While AI ethics interventions often focus on how researchers should navigate consequential choices, they may overlook a prior question: when do researchers recognize they are making a decision at all? This qualitative study examines how academic NLP teams confront “decision moments” – junctures where latent alternative paths could be considered. We propose a railyard problem analogy: where trolley problems presume a discrete choice between visible options, railyard problems concern whether alternative paths register as possibilities at all. Drawing on decision-tracing interviews across four NLP projects, we demonstrate how technical defaults, institutional structures, and tacit norms (infraethics) combine to organize research as a human-infrastructural process. Many consequential outcomes arise through "passive decisions", where alternatives exist but never become sufficiently visible, viable, or voiced (VVV) to warrant deliberation; "active decisions" only emerge when VVV conditions are met. Our analysis suggests ethics interventions should cultivate the collaborative conditions under which alternatives become recognizable.

Computing Education Research (CER) has made valuable contributions to improving undergraduate computing. CER tends to focus on instructional challenges, developing tools and techniques for teaching, or researching a single institution or classroom experience, and as a result, may lack a student-first perspective. To identify if there were student concerns that current research was overlooking, we designed an open-ended survey that asked undergraduate computing students what struggles they experienced and how they solved or coped with those struggles. This paper reports on this survey with N=201 responses from 45 US institutions.Our analysis identified two primary factors in student concerns: social/personal and academic/structural. Many of the top concerns of students aligned with trends in CER literature; however, there were issues, particularly those related to structural factors (curriculum, lengthy content, lack of institutional support, and uninterested professors), that have little representation in CER literature. Many of these issues may have temporal context, suggesting ongoing data collection from students may help identify appropriate directions and trends for CER. While we know students struggle in many ways, this survey provides evidence that further research in areas that are pressing today may be under-addressed.

Computing education is often confined to the context of formal education or after-school programs; however, there is a growing industry built around adult education, including workshops, coding intensives, online learning, and apprenticeship programs. Amidst these efforts, little research has explored the workplace as a site for novice adult learners to develop computing skills. In this experience report, we present an integrated training curriculum for adults at DataWorks, an organization that trains and employs novice adults from groups historically underrepresented in computing who seek to advance their career through on-the-job learning. ''Data Fellows'' are hired to complete client projects by providing data services for local organizations, nonprofits, and businesses. Training is integrated into employees' weekly responsibilities at DataWorks, and the curriculum consists of four modules: Microsoft Excel, Critical Data Literacy, Python Fundamentals, and Career Development. In this report, we reflect holistically on the evolution of the curriculum over three years. We distill our reflection into insights to inform other integrated training programs that aim to equip novice adults with computing skills in the workplace.

LinkedIn is central to salaried job search and professional networking. In a career development program for adults seeking upward socioeconomic mobility through middle-wage computing work, we aimed to use LinkedIn to find and develop new social ties. However, we could not use the platform for this purpose. Through a participatory research approach, we formed a research team with diverse positionalities to understand why LinkedIn was difficult to use and how it could be better for our program. We analyzed recorded walk-throughs and confirmed our findings with two years of ethnographic field notes and written reflections. Our findings demonstrate that LinkedIn's embedded algorithms and interface design prioritize users with large networks who can afford a LinkedIn Premium subscription. We argue that such platform-embedded power differentials lead to platform-delivered microaggressions. Non-Premium users and users with small networks must endure microaggressions to participate in the salaried labor market. We argue the politics of LinkedIn as a platform are such that its embedded power differentials are beyond our control and unlikely to change. Therefore, we recommend sociotechnical coping and mitigation strategies for career development programs in lieu of design implications for LinkedIn or similar platforms. We contribute a detailed example of how a technology reinforces pre-existing privilege without users' knowledge.

It's no secret that AI systems come with a significant environmental cost. This raises the question: What are the roles and responsibilities of computing professionals regarding the sustainability of AI? Informed by a year-long informal literature review on the subject, we employ stakeholder identification, analysis, and mapping to highlight the complex and interconnected roles that five major stakeholder groups (industry, practitioners, regulatory, advocacy, and the general public) play in the sustainability of AI. Swapping the traditional final step of stakeholder methods (stakeholder engagement) for entanglement, we demonstrate the inherent entwinement of choices made with regard to the development and maintenance of AI systems and the people who impact (or are impacted by) these choices. This entanglement should be understood as a system of human and non-human agents, with the implications of each choice ricocheting into the use of natural resources and climate implications. We argue that computing professionals (AI-focused or not) may belong to multiple stakeholder groups, and that we all have multiple roles to play in the sustainability of AI. Further, we argue that the nature of regulation in this domain will look unlike others in environmental preservation (e.g., legislation around water contaminants). As a result, we call for ongoing, flexible bodies and policies to move towards the regulation of AI from a sustainability angle, as well as suggest ways in which individual computing professionals can contribute to fighting the environmental and climate effects of AI.

Fairness in AI and ML systems is increasingly linked to the proper treatment and recognition of data workers involved in training dataset development. Yet, those who collect and annotate the data, and thus have the most intimate knowledge of its development, are often excluded from critical discussions. This exclusion prevents data annotators, who are domain experts, from contributing effectively to dataset contextualization. Our investigation into the hiring and engagement practices of 52 data work requesters on platforms like Amazon Mechanical Turk reveals a gap: requesters frequently hold naive or unchallenged notions of worker identities and capabilities and rely on ad-hoc qualification tasks that fail to respect the workers’ expertise. These practices not only undermine the quality of data but also the ethical standards of AI development. To rectify these issues, we advocate for policy changes to enhance how data annotation tasks are designed and managed and to ensure data workers are treated with the respect they deserve.

Data work is often completed by crowdworkers, who are routinely dehumanized, disempowered, and sidelined. We turn to citizen science to reimagine data work, highlighting collaborative relationships between citizen science project managers and volunteers. Though citizen science and traditional crowd work entail similar forms of data work, such as classifying or transcribing large data sets, citizen science relies on volunteer contributions rather than paid data work. We detail the work citizen science project managers did to shape volunteer experiences: aligning science goals, minimizing barriers to participation, engaging communities, communicating with volunteers, providing training and education, rewarding contributions, and reflecting on volunteer work. These management strategies created opportunities for meaningful work by cultivating intrinsic motivation and fostering collaborative work relationships but ultimately limited participation to specific data-related tasks. We recommend management tactics and task design strategies for creating meaningful work for "invisible collar" workers, an understudied class of labor in CSCW.

In this paper, we describe and reflect upon the development of critical consciousness and workplace democracy within an experimental workplace called DataWorks. Through DataWorks, we hire adults from communities historically minoritized in computing education and data careers, and train them in entry-level data skills developed through work on client projects. In this process, workers gain a range of skills. Some of these skills are technical, such as programming for data analysis; some are managerial, such as scoping and bidding projects; others are social, perhaps even political, such as the ability to say "No" to projects. In what follows, we describe a workshop series developed to build the workers' critical literacy and consciousness about their data work, specifically regarding the use of data in machine learning systems. After that, we describe a data project the workers questioned and resisted because they determined the work to be harmful. In that process, they demonstrated and enacted a critical consciousness towards data and machine learning. Reflecting on this enactment of data-focused critical consciousness, we identify themes that characterize a democratic workplace, describe the work of designing for organizational action and institutional relations, and discuss how worker and researcher positionality affects this work. In doing so, we argue for enabling workers to resist and refuse harmful data work and challenge the standard power structures of academic research and data work.

Artistic computing learning environments have been of central importance in the exploration of how to support equity and inclusion in computing. Explorations within e-textiles, music, and interactive media, for example, have created diverse opportunities for learning how to program while creating culturally relevant artifacts. However, there is a gap in our understanding of the design processes of learners in these constructionist environments, including how the computational artifacts and their components impact the learning processes and the ways they build meaning and agency with computing. We advocate for research to attend more closely to the materiality of the computational materials to understand how they impact the social and cultural dimensions in which students are learning. In this paper, we present an analysis of 6 high school learners’ experiences within a co-designed arts and computing curriculum. Our analyses highlight how the materiality of the components impacted the ways in which learners developed personal and epistemological connections to computing based on how it enabled them to connect to their interests, represent their ideas, engage with their community, and overcome or navigate around challenges to get to their final designs. We demonstrate how centralizing the materiality in the design of computational construction kits can inform how we support agency and engagement with computing.

While much computing education research focuses on formal K-12 and undergraduate CS education, a growing body of work is exploring alternative pathways to computing careers [7, 16], alternative outcomes for computing education [15], and adult learning in workplace communities [9, 13]. Within this context, we are studying novice-friendly computational work as a pathway to computing careers. Novice-friendly computational work is a phrase we use to describe computing activities that have a low barrier to entry, are used in authentic contexts outside formal CS spaces, and are legitimate computational activities, e.g., data work [13], web design [5], and Salesforce CRM [9]. Learning through authentic work practices is a promising pathway to computing careers because it poses lower financial and findability barriers than coding bootcamps [14] and online courses [4]. However, gatekeeping culture in computing deems novice-friendly tools like Excel, HTML/CSS, and JSON distinct from “real” programming [12]. Further, novice workers may not be considered legitimate peripheral members of computing communities of practice despite engaging in legitimate computational work [6, 11].

This panel brings together personnel from the Georgia Institute of Technology and the National Center for Women & Information Technology to discuss challenges, necessary logistics, and practical advice for creating a high school-to-college pipeline for recruiting women and gender nonconforming students into computing. Framed by our experiences developing BridgeUP STEM---an ongoing, two-year program comprising coursework, tiered mentoring, research internships, and community events---panelists will discuss important lessons for designing bridge programs, including what worked well and what did not for project planning, recruiting participants, structuring activities, and negotiating flexible formats to accommodate students' needs and unexpected challenges. Panelists represent key perspectives including project leaders, a logistics coordinator, a coding instructor, a Faculty Mentor, an undergraduate student participant, and a program evaluator. This panel will provide attendees with guidance for replicating similar programs at their own institutions to better foster recruitment and retention pipelines for attracting a greater diversity of students in computing.

Many initiatives for introducing computer science and computational thinking to young students are enriched by the usage of physical computing and makerspaces. These makerspaces offer exposure to a wide range of tools and activities guided by equitable approaches to help break down barriers of entry to computer science fields. To build upon this work, Georgia Institute of Technology has recently started a dedicated K-12 makerspace on its campus and is piloting a two-year program with the National Center for Women & Information Technology to expose women and gender non-conforming high-school students of all backgrounds to programming and collegiate-level research in STEM areas. Using Project GUTS as a base curriculum, we focus on physical and on-screen activities that explore the concept of complex adaptive systems as physical representations within the real-world. Two research directions for the project are, first, studying how learning gains are impacted when incorporating physical representations of complex systems to the curriculum as opposed to relying purely on online simulations, and second, studying how a makerspace supports learning about complex systems in general. We are currently in the first stage of the program, working with a group of high-school students in the 2021/2022 school year. We are excited to share our ongoing process with other researchers and educators to discuss how we may improve this program for future iterations.

We apply Lave & Wenger's construct of a community of practice to identify and position members of the data work community of practice, focusing on members on the periphery who have received less attention - as compared to full practitioners (e.g., data scientists). Reporting on results of interviews with 19 civic workers who perform data work as their main task, we identify an atypical relationship between subject-domain experts (such as our interviewees) and full members of the data work community. Our interviewees may have less computational skill in data work, but they have extensive and varied practices to engage in data contextualization that data scientists and other full community members could learn from. In identifying the attributes of data workers on the periphery, we also hope to call attention to the challenges they face in performing data work in low resources institutions (e.g., governmental, non-profit). Our findings contribute to the larger conversations in human-centered data science about who performs data work and how they go about it, in order to addresses questions of power, fairness, and bias in data-intensive systems.

In this paper, we describe and analyze a workshop developed for a work training program called DataWorks. In this workshop, data workers chose a topic of their interest, sourced and processed data on that topic, and used that data to create presentations. Drawing from discourses of data literacy; epistemic agency and lived experience; and critical race theory, we analyze the workshops’ activities and outcomes. Through this analysis, three themes emerge: the tensions between epistemic agency and the context of work, encountering the ordinariness of racism through data work, and understanding the personal as communal and intersectional. Finally, critical race theory also prompts us to consider the very notions of data literacy that undergird our workshop activities. From this analysis, we offer a series of suggestions for approaching designing data literacy activities, taking into account critical race theory.

The field of Computer-Supported Cooperative Work (CSCW) has long recognized a socio-technical gap complicating the design of technologies that can sustainably meet social needs. In response, a growing body of research advocates for assets-based design, an approach that seeks to build upon what the individuals and community already have. The emphasis on positioning assets rather than needs at the center of the process can complicate designers' decisions on what activities to foster, how to conduct them, and what outcomes to expect. In this paper, we reflect on two different assets-based design endeavors with vulnerable populations. Our reflections present assets-based design as an ongoing process that prioritizes the formation and evolution of a collective of assets-based thinkers who continually learn about their assets and ways to use them to attain desirable change. From that reflection, we contribute three methodological commitments for assets-based design to the growing CSCW scholarship on supporting vulnerable communities to attain emancipatory transformations: (1) embedding trust-building elements throughout the journey; (2) facilitating the formation of an interdependent collective; and (3) making moves towards incremental transformations. Further, we contribute a discussion on the change of perspective that entails for researchers and designers interested in undertaking assets-based design. In particular, we underscore the need to recognize the value of work before the work, to see technology as an intermediary rather than an inevitable end, and embrace impact in the shape of slow incremental transformation.

A number of computing departments have adapted studio-based pedagogy for teaching Human-Computer Interaction (HCI) to help students develop creative design skills. These efforts have shown promise, however, some challenges that emerge when integrating studio-based pedagogy into computing programs have been neglected by researchers. This research focuses on these challenges in the implementation and evaluation of a studio-based approach integrated into three HCI-related courses. This study is based on 6 classes, 44 interviews with students, observations, and interviews with members of the teaching team. Findings supported many positive outcomes from previous studio-based implementations. Nevertheless, students felt the change in pedagogy frustrating and it may have hindered their creativity, motivation, and engagement. This paper highlights these conflicting narratives, comparing computing culture with studio-based pedagogy. We conclude with considerations for future implementations.

The field of Human-Computer Interaction (HCI) aims at securing a lasting impact for technology-based interventions in the context of social inequities. Increasingly, HCI scholars are proposing assets-based design as an effective approach towards this issue. Rather than starting from people's needs and deficits, this approach posits that design should start from a deep understanding of people's assets. A pending issue, however, is how to account for the situated nature of assets; that is, how to decide which asset to leverage and for what design purpose. Drawing from cultural sociology and shifting the emphasis from assets to capacities, we propose Swidler's theory of culture-in-action as an analytical lens for unpacking the complex relationship between capacities, goals, and structural limitations. Leveraging findings from a Participatory Design engagement with 35 Latino immigrant parents for envisioning parent-education technologies, we demonstrate the applicability of this lens. We contribute to HCI scholarship by further discussing 1) how to analyze capacities' design potential, and 2) the methodological particularities for collecting them.

Recent years have witnessed the rise of platforms such as Facebook and Google. Gigantic in scope and becoming omnipresent, these platforms are acquiring qualities of infrastructure, which is large-scale connected systems that support people's activities invisibly. Recent scholarship has identified WeChat, the most popular mobile social platform in China, as infrastructure. WeChat follows a platform logic to expand, and by conforming to the Chinese government's techno-nationalist focus, it has gradually become an infrastructure in China. We contribute to the understanding of platform infrastructuralization by taking WeChat as a case, highlighting the user's role in this process. We find user contributes to WeChat's infrastructuralization through a three-level interaction process: to practice, to appropriate, and to create. By calling out the user's role in platform infra-structuralization, we discuss how the CHI community can contribute to a better understanding of this phenomenon.

Large-scale educational settings have been common domains for affect detection and recognition research. Most research emphasizes improvements in the accuracy of affect measurement to enhance instructors' efficiency in managing large numbers of students. However, these technologies are not designed from students' perspectives, nor designed for students' own usage. To identify the unique design considerations for affect sensors that consider student capacities and challenges, and explore the potential of affect sensors to support students' self-learning, we conducted semi-structured interviews and surveys with both online students and on-campus students enrolled in large in-person classes. Drawing on these studies we: (a) propose using affect data to support students' self-regulated learning behaviors through a "scaling for empowerment'' design perspective, (b) identify design guidelines to mitigate students' concerns regarding the use of affect data at scale, (c) provide design recommendations for the physical design of affect sensors for large educational settings.

The K-12 CS Framework provides guidance on what concepts and practices students are expected to know and demonstrate within different grade bands. For these guidelines to be useful in CS education, a critical next step is to translate the guidelines to explicit learning targets and design aligned instructional tools and assessments. Our research and development goal in this paper is to design a playful, curriculum-neutral assessment aligned with the 'Data and Analysis' concept (grades 6-8) from the CS framework. Using Evidence Centered Design and Participatory Design, we present a set of assessment guidelines for assessing data and analysis, as well as a set of design considerations for integrating data and analysis across middle school curricula in CS and non-CS contexts. We outline these contributions, describe how they were applied to the development of a game-based formative assessment for data and analysis, and present preliminary findings on student understanding and challenges inferred from student gameplay.

Interaction design is playing an increasingly prominent role in computing research, while professional user experience roles expand. These forces drive the demand for more de- sign instruction in HCI classrooms. In this paper, we distill the popular approaches to teaching design to undergraduate and graduate students of HCI. Through a review of existing research on design pedagogy, an international survey of 61 HCI educators, and an analysis of popular textbooks, we ex- plore the prominent disciplinary perspectives that shape design education in the HCI classroom. We draw on our analyses to discuss the differences we see in forms of design taught, approaches to adapting design instruction in computing-based courses, and the tensions faced by instructors of these classes. We conclude by arguing for the importance of pedagogical research on design instruction as a vital and foundational area of inquiry in Interaction Design and HCI.

The field of Human-Computer Interaction (HCI) has shown a growing interest in how technology might support parenting. An area that remains underexplored is the design of technology to support parents from nondominant groups in positively impacting their children's education. Drawing on Actor-Network Theory (ANT), our paper takes a sociotechnical view of low-income Latino Spanish-speaking immigrants in the U.S.---a large nondominant group---attempting to form alliances with other actors such as teachers, the broader community, and technology to exchange information that might enrich their children's education. The use of ANT allowed us to advance work on parenting in HCI by providing a deeper understanding of the reasons---including attributes embedded in technology---impacting the quality of information channels in the parental engagement network of a nondominant group. Further, our ANT analysis illuminates a discussion of challenges and opportunities for technology to intervene in the network in ways that align with all actors' needs and harness their potentialities.

Physical computing has grown over the past decade leading to diverse experiences and tools for novices. Despite the variety of tools, Arduinos remain a leading choice in education. However, few studies examine how novices are learning about the programming and electronics concepts, and how tools impact their experience. The research presented reports on the qualitative analysis of a laboratory study in which 31 novices work with the Arduino for the first time. Video and audio recordings captured participants' actions and thoughts as they used the Arduino platform with a blocks-based programming environment, and two electronics prototyping tools-the standard Breadboard and a modular breadboard called BitBlox. The study presents three main contributions to the literature: first, it provides a codebook of the common breakdowns faced by novices; second, it offers insight into the work processes of novices; and third, it demonstrates ways that the tools used by novices can affect their experience.

Parents' participation and actual engagement in their children's education is one of the most important predictors of children's academic success. However, inequities in information access prevent many parents in the United States from engaging in ways that allow their children to achieve such success. We present preliminary research that holistically captures everyday technology and information practices of low-income Latino immigrants in Atlanta, Georgia. Our findings identify assets mobilized by these parents to design Consejero Automatico, a chatbot for WhatsApp that helps parents improve their information-seeking practices. We use Consejero as a probe for uncovering design goals and constraints when leveraging everday assets, and present a preliminary results that emphasize the role of trust in driving the adoption of tools for enhancing information sharing amongst the targeted group.

Modern learning theories emphasize the critical social aspect of learning. Computer science (CS) classrooms often have "defensive climates'' that inhibit social learning and prevent the development of a community of learners. We believe that we can improve the social context of computer science learning by expanding CS learning beyond the single student in front of a display screen. Our theory is that the single student and single display inhibits collaboration and collaborative awareness of student work. In this paper, we present two case studies where we explored ways to make student work visible to peers. The first case study involved using a studio model for learning enabled by projection-based Augmented Reality (AR), and the second case study involves using a maker-oriented curriculum to make student work visible. Findings suggest the visibility of student work in CS classrooms helped support a community of learners: students collaborated, used each other as sources of inspiration, and felt more comfortable asking for help.

In this paper, we examine the information work that bilingual parent-education liaisons perform to create connections towards assisting immigrant parents in the United States. As part of formal and informal educational institutions, liaisons operate between different social worlds---within and beyond the domain of education---to maximize immigrant parents' engagement in their children's academic lives. Drawing upon ethnographic fieldwork with low-income Latino immigrants and their liaisons, we explore how liaisons leverage technology, content, and people to align these worlds; bringing them closer to mutual understanding. We borrow inspiration from the analytical lens of seams suggested by Vertesi to explore how liaisons manage the "seams'' between worlds. This analysis provides a rich and unique perspective of the work that successfully engages immigrant parents with their children's education, as well as the tensions that challenge that engagement. This understanding of the work that liaisons do with and across seams provides insights to inform design directions for technology that could facilitate and amplify their efforts. Finally, we highlight how exploring the seams that liaisons work with can inform the field of Computer-Supported Collaborative Work (CSCW) on the role of technology in mediation.

In response to the recent call for a more intersectionally-aware field of human-computer interaction (HCI), we aim to operationalize intersectionality for technology design in HCI. We develop our lens of intersectionality by drawing on the work of Rita Kaur Dhamoon, and use it to analyze data collected from a multi-sited ethnographic study of seven low-resource learning environments in the Indian states of Maharashtra, Tamil Nadu, and West Bengal. Our research contributions are threefold. First, we extend conversations in Intersectional HCI by expanding its scope from understanding users to recognizing social processes. Second, we emphasize the importance of factoring in both penalties and privileges when conducting research in underserved contexts. Finally, we engage situated comparisons as a methodology to identify pathways for designing interactive systems across intersectionally diverse environments.

Gestures, or spontaneous hand movements produced when talking, are an untapped resource for understanding student knowledge in computing education. This paper develops a conceptual framework to support future studies of learning and teaching that incorporate gesture studies in programming contexts. In particular, this paper introduces how gesture has been used to study teaching and learning in another discipline, mathematics; critically reviews and interprets what concepts and methods may be most relevant to programming contexts; and also discusses what unique challenges programming contexts present to studies of gesture (e.g. differences in abstract versus concrete). We ground our understandings of gesture by using an observational study where we observed novice students learning to program. This paper concludes by suggesting potential avenues for future research in computing education that incorporate analyses of gesture in studies of teaching and learning.

In many Chinese families, adolescent children are moving abroad to pursue higher education. Due to cultural issues and China's One-Child Policy, parents have high expectations for their children and are willing to invest time and money to help them build a successful future. In this study, we interviewed 9 Chinese students in undergraduate or graduate programs in the US and 15 Chinese parents in China whose children are studying abroad about their family communications. Parents and students used a variety of media, and families negotiated how each medium was used. Most families eventually migrated to communicate through WeChat, the ubiquitous Chinese based cross-platform instant messaging service. The negotiation of what medium to use, how to use and when to use specific media was tied the students' and parents' goals to construct a positive presentation of self. Based upon these findings we offer design considerations for cross-cultural, family and intimate long-distance communication media.

Teaching physical computing has become more prevalent in the past several decades as the maker movement has popularized microcontroller kits as a way to engage students in learning about and creating with technology. Depending on the design of the kit, students can be exposed to concepts in electronics, computer science and design of computational objects. We argue that the concepts students are exposed to depend on the modularity of the hardware and software tools. We define the level of modularity based on two interdependent characteristics: transparency and affordances for interaction. The transparency affects what is hidden or visible to the learner, while the affordances for interaction regulate how users manipulate and combine elements when constructing a computational artifact. Within this study, we examine the transparency and affordances for interaction of the physical computing hardware tools. Using our findings from this examination, we layout a framework that outlines spectrum of modularity that can be provided to facilitate learning with maker kits.

Parents' engagement in their children's education is key to children's academic success and social development. For many parents in the U.S., engagement is still a struggle partly due to a lack of communication and community-building tools that support the broader ecology of parenting, or parental ecology. Although current technologies have the potential to create opportunities to improve parental engagement, little is known about the impact of existing technology's design on the parental ecology. We present findings from 63 interviews with parents and an observation of existing technologies that support parent-school interactions. We found four critical issues that the design of current technologies need to address: (1) inflexibility in the boundaries of digital spaces, (2) inequality, (3) fragmentation and inconsistency of information, and (4) lack of relevant non-academic information. As a result, we propose design guidelines for technologies to support the parental ecology, and reflect on design issues that require further research.

The use of playful interactions, clever metaphors, and wordplay are ways that we make computation more appealing to young people and more accessible and intuitive to everyone. But play is a culturally situated notion, and ways that we embed playfulness into our designs can carry unintended messages that encourage or discourage productive use. The focus of this talk is to introduce the term Value-driven Learning through unpacking our notions around play and metaphor, how those notions shape technology practices in various cultures, and to look at Participatory Design as a method for designing Value-driven Learning. In this presentation, I explore theories of play and metaphor. Using these theories, I look at critiques of technology that illustrate how play and metaphor are situated within different cultures and impact technology practices. As an approach to address these critiques, I introduce the term Value-driven Learning, and create a conceptual framework for how we can build upon play and interest of learners into sustained engagement with learning. Specifically, I explore Participatory Design, an often playful practice that helps designers learn from participants, breaking down power imbalances and cultural differences, creating shared vocabulary, and scaffolding the design process so participants can better contribute to co-designing. I explore Participatory Design as both a formative methodology and a guiding principle for Meta-design of technology, which allows the participants ongoing agency in reshaping and reinterpreting technology.

Building physical computing projects can enable learners to integrate computing into a range of interests and disciplines. However, the electronic portion of these projects can be difficult. Students are learning new concepts as well as how to work with new tools. This influx of information can be difficult for students to retain in their working memory as they construct their circuits. In this paper, we introduce BitBlox, a set of modular, solderless Breadboards for prototyping circuits. BitBlox attempts to decrease the cognitive load on the user by reducing the complexity found in the standard Breadboard by bringing visibility to the underlying connections within its modules. We present a comparative classroom study integrating the Breadboard and BitBlox into two different high school classes. Our qualitative analysis focuses on student errors, strategies, and collaborative practices, highlighting important dynamics for designing hardware tools.

Participatory design is a growing practice in the field of Human Computer Interaction (HCI). This note is a review of how participatory design activities are a form of learning. The premise of this exploration is that participatory design is more than asking participants for their help in design. Instead, participatory design is a set of methods and practices used to scaffold the design experience, increasing participants' reflection of their own knowledge and accounting for their previous knowledge so they can more fully engage in the design process. This active reflection and considerations of pervious experiences are closely tied to metacognition and a number of learning theories. Exploring previous studies provides examples of how learning theories are enacted through participatory design and how a greater awareness of these theories can inform the practice of participatory design.

Parents are often responsible for finding, selecting, and facilitating their children's out-of-school learning experiences. One might expect that the recent surge in online educational tools and the vast online network of information about informal learning would make this easier for all parents. Instead, the increase in these free, accessible resources is contributing to an inequality of use between children from lower and higher socio-economic status (SES). Through over 60 interviews with a diverse group of parents, we explored parents' ability to find learning opportunities and their role in facilitating educational experiences for their children. We identified differences in the use of online social networks in finding learning opportunities for their children based on SES. Building upon these findings, we conducted a national survey in partnership with ACT, an educational testing services organization, to understand if these differences were generalizable to and consistent among a broader audience.

As project- and problem-based physical prototyping activities become more common in computing and engineering classrooms, it is important to design kits to support desired learning outcomes. The work explored in this paper looks at the effects of organizing physical prototyping materials in individualized (traditional) kits and community (workbench) kits. The findings suggest a correlation in promoting project- or problem-based approaches with organizing materials as traditional or workbench kits.

Assessment of students' conceptual knowledge is a difficult task in all fields including electrical engineering. Recently, electrical engineering assessments have tried to isolate various types of knowledge through expert reviewed and validated tests or concept inventories, which attempt to cover the foundational concepts within a particular domain. While these tests have been fundamental in uncovering how students understand important concepts within specialties, they are traditionally administered on a static 2D interface without providing the students with tangible examples to think with or about. We report on a qualitative laboratory study to understand how different tools can change the possibilities and limitations of thinking with circuits. Specifically, we administer two versions of an assessment targeting concepts in direct current (DC) circuits in which students talked through their reasoning. One version represents the circuits as conventional symbolic diagrams, and the other version represents the circuits using physical circuit components connected with wires and solder. The participants conveyed several misconceptions within both forms with an even spread across each assessment. However, students exhibited the misconception of sequential reasoning more prevalently in the physical circuit assessment than the diagram assessment.

The MoveLab was an educational research intervention centering on a community of African American and Hispanic girls as they began to transform their self-concept in relation to computing and dance while creating technology enhanced dance performances. Students within underrepresented populations in computing often do not perceive the identity of a computer scientist as aligning with their interests or value system, leading to rejection of opportunities to participate within the discipline. To engage diverse populations in computing, we need to better understand how to support students in navigating conflicts between identities with computing and their personal interest and values. Using the construct of self-concept, we observed students in the workshop creating both congruence and dissension between their self-concept and computing. We found that creating multiple roles for participation, fostering a socially supportive community, and integrating student values within the curriculum led to students forming congruence between their self-concept and the disciplines of computing and dance.

The goal of this project is to use projection augmented reality to add design studio learning models to a classroom for an introductory Media Computation computer science class. Students do classwork using an enhanced version of Pythy, a web IDE for Python and Jython, that captures students' work and displays it around the room. We leverage the Microsoft RoomAlive Toolkit to construct a room-scale augmented reality using pairs of projectors and depth cameras. The system “pins” students' work to the walls, where teachers and students can see and discuss the work. We hope that by seeing each other's work, the system will foster collaboration and support the creation of STEM learning experiences that encourage creativity, innovation, and help build strong peer learning environments.

Informal computer science (CS) education is currently taking shape within the myriad of social and technological solutions available to a wider audience. Increased access to low-cost mobile devices has led to the proliferation of web-based CS education programs accessible by more and more people. Online social networks further bolster the dissemination of information and help establish connections among individuals knowledgeable about the discipline. The disconnection comes when a solution is created but no strategy is devised to support distribution among the general population. In this overview we will outline the scope of this problem within the context of informal CS education by illustrating the range of programs and issues addressed by the panelists. We will highlight how each program contributes to core challenges within informal CS education and situate them within an approach that has the potential to transform how informal CS education programs are supported, developed, and scaled.

Frequently in information design, we lean toward selecting a platform based upon our knowledge, values, and interests, independent of our audience's practices with information. We found ourselves facing this issue when seeking a technology platform to increase access to learning resources for parents within a financially depressed community. We did not want to choose a platform based upon our biases, yet it was difficult for community members to engage in conversations about technology. We looked at cultural probes and technology probes as methods to seed dialogue within the community. However, neither directly addressed the goal of engaging the community with discussions of information medium In response, we developed the Medium Probe, which meets this goal by placing the focus on the experience of using multiple mediums to respond to prompts, rather than the responses themself.

This qualitative study of parents in financially depressed communities in westside Atlanta examines parents' access to information technology and out-of-school learning resources through five dimensions of digital divide: technical apparatus, autonomy, social support, skill, and purpose. The context of this study is a broader research agenda to explore how technology impacts parents' knowledge and use of out-of-school learning resources for their children in low socioeconomic status neighborhoods. The findings contribute to a growing body of research on marginalized groups and provide a rich description of parents' digital access and technology practices in the context of education. Finally, we identify design implications that are specific to this community and can be extended to similar populations to support parents in finding more learning opportunities.

In this study we found that search terms that would likely be used by parents to find out-of-school computer science (CS) learning opportunities for their children yielded remarkably unproductive results. This is important to the field of CS education because, to date, there is no empirical evidence that demonstrates how a lack of CS vocabulary is a barrier to accessing informal CS learning opportunities. This study focuses on the experience of parents who do not have the privilege of education and technical experience when searching for learning opportunities for their children. The findings presented will demonstrate that issues of access to CS education go beyond technical means, and include ability to conduct suitable searches and identify appropriate computational learning tools. Out-of-school learning is an important factor in who is motivated and prepared to study computer science in college. It is likely that without early access to informal CS learning, fewer students are motivated to explore CS in formal classrooms.

Gamification is the buzzword for adding gaming elements such as points or badges to learning experiences to make them more engaging and to increase motivation. In this paper we explore how Khan Academy has incorporated gaming elements into its CS learning platform. By mapping the literature on motivational processes to popular games we critically analyze how successful Khan Academy is at gamifying their site.

We report on the implementation and evaluation of a three-year program to increase interest in studying computer science (CS) among African American male high school students. Over the course of 3 years, the Glitch Game Tester (Glitch) program employed 25 African American male high school students. These students tested pre-release digital games, full-time in the summer and part-time in the school year, with an hour of each day dedicated to learning introductory CS. Initially, only 20% of our participants expressed interest in pursing computing as a career. After Glitch, 65% have pursued some form of post-secondary computing studies. These outcomes, and the participants' enthusiasm for engaging in computing, are in sharp contrast to the crisis in African American male education and learning motivation. The research presented in this report discusses lessons learned through implementation of the Glitch program and higher education outcomes after graduation from the program.

In the summer of 2011, we revamped the curriculum for the GLITCH Game Testers research project to better serve the interests of the 15 student participants. Our new curriculum, based on Greenfoot and game development, replaced an earlier curriculum that students felt was inauthentic. Through Greenfoot, the new curriculum had the benefits of authenticity, easy access to concepts that were relevant to the students, and immediate visual feedback, and these qualities helped align students' perceptions with their actual abilities to program based on what they had learned. We analyze students' reported abilities and their demonstrated abilities and show how the two align, and we suggest long-term implications for maintaining that alignment.

With the growing body of qualitative research on HCI and social computing, it is natural that researchers may choose to conduct that research in a mediated fashion - over telephone or computer networks. In this paper we compare three different qualitative data collection technologies: phone, instant message (IM), and email. We use quantitative analysis techniques to examine the differences between the methods specifically concerning word count and qualitative codes. We find that there are differences between the methods, and that each technology has affordances that impact the data. Although phone interviews contain four times as many words on average as email and IM, we were surprised to discover that there is no significant difference in number of unique qualitative codes expressed between phone and IM.

Many young African American males have a passion for video games, but they don't often translate that passion into learning about computing. Part of the problem is that they do not identify with computing as a social norm within their peer group. This disidentification with computing can negatively impact academic performance and limit opportunities for upward mobility. We developed a job training program called Glitch Game Testers in which young African American men are trained to 'Sbreak open the black box' of their game consoles to learn about computing. Perceptions of peers' technical competency were measured before and after the summer 2010 program. Results showed that participants were more likely to view their peers as technical resources and their overall access to technical resources increased. Broader implications for motivating technology adoption in HCI are discussed.

In this paper we present a study with young African American men, to gain a better understanding of the impacts of cultural and gender identity on play practices and to explore the relationship between cultural play practices and interest in computing. Our findings indicate that while young African American men play video games frequently, their objectives in playing may be unlike those who enter computer scientist fields. From this we discuss implications of this study on designing CS learning interventions that leverage video games to introduce young people to computation.

In this paper, we examine the relationship between digital games and interest in computer science. When we undertook this research, our goal was to expand upon past work that explores video games as a positive influence on students' interest in CS. We utilized both quantitative and qualitative research methods with a large technically and academically competent subject pool. We hypothesized that subjects with more years and intensity of playing video games would have a stronger interest in computer science. While we did find a small relationship, the proportion of the total responses accounted for by the relationship is only 8%. This suggests that while gaming may be correlated to an interest in CS, it is a small correlation and other variables must be considered more influential.

Computing education suffers from low enrollment and a lack of diversity. Both of these problems require changes across the entire computing education pipeline. The "Georgia Computes!" alliance, funded by the National Science Foundation's Broadening Participation in Computing program, seeks to improve the computing education pipeline in Georgia. "Georgia Computes!" is having a measurable effect at each stage of the pipeline, but has not yet shown an impact across the whole pipeline.