Partnership through Play: Investigating How Long-Distance Couples Use Digital Games to Facilitate IntimacyLong-distance relationships (LDRs) have become more common in the last few decades, primarily among young adults pursuing educational or employment opportunities. A common way for LDR couples to spend time together is by playing multiplayer video games, which are often a shared hobby and therefore a preferred joint activity. However, games are relatively understudied in the context of relational maintenance for LDRs. In this work, we used a mixed-methods approach to collect data on the experiences of 13 couples in LDRs who frequently play games together. We investigated different values around various game mechanics and modalities and found significant differences in couple play styles, and also detail how couples appropriate game mechanics to express affection to each other virtually. We also created prototypes and design implications based on couples' needs surrounding the lack of physical sensation and memorabilia storage in most popular games.2025NDNisha Devasia et al.Multiplayer & Social GamesInteractive Narrative & Immersive StorytellingDIS
Cultivating Computational Thinking and Social Play among Neurodiverse Preschoolers in Inclusive ClassroomsComputational thinking (CT) is regarded as a fundamental twenty-first century skill and has been implemented in many early childhood education curriculum. Yet, the needs of neurodivergent children have remained largely overlooked in the extensive research and technologies built to foster CT among children. To address this, we investigated how to support neurodiverse (i.e., groups involving neurodivergent and neurotypical) preschoolers aged 3-5 in learning CT concepts. Grounded in interviews with six teachers, we deployed an age-appropriate, programmable robot called KIBO in two preschool classrooms involving 12 neurodivergent and 17 neurotypical children for eight weeks. Using interaction analysis, we illustrate how neurodivergent children found enjoyment in assembling KIBO and learned to code with it while engaging in cooperative and competitive play with neurotypical peers and the adults. Through this, we discuss accessible adaptations needed to enhance CT among neurodivergent preschoolers and ways to reimagine technology-mediated social play for them.2025MDMaitraye Das et al.Northeastern UniversityCognitive Impairment & Neurodiversity (Autism, ADHD, Dyslexia)Early Childhood Education TechnologySpecial Education TechnologyCHI
Exploring AI-Based Support in Speech-Language Pathology for Culturally and Linguistically Diverse ChildrenSpeech-language pathologists (SLPs) provide support to children with speech and language difficulties through delivering evaluation, assessment, and interventions. Despite growing research on how Artificial Intelligence (AI) can support SLPs, there is limited research examining how AI can assist SLPs in delivering equitable care to culturally and linguistically diverse (CLD) children with disabilities. Through interviews with 15 SLPs and a two-part survey study with 13 SLPs, we report on SLP challenges in delivering responsive care to CLD children with disabilities (i.e., unrepresentative materials, unreliable translation, insufficient support for language variations), areas for AI-based support, evaluations of how available AI performs in addressing these challenges, and bias assessments of AI-generated materials. We discuss implications of contextually unaware AI, the range of care in AI-prompting, tensions and tradeoffs of AI-based support, and honoring diverse representations in AI-generated materials. We offer considerations for SLPs using AI-based tools and general-purpose AI in their practice.2025ALAaleyah Lewis et al.University of Washington, Paul G. Allen School of Computer Science and EngineeringIntelligent Voice Assistants (Alexa, Siri, etc.)Generative AI (Text, Image, Music, Video)Cognitive Impairment & Neurodiversity (Autism, ADHD, Dyslexia)CHI
``I want to think like an SLP'': A Design Exploration of AI-Supported Home Practice in Speech TherapyParents of children in speech therapy play a crucial role in delivering consistent, high-quality home practice, which is essential for helping children generalize new speech skills to everyday situations. However, this responsibility is often complicated by uncertainties in implementing therapy techniques and keeping children engaged. In this study, we explore how varying levels of AI oversight can provide informational, emotional, and practical support to parents during home speech therapy practice. Through semi-structured interviews with 20 parents, we identified key challenges they face and their ideas for AI assistance. Using these insights, we developed six design concepts, which were then evaluated by 20 Speech-Language Pathologists (SLPs) for their potential impact, usability, and alignment with therapy goals. Our findings contribute to the discourse on AI’s role in supporting therapeutic practices, offering design considerations that address the needs and values of both families and professionals.2025ADAayushi Dangol et al.University of Washington, Human Centered Design & EngineeringElectrical Muscle Stimulation (EMS)Agent Personality & AnthropomorphismAugmentative & Alternative Communication (AAC)CHI
Mediating Culture: Cultivating Socio-cultural Understanding of AI in Children through Participatory DesignThe surge in access to and awareness of Generative Artificial Intelligence (GenAI) such as ChatGPT has sparked discussion over the necessary technological literacies and competencies needed to effectively engage with these systems. In this context, we explore AI as a tool that mediates cultural understanding and remediates human values -- that are often influenced by biases and inequities. Using participatory design for learning with a group of 13 children (ages 8-13), we engaged in five co-design sessions featuring different modalities for socio-cultural approaches to AI literacy. We found that children were more aware of the cultural mediation aspect of AI when the content of the interaction aligned with their cultural background and context. This underscored the significance of aligning the representation of culture in these GenAI systems with people's socio-cultural ecosystems in modern technological literacies. We conclude with design principles for a more critical and holistic approach to AI literacy.2024ADAayushi Dangol et al.Generative AI (Text, Image, Music, Video)Algorithmic Fairness & BiasParticipatory DesignDIS
Parenting in a Pandemic: Juggling Multiple Roles and Managing Technology Use in Family Life During COVID-19 in the United StatesThe COVID-19 pandemic upended the lives of families with young children as school closures and social distancing requirements left caregivers struggling to facilitate educational experiences, maintain social connections, and ensure financial stability. Considering families’ increased reliance on technology to survive, this research documents parents’ lived experiences adapting to technology’s outsized role alongside other shifts in family life associated with the COVID-19 pandemic. In this paper, we describe a 10-week study with 30 enrolled families with children aged 3 to 13 in the United States using the asynchronous remote communities (ARC) methodology to 1) understand the benefits and challenges faced by families as they adapted technology at home to navigate the pandemic, and 2) to ideate improvements to those experiences through co-design. We found that amidst gaps in infrastructural support from schools, workplaces, and communities, parents experienced deep anxiety and took on new roles, including tech support, school administrator, and curator of meaningful activities for their children. As parents shared bold and creative technology-based solutions for improving family well-being, schooling experiences, social life, and beyond, they demonstrated their capacity to contribute to new models of learning and family life. Our findings are a call to action for CSCW researchers, designers, and family-focused practitioners to work with learning communities that incorporate parent, teacher, and technology experiences in their academic and community planning.2021RMRebecca Michelson et al.Technology/Information Use in Times of PandemicCSCW
Co-Design with Older Adults: Examining and Reflecting on Collaboration with Aging CommunitiesCo-design methods have involved older adults in the design process to fill the knowledge gap that younger adult designers might encounter when designing for an aging population. A focus of co-design means establishing equal and equitable relationships be-tween users and designers. To understand the factors that contribute to equal collaborations between older adults and student de-signers, we conducted 12 co-design sessions with 16 older adults and 11 student designers. We examined their interactions by adapt-ing a framework initially aimed to understand the child-adult design partnership. We also analyzed student designers' reflections to understand their experiences and learnings from designing with older adults. Our findings demonstrate that developing a design partnership is complex. The framework helped surface factors like sharing life experiences and role ownership that influenced bal-anced or unbalanced interactions. Through the student designers' reflections, we found that student designers identified challenges they encountered and the assumptions they had about the older adult population. We believe that immersing students in a co-design experience with older adults and leveraging reflection activities provides an educational and meaningful experience to the design students.2021DSDawn K Sakaguchi-Tang et al.Aging with TechnologyCSCW
“This just felt to me like the right thing to do”: Decision-Making Experiences of Parents of Young ChildrenParenting comes with many responsibilities, one of which is making ongoing decisions affecting their child’s health. While today’s parents have access to an abundance of parenting advice and data—both offline and online—little is known about their lived experience with these resources and how it interacts with other aspects of decision-making like intuition. Drawing on a survey of 65 parents and interviews of 12 parents of children aged 0-5 in the U.S., we provide the following contributions: an analysis of parents’ experiences and needs when using different resources to make health and wellbeing decisions for their child; a definition of parents’ lived experiences with intuition throughout the decision-making process; and a discussion of tensions and opportunities for designing in this sensitive space. Our findings can inform new design directions for interactive technology-based parenting support, particularly the potential to consider intuition and make parenting information and data more socially oriented.2020SKSusanne Kirchner et al.Cognitive Impairment & Neurodiversity (Autism, ADHD, Dyslexia)Augmentative & Alternative Communication (AAC)DIS
"It Should Be a Game for Fun, Not Exercise": Tensions in Designing Health-Related Features for Pokémon GOLeveraging existing popular games such as Pokémon GO to promote health can engage people in healthy activities without sacrificing gaming appeal. However, little is known about what potential tensions arise from incorporating new health-related features to already existing and popular games and how to resolve those tensions from players' perspectives. In this paper, we identify design tensions surrounding the appeals of Pokémon GO, perspectives on different health needs, and mobile health technologies. By conducting surveys and design workshops with 20 avid Pokémon GO players, we demonstrate four design tensions: (1) diverse goals and rewards vs. data accuracy, (2) strong bonds between players and characters vs. gaming obsession, (3) collaborative play vs. social anxiety, and (4) connection of in-real-life experiences with the game vs. different individual contexts. We provide design implications to resolve these tensions in Pokémon GO and discuss how to extend our findings to the broader context of health promotion in location-based games.2020YKYoojung Kim et al.Seoul National UniversitySerious & Functional GamesGamification DesignFitness Tracking & Physical Activity MonitoringCHI
Parenting with Alexa: Exploring the Introduction of Smart Speakers on Family DynamicsSmart speakers have become pervasive in family homes, creating the potential for these devices to influence parent-child dynamics and parenting behaviors. We investigate the impact of introducing a smart speaker to 10 families with children, over four weeks. We use pre- and post- deployment interviews with the whole family and in-home audio capture of parent-child interactions with the smart speaker for our analysis. Despite the smart speaker causing occasional conflict in the home, we observed that parents lever-aged the smart speaker to further parenting goals. We found three forms of influence the smart speaker has on family dynamics: 1) fostering communication, 2) disrupting access, and 3) augmenting parenting. All of these influences arise from a communally accessible, stand-alone voice interface which democratizes family access to technology. We discuss design implications in furthering parenting practices and behaviors as the capabilities of the technology continue to improve.2020EBErin Beneteau et al.University of WashingtonHome Voice Assistant ExperienceChildren & Family IoTCHI
Group Interactions in Location-Based Gaming: A Case Study of Raiding in Pokémon GORaiding is a format in digital gaming that requires groups of people to collaborate and/or compete for a common goal. In 2017, the raiding format was introduced in the location-based mobile game Pokémon GO, which offers a mixed reality experience to friends and strangers coordinating for in-person raids. To understand this technology-mediated social phenomenon, we conducted over a year of participant observations, surveys with 510 players, and interviews with 25 players who raid in Pokémon GO. Using the analytical lens of Arrow, McGrath, and Berdahl's theory of small groups as complex systems, we identify global, local, and contextual dynamics in location-based raiding that support and challenge ad-hoc group formation in real life. Based on this empirical and theoretical understanding, we discuss implications to design for transparency, social affordances, and bridging gaps between global and contextual dynamics for increased positive and inclusive community interactions.2019ABArpita Bhattacharya et al.University of WashingtonGame UX & Player BehaviorMultiplayer & Social GamesCHI
Communication Breakdowns Between Families and AlexaWe investigate how families repair communication breakdowns with digital home assistants. We recruited 10 diverse families to use an Amazon Echo Dot in their homes for four weeks. All families had at least one child between four and 17 years old. Each family participated in pre- and post- deployment interviews. Their interactions with the Echo Dot (Alexa) were audio recorded throughout the study. We analyzed 59 communication breakdown interactions between family members and Alexa, framing our analysis with concepts from HCI and speech-language pathology. Our findings indicate that family members collaborate using discourse scaffolding (supportive communication guidance) and a variety of speech and language modifications in their attempts to repair communication breakdowns with Alexa. Alexa's responses also influence the repair strategies that families use. Designers can relieve the communication repair burden that primarily rests with families by increasing digital home assistants' abilities to collaborate together with users to repair communication breakdowns.2019EBErin Beneteau et al.University of WashingtonHome Voice Assistant ExperienceCHI
Let's Play! Digital and Analog Play between Preschoolers and ParentsPlay is an enjoyable and developmentally useful part of early childhood, and parent-child play is a highly productive mechanism by which children learn to participate in the world. We conducted an observational lab study to examine how 15 parent-child pairs (children age 4-6) respond to and play with tablet apps as compared to analog toys. We found that parents and children were less likely to engage with each other or to respond to each other’s bids for attention during play sessions with tab-lets versus play sessions with toys. We also observed that specific design features of tablet devices and children’s apps—such as one-sided interfaces, game paradigms that demand continual attention, and lack of support for parallel interaction—are the primary mechanism shaping these differences. We provide guidance suggesting how children’s apps might be re-designed to preserve the ad-vantages of digital play experiences while also evolving to build in the advantages of traditional toys.2018AHAlexis Hiniker et al.University of Washington, Microsoft ResearchEarly Childhood Education TechnologyCHI
Coco’s Videos: An Empirical Investigation of Video-Player Design Features and Children's Media UseIn this study, we present Coco’s Videos, a video-viewing platform for preschoolers designed to support them in learning to self-manage their media consumption. We report results from a three-week experimental deployment in 24 homes in which preschoolers used three different versions of the platform: one that is neutral to the limits they set, one that enforces the limits they set, and one that attempts to erode the limits they set by automatically playing additional content after the planned content is finished (“post-play”). We found that post-play significantly reduced children’s autonomy and likelihood of self-regulation, extended video-viewing time, and led to increases in parent intervention. We found that the lock-out mechanism did not reduce video-viewing time or the likelihood of parent intervention. Together, our results suggest that avoiding platforms that work to undermine the user’s intentions is more likely to help children self-regulate their media use than rigid parental controls.2018AHAlexis Hiniker et al.University of WashingtonUniversal & Inclusive DesignUser Research Methods (Interviews, Surveys, Observation)CHI