Novice tangible interaction design students often find it challenging to generate input action ideas for tangible interfaces. To identify opportunities to aid input action idea generation, we built and evaluated a tool consisting of interactive physical artifacts coupled with digital examples of tangible systems and technical implementation guidance. Through video recorded design sessions and interviews with twelve students, we investigated how they used the tool to generate input action ideas, how it supported them, and what challenges they faced. We found that the tool helped in generating input action ideas by enabling to experience input actions, supporting hands-on explorations, and introducing possibilities. However, introducing examples at times caused design fixation. The tool fell short in supporting the planning of technical implementation of the generated ideas. This research is useful for tangible interaction design students, instructors, and researchers to apply in education, design similar tools, or conduct further research.

EmotoTent is an interactive socio-emotional learning system developed in response to escalating levels of violence, inequality and marginalization in schools seen in the early 21st Century. The system is inspired by advances in biosensing wearables, tattoo displays, brain sensors, robotic agents, artificial intelligence (AI), gestural interaction and 3D holographic displays. By 2030, technological advances will enable us to prototype and investigate questions related to experiential and embodied emotional learning; emotion-based human-computer interaction, affective biosensing, empathetic AI agents, and 3D interactive holographic environments. We envision EmotoTent as a modular, emotion-sensing Holodeck. In the EmotoTent program children learn and practice emotion regulation and empathy with peers, pets and a robotic dog agent in ways that are experiential, embodied and playful. We propose EmotoTent as a core element of a K-6 socio-emotional learning curriculum designed to improve school culture through the enhancement of children's ability to regulate emotions and interact with human and non-human species with empathy and compassion. Enhancing these qualities has been shown to lead to reductions in violence and bullying, racism, gender inequality and other forms of marginalization. We predict that the EmotoTent socio-emotional learning program will improve school cultures and create a foundation for children's lifelong well-being.

Long distance couples face challenges in staying connected and must rely heavily on technology to mediate their relationship. To provide new ways for couples to virtually 'be together,' we explore a futuristic use of video communications technology where it is possible to see through the eyes of a partner at any point in time to more deeply stay connected and share experiences together on a daily basis. We created a technology probe called In Your Eyes that uses a smartphone and Skype in auto-answer mode. Partners can connect to one another at any time without needing to answer a call. Two couples used the probe for one month. One found it beneficial while the other found it intrusive. We explore the reasons behind these experiences and show the benefits and pitfalls of anytime, anywhere streaming for long distance couples. Our study provides new ways of thinking about presence and connection over distance where the ability to connect and the intention to do so-even if not acted upon-can create feelings of closeness for some and overconnection for others.