Characterizing HCI Research in China: Streams, Methodologies and Future Directions

This position paper takes the first step to attempt to present the initial characterization of HCI research in China. We discuss the current streams and methodologies of Chinese HCI research based on two well-known HCI theories: Micro/Marco-HCI and the Three Paradigms of HCI. We evaluate the discussion with a survey of Chinese publications at CHI 2019, which shows HCI research in China has less attention to Macro-HCI topics and the third paradigms of HCI (Phenomenologically situated Interaction). We then propose future HCI research directions such as paying more attention to Macro-HCI topics and third paradigm of HCI, combining research methodologies from multiple HCI paradigms, including emergent users who have less access to technology, and addressing the cultural dimensions in order to provide better technical solutions and support

The Longitudinal Effects of STEM Identity and Gender on Flourishing and Achievement in College Physics

Background. Drawing on social identity theory and positive psychology, this study investigated women’s responses to the social environment of physics classrooms. It also investigated STEM identity and gender disparities on academic achievement and flourishing in an undergraduate introductory physics course for STEM majors. 160 undergraduate students enrolled in an introductory physics course were administered a baseline survey with self-report measures on course belonging, physics identification, flourishing, and demographics at the beginning of the course and a post-survey at the end of the academic term. Students also completed force concept inventories and physics course grades were obtained from the registrar. Results. Women reported less course belonging and less physics identification than men. Physics identification and grades evidenced a longitudinal bidirectional relationship for all students (regardless of gender) such that when controlling for baseline physics knowledge: (a) students with higher physics identification were more likely to earn higher grades; and (b) students with higher grades evidenced more physics identification at the end of the term. Men scored higher on the force concept inventory than women, although no gender disparities emerged for course grades. For women, higher physics (versus lower) identification was associated with more positive changes in flourishing over the course of the term. High-identifying men showed the opposite pattern: negative change in flourishing was more strongly associated with high identifiers than low identifiers. Conclusions. Overall, this study underlines gender disparities in physics both in terms of belonging and physics knowledge. It suggests that strong STEM identity may be associated with academic performance and flourishing in undergraduate physics courses at the end of the term, particularly for women. A number of avenues for future research are discussed

Game-Based Teaching Methodology and Empathy in Ethics Education

This article describes the experience of a group of educators participating in a graduate course in ethics. Playing role playing games and the work accompanying that play were the predominate methodology employed in the course. An accompanying research study investigated the lived experiences of the course participants. Themes that emerged from interview data included student engagement, participants’ applications, empathy development, and reactions to professor modeling

Designing for Motivation, Engagement and Wellbeing in Digital Experience.

Research in psychology has shown that both motivation and wellbeing are contingent on the satisfaction of certain psychological needs. Yet, despite a long-standing pursuit in human-computer interaction (HCI) for design strategies that foster sustained engagement, behavior change and wellbeing, the basic psychological needs shown to mediate these outcomes are rarely taken into account. This is possibly due to the lack of a clear model to explain these needs in the context of HCI. Herein we introduce such a model: Motivation, Engagement and Thriving in User Experience (METUX). The model provides a framework grounded in psychological research that can allow HCI researchers and practitioners to form actionable insights with respect to how technology designs support or undermine basic psychological needs, thereby increasing motivation and engagement, and ultimately, improving user wellbeing. We propose that in order to address wellbeing, psychological needs must be considered within five different spheres of analysis including: at the point of technology adoption, during interaction with the interface, as a result of engagement with technology-specific tasks, as part of the technology-supported behavior, and as part of an individual's life overall. These five spheres of experience sit within a sixth, society, which encompasses both direct and collateral effects of technology use as well as non-user experiences. We build this model based on existing evidence for basic psychological need satisfaction, including evidence within the context of the workplace, computer games, and health. We extend and hone these ideas to provide practical advice for designers along with real world examples of how to apply the model to design practice

Letters and Scientific Communities

We enter the debate about the possibility of collaboration and of rich exchanges among physically distant individuals by offering a literacy perspective on communication to show how the dimensions of writing enable the development of scientific communities. We illustrate this perspective with an analysis of the correspondences of one philosopher and one scientist – Descartes and Emilie du Chatelet, as well as with a description of one of the most prominent communities of scientists and philosophers in Europe, the Republic of Letters. Our findings show that writing is essential for the expression and exchange of ideas, abstractions, complex thoughts, demonstrations, arguments – in sum, for the entire scientific enterprise. We discuss the implications of the literacy perspective and of our findings for the current understanding of online intellectual communities.Orality and Literacy; Scientific Communities; Online Communities; Letters; Organizational Communication

Moral Turbulence and the Infusion of Multimodal Character Education Strategies in American Elementary Schools

Pockets of American society are marked by increase in violent crime with concurrent decline in moral character. This phenomenon is infiltrating the nation’s school system as evidenced by growing numbers of aggressive incidents in the classroom. As a result, there is an increasingly accepted need for effective character education programs in the schools as a means to help change the décolleté trajectory of the behavior of the nation’s school children. While more money and growing numbers of legislation have been put forth to support such an endeavor, research is still lacking as to what activities, skills, goals, and approaches would be best incorporated for optimal outcomes. This article makes a case for assessing the effectiveness of a multimodal approach incorporating cognitive, social, and sociocultural learning elements is than a single approach using cognitive elements alone, and considers the complexity of a Christian perspective on character education in schools