Jin Kang

The rise and development of serious games have shown promise in addressing critical social issues, including school bullying. However, prior work often compares game-based interventions with the conventional non-game approach, failing to generate insights about which game features should be emphasized to create more effective games. To bridge this research gap, in light of video games’ advantages for creating immersive experiences that benefit persuasion, we created a narrative-based serious game addressing school bullying and conducted two studies (Study 1, N = 130; Study 2, N = 250) to explore the persuasive effects of two game features, respectively player–avatar similarity and in-game control, on player experience (including player–avatar identification, narrative engagement, and empathy) and prosocial intention. We found mixed results subject to player perspective such that only when players took the bully’s perspective did one of the game features—in-game control—successfully create the intended empathy via amplified narrative engagement toward the desirable prosocial intention.

In this report we share a co-design process for developing more accessible alternatives to traditional keyboard and mouse interfaces, involving individuals with motor impairments. We describe our methodology, including initial discovery phases that inspired three subsequent co-design workshops with three individuals with motor impairments and 26 designers. Based on our experience, we highlight the importance of creating an equitable and effective dialogue between designers and individuals with motor impairments, emphasizing the personal nature of each participant’s experiences and the potential of technology as an enabler rather than a generic solution. Guided simulations and hands-on prototyping were employed to trigger meaningful conversations. We underscore the significance of “being with” during the co-design process and the importance of a transparent prototyping and development process for creating genuinely accessible and inclusive interactive systems. By sharing our findings and recommendations, we aim to assist researchers running future co-design workshops that involve prototyping with technology and people of diverse backgrounds.

Music can be a catalyst for self-development, creative expression, and community building for blind or low vision (BLV) individuals. However, BLV music learners face complex obstacles in learning music. They are highly reliant on their learning environment and music teachers for accommodations and flexibility. Prior research identified the challenges faced by BLV musicians. Yet, limited research has addressed these challenges through the development of technology. Drawing upon the experience and suggestions of 40 BLV professional musicians, amateur musicians and music teachers (including sighted teachers with experience teaching blind students), we identified five themes: (1) Key Challenges of BLV Music Learning, (2) Personal Adaptations to Overcome Music Learning Challenges, (3) Perspectives on Current and Future Assistive Technologies, (4) Contention Between Braille Music and Auditory Learning, and (5) Role of Human Support for Music Learning. Together, these findings outline a path to make music learning more accessible to BLV people. To this end, we describe opportunities for enhanced audio cues for musical communication, recommend integrating vibrotactile feedback to aid music reading and design technology that supports independence and interdependence in music learning.

Maintaining satisfying close relationships is important for individuals’ well-being. In the digital age, artificial intelligence (AI) has growing applications for relationship maintenance and thus implications for relational well-being. We hypothesize that although using AI to help with relational maintenance may reduce an individual’s effort, their partner may perceive AI-augmented activities negatively. According to the investment model and equity theory, perceptions of diminished effort in a relationship may lead to less satisfaction and greater uncertainty about the partner’s involvement in the relationship. In an online experiment, we presented participants ( N = 208) with hypothetical scenarios of relational maintenance initiated by a fictional close friend, with a 3 (agency: self-without-augmentation vs. AI-augmented vs. human-augmented) × 3 (relational task: support-giving vs. advice-giving vs. birthday celebration) between-subjects design. Compared to the self-without-augmentation condition (i.e., the control condition) where the friend completed a relational task with no external aid, using AI assistance led participants to perceive the friend expended less effort, reducing participants’ relationship satisfaction and increasing uncertainty. Getting help from another person was not significantly different from using AI in terms of perceived partner effort, relationship satisfaction, uncertainty, and perceived appropriateness. We discuss the implications of the findings for relational maintenance and technology-mediated communication.

The inaccessibility of rulebooks hinders the rule learning experience of board game players who are blind or have low vision (BLV). We conducted two qualitative studies to explore the design of conversational agents (CAs) that can support BLV players’ learning and provide companionship. In Study 1, we recruited 14 BLV participants and identified their rule learning challenges, with emphasis on cognitive load, and co-designed functional and social characteristics in Amazon Alexa that can support rule learning and offer companionship. We then developed a new Alexa skill and had 9 BLV participants evaluate our skill against the Alexa skill for the game Ticket to Ride (Study 2). We generated four design principles for CAs to support board game rule learning for BLV people: conciseness, pausing capacity, customization, and companionship.

This paper describes a training program designed to increase accessibility competencies in graduate students of interdisciplinary backgrounds, including those in computing education, and presents a longitudinal study that examined the program's effectiveness. We surveyed two graduate student cohorts in the program at multiple periods over eight months (N = 14). Students reported their level of program engagement, empathy, technical knowledge, and career interests in accessibility. We found that participants’ physical engagement and empathy increased over time at a marginal significance level. Students reported high medians on other measurements, which imply the program successfully maintained their engagement, technical knowledge, and career interests. We offer recommendations to enhance the quality of accessibility education to graduate students in computing.

Objectives. Internships can bring a host of professional and academic benefits to students. Then, how do User Experience (UX) internships influence Human-Computer Interaction (HCI) graduate students’ professional and academic growth? What are the challenges experienced by HCI graduate students during internships? We explored these two research questions. Participants. Our study participants were 42 HCI graduate students who completed UX internships. They came from computing and related disciplines, including computer science, information technology, psychology, and design. Some of the participants’ internship titles were Interaction Designer, Design Researcher, UX Programmer, and Business Intelligence Analyst. Study Method. We conducted a thematic analysis on 42 graduate students’ UX internship reports that were collected over 6 years to uncover themes in relation to our two research questions. Findings. As for UX internship benefits, we found that students learned about the workplace culture (e.g., academia vs. industry/government on research design processes) and core UX technical (e.g., research, design, programming) and people skills (e.g., teamwork, empathy toward end-users); they also realized what they wanted in future careers after completing their internships. We also found internship challenges that were related to the internship program (e.g., the availability of internship opportunities), the host organizations (e.g., the quality of mentorship received), and remote working (e.g., difficulty over conducting remote usability testing). Conclusions. We make practical recommendations for HCI educators, UX practitioners, and HCI graduate students on how they can work collaboratively to create a meaningful UX internship experience. These recommendations include researching the host organization prior to internships, providing comprehensive onboarding, and being transparent with internship constraints.

Experiential learning is an effective method to teach User Experience (UX) to Human-Computer Interaction (HCI) students. Despite its popularity, there seems to be no comprehensive overview on (1) the current use of experiential learning in UX education at universities and (2) student learning outcomes and benefits resulting from the use of experiential learning. Hence, we conducted a scoping review to provide such overview. We analyzed 45 articles published from 2000 to 2021 and we found 12 types of experiential learning employed by HCI educators: applied research project, industry/community research project, hands-on activity, role-play, interactive workshops, guest speakers, in-house work placement, internship, flipped classroom, field project, lab, and design hackathon, from most to least frequent. Twenty-six articles reported student learning outcomes and benefits: (1) enhanced UX technical knowledge, (2) applied textbook knowledge into practice, (3) acquired soft skills, (4) student satisfaction, (5) increased awareness of user diversity, and (6) increased job marketability. Overall, we advance current HCI teaching practices by providing HCI educators with a list of experiential learning types that they can adopt in their classes to teach UX.

Gaming accessibility research for blind or low vision (BLV) communities largely focuses on digital games. There is a need for designers to understand BLV's experience with tabletop games that involve the player's physical interaction. In this study, we investigate BLV individuals’ experience with the accessibility of tabletop games. We conducted semi-structured interviews with 15 BLV participants and found four themes that uncovered participants’ tabletop gaming experiences: (1) properties of inaccessible games, (2) outcomes of inaccessible games, (3) properties of accessible games, and (4) outcomes of accessible games. Our findings demonstrate a richness and variety in BLV individuals’ tabletop gaming experiences. By providing discussions on the state of tabletop game interactivity and design recommendations, our work assists the creation of accessible tangible games that make use of digital information and physical forms by affording designers the opportunity to understand how inaccessible interactions in tabletop games affect BLV populations.