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Social Play Between Deaf and Hard of Hearing Children and Hearing Peers: Learning from Children and School Ecosystems

Social play is an essential pathway for emotional, cognitive, and social development in children. However, Deaf and Hard of Hearing (DHH) children often experience barriers to social play, namely in mixed-hearing ability environments (e.g., school playground). In this paper, we conducted interviews with six educators…

Jing Zhao et al.University of Lisbon

Exploring Collaboration in Programming Activities with Children with Visual Impairments: a 10-Session Study in a School Setting

Introductory coding environments have been used in early education to promote computational thinking, supporting the development of cognitive, critical, and social skills. Many environments focus on individual use, which has limited benefits compared to collaborative learning. In this paper, we present the results of…

Filipa Rocha et al.University of Lisbon

Working together (with other people)

Reimagining Multidisciplinary Teams: Challenges and Opportunities for LLMs in Cancer MDTs

Multidisciplinary teams are crucial in tailoring cancer care through collaborative decision-making involving several clinical specialties. The inherent complexity of clinical cases, the increasing abundance of unstructured textual data, and the time restrictions of professionals pose significant challenges to team coo…

Soraia F Paulo et al.Higher Technical Institute

Team Work Makes the Dream Work

Towards Neuroqueer Spatial Justice: A Critical Literature Review of Public Space Technologies for Neurodivergent Populations

Access to public spaces is of the utmost importance for social cohesion, inclusion, and civic engagement. Nevertheless, a large majority of public spaces remain incredibly uncomfortable environments for neurodivergent individuals due to, for instance, the unpredictability of such spaces and the sensory stimuli within…

Patricia Piedade et al.Interactive Technologies Institute

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Digital Technologies for Deaf and Hard of Hearing Children: a Systematic Review, Critical Reflections, and Future Research Directions

Digital technologies in Human-Computer Interaction (HCI) have the potential to support the development and well-being of Deaf and Hard of Hearing (DHH) children. Yet, there has yet to be a systematic review of the field. A shared understanding of current research is needed to develop a future vision. In this review, w…

Jing Zhao et al.University of Lisbon

Awareness in Collaborative Mixed-Visual Ability Tangible Programming Activities

In the context of computational thinking tasks, which often require problem-solving and critical thinking skills, awareness of a partner’s actions can play a significant role in fostering a balanced collaboration. Understanding how awareness influences mixed- visual ability group collaboration in a tangible environme…

Filipa Rocha et al.University of Lisbon

A Feminist Care Ethics Toolkit for Community-Based Design: Bridging Theory and Practice

Existing ethics frameworks for participatory engagement in HCI often overlook the nuanced ethical challenges of dynamic community-based contexts given the latter’s relational nature. We hope to bridge this gap by grounding feminist care ethics in actionable tools for community-based projects to enhance ethical engagem…

Ana O Henriques et al.Interactive Technologies Institute

Conveying Emotions through Shape-changing to Children with and without Visual Impairment

Shape-changing skin is an exciting modality due to its accessible and engaging nature. Its softness and flexibility make it adaptable to different interactive devices that children with and without visual impairments can share. Although their potential as an emotionally expressive medium has been shown for sighted adu…

Isabel Neto et al.University of Lisbon

"I'm not touching you. It's the robot! ": Inclusion through a Touch-based Robot among Mixed-Visual Ability Children

Children with visual impairments often struggle to fully participate in group activities due to limited access to visual cues. They have difficulty perceiving what is happening, when, and how to act—leading to children with and without visual impairments being frustrated with the group activity, reducing mutual intera…

Isabel Neto et al.University of Lisbon

The Effects of Observing Robotic Ostracism on Children's Prosociality and Basic Needs

Research on robotic ostracism is still scarce and has only explored its effects on adult populations. Although the results revealed important carryover effects of robotic exclusion, there is no evidence yet that those results occur in child-robot interactions. This paper provides the first exploration of robotic ostra…

Filipa Correia et al.Higher Technical Institute

"The Robot Made Us Hear Each Other": Fostering Inclusive Conversations among Mixed-Visual Ability Children

Inclusion is key in group work and collaborative learning. We developed a mediator robot to support and promote inclusion in group conversations, particularly in groups composed of children with and without visual impairment. We investigate the effect of two mediation strategies on group dynamics, inclusion, and perce…

Isabel Neto et al.University of Lisbon

Investigating the Tradeoffs of Everyday Text-Entry Collection Methods

Typing on mobile devices is a common and complex task. The act of typing itself thereby encodes rich information, such as the typing method, the context it is performed in, and individual traits of the person typing. Researchers are increasingly using a selection or combination of experience sampling and passive sensi…

André Rodrigues et al.University of Lisbon

Community Based Robot Design for Classrooms with Mixed Visual Abilities Children

Visually impaired children (VI) face challenges in collaborative learning in classrooms. Robots have the potential to support inclusive classroom experiences by leveraging their physicality, bespoke social behaviors, sensors, and multimodal feedback. However, the design of social robots for mixed-visual abilities clas…

Isabel Neto et al.University of Lisbon

Paper Title	Authors	Research Topics
Social Play Between Deaf and Hard of Hearing Children and Hearing Peers: Learning from Children and School Ecosystems Social play is an essential pathway for emotional, cognitive, and social development in children. However, Deaf and Hard of Hearing (DHH) children often experience barriers to social play, namely in mixed-hearing ability environments (e.g., school playground). In this paper, we conducted interviews with six educators…	JZ Jing Zhao et al.University of Lisbon
Exploring Collaboration in Programming Activities with Children with Visual Impairments: a 10-Session Study in a School Setting Introductory coding environments have been used in early education to promote computational thinking, supporting the development of cognitive, critical, and social skills. Many environments focus on individual use, which has limited benefits compared to collaborative learning. In this paper, we present the results of…	FR Filipa Rocha et al.University of Lisbon	Working together (with other people)
Reimagining Multidisciplinary Teams: Challenges and Opportunities for LLMs in Cancer MDTs Multidisciplinary teams are crucial in tailoring cancer care through collaborative decision-making involving several clinical specialties. The inherent complexity of clinical cases, the increasing abundance of unstructured textual data, and the time restrictions of professionals pose significant challenges to team coo…	SP Soraia F Paulo et al.Higher Technical Institute	Team Work Makes the Dream Work
emoji_events Towards Neuroqueer Spatial Justice: A Critical Literature Review of Public Space Technologies for Neurodivergent Populations Access to public spaces is of the utmost importance for social cohesion, inclusion, and civic engagement. Nevertheless, a large majority of public spaces remain incredibly uncomfortable environments for neurodivergent individuals due to, for instance, the unpredictability of such spaces and the sensory stimuli within…	PP Patricia Piedade et al.Interactive Technologies Institute
AdRecommended Learn AI Coding at CodeNow Structured lessons, hands-on projects, and continuous updates for people bringing AI into real development work. Explore Now
Digital Technologies for Deaf and Hard of Hearing Children: a Systematic Review, Critical Reflections, and Future Research Directions Digital technologies in Human-Computer Interaction (HCI) have the potential to support the development and well-being of Deaf and Hard of Hearing (DHH) children. Yet, there has yet to be a systematic review of the field. A shared understanding of current research is needed to develop a future vision. In this review, w…	JZ Jing Zhao et al.University of Lisbon
Awareness in Collaborative Mixed-Visual Ability Tangible Programming Activities In the context of computational thinking tasks, which often require problem-solving and critical thinking skills, awareness of a partner’s actions can play a significant role in fostering a balanced collaboration. Understanding how awareness influences mixed- visual ability group collaboration in a tangible environme…	FR Filipa Rocha et al.University of Lisbon
emoji_events A Feminist Care Ethics Toolkit for Community-Based Design: Bridging Theory and Practice Existing ethics frameworks for participatory engagement in HCI often overlook the nuanced ethical challenges of dynamic community-based contexts given the latter’s relational nature. We hope to bridge this gap by grounding feminist care ethics in actionable tools for community-based projects to enhance ethical engagem…	AH Ana O Henriques et al.Interactive Technologies Institute
Conveying Emotions through Shape-changing to Children with and without Visual Impairment Shape-changing skin is an exciting modality due to its accessible and engaging nature. Its softness and flexibility make it adaptable to different interactive devices that children with and without visual impairments can share. Although their potential as an emotionally expressive medium has been shown for sighted adu…	IN Isabel Neto et al.University of Lisbon
emoji_events "I'm not touching you. It's the robot! ": Inclusion through a Touch-based Robot among Mixed-Visual Ability Children Children with visual impairments often struggle to fully participate in group activities due to limited access to visual cues. They have difficulty perceiving what is happening, when, and how to act—leading to children with and without visual impairments being frustrated with the group activity, reducing mutual intera…	IN Isabel Neto et al.University of Lisbon
emoji_events The Effects of Observing Robotic Ostracism on Children's Prosociality and Basic Needs Research on robotic ostracism is still scarce and has only explored its effects on adult populations. Although the results revealed important carryover effects of robotic exclusion, there is no evidence yet that those results occur in child-robot interactions. This paper provides the first exploration of robotic ostra…	FC Filipa Correia et al.Higher Technical Institute
"The Robot Made Us Hear Each Other": Fostering Inclusive Conversations among Mixed-Visual Ability Children Inclusion is key in group work and collaborative learning. We developed a mediator robot to support and promote inclusion in group conversations, particularly in groups composed of children with and without visual impairment. We investigate the effect of two mediation strategies on group dynamics, inclusion, and perce…	IN Isabel Neto et al.University of Lisbon
emoji_events Investigating the Tradeoffs of Everyday Text-Entry Collection Methods Typing on mobile devices is a common and complex task. The act of typing itself thereby encodes rich information, such as the typing method, the context it is performed in, and individual traits of the person typing. Researchers are increasingly using a selection or combination of experience sampling and passive sensi…	AR André Rodrigues et al.University of Lisbon
Community Based Robot Design for Classrooms with Mixed Visual Abilities Children Visually impaired children (VI) face challenges in collaborative learning in classrooms. Robots have the potential to support inclusive classroom experiences by leveraging their physicality, bespoke social behaviors, sensors, and multimodal feedback. However, the design of social robots for mixed-visual abilities clas…	IN Isabel Neto et al.University of Lisbon