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1. Building for ‘We’: Safety Settings for Couples with Memory Concerns

   https://doi.org/10.1145/3411764.3445071  

   McDonald, Nora; Mentis, Helena M. (January 2021, Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems)

   null (Ed.)

   Designing technologies that support the mutual cybersecurity and autonomy of older adults facing cognitive challenges requires close collaboration of partners. As part of research to design a Safety Setting application for older adults with memory loss or mild cognitive impairment (MCI), we use a scenario-based participatory design. Our study builds on previous findings that couples’ approach to memory loss was characterized by a desire for flexibility and choice, and an embrace of role uncertainty. We find that couples don't want a system that fundamentally alters their relationship and are looking to maximize self-surveillance competence and minimize loss of autonomy for their partners. All desire Safety Settings to maintain their mutual safety rather than designating one partner as the target of oversight. Couples are open to more rigorous surveillance if they have control over what types of activities trigger various levels of oversight. 

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2. Multimodal Time-Series Activity Forecasting for Adaptive Lifestyle Intervention Design

   https://doi.org/10.1109/BSN56160.2022.9928521  

   Mamun, Abdullah; Leonard, Krista S.; Buman, Matthew P.; Ghasemzadeh, Hassan (January 2022, 2022 IEEE-EMBS International Conference on Wearable and Implantable Body Sensor Networks (BSN))

   Physical activity is a cornerstone of chronic conditions and one of the most critical factors in reducing the risks of cardiovascular diseases, the leading cause of death in the United States. App-based lifestyle interventions have been utilized to promote physical activity in people with or at risk for chronic conditions. However, these mHealth tools have remained largely static and do not adapt to the changing behavior of the user. In a step toward designing adaptive interventions, we propose BeWell24Plus, a framework for monitoring activity and user engagement and developing computational models for outcome prediction and intervention design. In particular, we focus on devising algorithms that combine data about physical activity and engagement with the app to predict future physical activity performance. Knowing in advance how active a person is going to be in the next day can help with designing adaptive interventions that help individuals achieve their physical activity goals. Our technique combines the recent history of a person's physical activity with app engagement metrics such as when, how often, and for how long the app was used to forecast the near future's activity. We formulate the problem of multimodal activity forecasting and propose an LSTM-based realization of our proposed model architecture, which estimates physical activity outcomes in advance by examining the history of app usage and physical activity of the user. We demonstrate the effectiveness of our forecasting approach using data collected with 58 prediabetic people in a 9-month user study. We show that our multimodal forecasting approach outperforms single-modality forecasting by 2.2$ to 11.1% in mean-absolute-error. 

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3. “Design for Co-Design” in a Computer Science Curriculum Research-Practice Partnership

   Victor R. Lee Jody Clarke-Midura Jessica Shumway Mimi Recker (July 2022, Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022)

   Clark Chinn Edna Tan Carol Chan Yael Kali (Ed.)

   This paper reports on a study of the dynamics of a Research-Practice Partnership (RPP) oriented around design, specifically the co-design model. The RPP is focused on supporting elementary school computer science (CS) instruction by involving paraprofessional educators and teachers in curricular co-design. A problem of practice addressed is that few elementary educators have backgrounds in teaching CS and have limited available instructional time and budget for CS. The co-design strategy entailed highlighting CS concepts in the mathematics curriculum during classroom instruction and designing computer lab lessons that explored related ideas through programming. Analyses focused on tensions within RPP interaction dynamics and how they were accommodated when RPP partners were designing for co-design activities, a critical component that leads to curricular co-design itself. We illustrate these tensions with examples of clusters of activity that appeared repeatedly among the research and practice team members when" designing for co-design". 

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4. “Design for Co-Design” in a Computer Science Curriculum Research-Practice Partnership

   Lee, V. R.; Clarke-Midura, J.; Shumway, J.; & Recker, M (January 2022, Proceedings of the 16th International Conference of the Learning Sciences)

   Abstract: This paper reports on a study of the dynamics of a Research-Practice Partnership (RPP) oriented around design, specifically the co-design model. The RPP is focused on supporting elementary school computer science (CS) instruction by involving paraprofessional educators and teachers in curricular co-design. A problem of practice addressed is that few elementary educators have backgrounds in teaching CS and have limited available instructional time and budget for CS. The co-design strategy entailed highlighting CS concepts in the mathematics curriculum during classroom instruction and designing computer lab lessons that explored related ideas through programming. Analyses focused on tensions within RPP interaction dynamics and how they were accommodated when RPP partners were designing for co-design activities, a critical component that leads to curricular co-design itself. We illustrate these tensions with examples of clusters of activity that appeared repeatedly among the research and practice team members when “designing for co-design”. 

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5. Designing for Tinkerability and Accessibility: Developing the OctoStudio mobile app to engage blind and visually impaired learners in creating with

   https://doi.org/10.1145/3628516  

   Bulovic, Katarina; Bentley, Zoë; Rusk, Natalie (June 2024, IDC '24: Proceedings of the 23rd Annual ACM Interaction Design and Children Conference)

   Millions of children around the world learn to code by creating with Scratch and other block-based programming languages. However, these programming environments typically are not accessible for blind and visually impaired children to tinker, create, and learn alongside their sighted peers. This paper discusses the ongoing development of the OctoStudio coding app to support accessibility and tinkerability for blind and visually impaired learners. We discuss how we have applied core principles of tinkerability to create an accessible, mainstream app for use on mobile phones and tablets. We describe our iterative development process in collaboration with educators who specialize in the design and testing of accessible technologies for children. We conclude with suggestions for how the core principles of designing for tinkerability can be expanded to support accessibility and engagement of blind and visually impaired learners internationally. 

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