Sex Talk: Designing for Sexual Health with Adolescents

In this paper, we describe a user-centred design process, where we engaged with 58 adolescents over an 18-month period to design and evaluate a multiplayer mobile game which prompts peer-led interactions around sex and sexuality. Engagement with our design process, and response to our game, has been enthusiastic, highlighting the rich opportunities for HCI to contribute constructively to how HCI may contribute to sexual health in adolescents. Based on our experiences we discuss three lessons learnt: lightweight digital approaches can be extremely successful at facilitating talk among young people about sex; sharing control of the conversation between all stakeholders is a fair and achievable approach; even problematic interactions can be opportunities to talk about sex

"They’re Just Tixel Pits, Man": Disputing the 'Reality' of Virtual Reality Pornography through the Story Completion Method

Pornography is a substantial part of humans' everyday interaction with computers, yet to date the topic has been underconsidered by HCI. Here, we examine some of the common cultural ideals non-experts constructed of a 'new' pornographic experience - Virtual Reality (VR) Porn - through use of the 'Story Completion Method'. Forty five participants completed a story stem about a male character who was about to have his "very first virtual reality porn experience". Through our analysis, we demonstrate a narrative of a 'perfect', idealised sexual experience, as well as one which emphasised the imagined 'precarious' and dangerous consequences around this technology use. We indicate how the stories reproduced ideals around heteronormativity and hegemonic masculinity, suggesting an agenda of 'Designing for Eroticism' as a tactic which could avoid such problematic discourses. We also suggest the opportunities and challenges presented through use of the 'Story Completion Method'

Classroom Technology Deployment Matrix: A Planning, Monitoring, Evaluating and Reporting Tool

We present the Classroom Technology Deployment Matrix (CTDM), a tool for high-level Planning, Monitoring, Evaluating and Reporting of classroom deployments of educational technologies, enabling researchers, teachers and schools to work together for successful deployments. The tool is de-rived from a review of literature on technology adaptation (at the individual, process and organisation level), concluding that Normalization Process Theory, which seeks to explain the social processes that lead to the routine embedding of innovative technology in an existing system, would a suitable foundation for developing this matrix. This can be leveraged in the specific context of the classroom, specifically including the Normal Desired State of teachers. We explore this classroom context, and the developed CTDM, through look-ing at two separate deployments (different schools and teachers) of the same technology (Collocated Collaborative Writing), observing how lessons learned from the first changed our approach to the second. The descriptive and an-alytical value of the tool is then demonstrated through map-ping these observation to the matrix and can be applied to future deployments

Emotion Work in Experience-Centred Design

Experience Centred Design (ECD) implores us to develop empathic relationships and understanding of participants, to actively work with our senses and emotions within the design process. However, theories of experience-centred design do little to account for emotion work undertaken by design researchers when doing this. As a consequence, how a design researcher’s emotions are experienced, navigated and used as part of an ECD process are rarely published. So, while emotion is clearly a tool that we use, we don’t share with one another how, why and when it gets used. This has a limiting effect on how we understand design processes, and opportunities for training. Here, we share some of our experiences of working with ECD. We analyse these using Hochschild’s framework of emotion work to show how and where this work occurs. We use our analysis to question current ECD practices and provoke debate

#CHIversity: Implications for Equality, Diversity, and Inclusion Campaigns

In this alt.chi paper, we reflect on #CHIversity a grassroots campaign highlighting feminist issues related to diversity and inclusion at CHI2017, and in HCI more widely. #CHIversity was operationalised through a number of activities including: collaborative cross-stitch and 'zine' making events; the development of a 'Feminist CHI Programme'; and the use of a Twitter hashtag #CHIversity. These events granted insight into how diversity discourses are approached within the CHI community. From these recognitions we provide examples of how diversity and inclusion can be promoted at future SIGCHI events. These include fostering connections between attendees, discussing 'polarizing' research in a conservative political climate, and encouraging contributions to the growing body of HCI literature addressing feminisms and related subjects. Finally, we suggest how these approaches and benefits can translate to HCI events extending beyond CHI, where exclusion may routinely go undetected

Syrian Refugees and Digital Health in Lebanon

There are currently over 1.1 million Syrian refugees in need of healthcare services from an already overstretched Lebanese healthcare system. Access to antenatal care (ANC) services presents a particular challenge. We conducted focus groups with 59 refugees in rural Lebanon to identify contextual and cultural factors that can inform the design of digital technologies to support refugee ANC. Previously identified high utilization of smartphones by the refugee population offers a particular opportunity for using digital technology to support access to ANC as well as health advocacy. Our findings revealed a number of considerations that should be taken into account in the design of refugee ANC technologies, including: refugee health beliefs and experiences, literacy levels, refugee perceptions of negative attitudes of healthcare providers, and hierarchal and familial structures

Collaborative strategic reading on multi-touch and multi-user digital tabletop displays

This paper is part of a work-in-progress that reports on the design, development, and evaluation of a Digital Collaborative Strategic Reading (DCSR) application with regard to its effectiveness in improving English as a second language (ESL) reading comprehension. The DCSR application allows users to read collaboratively on multi-touch and multi-user digital tabletop displays that support both face-to-face and computer-based interaction. The application is designed to provide systematic instruction on tabletop computers using four main comprehension strategies that form the Collaborative Strategic Reading (CSR) instructional approach. The paper addresses one main research question: ‘How does the use of the tabletop-based reading application (DCSR) affect learners’ reading processes and outcomes?”, and the following sub-questions: (1) What is the impact of the tabletop-based reading system on learners’ reading scores with regard to the reading assessments? (2) How do learners collaboratively construct meaning on the tabletop? To answer these research questions, the subjects used the DCSR application on tabletop computers in groups of four, once a week for 5 weeks. Data were collected and analysed using both qualitative and quantitative methods. Each reading session was preceded by a cloze test and followed by two types of assessment: a written recall test and a cloze test; both tests were designed to reflect the students' comprehension of the reading passages. The paper will report on the design of the software and the administration of the study, but will focus on the analysis of the data from the different sources, and present insights into the nature of collaborative reading using the DCSR application on a tabletop computer