Sound has long been used to enhance eating experiences, and increasingly, we know sound can shape how we perceive taste. Yet intentionally composing sounds to modulate taste remains underexplored in cross-sensory HCI design. While prior research has mapped individual auditory parameter (e.g., pitch, timbre, rhythm) to basic taste perceptions, less is known about how holistic sound compositions combining multiple parameters can be systematically designed and evaluated. We present a human-in-the-loop workflow that brings together professional sound designers and generative AI to create 160 sounds with taste intentions informed by established auditory-taste parameters. In a study with 149 participants on sound-taste correspondences, we identify sounds that strongly correspond to basic taste words. Our contributions are threefold: (1) a workflow for designing taste-matching sounds; (2) a curated repository of reusable sound stimuli for cross-sensory research; and (3) a designerly framework for creating compositional taste-matching sounds alongside insights into sound-taste word correspondences and association strategies, offering implications for cross-sensory HCI.

Co-design with children traditionally focuses on individual roles, from “user” to “design partner” and, more recently, “protagonist”. However, these framings rarely capture the dynamics of groups, where participation is distributed, fluid, and often collective. We introduce the notion of collective protagonism: a perspective where the protagonist is not each child individually but a shared stance that collectively shapes design context, contributions, process and outcomes. Through a co-design study consisting of four school-based workshops with eight neurodiverse children (8-9yrs), we explored how children defined social play, reflected on its challenges, and designed technologies to support it. We characterise ‘collective protagonism’ and identify methodological strategies that operationalise it, such as collective summaries and distributed contributions, supporting diverse and multimodal expression. We argue that embracing ‘collective protagonism’ could broaden how design research empowers groups of children, particularly within neurodiverse contexts, and fosters equitable, meaningful participation.

In line with the shift toward dementia-friendly communities, HCI research is increasingly exploring holistic ways to support people living with dementia as active community members. However, less is known about how existing community networks influence technology design and effectiveness. This paper analyses Community-Based Participatory Design (CBPD) workshops conducted with individuals living with dementia, their spouses, and program coordinators through Wenger’s Communities of Practice Framework. We demonstrate how participants’ interactions created a community of practice through their: engagement in creating mutual meaning, alignment around a common purpose, and imagination in envisioning new possibilities for inclusion. Our findings highlight the agency of participants as they worked to create inclusive experiences for themselves and others. Our findings additionally demonstrated how community boundaries create systemic barriers that lead to non-participation. We argue Wenger’s framework offers a roadmap for designing technologies that foster person-to-person interdependence, helping to build more genuinely inclusive communities.

Cross-sensory correspondences provide opportunities for designing rich sensory HCI, with prior work showing that features such as roundness and sharpness are systematically linked to language, color, sound, and emotion. Yet two challenges remain: few technologies can dynamically transition between these features, and little is known about the thresholds at which a form is judged as sufficiently rounded or spiky to realize these cross-sensory effects. We present triMorph, a pneumatic shape-changing interface capable of smoothly morphing between spiky, flat, and rounded configurations. In a psychophysical study with 30 participants, we quantified perceptual accuracy and precision in mapping triMorph shapes to visual-linguistic categories and examined shape–color and shape–emotion correspondences. Results reveal threshold values for reliable categorization, with rounded shapes linked to pleasant emotions and lighter colors, and spiky shapes to arousal and darker tones. Our findings provide empirical foundations and design guidelines for grounding shape-changing artifacts more firmly in cross-sensory cognition.

Surface textures play a critical role in shaping interaction with tangible and multisensory technologies, yet little is known about how their microstructural features influence cognitive and affective responses - factors central to interface design. We investigated this through cross-sensory correspondences of textures systematically varying in roundness and size. Thirty participants explored 3D-printed textures under visuo-tactile and tactile-only conditions, rating them on visuo-linguistic association, roughness, colour, and emotion. Rounded textures were often linked with Bouba and pleasantness, whereas pointed textures were associated with Kiki, higher arousal, and warmer colours. Visual access also influenced exploratory behaviour, reflected in applied normal force. These findings demonstrate how microstructural tactile cues shape cross-sensory and affective associations. We propose cross-sensory correspondences as a methodological framework for designing microstructural features of surfaces textures, which could open up new design opportunities for pseudo-haptic feedback, texture-rich tangible interfaces, and coherent multisensory experiences in VR/AR.

How can we leverage taste expectations to create novel food-based experiences for children? Eating is an embodied process that engages multiple senses. Cross-sensory correspondences may offer educational and recreational opportunities to design interactive applications that encourage diversifying encounters with food. We present a study with 64 children (ages 10–11) who explored eight textured materials hidden inside mystery “food” boxes and reported both their expected tastes and willingness to eat. Our findings provide evidence of touch–taste cross-sensory correspondences in children – sweetness with weak-hard-brittle and strong-soft-brittle materials, and saltiness with a weak-soft brittle material – and how these mappings influenced children’s openness to unknown foods. These results provide empirical grounding for cross-sensory interaction design with children, demonstrating how texture could scaffold curiosity and learning. We outline design implications for cross-sensory food interfaces, non-edible public exhibits, and playful educational technologies that could broaden eating experiences and enable new forms of virtual food interaction.

The use of a wide range of sensory modalities is increasingly central to technologies for learning, communication, and affective regulation. During the preschool years, sensory integration develops rapidly, shaping how children perceive and make sense of their environments. A key component of this process is cross-sensory correspondence: the systematic ways in which perceptions in different sensory modalities influence one another. Despite its relevance, little is known about cross-sensory correspondences in preschool-aged children (2-4 years). We present a study with 26 preschoolers examining smell-touch-emotion correspondences through playful tasks. We found significant correspondences both between sensory modalities and between sensory modalities and affective judgements. Further analysis revealed association strategies underpinning these mappings. We contribute empirical insights into cross-sensory correspondences in early childhood, design guidelines that align with how preschoolers relate sensory input, and a replicable method for probing cross-sensory cognition in this age group.

We present a participatory co-design cycle that studied synaesthesia, a cross-sensory phenomenon where one stimulus automatically triggers another perception. We worked with a community of synaesthetes to develop and evaluate an interactive, immersive technology to depict and c dommunicate syaesthetic experience. By working with qualitative methods to understand experience, we accomodate the highly individual nature and support otherwise limited sensory vocabulary and lack of shared understanding of the condition. The first study involved a series of participatory workshops that explored text, creative tools, interactive technologies, and sensory materials in conveying the synaesthetic experience. Insights from these workshops informed the development of the Somatic Drawing Tool, a VR drawing system that allows users to depict their experiences. Within the tool, we deployed a the 3D Body Sheet, an immersive extension of techniques drawn from soma design. We engaged users in an initial evaluation of the system and took on board their feedback in a subsequent cycle of iterative development. This resulted in a bespoke system that could be personalised to diverse types of individual synaesthetic experience. This enables nuanced articulation, providing a supportive environment for externalising and reflecting sensations. These approaches for capturing the experiential nature of embodied sensory perception has potential to be applied in broader research in cross-modal and multisensory interaction.

Camera-based facial-gesture interfaces offer hands-free access for people with motor impairments (PwM), yet most recognition models are trained on able-bodied data and implicitly assume normative motor control and proprioception. We conducted a mixed-methods empirical study of 37 above-neck gestures performed by 11 PwM and 11 non-impaired participants. Results reveal systematic mismatches between user intention and model recognition in the PwM group, stemming from diverse patterns of body perception and control and leading to allocative harms. These mismatches concentrated in low-amplitude, asymmetric, and directional gestures. Building on these findings, we introduce FairGesture, a diagnostic auditing method for quantifying and interpreting such mismatches. FairGesture combines (1) the Perception Gap metric, (2) trajectory-based motion analysis, and (3) an analysis of user sensorimotor feedback, exploring the reasons behind these mismatches. The work reframes accuracy in gesture recognition as a problem of sensorimotor alignment, advancing user-centred evaluation and inclusive model design.

The IDC community is increasingly interested in technologies that promote inclusive social play, particularly for neurodiverse groups of children. However, much of the research in this area relies on historic categorisations of play that are based on 'typical' play behaviours. These classifications can often fail to account for 'divergent' play styles that may be exhibited by neurodivergent children. In this paper, we demonstrate how these traditional classifications of play fail to adequately capture the complexity of neurodiverse social play and propose an initial alternative continuum model for the analysis of neurodiverse play behaviours. We illustrate the model's potential use through observations of children's neurodiverse social play with a technology and then reflect on its ability to more effectively capture the diversity of play styles within neurodiverse groups.

Metaphors improve communication between children and adults, which can be challenging due to differences in experiences. Cross-sensory metaphors convey qualities associated with one sense using terms from another, e.g. a “sharp smell'' and could thus improve generational communication by bridging differences in sensory cognition. We observed children (8-11yrs, n=65), young adults (18-24yrs, n=51) and older adults (60-85yrs, n=38) playing Sense-O-Nary, a variation of Pictionary where players construct and interpret cross-sensory metaphors, and analysed differences in metaphor type, degree of elaboration, and association strategies. We found that children relied on ``familiar experiences'' for metaphor construction, while adults used more diverse association strategies. Degree of elaboration was consistent across ages for tactile and visual stimuli but differed for olfactory stimuli. All groups used ``active'' metaphors most commonly, but children showed more use of ``implicit'', ``similes'', and ``personification''. We present designs that demonstrate how these characterisations could be leveraged to improve intergenerational communication.

Can J.J. Gibson’s concept of affordances be empirically examined using screen-based technology? We show how screen-based affordances can be examined through the use case of perceptual toughness, i.e. the break-ability of a virtual object. We present two user experiments (n=72, n=66) examining break-ability through a novel ’Perceptual Impact Testing’ methodology and online screen-based 3D virtual environment. We show that judgements of break-ability are systematically distorted when a perceiver’s virtual ‘Point of Observation’ or virtual environment’s ‘Horizonal Geometry’ are manipulated. These statistically significant results provide evidence that: 1) direct perception can account for perceptual distortions of break-ability; 2) Gibsonian affordances can be empirically examined through screen-based interactions.

Initiating joint attention (JA) is a fundamental first step in social interactions. In sighted individuals, it relies predominantly on visual cues, such as gaze and hand gestures. These features can reduce opportunities for blind and visually impaired (BVI) and sighted people to interact. Understanding the strategies to navigate these challenges is necessary to develop technology that can facilitate case study of five children with mixed visual abilities engaging in activities rich with JA opportunities. In a teacher-led classroom, the children experimented with the use of an AI-powered headset designed to support BVI people in social situations. Interaction analysis established that situational complexity affects the children’s responses to initiation attempts. Furthermore, the headset adds to this complexity, affecting the frequency and reactions to attempts to initiate JA. The findings informed the creation of a JA initiation framework and suggestions for future design.

Social play is crucial for children’s well-being and development. However, many social play technologies fail to address the specific characteristics and needs of neurodiverse1 play and often overlook divergent play styles. To address this, we first conducted a co-design study with a neurodiverse group of 7 children (Age 7-8) and, based on insights from these sessions, then developed a prototype, ChromaConnect, that allowed children to express their play style to one another during play. To evaluate ChromaConnect’s ability to support neurodiverse social play in different contexts, we observed children using it in both structured and unstructured play settings. Our findings show that ChromaConnect enabled children to create a common language of play, made divergent play modes more visible, and facilitated explicit expression of social play initiation. We discuss how these findings could be used to design ‘accompanying social play things’ that are more inclusive of neurodiverse play characteristics and divergent play styles.

Multifractality is a property of biological signals that is informative about the effectiveness of behavioural coordination. Since fatigue is known to undermine the ability to coordinate behavioural resources, we hypothesise that multifractal signatures may function as effective markers of fatigue. To further this line of research we conduct a study to investigate the association between fatigue and multifractal signatures during typing. We observe that multifractality in keystroke timings is significantly lower after exposure to a mentally fatiguing task, and that multifractal properties correlate with the degree of self-reported fatigue. We discuss the implications of this research for the development of unobtrusive, low cost fatigue monitoring and interventions, noting that multifractal analysis requires only the capture of input behaviour for the task, and that multifractality has been observed in a range of task-directed behaviours, not only typing. This points to the potential to infer fatigue via existing commodity input hardware, in a range of tasks.

Social play is vital for healthy child development. Autistic and neurotypical children can often struggle to play together due to differing communication, play and interactional styles, resulting in reduced social interaction quality for both groups. Play technologies can facilitate and support social play among children. However, most play technologies to date attempt to encourage more neurotypical traits in autistic children in a bid to foster social play. This approach ignores the unique experiences of autistic children. We conducted a preliminary study combining an expanded proxy design and a technology probe observation with a group of 5-year-old children and their parents. We report on initial findings highlighting the importance of creating inclusive spaces for a cohesive and supportive play environment and reflect on using expanded proxy design when designing with young, neurodiverse groups of children.

Metaphors enrich language by allowing us to express complex ideas through familiar concepts, enhancing both understanding and creativity in communication. Crossmodal metaphors are metaphors where one sensory modality is understood in terms of another (e.g, a sharp smell). Crossmodality is an integral part of how we make sense of and create meaning about the world. However, there is a lack of research on how children generate crossmodal metaphors and the interpretation of such metaphors. We present Sense-O-Nary, a game we designed to explore how children react when asked to create crossmodal metaphors in a novel environment. Children are presented with one sensory input and then asked to describe it using a different sense, for another team to guess what the original sensory input is. We engaged children (n=65, aged 8-10) to play this crossmodal metaphor generation game. We qualitatively analysed children’s exchange of crossmodal metaphors to define a set of crossmodal association strategies and then use this to categorise the metaphors they created. We discuss how engaging with crossmodal metaphors can enhance children’s linguistic development and how our findings can inform the design of interactions that involve multiple senses.

Joint attention (JA) is a crucial component of social interaction, relying heavily on visual cues like eye gaze and pointing. This creates barriers for blind and visually impaired people (BVI) to engage in JA with sighted peers. Yet, little research has characterised these barriers or the strategies BVI people employ to overcome them. We interviewed ten BVI adults to understand JA experiences and analysed videos of four BVI children with eight sighted partners engaging in activities conducive to JA. Interviews revealed that lack of JA feedback is perceived as voids that block engagement, exacerbated in group settings, with an emphasis on oneself to fill those voids. Video analysis anchored the absence of the person element within typical JA triads, suggesting a potential for technology to foster alternative dynamics between BVI and sighted people. We argue these findings could inform technology design that supports more inclusive JA interactions.

Social play supports children to develop essential life skills and foster friendships. However, autistic and non-autistic children often do not have equal opportunities to engage in social play. Previous research to improve these opportunities tends to invoke social skill interventions solely for autistic children or is focused on designing for only one group, rather than considering the interactions or needs of all children in neurodiverse groups1. In order to understand the different experiences of children during social play, we conducted interviews with 6 professionals who support neurodiverse social play and undertook observation sessions of 36 autistic and non-autistic children during unstructured social play. Our findings move beyond the existing characterizations of autistic social play and build upon the double empathy problem to capture and consider the needs of all children in neurodiverse playgroups. We argue these findings could be used to inform future neurodiverse social play technology design in HCI.

Theaters serve as platforms that transport audiences into diverse worlds, offering a collective enjoyment of live performances and a shared cultural experience. However, theater performances have strong visual components, such as physical props and actors’ movements and gestures, which are inaccessible to visually impaired and blind audience members and thus can exclude them from such shared social experiences. We conducted formative interviews with eight blind and visually impaired people about their experiences with barriers to theater performance gestures. We then present Hapstick-Figure, a prototype design to represent and communicate human gestures via a 3D-printed tactile surface. Next, we used Hapstick-Figure as a technology probe in a qualitative evaluation with six of our BVI participants to explore non-visual interpretation and engagement with this prototype. We outline insights into the haptic representation of theater performance gestures and reflections on designing for accessibility in this context.

Large-scale shape-changing interfaces (SCIs) such as shape-changing walls offer opportunities for enhancing user experiences within buildings, e.g., for navigation. However, due to the embryonic nature of SCI technologies, designing and explaining the shape features that are beneficial to users is challenging. Previous work used virtual platforms (2D video or Projected Augmented Reality) to design SCI. This paper explores how Virtual Reality (VR) can provide an immersive experience that can help in designing large-scale SCI. We follow a co-design approach in which we use VR to obtain users’ impressions of shape-changing walls. Then, we conduct co-design sessions to understand how shape-changing walls can be designed to become ambient and blend with the environment. We report our results to guide the design of shape-changing walls as well as discuss how our approach can provide valuable insights into how a VR experience, prior to design, and can help in the design process.

Human agency and autonomy have always been fundamental concepts in HCI. New developments, including ubiquitous AI and the growing integration of technologies into our lives, make these issues ever pressing, as technologies increase their ability to influence our behaviours and values. However, in HCI understandings of autonomy and agency remain ambiguous. Both concepts are used to describe a wide range of phenomena pertaining to sense-of-control, material independence, and identity. It is unclear to what degree these understandings are compatible, and how they support the development of research programs and practical interventions. We address this by reviewing 30 years of HCI research on autonomy and agency to identify current understandings, open issues, and future directions. From this analysis, we identify ethical issues, and outline key themes to guide future work. We also articulate avenues for advancing clarity and specificity around these concepts, and for coordinating integrative work across different HCI communities.

In this half-day workshop, we will explore how to co-design technology in inclusive classrooms where children have diverse sensory, motor, cognitive or behavioral abilities. We will discuss barriers and opportunities in co-designing for inclusion, exploring techniques and tools to support learning in a collaborative environment. We encourage researchers, educators, parents, and other stakeholders to participate and provide their expertise and know-how in improving these environments, with an aim to support both inclusion and collaboration; and children’s exploration of their own interests and approaches to learning. We seek to better understand research experiences in these environments, co-design techniques that were successfully used, and what they can teach the broader field of interaction design for children.

Child Computer Interaction has become a field in its own right but it relies on its parent disciplines, HCI, CS, IxD, to train its academics. Research practice in CCI borrows heavily from HCI with an emphasis on the participation of users in research. Training academics to work with children is essential within CCI but this is seldom talked about and in many cases, students are left to learn from mistakes, especially if they are working in groups where there is little expertise in working with children. In this workshop we aim to look at what can go wrong when working with children in a range of contexts including design, evaluation, and research, in schools, homes and other venues, on many different types of projects. We will ‘create’ scenarios of working with participants and seek to identify potential problems and solutions with the aim of building a resource for CCI academics that helps minimize failure and maximise success.

Many dementia-friendly social programs were adapted to online delivery due to the COVID pandemic. Hasty adaptations make it unclear how to design these programs to capture the benefits of online delivery and face-to-face interactions. To understand the complexities of program delivery, we interviewed program coordinators and held focus groups with people living with dementia (PLWD) and their informal carers. We applied an interdependence framework to examine how the relationships between individuals affect program benefits. We found that interdependencies within an organization related to finances and networking are key and that organizational and individual interdependencies converge during program delivery. Our findings suggest these two interdependencies could influence one another more effectively if technology, like video conferencing, were designed to account for it. We discuss how an expanded notion of interdependency for the design of technology helps expand inclusivity in accessible social programs.

The philosophical construct readiness-to-hand describes focused, intuitive, tool use, and has been linked to tool-embodiment and immersion. The construct has been influential in HCI and design for decades, but researchers currently lack appropriate measures and tools to investigate it empirically. To support such empirical work we investigate the possibility of operationalising readiness-to-hand in measurements of multfractality in movement, building on recent work in cognitive science. We conduct two experiments (N=44, N=30) investigating multifractality in mouse movements during a computer game, replicating prior results and contributing new findings. Our results show that multifractality correlates with dimensions associated with readiness-to-hand, including skill and task-engagement, during tool breakdown, task learning and normal play. We describe future possibilities for the application of these methods in HCI, supporting such work by sharing scripts and data (https://osf.io/2hm9u/), and introducing a new data-driven approach to parameter selection.

With the proliferation of shape-change research in affective computing, there is a need to deepen understandings of affective responses to shape-change display. Little research has focused on affective reactions to tactile experiences in shape-change, particularly in the absence of visual information. It is also rare to study response to the shape-change as it unfolds, isolated from a final shape-change outcome. We report on two studies on touch-affect associations, using the crossmodal “Bouba-Kiki” paradigm, to understand affective responses to shape-change as it unfolds. We investigate experiences with a shape-change gadget, as it moves between rounded (“Bouba”) and spiky (“Kiki”) forms. We capture affective responses via the circumplex model, and use a motion analysis approach to understand the certainty of these responses. We find that touch-affect associations are influenced by both the size and the frequency of the shape-change and may be modality-dependent, and that certainty in affective associations is influenced by association-consistency.

With increasing interest in multisensory experiences in HCI there is a need to consider the potential impact of crossmodal correspondences (CCs) between sensory modalities on perception and interpretation. We investigated CCs between active haptic experiences of tangible 3D objects, visual colour and emotion using the “Bouba/Kiki” paradigm. We asked 30 participants to assign colours and emotional categories to 3D-printed objects with varying degrees of angularity and complexity. We found tendencies to associate high degrees of complexity and angularity with red colours, low brightness and high arousal levels. Less complex round shapes were associated with blue colours, high brightness and positive valence levels. These findings contrast previously reported crossmodal effects triggered by 2D shapes of similar angularity and complexity, suggesting that designers cannot simply extrapolate potential perceptual and interpretive experiences elicited by 2D shapes to seemingly similar 3D tangible objects. Instead, we propose a design space for creating tangible multisensory artefacts that can trigger specific emotional percepts and discuss implications for exploiting CCs in the design of interactive technology.

It is well established that the presence of other people and the physical traces of their activities impact our navigation decisions, e.g. following a path in a park where trails are worn by frequent passage. Here we investigate such effect within a digital setup where social cues are displayed on the floor. We contribute the first lab study (n=24) investigating how social cues, presented as footprints on an interactive floor display, can impact navigation decisions. We particularly explore two task-based scenarios: exploration and search. A direct comparison of path choices did not reveal significant effects in both tasks but a further qualitative analysis showed that social cues affected path choices depending on how participants interpreted them. Additionally, results revealed a pattern of direct decision-making behaviours when social cues were present. We discuss how these insights can contribute to designing engaging floor interfaces that guide navigation decisions using social cues.

Environmental cues influence our spatial behaviour when we explore unfamiliar spaces. Research particularly shows that the presence/actions of other people affects our navigation decisions. Here we examine how such social information can be integrated digitally into the environment to support navigation in indoor public spaces. We carried out a study (n=12) to explore how to represent traces of navigation behaviour. We compared 6 floor visualisations and examined how they affect participants' navigational choices. Results suggest that direct representations such as footprints are most informative. To investigate further how such visualisation could work in practice, we implemented an interactive floor system and used it as probe during one-to-one design sessions (n=26). We particularly focused on four design challenges: the overall visual representation, representation of multiple people, designing more prominent visualisations and the incorporation of non-identifying information. Our results provide insights for designers looking to develop history-enriched floor interfaces.

We explore the question of how child designers can provide design ideas for technology that might reduce the marginalisation that can be experienced by some of their peers. To do this, we introduce the idea of Expanded Proxy Design that moves beyond the notion of "proxies as people" in design, to guide methods for engaging children into thinking about design ideas for a group that exists at some distance from their own experience. We outline three case studies where we made use of such methods. First, we consider expanded proxies in the context of technology and newly immigrant children who are unable to speak in English. Second, we consider the case of designing technology for children with and without visual impairments. Finally, we consider designing playful experiences for children with different temperaments. We reflect on the extent to which this expanded notion of proxies can be used as a meaningful vehicle for overcoming marginalisation and exclusion when children with different abilities design for each other. And we suggest ways to characterise, develop and refine expanded proxy design methods in this broader sense.

We present a case study of co-designing digital technology that offers positive and meaningful experiences with and for a child with profound learning difficulties and his family. We combine Method Stories and Participatory Evaluation to capture the process of engaging with Archie, a seven year old boy affected by brain damage, in performing independently an activity he enjoys and in the learning of communication skills. Our co-design process led to the creation of "Not On Any Map", an interactive physical device comprised of a custom made box, smart buttons and an Android application. Participatory evaluation with Archie showed that he was highly engaged with the technology, giving him more agency with an overall positive impact on his life and that of his direct family. We thus contribute an outline of an approach to co-designing bespoke technology, and present accounts of interaction in which a non-verbal child with profound learning difficulties can convey meaning through actions and joint attention. These findings open up new spaces for rethinking the function of Augmentative and Alternative Communication system and shape new directions for co-design in this context.

Addressing the needs of visually impaired people is of continued interest in Human Computer Interaction (HCI) research. Yet, one of the major challenges facing researchers in this field continues to be how to design adequate quantitative empirical evaluation for these users in HCI. In this paper, we analyse a corpus of 178 papers on technologies designed for people with visual impairments, published since 1988, and including at least one quantitative empirical evaluation (243 evaluations in total). To inform future research in this area, we provide an overview, historic trends and a unified terminology to design and report quantitative empirical evaluations. We identify open issues and propose a set of guidelines to address them. Our analysis aims to facilitate and stimulate future research on this topic.

Studies combining psychotherapy with psychedelic drugs (Ds) have demonstrated positive outcomes that are often associated with 'Ds' ability to induce 'mystical-type' experiences (MTEs) i.e., subjective experiences whose characteristics include a sense of connectedness, transcendence, and ineffability. We suggest that both PsiDs and virtual reality can be situated on a broader spectrum of psychedelic technologies. To test this hypothesis, we used concepts, methods, and analysis strategies from D research to design and evaluate 'Isness', a multi-person VR journey where participants experience the collective emergence, fluctuation, and dissipation of their bodies as energetic essences. A study (N=57) analyzing participant responses to a commonly used D experience questionnaire (MEQ30) indicates that Isness participants reported MTEs comparable to those reported in double-blind clinical studies after high doses of psilocybin and LSD. Within a supportive setting and conceptual framework, VR phenomenology can create the conditions for MTEs from which participants derive insight and meaning.

Despite being included in mainstream schools, visually impaired children still face barriers to social engagement and participation. Games could potentially help, but games that cater for both visually impaired and sighted players are scarce. We used a co-design approach to design and evaluate a robot-based educational game that could be inclusive of both visually impaired and sighted children in the context of mainstream education. We ran a focus group discussion with visual impairment educators to understand barriers to inclusive play. And then a series of co-design workshops to engage visually impaired and sighted children and educators in learning about robot technology and exploring its potential to support inclusive play experiences. We present design guidelines and an evaluation workshop of a game prototype, demonstrating group dynamics conducive to collaborative learning experiences, including shared goal setting/execution, closely coupled division of labour, and interaction symmetry.

Story mapping is used in schools to promote children's understanding of stories and narrative structure. As a collaborative activity, it can support creativity and facilitate group interaction. However, most techniques used in primary schools rely on visual materials, which creates a barrier to learning for children with visual impairments (VI). To address this, we set out to design a collaborative story mapping tool with a group of children with mixed visual abilities and their teaching assistants. Using co-design approaches over ten workshops, we designed and prototyped different ideas for engaging children in storytelling and design. We present our co-design process and findings, and the resulting story mapping system. We outline how using multisensory elements can facilitate creativity and collaboration to help children with mixed visual abilities create and share stories together, and support learning and social inclusion of VI children in mainstream classrooms.

There is increasing interest in multisensory experiences in HCI. However, little research considers how sensory modalities interact with each other and how this may impact interactive experiences. We investigate how children associate emotions with scents and 3D shapes. 14 participants (10-17yrs) completed crossmodal association tasks to attribute emotional characteristics to variants of the "Bouba/Kiki" stimuli, presented as 3D tangible models, in conjunction with lemon and vanilla scents. Our findings support pre-existing mappings between shapes and scents, and confirm the associations between the combination of angular shapes ("Kiki") and lemon scent with arousing emotion, and of round shapes ("Bouba") and vanilla scent with calming emotion. This extends prior work on crossmodal correspondences in terms of stimuli (3D as opposed to 2D shapes), sample (children), and conveyed content (emotions). We outline how these findings can contribute to designing more inclusive interactive multisensory technologies.

Voice user interfaces (VUIs) are increasingly popular, particularly in homes. However, little research has investigated their potential in other settings, such as schools. We investigated how VUIs could support inclusive education, particularly for pupils with visual impairments (VIs). We organised focused discussions with educators at a school, with support staff from local authorities and, through bodystorming, with a class of 27 pupils. We then ran a series of co-design workshops with participants with mixed-visual abilities to design an educational VUI application. This provided insights into challenges faced by pupils with VIs in mainstream schools, and opened a space for educators, sighted and visually impaired pupils to reflect on and design for their shared learning experiences through VUIs. We present scenarios, a design space and an example application that show novel ways of using VUIs for inclusive education. We also reflect on co-designing with mixed-visual-ability groups in this space.

This paper presents the preliminary findings of a co-design study with children with mixed visual abilities to create a multisensory joint storytelling platform. Storytelling is a valuable way for children to express their imagination and creativity, and can be used as tool for inclusive learning. Children with visual impairments are typically educated in mainstream schools, and often encounter barriers to learning, particularly in group settings. To address some of these issues, we have been working with a group of children with visual impairments, their Teaching Assistants (TAs), and sighted friends, to design and develop multisensory storytelling technologies. This paper presents the findings of the first five design sessions. We also present the outcomes and challenges of working with mixed stakeholder, mixed visual-ability groups in participatory design.

Graphical displays are a typical means for conveying awareness information in groupware systems to help users track joint activities, but are not ideal when vision is constrained. Understanding how people maintain awareness through non-visual means is crucial for designing effective alternatives for supporting awareness in such situations. We present a lab study simulating an extreme scenario where 32 pairs of participants use an audio-only tool to edit shared audio menus. Our aim is to characterise collaboration in this audio-only space in order to identify whether and how, by itself, audio can mediate collaboration. Our findings show that the means for audio delivery and choice of working styles in this space influence types and patterns of awareness information exchange. We thus highlight the need to accommodate different working styles when designing audio support for awareness, and extend previous research by identifying types of awareness information to convey in response to group work dynamics.

Children living with visual impairments (VIs) are increasingly educated in mainstream rather than special schools. But knowledge about the challenges they face in inclusive schooling environments and how to design technology to overcome them remains scarce. We report findings from a field study involving interviews and observations of educators and children with/without VIs in mainstream schools, in which we identified the "teaching assistant bubble" as a potential barrier to group learning, social play and independent mobility. We present co-design activities blending elements of future workshops, multisensory crafting, fictional inquiry and bodystorming, demonstrating that children with and without VIs can jointly lead design processes and explore design spaces reflective of mixed visual abilities and shared experiences. We extend previous research by characterising challenges and opportunities for improving inclusive education of children with VIs in mainstream schools, in terms of balancing assistance and independence, and reflect on the process and outcomes of co-designing with mixed-ability groups in this context.

There is growing interest in the application of crossmodal perception to interface design.However, most research has focused on task performance measures and often ignored user experience and engagement.We present an examination of crossmodal congruence in terms of performance and engagement in the context of a memory task of audio, visual, and audio-visual stimuli.Participants in a first study showed improved performance when using a visual congruent mapping that was cancelled by the addition of audio to the baseline conditions, and a subjective preference for the audio-visual stimulus that was not reflected in the objective data.Based on these findings, we designed an audio-visual memory game to examine the effects of crossmodal congruence on user experience and engagement.Results showed higher engagement levels with congruent displays with some reported preference for potential challenge and enjoyment that an incongruent display may support, particularly for increased task complexity.

Although research on non-visual access to visually represented information is steadily growing, very little work has investigated how such forms of representation could be constructed through non-visual means. We discuss in this paper our approach for providing audio access to relational diagrams using multiple perspective hierarchies, and describe the design of two interaction strategies for constructing and manipulating such diagrams through this approach. A comparative study that we conducted with sighted users showed that a non-guided strategy allowed for significantly faster interaction times, and that both strategies supported similar levels of diagram comprehension. Overall, the reported study revealed that using multiple perspective hierarchies to structure the information encoded in a relational diagram enabled users construct and manipulate such information through an audio-only interface, and that combining aspects from the guided and the non-guided strategies could support greater usability.