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Online offences are generally considered as frequent and intentional acts performed by a member with the aim to deceive others. However, an offence may also be unintentional or exceptional, performed by a benevolent member of the community. This article examines whether a victim's decrease in trust towards an unintentional or occasional offender can be repaired in an online setting, by designing and evaluating systems to support forgiveness. We study which of three systems enable the victim of a trust breakdown to fairly assess this kind of offender. The three systems are: (1) a reputation system, (2) a reputation system with a built-in apology forum that may display the offender's apology to the victim and (3) a reputation system with a built-in apology forum that also includes a ''forgiveness'' component. The ''forgiveness'' component presents the victim with information that demonstrates the offender's trustworthiness as judged by the system. We experimentally observe that systems (2) and (3), endorsing apology and supporting forgiveness, allow victims to recover their trust after online offences. An apology from the offender restores the victim's trust only if the offender cooperates in a future interaction; it does not alleviate the trust breakdown immediately after it occurs. By contrast, the ''forgiveness'' component restores the victim's trust directly after the offence and in a subsequent interaction. The applicability of these findings for extending reputation systems is discussed.

The concept of gamification is receiving increasing amounts of attention. However, to date there has been little reported work that has moved beyond anecdotal accounts of its use within educational situations and studies that have been undertaken in this area have predominantly focused on University students. This paper explores how gamification could potentially benefit a specific student population, children with dyslexia who are transitioning from primary to secondary school. Two teachers from specialist dyslexia teaching centres used classDojo, a gamification platform, during their teaching sessions for one term. We detail how the teachers appropriated the platform in different ways and how this impacted the resulting forms of motivation engendered within the students. These findings have subsequently informed a series of design recommendations presented within the paper regarding how gamification platforms can be optimised for students with dyslexia. We conclude by arguing that our work can serve as a springboard for discussing how gamification platforms could be of use for students with other special educational needs.

Cultural appropriation in games entails the taking of knowledge, artifacts or expression from a culture and recontextualizing it within game structures. While cultural appropriation is a pervasive practice in games, little attention has been given to the ethical issues that emerge from such practices with regards to how culture is portrayed. This paper problematizes cultural appropriation in the context of a serious game for children inspired by Dia de los Muertos, a Mexican festival focused on remembrance of the dead. Taking a research through design approach, we demonstrate that recontextualised cultural elements can retain their basic, original meaning. However, we also find that cultural appropriation is inevitable and its ethical implications can be far reaching. In our context, ethical concerns arose as a result of children's beliefs that death affects prominent others and their destructive ways of coping with death. We argue that revealing emergent ethical concerns is imperative before deciding how and in what way to encourage culturally authentic narratives.

In this paper, we describe the results of an interview study conducted across several European countries on teachers' views on the use of empathic robotic tutors in the classroom. The main goals of the study were to elicit teachers' thoughts on the integration of the robotic tutors in the daily school practice, understanding the main roles that these robots could play and gather teachers' main concerns about this type of technology. Teachers' concerns were much related to the fairness of access to the technology, robustness of the robot in students' hands and disruption of other classroom activities. They saw a role for the tutor in acting as an engaging tool for all, preferably in groups, and gathering information about students' learning progress without taking over the teachers' responsibility for the actual assessment. The implications of these results are discussed in relation to teacher acceptance of ubiquitous technologies in general and robots in particular.

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.

The convergence of personal devices, pervasive communication networks and remote computing has caused a fundamental shift in the user interaction paradigm. Multiple methods have enabled an implicit loop of interaction that goes beyond the traditional graphical interfaces. Human emotion is one of such dimensions, supporting the development of empathic systems. Thus, quality of user experience, a subjective measure, may be defined as the resulting affective state from an interaction, which can be dynamically assessed. In mobile ubiquitous settings, leveraging this affective interaction for providing personalisation and immersive digital services has the potential to significantly impact user experience. This paper investigates the relationship between user affect and experience in the context of urban public transport.

Games offer a compelling medium for learning. However, designing a successful learning game that features engagement alongside its educational objectives is a craft that is still underway. Our research adapts a user-centered approach toward designing a game that will teach children conflict resolution skills. By involving users of the game, namely teachers and students, in the design process we reveal new considerations for how to create convincing narratives of conflict, sustain children's engagement and gain teachers' support. At the same time, our work highlights the challenges facing researchers in this domain who must balance users' values, needs and expectations with the game's learning objectives.

A number of commercial location tracking systems exist which enable parents to monitor where their children are when outdoors. The adoption of these services and whether, through their design, they reflect parental values has not been investigated. This question was pursued with a large-scale survey of 920 parents from the UK. The use of location tracking was not prevalent amongst parents and only a minority had considered using these technologies. Parents favoring location tracking described it in the context of security, peace of mind and the need to reduce uncertainty. Parents who were against location tracking described a general lack of need as they had established reliable mechanisms for security and valued trust in the family as well as children's self-direction. Our findings show that location tracking concurrently supports and threatens parental values. By focusing on the values it undermines, we are able to suggest new directions for location systems.

Perception and attention mechanisms are of great importance for entities situated within complex dynamic environments. With roles extending greatly beyond passive information services about the external environment, such mechanisms actively prioritise, augment and expedite information to ensure that the potentially relevant is made available so appropriate action can take place. Here, we describe the rationale behind endowing artificial entities, or virtual agents, with real-time perception and attention systems. We cover the fundamentals of designing and building such systems. Once equipped, the resulting agents can achieve a more substantial connection with their environment for the purposes of reacting, planning, decision making and, ultimately, behaving.

In this chapter, we introduce and develop the concept of “digital crowding.” Traditionally, crowding has been conceptualized as excessive social contact or insufficient personal space (Altman 1975). Under these circumstances, not only do people show signs of stress, but they also engage in a number of techniques to escape excessive social contact (Baum and Valins 1977). For instance, studies of students in shared, crowded spaces find that they spend more time in their bedrooms than in social spaces, are more likely to seek friendships outside of the crowded area, and even sit further away from strangers in waiting rooms (Baum and Valins 1977). We argue that while much of the discussion of privacy and technology has focused on information flow and leakage, it has ignored the interactive, interpersonal impact of new technology. In this chapter, we begin by examining the key issues raised by technology for privacy. We then discuss earlier, non-technology focused theories that cover interpersonal aspects of privacy. Finally, we examine some ways in which technology might impact on interpersonal privacy, with a specific focus on social network sites.

Methods are developed for different audiences and purposes. HCI researchers develop methods to shape the future through pure, applied and blue sky research – as is still the case with most affective interactive applications. Unsurprisingly, practitioners will be more concerned that the methods they use not only are tractable but produce better and more innovative results in terms of the systems they ultimately release into the world. Researchers, on the other hand, may have other concerns, such as the novelty of their techniques. Up until recently, most HCI methods (both for researchers and practitioners) were developed for work applications and desktop situations. They focused on efficiency, learnability, transparency, control and other work-related values. They were developed in response to a theoretical orientation which viewed the user as an information processing system not so dissimilar to the computer itself. But now that HCI is concerned with technologies that enter all aspects of life, our methods have begun to change and will need to continue to change. In keeping with our changing conception of what a “user” is and a wider concern with their experience of use of new technologies, a key challenge will be to develop and expand methods for analyzing not just what people do with the technology but how it makes them feel, and not just how people understand technology but how they make sense of it as part of their lives. Methods must be concerned, not only with issues of usefulness and usability, but also with issues of aesthetics, expression, and emotion. In addition we need to focus on evaluating technology not just in the short term under controlled conditions but also in the longer term and in broader social and cultural contexts. In this section, we will therefore provide two strands of evaluation methods. The first concerns what we might see as more traditional usability evaluation: is my system usable for the purpose it was designed for? The second strand tries to get at what we have named “third wave of HCI” in the previous chapters: does my system provide for the kind of (emotional) experience that it aimed to do?

When an offence occurs, the victim and offender can overcome the harm done through forgiveness. This paper demonstrates how forgiveness can be supported in social system design. We first describe what forgiveness is, how it is motivated and what benefits follow from forgiveness. Based on this theoretical analysis, we propose five provisions to guide designers who want to encourage reparation in social systems.

The online trust discussion is focused on mechanisms for building and maintaining user trust. This paper introduces the relevance of providing for the repair of trust breakdowns. Three criteria are proposed for designing reparative mechanisms within trading systems. The reparative ability of two existing systems is then evaluated by using these criteria as a framework.

Three studies investigated whether users' strategies for customising online avatars increase their self-focused attention, also known as private self-awareness. Study 1 showed that a high number of users adapt their avatars toreflect their own appearance. Study 2 demonstrated that users who perceive their avatars to be similar to their own appearance experience as a result heightened private self-awareness. In Study 3, private self-awareness pervadedsocial interaction taking place over time when users with representative avatars, compared to a control group, reported increased private self-awareness. Drawing from research in interpersonal communication, we suggest that avatars which increase their owners' self-focus may have an influence on online behavior in the context of social computing.

International audience; Trust and reputation mechanisms have in part replaced online policing by allowing members to document the quality of their interaction with their peers. This paper proposes an integration of forgiveness into those systems by offering both a theoretical and operational model of forgiveness. Motivating this proposal is the belief that forgiveness can work as a possible prosocial mechanism, which in the short-term may help resolve a given conflict and in the long-term may add to an increasingly prosocial and homeostatic environment.

The objective of this paper is to set the research agenda for a workshop focusing on novel approaches to supporting trust, collaboration, and compliance in social systems. Suggested approaches are: self-awareness, reparative and social recommender mechanisms.

Learning games now play a role in both formal and informal learning, including foundational skills such as literacy. While feedback is recognised as a key pedagogical dimension of these games, particularly in early learning, there has been no research on how commercial games available to schools and parents reify learning theory into feedback. Using a systematic content analysis, we examine how evidence-based feedback principles manifest in five widely-used learning games designed to foster young children's reading skills. Our findings highlight strengths in how games deliver feedback when players succeed. Many of the games, however, were inconsistent and not proactive when providing error feedback, often promoting trial and error strategies. Furthermore, there was a lack of support for learning the game mechanics and a preference for task-oriented rewards less deeply embedded in the gameplay. Our research provides a design and research agenda for the inclusion of feedback in early learning games.

This demonstration presents the design principles of the Navigo games for reading. By reflecting on our design tools and processes we explore the way theory, empirical evidence and best practice and expertise have informed our design. We look into the reciprocal role of theory and design and provide transferable lessons for design of educational technologies in the context of HCI.

Tablet computers are increasingly used in school classrooms. However, despite the fact that these devices are conceived as single-user devices, and most games or apps developed for them are designed for single-users, pairs or groups of students usually use these devices. Surprisingly little research has been done to explore the ways in which these devices support or not children's collaboration – instead research has focused on larger tabletop computers, or on collaboration around configurations of multiple tablet computers. In this paper we present a case-study analysis of pairs of children playing single player tablet games together. We use a combination of temporal video analysis and the Collaborative Learning Mechanisms (CLM) framework previously developed to understand collaboration around surfaces. This analysis aims to unpack collaborative interactions around these devices and identify ways in which successful and less successful collaborations occur. A comparison of our findings to previous studies of interactions around larger tabletop surfaces reveals some of the ways interactions around tablets differ to these. We use these understandings to begin to outline some of the issues to take into consideration when facilitating and designing for children's collaboration around single tablet computers.