Co-Disclosing the Computer: LLM-Mediated Computing through Reflective ConversationLarge language models (LLMs) are changing how we interact with computers. As they become capable of generating software dynamically, they invite a fundamental rethinking of the computer's role in human activity. In this conceptual paper, we introduce LLM-mediated computing: a paradigm in which interaction is no longer structured around fixed applications, but emerges in real-time through human intent and LLM interpretation. We make three contributions: (1) we articulate a new interaction metaphor of reflective conversation to guide future design, (2) we use the lens of postphenomenology to understand the human-LLM-computer relation, and (3) we propose a new mode of computing based on co-disclosure, in which the computer is constituted in use. Together, they define a new mode of computing, provide a lens to analyze it, and offer a metaphor to design with.2026MRMattias RostUniversity of GothenburgHuman-LLM CollaborationAI-Assisted Decision-Making & AutomationExplainable AI (XAI)CHI
Tracing Change in Social Media Use: A Qualitative Longitudinal StudyThis study reveals a significant shift in how users perceive and engage with social media over time. Our analysis is based on qualitative longitudinal research carried out over ten years, involving a small group of participants in 2012, 2017, and 2022. Semi-structured, in-depth interviews were conducted using stimulated recall allowing for retrospection and reflection. Through this methodology, we trace the shifting perceptions of social media users, from initially embracing these platforms for quick, fun, and social activities, to later recognizing their potential intrusiveness and seeking strategies to manage their use. We outline three central trajectories that illustrate shifts in social media use across time: from public performance to private interaction, from producing to consuming and from fun to problematic. For HCI and social media studies, these findings underscore the need to prioritize user agency, ethical design practices, and longitudinal research endeavors to understand the evolving impacts of social media.2025BJBeata Jungselius et al.University West, School of Business, Economics and ITSocial Platform Design & User BehaviorUser Research Methods (Interviews, Surveys, Observation)CHI
Drones as Accessibility Probes in Able-Bodied Norms: Insights from People with Lived Experiences of DisabilitiesWe present an exploratory, in-the-wild study in which a small hobby drone and a game controller were freely used by five people in their domestic environments, indoors and outdoors. All participants had motor disabilities affecting their arms and hands, and two also used wheelchairs. One participant contributed as a community re- searcher, assisting in data analysis, reflecting on findings, drawing conclusions, and co-authoring this paper. The findings reveal sev- eral usability and accessibility issues, along with potential risks and opportunities for the use of hobby drones in everyday situations. Beyond these insights, we discuss the importance of including peo- ple with lived experience of disability in research to shape a holistic and inclusive understanding of the use of mainstream artifacts such as hobby drones. This also helps prevent able-bodied design norms from limiting who can use drone technology and how it is used.2024PLPamela Lindgren et al.Motor Impairment Assistive Input TechnologiesSpecial Education TechnologyDrone Interaction & ControlDIS
Exploring Intended Functions of Indoor Flying Robots Interacting With Humans in ProximityWhat will people experience when drones become common in home environments? How will their functions and distances impact human experiences? To explore the potential usage of indoor drones, we conducted a mixed-methods study (N=60) on the reported perceptions of a small flying robot. We employed a factorial experimental design, involving four intended drone functions (\textit{camera}, \textit{education}, \textit{pet}, \textit{unknown}) at two distances (\textit{near}, \textit{far}). Our findings suggest that intended functions significantly influence participants’ perceptions. Among the functions examined, participants found the \textit{camera} useful but annoying, and the \textit{pet} useless but pleasant. The \textit{education} emerged as the most favored function, while the \textit{unknown} function was the least preferred one. Based on these findings, we discuss implications for designing positive interactions between humans and indoor drones, considering aspects such as context, transparency, privacy, technical factors, and personalization.2024ZWZiming Wang et al.Chalmers University of Technology, University of LuxembourgDomestic RobotsSocial Robot InteractionCHI
Leveraging ChatGPT for Automated Human-centered Explanations in Recommender SystemsThe adoption of recommender systems (RSs) in various domains has become increasingly popular, but concerns have been raised about their lack of transparency and interpretability. While significant advancements have been made in creating explainable RSs, there is still a shortage of automated approaches that can deliver meaningful and contextual human-centered explanations. Numerous researchers have evaluated explanations based on human-generated recommendations and explanations to address this gap. However, such approaches do not scale for real-world systems. Building on recent research that exploits Large Language Models (LLMs) for RSs, we propose leveraging the conversational capabilities of ChatGPT to provide users with personalized, human-like, and meaningful explanations for recommended items. Our paper presents one of the first user studies that measure users' perceptions of ChatGPT-generated explanations while acting as an RS. Regarding recommendations, we assess whether users prefer ChatGPT over random (but popular) recommendations. Concerning explanations, we assess users' perceptions of personalization, effectiveness, and persuasiveness. Our findings reveal that users tend to prefer ChatGPT-generated recommendations over popular ones. Additionally, personalized rather than generic explanations prove to be more effective when the recommended item is unfamiliar.2024ÍSÍtallo Silva et al.Human-LLM CollaborationExplainable AI (XAI)Recommender System UXIUI
I Don’t Usually Listen, I Read: How Different Learner Groups Process Game FeedbackOutcome and elaborative feedback in games can scaffold learners to recognise errors and apply corrective strategies. However, there is little evidence that indicates how children process such feedback. Using an active intervention approach, this study empirically evaluated how three groups of primary-aged children with different profiles—novice readers, children with reading difficulties, and children learning English as a foreign language—attended to, understood, and acted upon feedback within a digital literacy game. Children’s gameplay and verbalisations across groups were compared through systematic video analysis. Our findings demonstrate that all readers benefited from visual, non-verbal outcome feedback, which supported accurate interpretations of their performance, but groups attended to it differentially. Older children noticed auditory, verbal elaborative feedback more than novice readers, but all children struggled to understand it, instead relying on implicit knowledge to correct future responses. We conclude by highlighting several contributions to games-based learning research, game design, and pedagogical practice.2022AGAndrea Gauthier et al.Institute of EducationSerious & Functional GamesK-12 Digital Education ToolsSTEM Education & Science CommunicationCHI
The CoCe Design Space - Exploring the Design Space for Co-Located Collaborative Games Using Multi-DisplayCompositionIn this paper, we map out the CoCe design space - a design space for co-located collaborative games that use multi-display composition.The design space grew out of the analysis of game instances based on the 4in1 concept. First, we did a horizontal analysis of 16 game instances with 31 corresponding gameplay design patterns (GDP), followed by a vertical analysis of 89 GDPs occurring in the description of the GDPCooperation. Through inductive analysis, we have identified four perspectives with corresponding dimensions that span the CoCe design space. By applying the CoCe design space with game instances, we illustrate how it can be used both as an analytic tool for analysis of games and also as a generative tool in the design or re-design of cooperative games that use multi-display composition.2021EEEva Eriksson et al.Serious & Functional GamesMultiplayer & Social GamesDIS
What Matters in Professional Drone Pilots’ Practice? An Interview Study to Understand the Complexity of Their Work and Inform Human-Drone Interaction ResearchHuman-drone interaction is a growing topic of interest within HCI research. Researchers propose many innovative concepts for drone applications, but much of this research does not incorporate knowledge on existing applications already adopted by professionals. This limits the validity of said research. To address this limitation, we present our findings from an in-depth interview study with 10 professional drone pilots. Our participants were armed with significant experience and qualifications -- pertinent to both drone operations and a set of applications covering diverse industries. Our findings have resulted in design recommendations that should inform both ends and means of human-drone interaction research. These include, but are not limited to: safety-related protocols, insights from domain-specific use cases, and relevant practices outside of hands-on flight.2021SLSara Ljungblad et al.University of Gothenburg and Chalmers University of TechnologySerious & Functional GamesContext-Aware ComputingDrone Interaction & ControlCHI
Computational Alternatives Vignettes for Place- and Activity-Centered Digital Services in Public LibrariesWe investigate how to design community technologies for public events. We do so with a focus on technologies that give rise to new forms of participation and knowledge co-production in public libraries. Specifically, we deployed a digital service at a major public library during its four-week creative workshop series. The system offered an alternative way for people to work together as a community, to go beyond achieving individual goals, and to contribute to the achievement of public goals (e.g., building community bookshelves). We report on how the system has reconfigured physical spaces and afforded new social practices in the library. We propose Computational Alternatives as a fruitful approach for gaining situated, nuanced insights into a technology's possible adoption. We offer key insights in the form of computational alternatives vignettes -- grounded stories that encapsulate sociotechnical implications of technology, pointing to plausible alternative futures.2020DYDaisy Yoo et al.Aarhus UniversityCommunity Engagement & Civic TechnologyParticipatory DesignField StudiesCHI
On Pause: How Online Instructional Videos are Used to Achieve Practical TasksInstructional videos have become an important site of everyday learning. This paper explores how these videos are used to complete practical tasks, analyzing video-recorded interactions between pairs of users. Users need to repeatedly pause their videos to be able to follow the instructions, and we document how pausing is used to coordinate and interweave watching and doing. We describe four purposes and types of pausing: finding task objects, turning to action, keeping up, and fixing problems. Building on these results, we discuss how video players could better support following instructions, and the role of basic user interface functions in complex tasks involving different forms of engagement with the physical world and with screen-based activity.2020STSylvaine Tuncer et al.Stockholm UniversityOnline Learning & MOOC PlatformsKnowledge Worker Tools & WorkflowsCHI
What's Missing: The Role of Instructional Design in Children's Games-Based LearningLearning games that address targeted curriculum areas are widely used in schools. Within games, productive learning episodes can result from breakdowns when followed by a breakthrough, yet their role in children's learning has not been investigated. This paper examines the role of game and instructional design during and after breakdowns. We observed 26 young children playing several popular learning games and conducted a moment-by-moment analysis of breakdown episodes. Our findings show children achieve productive breakthroughs independently less than half of the time. In particular, breakdowns caused by game actions are difficult for children to overcome independently and prevent engagement with the domain skills. Importantly, we identify specific instructional game components and their role in fostering strategies that result in successful breakthroughs. We conclude with intrinsic and extrinsic instructional design implications for both game designers and primary teachers to better enable children's games-based learning.2019LBLaura Benton et al.University College LondonGamification DesignK-12 Digital Education ToolsCHI
Teachers' Expected and Perceived Gains of Participation in Classroom Based Design ActivitiesThis paper explores teachers' expected and perceived gains from classroom participation in design projects. The results indicate that teachers hope the experience will be fun for the children, and that it will increase both children's and their own knowledge about technology. Although they consider learning goals important, these do not necessarily have to be communicated to the children, since the teachers experience that the children are learning several skills anyway. However, early involvement in the definition of learning goals could make participation more beneficial. The teachers also see several gains from partication for themselves, especially related to using a design approach in the classroom. We discuss the implications of these finding and suggest a way to increase the user gains for both children and teachers by considering the opportunity to use classroom participation as a way to support teachers' competence development, thereby fulfilling the promise of mutual learning as advocated in Participatory Design.2019PBWolmet Barendregt et al.University of Gothenburg & Chalmers University of TechnologyCollaborative Learning & Peer TeachingParticipatory DesignCHI
A Critical Examination of Feedback in Early Reading GamesLearning 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.2018LBLaura Benton et al.University College LondonK-12 Digital Education ToolsSpecial Education TechnologyCHI