The neurodiversity movement seeks to positively reframe certain neurological conditions, such as autism spectrum disorders (ASD) and dyslexia, by concentrating on their strengths. In recent years, neurodiverse children have increasingly been involved in the technology design process, but the design approaches adopted have focused mostly on overcoming difficulties of working with these children, leaving their strengths untapped. We present a new participatory design (PD) framework, Diversity for Design (D4D), which provides guidance for technology designers working with neurodiverse children in establishing PD methods that capitalize on children's strengths and also support potential difficulties. We present two case studies of use of the D4D framework, involving children with ASD and dyslexia, showing how it informed the development and refinement of PD methods tailored to these populations. In addition, we show how to apply the D4D framework to other neurodiverse populations.

IDEAS (Interface Design Experience for the Autistic Spectrum) is a method for involving children with Autism Spectrum Disorders (ASD) in the technology design process. This paper extends the IDEAS method to enable use with a design team, providing specific added support for communication and collaboration difficulties that may arise. A study to trial this extended method was conducted with two design teams, each involving three children with ASD, in a series of six, weekly design sessions focused on designing a math game. The findings from this study reveal that the children were able to successfully participate in the sessions and collaborate with other children. The findings also highlight the positive experience that involvement in such a process can offer this population.

Security policies are required that protect information from unauthorised access, and also respect challenges users face in creating, and particularly managing, increasing numbers of passwords. This paper investigates real password use in the context of daily life. It presents the results of an empirical study where participants completed a password diary over 7 days, followed by debrief interviews to gain further knowledge and understanding of user behaviour. The results reported relate to how many passwords are in use, the types of passwords participants created, the relationships between different passwords and to sensitive services, how participants retrieved their passwords and finally, the different strategies adopted by users in their management of passwords. The paper concludes by providing a high level set of password guidelines, along with suggestions for mechanisms to support creating, encoding, retrieving and executing multiple passwords.

Research in educational technology is interested in the creation of learning environments providing an optimized learning experience for its users. Researchers have been seeking design methods and techniques that help create applications capturing the user's attention without distracting him/her from the task at hand. However, there are few ergonomics guidelines, design or evaluation principles/heuristics currently available concerning the learner modeling component of educational software designed for children. The research aims to investigate the impact of embedded interactive user models and emotive interface personas in educational software for primary school children. The contribution of the work will provide an understanding of the design and evaluation techniques that can be used to create attractive learner models, easily accessible and understandable by children, through the use of affective components.

Recent years have seen an overwhelming interest in how people work together as a group. Both the nature of collaboration and research into how people collaborate is complex and multifaceted, with different research agendas, types of studies, and variations in the behavioral data collected. A better understanding of collaboration is needed in order to be able to make contributions to the design of systems to support collaboration and collaborative tasks. In this article, we combine relevant literature, past research, and a small-scale empirical study of two people individually and collaboratively constructing jigsaws. The objective is to make progress towards the goal of generating extensions to an existing task modeling approach, Task Knowledge Structures. The research described has enabled us to generate requirements for approaches to modeling collaborative tasks and also a set of requirements to be taken into account in the design of a computer-based collaborative virtual jigsaw.

introduction Share on Introduction to multiple and collaborative tasks Authors: Peter Johnson University of Bath, Bath, UK University of Bath, Bath, UKView Profile , Jon May University of Sheffield, Sheffield, UK University of Sheffield, Sheffield, UKView Profile , Hilary Johnson University of Bath, Bath, UK University of Bath, Bath, UKView Profile Authors Info & Claims ACM Transactions on Computer-Human InteractionVolume 10Issue 4December 2003 pp 277–280https://doi.org/10.1145/966930.966931Published:01 December 2003Publication History 14citation1,520DownloadsMetricsTotal Citations14Total Downloads1,520Last 12 Months7Last 6 weeks1 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteGet Access

Article Supporting creative work tasks: the potential of multimodal tools to support sketching Share on Authors: Jana Sedivy Department of Computer Science, Queen Mary and Westfield College, University of London Department of Computer Science, Queen Mary and Westfield College, University of LondonView Profile , Hilary Johnson Department of Computer Science, Queen Mary and Westfield College, University of London Department of Computer Science, Queen Mary and Westfield College, University of LondonView Profile Authors Info & Claims C&C '99: Proceedings of the 3rd conference on Creativity & cognitionOctober 1999 Pages 42–49https://doi.org/10.1145/317561.317571Online:01 October 1999Publication History 10citation611DownloadsMetricsTotal Citations10Total Downloads611Last 12 Months5Last 6 weeks0 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteGet Access

(1999). Introduction to This Special issue on Representations in Interactive Systems Development. Human–Computer Interaction: Vol. 14, Representations in Interactive Systems Development, pp. 1-7.

Participatory design (PD) and task analysis (TA) have each been widely promoted as amerlioratives to the problems of developing systems hat meet users' requirements. However, PD methods have tended to focus on design per se, rather than also promoting user-developer cooperation in upstream analysis activities. TA methods have promoted these upstream activities but largely failed to involve users directly in the analysis and modeling work. Hence, there is a need for a broader approach encourages user–developer cooperation throughout systems analysis and design activities. This article examines the support for user-developer interaction provided by representations of users' tasks and software designs in 2 real-world software development projects that followed a task-based cooperative development approach. In the course of the system deve1oprnenat work, h e representations were called on to serve a number of different purposes. Task model and paper prototype representations facilitated the development s f cowmen ground among h e members of the development team through h e provision of an external shared model of the object of the development activity and helped to delimit an interaction space in which the cooperative activity was conducted. Weaknesses of the representations as supports for cooperative development included users' reluctance physically to amend the representations and the very strength of common ground developed between the participants that was not explicitly represented in the external models.

The importance of an early and on-going focus on users in interactive system design is widely accepted. However, in practice, involving users poses many problems and requires designers to balance conflicting demands. Various factors can hinder or ease the involvement of users. This paper reports a case study involving the design of a bespoke application and gives a detailed account of the obstacles and facilitators to user involvement encountered during the design activity. The obstacles and facilitators are presented in terms of issues such as contacting and selecting users, motivating users, facilitating and mediating meetings and offering points of focus for user contributions. We report and contrast the views of various stakeholders in the design process, and supplement these with our own observations as non-participant observers. Finally, we discuss issues raised by the study and draw out a number of lessons for the CHI community.