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The paper introduces a novel and extensible approach to generating labelled data called the Peer Data Labelling System (PDLS), suitable for training supervised Machine Learning algorithms for use in CCI research and development. The novelty is in classifying one child’s engagement using peer observation by another child, thus reducing the two-stage process of detection and inference common in emotion recognition to a single phase. In doing so, this technique preserves context at the point of inference, reducing the time and cost of labelling data retrospectively and stays true to the CCI principle of keeping child-participation central to the design process. We evaluate the approach using the usability metrics of effectiveness, efficiency, and satisfaction. PDLS is judged to be both efficient and satisfactory. Further work is required to judge its effectiveness, but initial indications are encouraging and indicate that the children were consistent in their perceptions of engagement and disengagement.

The aim of this panel is to facilitate a discussion on the ethical implications of our activities as HCI researchers and designers. These implications can be formulated in terms of an ethical value exchange, in which research and design decisions are transactions where all stakeholders give and obtain some value. The panel will generate a thought-provoking debate based on different experiences and reflections on whether and how ethical value exchange happens in HCI research and design practice

When learning to code, children and novice programmers often transition from block-based to traditional text-based programming environments. This paper explores the usability problems within a block-based authoring environment, EduBlocks, that may hinder children’s learning. Using domain-specific heuristics, a usability evaluation was performed by expert evaluators, which was later combined with data from an analysis of problems reported in Forums, to produce a corpus of usability problems. The corpus was subsequently analysed using thematic analysis, and seven design guidelines were synthesized. Using the guidelines, a model of interaction was created to in-form the design of block-based authoring environments that support the transition to text-based authoring. The model examines the interplay be-tween learning within a school environment to independently using the authoring environment and how the interface can support these differing scenarios. This paper contributes to the design of effective user interfaces to support children learning to code and provides guidelines for developers of hybrid authoring environments to support the transition away from blocks.

Over 95% of mobile games found on the Android Play Store are free to download and play which typically means that income for the publishers is generated through monetization mechanisms included within the gameplay. It is already established that monetization within mobile games often makes use of deceptive design (sometimes called ‘dark design’) in relation to aspects such as advertising and game-related purchasing. The limited spending power of young people often means that children and teenagers play these ‘free’ games extensively and are therefore regularly experiencing in-game monetization attempts developed by adults to target adult players. Monetization typically plays a key role in gameplay and associated gameplay experience in free games. We asked young people (n = 62) aged 12–13 years how they thought developers should monetize free mobile games. Findings show that participants were able to suggest novel mechanisms for monetization, new monetization possibilities developers could consider, and ways in which the experience of monetization mechanisms for players could be improved. We hope this work can help prompt discussion around participatory approaches for monetization and focus attention on the user experience of monetization techniques within mobile games.

The paper introduces a novel and extensible approach to generating labelled data called the Peer Data Labelling System (PDLS), suitable for training supervised Machine Learning algorithms for use in CCI research and development. The novelty is in classifying one child’s engagement using peer observation by another child, thus reducing the two-stage process of detection and inference common in emotion recognition to a single phase. In doing so, this technique preserves context at the point of inference, reducing the time and cost of labelling data retrospectively and stays true to the CCI principle of keeping child-participation central to the design process. We evaluate the approach using the usability metrics of effectiveness, efficiency, and satisfaction. PDLS is judged to be both efficient and satisfactory. Further work is required to judge its effectiveness, but initial indications are encouraging and indicate that the children were consistent in their perceptions of engagement and disengagement.

When learning to code, children and novice programmers often transition from block-based to traditional text-based programming environments. This paper explores the usability problems within a block-based authoring environment, EduBlocks, that may hinder children’s learning. Using domain-specific heuristics, a usability evaluation was performed by expert evaluators, which was later combined with data from an analysis of problems reported in Forums, to produce a corpus of usability problems. The corpus was subsequently analysed using thematic analysis, and seven design guidelines were synthesized. Using the guidelines, a model of interaction was created to in-form the design of block-based authoring environments that support the transition to text-based authoring. The model examines the interplay be-tween learning within a school environment to independently using the authoring environment and how the interface can support these differing scenarios. This paper contributes to the design of effective user interfaces to support children learning to code and provides guidelines for developers of hybrid authoring environments to support the transition away from blocks.

Over 95% of mobile games found on the Android Play Store are free to download and play which typically means that income for the publishers is generated through monetization mechanisms included within the gameplay. It is already established that monetization within mobile games often makes use of deceptive design (sometimes called ‘dark design’) in relation to aspects such as advertising and game-related purchasing. The limited spending power of young people often means that children and teenagers play these ‘free’ games extensively and are therefore regularly experiencing in-game monetization attempts developed by adults to target adult players. Monetization typically plays a key role in gameplay and associated gameplay experience in free games. We asked young people (n = 62) aged 12–13 years how they thought developers should monetize free mobile games. Findings show that participants were able to suggest novel mechanisms for monetization, new monetization possibilities developers could consider, and ways in which the experience of monetization mechanisms for players could be improved. We hope this work can help prompt discussion around participatory approaches for monetization and focus attention on the user experience of monetization techniques within mobile games.

The aim of this panel is to facilitate a discussion on the ethical implications of our activities as HCI researchers and designers. These implications can be formulated in terms of an ethical value exchange, in which research and design decisions are transactions where all stakeholders give and obtain some value. The panel will generate a thought-provoking debate based on different experiences and reflections on whether and how ethical value exchange happens in HCI research and design practice

In recent years, Artificial Intelligence has become more and more relevant in our society. Creating AI systems is almost always the prerogative of IT and AI experts. However, users may need to create intelligent solutions tailored to their specific needs. In this way, AI systems can be enhanced if new approaches are devised to allow non-technical users to be directly involved in the definition and personalization of AI technologies. End-User Development (EUD) can provide a solution to these problems, allowing people to create, customize, or adapt AI-based systems to their own needs. This paper presents a systematic literature review that aims to shed the light on the current landscape of EUD for AI systems, i.e., how users, even without skills in AI and/or programming, can customize the AI behavior to their needs. This study also discusses the current challenges of EUD for AI, the potential benefits, and the future implications of integrating EUD into the overall AI development process., Comment: This version did not undergo peer-review. A corrected version is published by Springer Nature in the Proceedings of 9th International Syposium on End-User Development (ISEUD 2023). DOI: https://doi.org/10.1007/978-3-031-34433-6_2

This workshop aims at identifying, examining, structuring and sharing educational resources and approaches to support the process of teaching/learning Human-Computer Interaction (HCI) Engineering. The broadening of the range of available interaction technologies and their applications, many times in safety and mission critical areas, to novel and less understood application domains, brings the question of how to address this ever-changing nature in university curricula usually static. Beyond, as these technologies are taught in diverse curricula (ranging from Human Factors and psychology to hardcore computer science), we are interested in what the best approaches and best practices are to integrate HCI Engineering topics in the curricula of programs in software engineering, computer science, human-computer interaction, psychology, design, etc. The workshop is proposed on behalf of the IFIP Working Groups 2.7/13.4 on User Interface Engineering and 13.1 on Education in HCI and HCI Curricula.

This panel wants to start a discussion about the importance of designing new ways of Contemporary Art digitization and digitalization to foster the creation of successful user experiences for its remote fruition.

This workshop aims at identifying, examining, structuring and sharing educational resources and approaches to support the process of teaching/learning Human-Computer Interaction (HCI) Engineering. The broadening of the range of available interaction technologies and their applications, many times in safety and mission critical areas, to novel and less understood application domains, brings the question of how to address this ever-changing nature in university curricula usually static. Beyond, as these technologies are taught in diverse curricula (ranging from Human Factors and psychology to hardcore computer science), we are interested in what the best approaches and best practices are to integrate HCI Engineering topics in the curricula of programs in software engineering, computer science, human-computer interaction, psychology, design, etc. The workshop is proposed on behalf of the IFIP Working Groups 2.7/13.4 on User Interface Engineering and 13.1 on Education in HCI and HCI Curricula.

This panel wants to start a discussion about the importance of designing new ways of Contemporary Art digitization and digitalization to foster the creation of successful user experiences for its remote fruition.

For users with intellectual disability new to the Internet, mastering web search requires both conceptual understanding and supported practice. eLearning offers an appropriate environment for both self-paced learning and authentic practice since it can simulate the types of interactions encountered during web searching. Yet eLearning approaches have not been explored towards supporting young adults with intellectual disability (YAWID) to search the web or supporting them to learn web search. This paper presents a study that examines the experiences of 6 YAWID learning to search the web with LIFT, an eLearning tool designed with a specific focus on supporting memory through mental models and practice exercises. The content and approach of LIFT are tailored to the Sri Lankan context, incorporating the use of the Sinhala virtual keyboard for Google search and culturally relevant metaphors. We collected a range of observations as the participants used the eLearning tool, subsequently independently searched for information online, and finally described the Google search process to a teacher. We surveyed their understanding through drawings they created about the Internet and Web search. The findings establish the significant potential for eLearning to engage and support YAWID learn web search, with a realistic environment for safely practicing web search and navigation. This study contributes to human-computer interaction by integrating three aspects of eLearning: accessible interface, content, and interactive practice, also accommodating web search in the Sinhala language. It acknowledges that understanding specific users is critical if interaction designs are to be accepted by their users.

The use of social robots has the potential to improve learning experiences in life skills for adults with intellectual disabilities (ID). Current research in the context of social robots in education has largely focused on how children with Autism Spectrum Disorder (ASD) interact with social robots primarily without a tablet, with almost no research investigating how beneficial social robots can be in supporting learning for adults with IDs. This research explores how interactions with a social humanoid robot can contribute to learning for communities of adults with ID, and how adults with ID want to engage with these robots. This exploratory study involved observation and semi-structured interviews of eleven participants with ID (in three groups, supported by their support workers) receiving information from a semi-humanoid social robot and interacting with the robot via its tablet. Two robot applications were developed to deliver content based on the participating disability support organization’s life skills curriculum for healthy lifestyle choices and exercise, considering a variety of modalities (visual, embodied, audio). The study identified four ways in which participants interact, and our findings suggest that both the physical presence of the robot and the support of the tablet play a key role in engaging adults with ID. Observation of participant interactions both with the robot and with each other shows that part of the robot’s value in learning was as a facilitator of communication.

Accessibility in sports media broadcast (SMB) remains a problem for blind spectators who wish to socialize and watch sports with friends and family. Although popular, radio's reliance on low bandwidth speech results in an overwhelming experience for blind spectators. In this paper we focused on two core issues: (i) how SMB can be augmented to convey diegetic information more effectively, and (ii) the social context in which SMB are consumed. We chose tennis broadcasts for our investigations. Addressing issue (i), we developed a system design and prototype to enhance the experience of watching tennis matches, focusing on blind spectators using audio descriptions and 3D audio, and evaluated our system with (n=12) in a controlled user evaluation. Our results indicate how audio descriptions gave clear information for the tennis ball placements, 3D audio provided subtle cues for the ball direction, and radio provided desired human commentary. For issue (ii), we conducted an online questionnaire (n=15) investigating the social context in which blind spectators consume SMB. Participant feedback indicated there is a demand for more accessible SMB content such that people can consume SMB by themselves and with their friends. Participants were enthusiastic for a revised system design mixing elements from 3D audio and audio description. We discuss our results in the context of social SMB spectatorship, concluding with insights into accessible SMB technologies.

Personal computing, and therefore Human-Computer Interaction (HCI), is becoming a seamlessly integrated part of everyday activity down to the point where "computing" is inseparable from "activity". A modelling problem occurs in these emerging mobile and ubiquitous computing situations because it is hard to determine the spatial and operational limits of an ongoing activity, for the human performing the activity, for the computer system monitoring and/or supporting it, as well as for the modeller observing it. Also, it is an open issue how to model the causal relations between physical (real world) and virtual (digital world) phenomena that these "intelligent environments" can be programmed to maintain, whether defined by software engineers or the end-users themselves. We propose a modeling framework that addresses the above mentioned issues and present our initial attempts to create a User Interface Description Language (UIDL) based on the framework.

Our work on End-User Development primarily focuses on the needs of a specific community of users, namely professionals in diverse areas outside of computer science, such as engineers, physicians, geologists and physicist, who are not professional programmers. We refer to them as domain experts. We developed a participatory design methodology, called SSW (Software Shaping Workshop) methodology, aimed at designing software environments that support domain experts to become co-designers of their tools. The different stakeholders can contribute their own views on the problem to design, development and maintenance of an application, using their own languages and notations. We also proposed a model of the Interaction and Co-Evolution processes (ICE model) occurring between users and system. It extends a previous model of Human-Computer Interaction by considering an important phenomenon occurring during the use of interactive systems, called co-evolution of users and systems.

Our work on End-User Development primarily focuses on the needs of a specific community of users, namely professionals in diverse areas outside of computer science, such as engineers, physicians, geologists and physicist, who are not professional programmers. We refer to them as domain experts. We developed a participatory design methodology, called SSW (Software Shaping Workshop) methodology, aimed at designing software environments that support domain experts to become co-designers of their tools. The different stakeholders can contribute their own views on the problem to design, development and maintenance of an application, using their own languages and notations. We also proposed a model of the Interaction and Co-Evolution processes (ICE model) occurring between users and system. It extends a previous model of Human-Computer Interaction by considering an important phenomenon occurring during the use of interactive systems, called co-evolution of users and systems.