This paper explores best practices for computer-mediated communication through mobile telepresence robots in educational settings. We present findings from a longitudinal ethnographic study of a hybrid class where students and professors used telepresence robots to participate. We discuss the challenges of articulation work in telepresence robots, particularly around being perceived as courteous. We discuss Murray's theory of transformation as a goal of telepresence to ensure remote students feel fully included in the classroom. We argue with regards to telepresence that when transformation occurs, you feel fully a part of the remote environment. Our contribution is the use of Grounded Theory (GT) to argue that prior research on articulation and courtesy work can be extended to explain how users overcome challenges that impede transformation. When transformation does occur, telepresence affords deeper embodied participation than possible with traditional videoconferencing applications.

Telepresence robots are promising tools for enabling remote and embodied classroom participation.While existing research has primarily investigated students with physical disabilities in K-12 contexts, little is known about their use by students with non-visible disabilities such as neurodivergence (e.g., autism, ADHD) and mental health conditions in higher education.To explore this gap, we conducted a 10-week ethnography with disabled college students using four brands of telepresence robots, focusing on accessibility challenges and adaptive strategies introduced by telepresence.Our findings reveal several barriers, including audio distortion, sensory overload, spatial sensitivity, and anxiety tied to loss of control that affect neurodivergent students and those who have mental healthrelated disabilities.However, with thoughtful training, empathetic technical support, and inclusive pedagogical practices, many of these barriers can be mitigated.Finally, we propose design recommendations for both robotic design and instructional practices to improve telepresence robots' usability and usefulness for students with disabilities. CCS Concepts• Computer

Abstract In this paper, we revisit the issues surrounding the lack of gender diversity in computing and build a theory on the roles and effects of genders in computing. Our intention is to transform human experiences with computing technologies to more equitably reflect and represent diversity. To support gender diversity in design, we work to create an integrated trans-feminist theory. In doing so we draw from diverse fields, including English, psychology, philosophy, cultural theory, law, medicine, and feminist, queer, disability, indigenous, post-colonial, Black, and Chicana studies. We show how and why marginalized people need to develop our own languages and voices as a step in empowering our identities. We assemble quantitative data showing the paucity of people with historically marginalized genders in computer science education and in our best papers. We use the participation gap in computing, combined with the mental health impact, to argue that computing, as a field, needs to critically examine our cis/heteronormative tendencies, which perpetuate a vicious cycle of erasure, and instead frame scholarship in terms of gender identities and presentations.

Women remain underrepresented in many fields in computer science, particularly at higher levels. In academia, success and promotion are influenced by a researcher's publication record. In many fields, including computer science, multi-author papers are the norm. Evidence from other fields shows that author order norms can influence the assignment of credit. We conduct interviews of students and faculty in human-computer interaction (HCI) and machine learning (ML) to determine factors related to assignment of author order in collaborative publication. The outcomes of these interviews then informed metrics of interest for a bibliometric analysis of gender and collaboration in research papers published from 1996 to 2016 in three top HCI and ML conferences. Based on our findings, we make recommendations for assignment of credit in multi-author papers and interpretation of author order, particularly in regard to how this area affects women.

While unquestionably research on CSE education is centered in the SIGCSE conference, other venues such as the International Joint Conference on Pervasive and Ubiquitous Computing (Ubicomp), and the Conference on Tangible, Embedded and Embodied Interaction (TEI), and the Conference on Interaction Design and Children (ICD) explore CS education focusing on educational play and novel off the desktop techniques for CS education. Unfortunately, this literature remains isolated from the mainstream CSE literature, and this lightning talk attempts to help contribute to rectifying this by presenting a core recent educational theory "Computational Making" and discuss its contributions to CSE.

Computational thinking is considered best practice for teaching computing and more broadly to solve problems and design systems, however as computing extends beyond the desktop (for instance increased integration of ubicomp technologies) so too must our educational methods. Exposure to ubicomp technologies is most accessible through the maker movement. With this in mind we argue we must move from computational thinking to computational making as an educational framework. Here we present a case study of children's making to support our vision for a broader conception of computational making.

In this paper we explore the appropriateness of e-textiles for teaching programming to mixed gender groups ages 8-12, allowing children to construct maker identities around technology. Our findings demonstrate the potential of e-textiles to promote girls' and boys' computational literacy, and the required craft and programming skills for making that can disrupt binary gender roles. We argue it allows both girls and boys to demonstrate technical mastery as well as to explore and construct a spectrum of gendered sociotechnical identities that might otherwise be obscured by conventional masculinist attitudes towards technology.

Doing research is, in part, an act of foresight. Even though it is not explicit in many projects, we especially value research that is still relevant five, ten or more years after it is completed. However, published research in the field of interactive computing (and technology research in general) often lacks evidence of systematic thinking about the long-term impacts of current trends. For example, trends on an exponential curve change much more rapidly than intuition predicts. As a result, research may accidentally emphasize near-term thinking. When thinking about the future is approached systematically, we can critically examine multiple potential futures, expand the set of externalities under consideration, and address both negative and positive forecasts of the future. The field of Futures Studies provides methods that can support analysis of long-term trends, support the identification of new research areas and guide design and evaluation. We survey methods for futuristic thinking and discuss their relationship to Human Computer Interaction. Using the sustainability domain an example, we present a case study of a Futures Studies approach - the Delphi Method. We show how Futures Studies can be incorporated into Human Computer Interaction and highlight future work such as rethinking the role of externalities in the validation process.

Here we present findings of a needs validation study of 18-25 year old women and their wardrobes. Based on their feedback, we developed a prototype system that allows for borrowing and sharing of information about clothing via Facebook. The novelty of our interface lies in its combining RFID tags and social networking. In doing so we bridge the material and virtual realms and demonstrate the importance of material culture for ubiquitous computing.

People with chronic health problems use online resources to understand and manage their condition, but many such resources can present competing and confusing viewpoints. We surveyed and interviewed with people experiencing prolonged symptoms after a Lyme disease diagnosis. We explore how competing viewpoints in online content affect participants' understanding of their disease. Our results illustrate how chronically ill people search for information and support, and work to help others over time. Participant identity and beliefs about their illness evolved, and this led many to take on new roles, creating content and advising others who were sick. What we learned about online content creation suggests a need for designs that support this journey and engage with complex issues surrounding online health resources.

There are a variety of forms of ethnography inside and outside HCI each with valid complementary contributions. This paper looks at the practices of digital anthropology and how it contributes to reflexive design in HCI. The paper overviews key aspects its use in HCI, as well as in the anthropological approach. In doing so it relates these practices to participatory design and the socio-technical gap, and the ways ethnography can address them.

This paper describes a qualitative study of how 11 Arab individuals use technology in the context of their long-distance romantic relationships. Our participants' communication practices bear similarities to previous findings on the mediation of intimacy in the West, but also highlight key differences. We show how these differences relate to expectations of men and women in Arabic culture, and describe how our participants used technologies to enact conventional roles according to these expectations. We note implications for cross-cultural research and value-sensitive design, demonstrating how our participants' practices relate to Islamic values of support and protection of women. We apply various analytical lenses, including Islamic feminist theories, in interpreting the data.

HCI has a complex and often ambivalent attitude towards the issue of gender and interactive systems. Here I discuss three dominant paradigms for treating gender in HCI, and discuss their limitations. Next, I will present the theoretical perspectives on gender which are on the fringes of HCI – Technology as Masculine Culture, Gender Positionality, and Lived Body Experience – and discuss their possible contributions. I will show how this supports a reassessment of the use of gender theory in technological settings and its relevance for framing questions of gender in HCI. My goal in doing so is to argue for the importance of a more direct treatment of gender in HCI and move towards a feminist theory for HCI.

This paper builds on earlier CSCW studies of domestic technologies, looking at the frequent maintenance required by new security technologies that households are adopting to provide safety and security. It explores how the roles and responsibilities are allocated within a household to support these domestic routines. This paper reports a qualitative study of usage practices surrounding safety and security. It classifies three primary approaches to computer security in the home, and discusses how technical skill, household structure and gender relate to the approach selected, and discuss the transitory nature of such arrangements.

We present a qualitative study examining Location-Based Service (LBS) usage by families and how it is integrated into everyday life. We establish that LBS, when used for tracking purposes, affords a means of digital nurturing; that said, we discuss how LBS surveillance has the potential to undermine trust and serve as a detriment to nurturing.

We discuss the legacy and processes of creative design, and differentiate it from the type of user-centered design commonly found in CHI. We provide an example of this process, and discuss how design practice constitutes an essential mode of inquiry. We argue the complementary nature of creative design and user-centered design practices. Syncretic disciplines shift and drift from their original practice. A key issue is how CHI is to respond to changes in acceptable design practice. A key contribution of this work is an illustrative example showing how designers can communicate their intellectual rigor to the CHI community.

The focus of our approach to the usability considerations of privacy and security has been on providing people with information they can use to understand the implications of their interactions with a system, as well as, to assess whether or not a system is secure enough for their immediate needs. To this end, we have been exploring two design principles for secure interaction: visualizing system activity and integrating configuration and action. Here we discuss the results of a user study designed as a broad formative examination of the successes and failures of an initial prototype based around these principles. Our response to the results of this study has been twofold. First, we have fixed a number of implementation and usability problems. Second, we have extended our visualizations to incorporate new considerations regarding the temporal and structural organization of interactions.

In our research, we have been concerned with the question of how to make relevant features of security situations visible to users in order to allow them to make informed decisions regarding potential privacy and security problems, as well as regarding potential implications of their actions. To this end, we have designed technical infrastructures that make visible the configurations, activities, and implications of available security mechanisms. This thus allows users to make informed choices and take coordinated and appropriate actions when necessary. This work differs from the more traditional security usability work in that our focus is not only on the usability of security mechanism (e.g., the ease-of-use of an access control interface), but how security can manifest itself as part of people's interactions with and through information systems (i.e., how people experience and interpret privacy and security situations, and are enabled or constrained by existing technological mechanisms to act appropriately). In this paper, we report our experiences designing, developing, and testing two technical infrastructures for supporting this approach for usable security.

We describe Webkit, an application which uses a large-screen graphical user interface and a tangible user interface to teach children important rhetorical skills. We discuss our evaluation of this application and possible future directions for computer-supported rhetorical applications.

In this paper we describe a technique of Curriculum-Focused Design, and the aspects of our research experience on which the technique is based. Our technique is a variant of Druin's Cooperative Inquiry. Cooperative Inquiry is a well-developed design practice for children, but it has been practised largely outside the classroom. Druin's technique has also been developed in American schools, which have greater curriculum flexibility than English schools, which are highly curriculum-focused. We studied the English curriculum and identified an area that we believed could fruitfully be augmented by technology. Our design approach was novel insofar as our evaluation sessions doubled as lessons for students. Our interdisciplinary design team, including a former teacher with over 10 years' classroom experience, evaluated the interface in a classroom setting, providing strong environmental validity to the design process.

Head-mounted displays for virtual environments facilitate an immersive experience that seems more real than an experience provided by a desk-top monitor [18]; however, the cost of head-mounted displays can prohibit their use. An empirical study was conducted investigating differences in spatial knowledge learned for a virtual environment presented in three viewing conditions: head-mounted display, large projection screen, and desk-top monitor. Participants in each condition were asked to reproduce their cognitive map of a virtual environment, which had been developed during individual exploration of the environment along a predetermined course. Error scores were calculated, indicating the degree to which each participant's map differed from the actual layout of the virtual environment. No statistically significant difference was found between the head-mounted display and large projection screen conditions. An implication of this result is that a large projection screen may be an effective, inexpensive substitute for a head-mounted display.