Understanding teen UX: Building a Bridge to the future

UX is a widely explored topic within HCI and has a large practitioners' community. However, the users considered in research and practice, are most often adults - since adults represent the largest technology market share. However teenagers represent a growing market of unique users, and more needs to be understood about this population, from a UX perspective. The theme of this workshop is Building a Bridge to the Future and the aim is to gather together academics and UX practitioners, interested in teen users specifically, in order to discuss experiences, understandings, insights and methods that we can use to comprehend teen UX now and explore how this may lead to the creation of better interactive products in the future. The workshop will also foster new collaborations, and define new research agendas to grow the research and literature in this area

Designing Teenage Emotions with a Life of Their Own

In this chapter, two participatory design activities are described in which teenagers create lo-fi designs describing emotions and explain the rationale for their design choices. Designs annotating and describing emotions are categorised as anthropomorphic, abstract, object based, or biomorphic. The chapter concludes: (i) teenagers use a variety of visual metaphors to describe emotions, (ii) teenagers use anthropomorphic visual metaphors most often to describe emotions and (iii) teenagers make more use of abstract and biomorphic visual metaphors to describe ‘negative’ emotions. The effect of materials on designs is analysed, suggesting that teenagers are more likely to create designs describing emotions featuring anthropomorphic visual metaphors when using malleable three-dimensional materials. Suggestions are made for the use of externalisation and personification as part of interactive emotion displays within affective systems. A focus group evaluation of a prototype mobile app is described, which suggests that teenagers place more importance on an affective systems ability to support social relationships than they do its ability to support psychological development. This research will be of value to interaction designers and Child-Computer Interaction researchers seeking to understand how teenagers use different visual metaphors to describe different emotions

"Working with Teenagers within HCI Research: Understanding Teen-Computer Interaction"

There has been limited consideration of teenagers (defined as 12-19 year olds in this work) as participants and end-users in Child-Computer Interaction and mainstream HCI communities. Teenagers reside in a fascinating and dynamic space between childhood and adulthood, and working more closely with teenagers within HCI may bring great insights and benefits. This paper provides an overview of teenage development from a psychological perspective, and then reviews existing work considering teenagers within HCI. Teenagers have long been identified as unique and studied within the field of developmental psychology, and the overview we provide in this paper highlights key understandings that should be carefully considered when working with teen participants. The paper concludes by presenting a set of key research questions that need to be explored in order to effectively work with teenagers within the field of HCI and provide a roadmap for future research within the Teen-Computer Interaction area

Teen-Computer Interaction: Building a Conceptual Model with Thoughts- Emotion-Behaviour

يمثل التفاعل بين المراهق والكومبيوتر ) (TeenCI مرحلة مبكرة ويظهر بمسار موجب مقارنة بالتفاعل بين الانسان والحاسوب)مكرس بشكل عام للبالغين( والتفاعل بين الأطفال والحاسوب ، فإن TeenCI تحظى باهتمام أقل فيما يتعلق بجهود البحث والمنشورات. وقدكشف هذا عن احتمالات واسعة للباحثين لاستكشاف والمساهمة في مجال تصميم الكمبيوتر وتقييم المراهقين ، على وجه التحديد. باعتبارها فئةفرعية من HCI وتكميلية ل CCI ، يجب أن تؤخذ TeenCI التي تتسامح مع مجموعة المراهقين ، باهتمام كبير بمعنى سياقها وطبيعتهاوتطورها وخصائصها وهندستها المعمارية. يميل هذا البحث إلى اكتشاف مساهمة عاطفة المراهقين باعتبارها المحاولة الأولى نحو بناء نموذجمفاهيمي ل TeenCI .أجريت مقابلة غير رسمية وشخصية مع اثنين من الخبراء ، كما أجريت سلسلة من مناقشات مجموعة التركيز مع 30 من المراهقينلاكتساب أفكارهم القيمة. ومن المثير للاهتمام أن النتائج تشير وتقودنا إلى النظر في نظرية التطور النفسي الاجتماعي نحو نموذج كلي ل -TeenCI لا يأخذ في الاعتبار العاطفة فحسب ، بل أيضًا ثلاثة مفاتيح لتحديد الهوية الأفكار والعاطفة والسلوك. -نحن نبرر وجود علاقة قوية بين الإدراك والعاطفة التي تؤثر على سلوك المراهقين ، والتي ستكون بمثابة مدخلات مهمة يجب تضمينها فيتصميم وتطوير TeenCI .Teen-Computer Interaction (TeenCI) stands in an infant phase and emerging in positive path. Compared to Human-Computer Interaction (generally dedicated to adult) and Child-Computer Interaction, TeenCI gets less interest in terms of research efforts and publications. This has revealed extensive prospects for researchers to explore and contribute in the region of computer design and evaluation for teen, in specific. As a subclass of HCI and a complementary for CCI, TeenCI that tolerates teen group, should be taken significant concern in the sense of its context, nature, development, characteristics and architecture. This paper tends to discover teen’s emotion contribution as the first attempt towards building a conceptual model for TeenCI. Informal and in-person interview were conducted with two experts and a series of focus group discussion with 30 teens have also been conducted to gain their valuable insights. Interestingly, the findings suggest and lead us to considering the theory of psychosocial development towards a holistic model of TeenCI that considers not only emotion but three identifying keys – thoughts-emotion-behaviour. We justify that there is a strong connection between cognition and emotion that influences teen’s behaviour, which would be an important input to be included in TeenCI-related design and development

Designing human-centric software artifacts with future users: a case study

The quality and quantity of participation supplied by human beings during the different phases of the design and development of a software artifact are central to studies in human-centered computing. With this paper, we have investigated on what kind of experienced people should be engaged to design a new computational artifact, when a participatory approach is adopted. We compared two approaches: the former including only future users (i.e., novices) in the design process, and the latter enlarging the community to expert users. We experimented with the design of a large software artifact, in use at the University of Bologna, engaging almost 1500 users. Statistical methodologies were employed to validate our findings. Our analysis has provided mounting evidence that expert users have contributed to the design of the artifact only by a small amount. Instead, most of the innovative initiatives have come from future users, thus surpassing some traditional limitations that tend to exclude future users from this kind of processes. We here challenge the traditional opinion that expert users provide typically a more reliable contribution in a participatory software design process, demonstrating instead that future users would be often better suited. Along this line of sense, this is the first paper, in the field of human-centric computing, that discusses the relevant question to offer to future users a larger design space, intended as a higher level of freedom given in a software design situation, demarcated by precise design constraints. In this sense, the outcome has been positiv

DemYouth: Co-Designing and Enacting Tools to Support Young People’s Engagement with People with Dementia

There is a growing body of research examining the role of technology in supporting the care of—and relationships surrounding—people with dementia, yet little attention has been given to how this relates to younger family members. We conducted a qualitative study based on a series of 6 codesign workshops conducted with 14 young people who had personal experience with dementia. Initially, our workshops focused on understanding the difficulties that young people face when engaging, interacting and being with people with dementia. Initial analysis of workshop data informed the design of three digital tool concepts that were used as the basis for user enactment workshops. Our findings highlight the young people's desire to be more involved in their family discussions around dementia and a need for them to find new ways to connect with their loved ones with dementia. We offer a set of design considerations for future systems that support these needs and reflect on some of the complexities we faced around engaging young people in this difficult topic of discussion

Designing Teenage Emotions with a Life of Their Own

In this paper two participatory design activities are described in which teenagers create lo-fi designs describing emotions and explain the rationale for their design choices. Designs annotating and describing emotions are categorised as anthropomorphic, abstract, object based, or biomorphic. The paper concludes that teenagers use a variety of visual metaphors to describe emotions, that teenagers use anthropomorphic visual metaphors the most to describe emotions and that teenagers make more use of abstract and biomorphic visual metaphors to describe 'negative' emotions. The effect of materials on designs is analysed, suggesting that teenagers are more likely to create designs describing emotions featuring anthropomorphic visual metaphors when using malleable threedimensional materials. Suggestions are made for the use of externalisation and personification as part of interactive emotion displays within affective systems. This research will be of value to interaction designers and Child Computer Interaction researchers seeking to understand how teenagers use different visual metaphors to describe different emotions. The contribution of this work is a categorisation of the visual metaphors teenagers use to express different emotions

Putting the self in self-tracking: the value of a co-designed ‘how might you’ self-tracking guide for teenagers

Although teenagers engage with Personal Informatics tools to track their health and fitness, many do so without adequate guidance, and they express concerns regarding the potential for these practices to bring harm. Further research is needed to understand how we might leverage resources beyond these tools to support young self-trackers. We worked with 44 teenagers (aged 13-18 years) in the United Kingdom in two series of online workshops to co-design a reimagined 'how might you' guide to promote lifelong, healthy behaviors with self-tracking tools. Our findings emphasize the importance of flexible resources that can support teens' self-tracking practices. For example, guidance on asking critical questions can be particularly valuable in the preparation and reflection stages of self-tracking. To better design teens' interactions with health technologies, particularly Personal Informatics tools, we must think critically about how we design the broader information ecosystems within which these tools reside

TitanTutor : an educational technology solution co-designed by children from different age groups and socio-economic backgrounds

Children should be included in the design process when developing new technology solutions for child users. Involving children from different age groups as well as diverse socio-economic circumstances in participatory design is an unexplored field. In this article we discuss TitanTutor, an educational technology solution that was designed by such a combination of children using cooperative inquiry (CI). Six children aged nine or ten from a disadvantaged community and nine teenagers from privileged circumstances together designed the web-based application that would be used to provide after-school homework support to young children who lack such support. Two distinct user groups are involved—teenage tutors from privileged educational backgrounds and young tutees who live in circumstances where educational support is limited. Our aim was to investigate how existing participatory design methods such as CI should be implemented to successfully design with these groups. We describe the design-evaluation iterations that produced the TitanTutor system. The results show that designing with a mixed team of children has clear benefits but that there are obstacles that have to be overcome to reach successful design outcomes.http://www.elsevier.com/locate/ijcci2019-03-01hj2018Informatic

Jogos sérios na diabetes tipo 1: Aumentar o conhecimento de adolescentes e jovens adultos através de ludificação

A diabetes é uma das doenças mais comuns no mundo, com uma tendência crescente nas crianças e adolescentes em vários países. A sua gestão impõe processos complexos de autocontrolo, em particular durante a adolescência. A ineficiência dos meios tradicionais de divulgação de informação sobre a diabetes faz com que se devam procurar alternativas mais eficientes junto dos mais jovens. A utilização de jogos sérios na saúde é um exemplo de como incentivar a adesão a regimes de tratamento e promover o treino nas tarefas a realizar, contribuindo para o aumento da sua literacia em saúde e, desta forma, também da melhoria da qualidade de vida da pessoa. Este trabalho pretende desenvolver um jogo sério para adolescentes e jovens adultos que aumente o conhecimento sobre a diabetes tipo 1 através de ludificação. Pretendem-se atingir quatro objetivos: a) Mapear os trabalhos existentes no campo dos jogos sérios para a diabetes; b) Identificar as principais lacunas existentes nas metodologias aplicadas na criação destes jogos; c) Desenvolver um MVP de um jogo sério que consiga ser eficaz junto do público adolescente com DT1; d) Perceber como é que se pode aumentar a literacia na saúde através da criação de um jogo sério. Para esse efeito, procedeu-se a uma revisão bibliográfica dos jogos sérios sobre a diabetes para perceber os trabalhos existentes neste âmbito, seguida de uma análise de metodologias participativas na criação de jogos. Com base nesta análise foi desenvolvido um jogo sério denominado "Glik", um endless runner que obriga o jogador a apanhar hidratos de carbono e insulina para manter a sua glicemia no intervalo certo, de maneira a prevenir hipoglicemias e hiperglicemias. Para testar o jogo "Glik", escolheu-se um focus group de 15 pessoas entre os 19 e os 27 anos, realizaram um questionário para avaliar o seu conhecimento sobre a diabetes antes de testarem o jogo. Após testarem o jogo, realizaram um questionário SUS juntamente com a repetição do primeiro questionário, para verificar se houve aumento de conhecimento na pessoa e para validar a usabilidade do jogo. Os resultados do questionário SUS avaliam o "Glik" com uma média de 91,3%, e apontam para a eficácia e importância da criação deste tipo de jogos. Com isto, pensa-se ser possível criar um jogo sério que consiga trazer contribuir para a melhoria da qualidade de vida da pessoa, para a divulgação de informação sobre a diabetes tipo 1, e para o aumento da literacia em saúde do utilizador.Diabetes is one of the most common diseases in the world, with a growing trend in children and adolescents in several countries. Its management imposes complex self-control processes, particularly during adolescence. The inefficiency of traditional means of disseminating information on diabetes means that more efficient alternatives must be sought among young people. The use of serious games in health is an example of how to encourage adherence to treatment regimes and promote training in the tasks to be performed, contributing to the increase of their health literacy and thus also to the improvement of the person's quality of life. This work aims to develop a serious game for adolescents and young adults to increase knowledge about type 1 diabetes through gamification. Four objectives were aimed at a) Map the existing works in the field of serious games for diabetes; b) Identify the main flaws in the methodologies applied in the creation of these games; c) Develop a serious game MVP that can be effective in adolescents with T1D; d) Understand how to increase health literacy through the creation of a serious game. To this end, a bibliographic review of serious games about diabetes was conducted to understand the existing works in this area. This was followed by analysing participatory methodologies in game design. Based on this analysis a serious game called "Glik '' was developed, an endless runner that makes the player pick up carbohydrates and insulin to keep their blood glucose in range to prevent hypoglycaemia and hyperglycaemia. To test the game, a focus group of 15 people aged between 19 and 27 years old was chosen. They carried out a questionnaire to assess their knowledge about diabetes before testing the game. After testing, a SUS questionnaire was carried out, along with a repetition of the first questionnaire to check if there was a knowledge increase in the person while validating the usability of the game. The results of the SUS evaluate "Glik" with an average of 91.3 points, showing the effectiveness of the system and the importance of this type of game. Thus, we can assume that creating a serious game can contribute to the improvement of the person's quality of life, to the information spread about type 1 diabetes, and to the increase of the user's health literacy