Websites and applications that match and connect individuals for romantic purposes are commonly used in the Western world. However, there have not been many previous investigations focusing on cultural factors that affect the adoption of similar technologies in religiously conservative non-Western cultures. In this study, we examine the socio-technical and cultural factors that influence the perceptions and use of matchmaking technologies in Saudi Arabia. We report the methods and findings of interviews with 18 Saudi nationals (nine males and nine females) with diverse demographics and backgrounds. We provide qualitatively generated insights into the major themes reported by our participants related to the common approaches to matchmaking, the current role of technology, and concerns regarding matchmaking technologies in this cultural con-text. We relate these themes to specific implications for designing marital matchmaking technologies in Saudi Arabia and we outline opportunities for future investigations.

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

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