Julia Petrie

Micro Data Videos (mDVs) are up to one-minute data-driven vertical video clips for mobile devices. Widely adopted on social media platforms, mDVs hold significant potential for disseminating information. Despite their growing prevalence, little is known about their components and how they are designed. Thus, two studies were conducted. Study 1 analyzed 40 mDVs and revealed their narrative components. Study 2 examined, through design sessions with design experts, how such components are assembled to craft storyboards for mDVs. The diverse narrative styles of mDVs render them flexible and suitable for multiple topics and purposes. Further, many include a “Linker" directing viewers to external online resources. Participants approached their design in a structural yet iterative manner with emphasis on setting up a “hook” in the opening seconds to capture attention. We summarize and share common design practices used in creating mDVs, an increasingly important medium in data storytelling.

Social robots equipped with conversational artificial intelligence are becoming increasingly common in educational settings. However, the long-term consequences of such uses remain relatively unknown due to their novelty. To ensure children's safe use of social robots, and proper adoption of the technology, it is crucial to scrutinize potential concerns regarding their usage. This exploration will provide insights to inform the design and development of this technology. Thus, this study investigated parents' and educators' perceptions of social robot use by children in the home and school settings. Our main objectives are to; 1) explore whether the types and/or levels of concern are tied to the role that individuals take (i.e., parents vs. educators); 2) explore if the levels of concern vary based on the gender and age of the potential child user; and 3) compile a catalogue of parents' and educators' concerns, both from the literature and those that are overlooked, surrounding children's use of SRs for learning. To address those inquiries, a cross-national online survey study was conducted with parents and educator participants (N = 396). Overall, participants indicated high levels of concern but recognized the potential in responsibly applying such technology for educational purposes.