, into a community interested in building a coherent, high-impact collaboration channel. The goal of the workshop is to encourage a critical discussion and debate about how IDC methods can be further adopted, modified or even extended by the IDC related industry. This workshop is expected to reinforce IDC industry-academia collaboration with an ultimate goal to increase understanding and develop a community of interest that is going to co-develop ideas and novel design approaches that can bring IDC methods closer to the industrial practice

This paper explores the design of voice user interfaces for smart homes with teenagers. The work was motivated by two research questions: How can we co-design voice interfaces with teenagers? and What ideas and expectations do teenagers have in relation to voice interfaces in a smart home? A design process was used which involved the participants initially scripting exchanges with a smart home on paper then prototyping at a higher level of fidelity using a tablet app with speech output. The study was carried out in a high school in the UK with 55 pupils in Year 10 (14--15 years old). This work is the first of its kind to explore the co-design of VUIs with teenagers. The key contribution of this paper is the design method that was used which proved successful and gave insights into the use of dual prototyping fidelities and the impact of scaffolding on the designs produced. Other contributions include the themes which emerged from the designs and a set of four themes related to teenagers' expectation of smart homes. The wide range of findings reported in the paper also bring insights that are valuable to those wishing to design and develop VUIs with and for younger users.

Tablet games are flooding the market and large numbers of these are designed for children. The expansion of quantity has not seen an associated expansion of quality. Studies of the usability of tablet games for children typically take place in laboratory settings and fail to understand the context of use. This paper describes a study of 'at home' use of tablet games with children and their families that sought to examine how such games were played and how parents managed such game play. The children who participated in the study had cognitive, sensory or physical needs and these multiple needs brought many difficulties to the surface for parents mediating tablet use. A thematic analysis using four codes was applied to bring findings from diaries and interviews. Challenges for general tablet game design have emerged around designing for family routines, designing for working together, and designing to scaffold children's understanding.

Locative Media Experiences (LMEs) have significant potential in enabling visitors to engage with the places that they visit through an appreciation of local history. For example, a visitor to Berlin that is exploring remnants of the Berlin Wall may be encouraged to appreciate (or in part experience) the falling of the Berlin wall by consuming multimedia directly related to her current location such as listening to audio recordings of the assembled crowds on 10th November 1989. However, despite the growing popularity of enabling technologies (such as GPS-equipped smart phones and tablets), the availability of tools that support the authoring of LMEs is limited. In addition, mobile apps that support the consumption of LMEs typically adopt an approach that precludes users from being able to respond with their own multimedia contributions. In this article we describe the design and evaluation of the SHARC2.0 framework that has been developed as part of our long-term and participatory engagement with the rural village of Wray in the north of England. Wray has very limited cellular data coverage which has placed a requirement on the framework and associated tools to operate without reliance on network connectivity. A field study is presented which featured a LME relating to Wray's local history and which contained multimedia content contributed by members of the community including historic photos (taken from an existing 'Digital Noticeboard' system), audio-clips (from a local historian and village residents) and video (contributed during a design workshop). The novelty of our approach relates to the ability of multiple authors to contribute to a LME in-situ, and the utilisation of personal cloud storage for storing the contents associated with a multi-authored LME.

There is growing interest in maker technologies around how they can be included in school curriculums to engage children with science subjects and about their use to explore new creative possibilities. Given that maker technologies are currently unfamiliar to most children across the world this work sought to use these technologies to investigate whether technology experience has an influence on design within a making context. A study was carried out with 29 participants aged 8-9 that involved a design task and a scaffolded making task based around a physical game using Arduino. Half of the participants completed the making task first then the design task, the other half completed the design task first then the making task. The design ideas created were then coded on 5-point scales for complexity of construction and novelty of concept, the coders also looked for evidence of transference from the making task to the design ideas. Results indicated that completing the making task prior to the design task increased the mean complexity of construction score. No clear evidence was found of elements from the making task being transferred into the design ideas. In addition to the specific findings about technology influence on design, the paper offers more general insights for those working within this space.

Participatory Design (PD) in various guises is a popular approach with the Interaction Design and Children (IDC) community. In studying it as a method very little work has considered the fundamentals of participation, namely how children choose to participate and how their ideas are included and represented. This paper highlights ethical concerns about PD with children within the context of information needed to consent. In helping children understand participation in PD, a central aspect is the necessity to help children understand how their design ideas are used which itself challenges researchers to seek a fair and equitable process that is describable and defensible. The TRAck (tracking, representing and acknowledging) Method, is described as an initial process that could meet this need. This is evaluated, in two forms, in a PD study with 84 children. The TRAck Method encouraged careful scrutiny of designs and allowed the researchers to distil useful design ideas although these were maybe not the most imaginative. There is a trade off between the limitations of applying such a process to PD against the benefits of ensuring fullinformed involvement of children.

There is growing emphasis on teenagers to adopt healthy behaviours and sustainable lifestyles. Innovative interventions delivered through pervasive technology or the internet are increasingly viewed as effective ways to motivate and help people change their behaviour. However, delivering interventions to change teenager's attitude or behaviour via pervasive systems need to be designed specifically for the target population. When working with teenagers relevant, teen-centric and appropriate activities need to be used. The aim of this workshop is to discuss and develop interdisciplinary research in the design of technology for behaviour change interventions in the teenage population.

This paper presents the process and outputs from a participatory design activity with secondary school children whose task was to design organic user interfaces (OUIs) for use in energy-aware applications. Although experienced in participatory design sessions with children and teenagers, the design team faced three new challenges in this work: how to convey the idea of OUIs, how to facilitate the pupils to design OUIs and how to interpret the OUI design ideas. To convey the ideas of OUI, the Obstructed Theatre method, used in other studies with children and teenagers, was used. In this work, the salient features of the OUI conveyed in the theatre were: its malleability, its potential to bend and change shape, its association with the body and its novelty. To facilitate the design, three scenarios of increasing user interface complexity were conveyed in the theatre; and three different media (i) slime and pipe cleaners, (ii) PlayDoh and small Lego bricks, (iii) fabric and sticky shapes that afforded the creation of designs representing future organic interactive technologies were deployed. To enable the design team to make sense of the resulting designs, a Comic Strip approach was used to capture the changes in the designs as they demonstrated interaction. The paper explores this work from three perspectives; first, the effectiveness of the Obstructed Theatre approach to convey requirements of OUIs, secondly, the effectiveness of the three media used in the design sessions to encourage design solutions for OUIs and thirdly, the quality and relevance of the design ideas generated in the sessions and communicated to the design team using the Comic Strips and their applicability to other contexts. The paper concludes with some thoughts on methods and materials that could be used to encourage design ideas for OUIs and offers some of the participants more innovative ideas for the research and development community.

While devices such as iPhones, iPads and Surface tables enable a wide range of interaction possibilities, we do not yet have a set of widely understood terminology that conveys the new and unfamiliar touch-screen gestures required for interaction. In this paper we explore terminology for touch-screen gestures and in particular the implications for child users. An initial study exploring touch-screen language with 6-7 year-olds is presented as an illustration of some of the key problems that designers need to be aware of. The children were able to perform a range of touch-screen gestures and transfer metaphors from other contexts but mistakes were observed. From this study we present a set of suggestions as to how designers of touch-screen applications can support children more effectively.

There is a significant disparity between wayfinding support services available in outdoor and in-building locations. Services such as Google Maps and in-car GPS allow users to examine unknown outdoor locations in advance as well as receive guidance en-route. In contrast, there is relatively little digital technology to support users in complex building architectures, e.g. institution buildings where users are generally limited to using traditional signage or asking for directions at the reception. However, recent advances in pervasive digital display technology are enabling a new range of possibilities and are making this topic increasingly subject to study. In this paper, we describe five formative studies involving 39 participants using situated digital displays, a Person Locator Kiosk, and personal mobile devices. We report our findings by gaining insights and feedback from users in order to develop wayfinding assistance for visitors in an in-building environment.

This article focuses on our exploration of awareness issues through the design and long-term deployment of two systems: the Hermes office door display system (which enabled staff in a university department to post awareness messages to their door displays) and SPAM (a messaging system for supporting coordination between staff at two associated residential community care facilities). In the case of both systems, a significant number of the messages sent could be classified as relating to awareness. Furthermore, with both systems, the situatedness of displays (outside office doors in the case of Hermes and in staff offices in the case of SPAM) had a significant impact on the design and subsequent use of the deployed systems. In particular, the placement of displays provided significant context for awareness messages, including, for example, the identity of the sender of the message and the intended audience of the message. Both systems highlight the need for interaction methods that fit in with both normal working practices (and unplanned events) and that enable the user to manage communication channels. The need for appropriate levels of expressiveness and user control is also apparent: We present numerous examples of users controlling the precision of awareness information and sending awareness messages that have as much to do with playfulness as supporting coordination through activity awareness.

As the number of public displays in the environment increases, new opportunities open up to improve situated interaction and to enable new kinds of applications. In order to make distributed display resources available to nomadic users, a key issue to address is how control can be dynamically shared between display users. It is important to study how control over a shared display can be acquired, released or shared by nomadic and residential users given their competing demands for display resources.In this paper, we present a system and a user study investigating these issues in the context of two applications both competing for display resources provided by a deployment of interactive office doorplates. The first application (Hermes II) provides situated note leaving and messaging services whereas the second one (GAUDI) supports user navigating a university department. Office occupants (i.,e. residential users) can control whether the navigation application may (temporarily) use their doorplate display (thus giving priority to the navigation needs of nomadic users to the department). We report on findings from a user study, and discuss interface design implications for specifying display control.

One of the most promising possibilities for supporting user interaction with public displays is the use of personal mobile phones. Furthermore, by utilising Bluetooth users should have the capability to interact with displays without incurring personal financial connectivity costs. However, despite the relative maturity of Bluetooth as a standard and its widespread adoption in today's mobile phones, little exploration seems to have taken place in this area - despite its apparent significant potential. This paper describe the findings of an exploratory study involving our Hermes Photo Display which has been extended to enable users with a suitable phone to both send and receive pictures over Bluetooth. We present both the technical challenges of working with Bluetooth and, through our user study, we present initial insights into general user acceptability issues and the potential for such a display to facilitate notions of community.