This workshop will convene researchers and stakeholders to share their work on and discuss research on extended reality (XR) technologies for children, including identifying risks, opportunities, and ethical guidelines.The workshop builds on prior child-computer interaction research on XR technologies, as well as prior SIGs and workshops focused on ethics.Our goal is to discuss state-of-the art research on XR technologies and outline ethical concerns and future research challenges.

This workshop will convene researchers and stakeholders to share their work on and discuss participatory approaches to the ethics of emerging technologies for children. The workshop builds on prior discussions in the community, which have identified significant challenges in addressing ethical issues related to emerging technologies given that they are still under development, and it is difficult to predict how they may be used. Our goal is to build on the familiarity the community has with participatory methods and apply them to considering the ethics of emerging technologies, thus giving stakeholders, including children, a voice in these considerations.

Co-design is considered a powerful tool to empower users to be part of the design process. In the United States, co-design with children is often associated with academic organizations. In one form of co-design, Cooperative Inquiry, children and adults design together in a lab environment. Unfortunately, children who live in non-affluent areas may have trouble participating in groups like this because they are unable to attend design sessions due to a combination of lack of transit options or parental involvement.

This work outlines a study comparing graphical and textual passwords. A study was conducted with 13 children between the ages of six and twelve years old. These participants created their own textual and graphical passwords for fictional Web sites and after two weeks, participants returned and attempted to recall the usernames and passwords that they created. Our preliminary results showed that graphical passwords had a lower success rate and participants were less likely to access their accounts when using graphical passwords. Whether using graphical or textual passwords, children succeeded with generalities, but struggled with specifics.

Learning to read is a holistic process that requires social connections and individual resources. When a child lacks the necessary tools for literacy development, his or her education suffers as a result. This paper investigates the extent of how low-literacy impacts reading behaviors in adults and children who read together from an interaction design and research perspective. The value of exposure to reading early and often is explored with regards to how a novel technology including digital interaction has the potential to increase interest and spur reading behavior change. We observed children and their low-literate, adult caregivers reading a physical book and an electronic e-book application on a tablet. Then we had the pairings participate in co-design sessions to develop new technologies for developing readers. The findings from the research and subsequent design sessions informed a new design and recommendations for an interactive and immersive reading experience, created with and for low-literate adults and children.

Co-design research with children is a field that continues to find new ground and expand as it explores new, and more effective ways to design. As children become more enveloped in a world of technology and video games, it follows to leverage these kinds of experiences for use in our design toolbox. In addition, continuing to explore how to include a larger global audience through distributed co-design can advance the design process. The study presented in this paper serves as a preliminary exploration of virtual sandbox game environments as a co-design tool. Utilizing a design inclusive research approach, we discuss what led us to explore this environment as a co-design tool, how it evolved over time, and our success in using it to include those who could not attend in-person sessions.

As more children's technologies are designed to be used with a global audience, new tools need to be created to include more children's voices in the design process. However, working with those children who are geographically distributed as design partners is difficult because existing technologies either do not support distributed design, or are not child-friendly. Industries that produce items for children to consume have begun using traditionally academic co-design techniques in order to design new products and experiences for children. As these groups need to reach out to more diverse and global populations, they will begin using technologies that support distributed co-design. As child-computer interaction researchers, we have a duty to understand this concept and identify recommendations for others to use that incorporate the ideals of our field. In order to do this, this paper describes the design process of an online environment to support geographically distributed, intergenerational co-design. Within this environment, children can work together despite differences of time zones, geographic location, or availability. The online environment was deployed for eight weeks during the summer and was modified each week throughout that time to better support the participants. Based on the experiences of participants within the environment, we make suggestions for new technologies including user management tools, creative expression tools, and ad hoc team membership that encourage more voices in the design process.

In this paper, we present a framework that describes commonly used design techniques for Participatory Design with children. Although there are many currently used techniques for designing with children, researchers working in differing contexts and in a changing technological landscape find themselves facing difficult design situations. The FACIT PD framework presented in this paper can aid in choosing existing design techniques or in developing new techniques regardless of the stage in the design cycle, the technology being developed, or philosophical approach to design method. The framework consists of eight dimensions, concerning the design partners, the design goal, and the design technique. The partner dimensions are partner experience and need for accommodation. The design goal dimensions are design space and maturity of design. The technique dimensions include: cost, portability, technology and physical interaction. Three cases will be presented which describe new techniques developed using the framework and two cases will describe existing techniques.

Face-to-face design with child and adult design partners is not always possible due to distant geographical locations or time differences. Yet we believe that the designs of children in areas not co-located with system builders, or who live in locations not easily accessed, are just as important and valid as children who are easily accessible especially when designing for a multinational audience. This paper reports on the prototype design process of DisCo, a computer-based design tool that enables intergenerational co-designers to collaborate online and asynchronously while being geographically distributed. DisCo contains tools that enable the designers to iterate, annotate, and communicate from within the tool. This tool was used to facilitate distributed co-design. We learned that children were less forgiving of their inability to draw on the computer than on paper, and they formed small, intergenerational design teams at their own locations when the technology did not work as they expected.

This paper reports on the design of Twooter, a tool for non-verbal, music-based expression in an online social network. Borrowing ideas from popular social networks and influenced through recent educational endeavors by a large cultural institution, Twooter is being designed with the hope of bridging the gap between the ease of updating one's status in a profile and the difficulty in content creation. Twooter is being designed through the Cooperative Inquiry method. Adults and children are working together to design this technology for use in an online, educational environment. Several design sessions have informed researchers on the features and interactions required to accomplish this goal.

The growth of online social networks such as Facebook, MySpace, and Linked-In has transformed the way in which individuals establish and maintain relationships for both business and entertainment. In this paper we present the analysis of a similar online social network that was used to foster cross-cultural awareness among users ages 14--17. The social network provided students across the globe with an environment to establish online identities, explore their own culture and the culture of peers who were located in three different countries. We make recommendations to network designers to reconsider friendship metaphors, work within existing network tools, and replace text as the default medium in communication.

Contextual help is effective for learning how to use GUIs by showing instructions and highlights on the actual interface rather than in a separate viewer. However, end-users and third-party tech support typically cannot create contextual help to assist other users because it requires programming skill and source code access. We present a creation tool for contextual help that allows users to apply common computer skills-taking screenshots and writing simple scripts. We perform pixel analysis on screenshots to make this tool applicable to a wide range of applications and platforms without source code access. We evaluated the tool's usability with three groups of participants: developers, in-structors, and tech support. We further validated the applicability of our tool with 60 real tasks supported by the tech support of a university campus.

We introduce a design technique, Clear Panels, to design interactive mobile device applications. Using mixed-fidelity prototyping, a combination of low- and high-tech materials, participants refine multiple aspects of a mobile application's design. Clear Panels supports writing and sketching via a transparent overlay affixed atop a mobile device screen. It enables design partners to refine their gesture-based interactions on actual devices. The technique has been successfully implemented in the design of children's mobile applications. The technique leverages and extends longstanding interaction design methods to include mobile and hand-held technologies. Importantly, we show it is effective in raising participants' awareness of key mobile application design issues without constraining their creativity.

An intergenerational design team of children (ages 7-11 years old) along with graduate students and faculty in computer science and information studies developed a programming language for children, Toque. Concrete real-world cooking scenarios were used as programming metaphors to support an accessible programming learning experience. The Wiimote and Nunchuk were used as physical programming input devices. The programs that were created were pictorial recipes which dynamically controlled animations of an on-screen chef preparing virtual dishes in a graphical kitchen environment. Through multiple design sessions, programming strategies were explored, cooking metaphors were developed and, prototypes of the Toque environment were iterated. Results of these design experiences have shown us the importance of pair-programming, programming by storytelling, parallel programming, function-argument relationships, and the role of tangibility in overcoming challenges with constraints imposed by the system design.

As technology for children becomes more mobile, social, and distributed, our design methods and techniques must evolve to better explore these new directions. This paper reports on "Layered Elaboration," a co-design technique created to support these evolving needs. .Layered Elaboration allows design teams to generate ideas through an iterative process in which each version leaves prior ideas intact while extending concepts. Layered Elaboration is a useful technique as it enables co-design to take place asynchronously and does not require much space or many resources. Our intergenerational team, including adults and children ages 7 -- 11 years old, used the technique to design both a game about history and a prototype of an instructional game about energy conservation.

Collection recommender systems suggest groups of items that work well as a whole. The interaction effects between items is an important consideration, but the vast space of possible collections makes it difficult to analyze. In this paper, we present a class of games with a purpose for building collections where users create collections and, using an output agreement model, they are awarded points based on the collections that match. The data from these games will help researchers develop guidelines for collection recommender systems among other applications. We conducted a pilot study of the game prototype which indicated that it was fun and challenging for users, and that the data obtained had the characteristics necessary to gain insights into the interaction effects among items. We present the game and these results followed by a discussion of the next steps necessary to bring games to bear on the problem of creating harmonious groups.