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In this paper, we examine whether relational mobility (RM) (the ability for individuals to voluntarily form and terminate relationships within a given social environment) on a country level related to individuals’ tendencies to restrict their movement following the onset of the global COVID-19 pandemic and following the issuance of stay-at-home orders in their country. We use data on geographic mobility, composed of records of geolocation information provided via mobile phones, to examine changes in geographic mobility at the onset of the COVID-19 pandemic. We show that individuals in countries with higher RM tended to decrease their geographic mobility more than those in countries with lower RM following the onset of the COVID-19 pandemic. Similar results were found for wealth gross domestic product (GDP), but were independent of RM. These results suggest that individuals in countries with higher RM were more responsive to calls to reduce geographic mobility. 

Co-creative proccesses between people can be characterized by rich dialogue that carries each person's ideas into the collaborative space. When people co-create an artifact that is both technical and aesthetic, their dialogue reflects the interplay between these two dimensions. However, the dialogue mechanisms that express this interplay and the extent to which they are related to outcomes, such as peer satisfaction, are not well understood. This paper reports on a study of 68 high school learner dyads' textual dialogues as they create music by writing code together in a digital learning environment for musical remixing. We report on a novel dialogue taxonomy built to capture the technical and aesthetic dimensions of learners' collaborative dialogues. We identified dialogue act n-grams (sequences of length 1, 2, or 3) that are present within the corpus and discovered five significant n-gram predictors for whether a learner felt satisfied with their partner during the collaboration. The learner was more likely to report higher satisfaction with their partner when the learner frequently acknowledges their partner, exchanges positive feedback with their partner, and their partner proposes an idea and elaborates on the idea. In contrast, the learner is more likely to report lower satisfaction with their partner when the learner frequently accepts back-to-back proposals from their partner and when the partner responds to the learner's statements with positive feedback. This work advances understanding of collaborative dialogue within co-creative domains and suggests dialogue strategies that may be helpful to foster co-creativity as learners collaborate to produce a creative artifact. The findings also suggest important areas of focus for intelligent or adaptive systems that aim to support learners during the co-creative process. 

Computer science educators often use multiple creative computing platforms to motivate and support students learning computer science. Arguably, we understand little about the complementary ways in which the various platforms build on students' prior experiences. This study compares two CS+music platforms used by middle school students in a summer camp to understand the unique affordances of each platform at activating and building upon prior music and computing experiences. We assess interest formation through pre and post student surveys and via interviews on the final day of the camp. The findings suggest that using different approaches to CS+music platform design may help engage students with different levels of prior music and coding experience. 

TunePad is a free, online platform designed with the goal of empowering diverse communities of learners to create and share music through code. We are interested in the idea of music as a pervasive form of literacy with abundant connections to concepts of computer programming. Over the past three years we have developed and refined successive prototypes with over 500 middle school and high school students in a variety of learning spaces including schools, libraries, summer camps, and other out-of-school programs. This paper shares the current TunePad design along with data from three summer camps for middle school students that involved daily work with the platform. Through these camps we saw significant gains in learners’ attitudes around computer programming as measured through pre-post surveys. We also share a theoretical perspective on music and coding as an intersection of literacies that we reflect on through student-created artifacts.