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Despite the potential of generative AI (GenAI) design tools to enhance design processes, professionals often struggle to integrate AI into their workflows. Fundamental cognitive challenges include the need to specify all design criteria as distinct parameters upfront (intent formulation) and designers' reduced cognitive involvement in the design process due to cognitive offloading, which can lead to insufficient problem exploration, underspecification, and limited ability to evaluate outcomes. Motivated by these challenges, we envision novel metacognitive support agents that assist designers in working more reflectively with GenAI. To explore this vision, we conducted exploratory prototyping through a Wizard of Oz elicitation study with 20 mechanical designers probing multiple metacognitive support strategies. We found that agent-supported users created more feasible designs than non-supported users, with differing impacts between support strategies. Based on these findings, we discuss opportunities and tradeoffs of metacognitive support agents and considerations for future AI-based design tools. 

In North America, bus operators are essential but undervalued public servants — the ''human infrastructure'' of public transit. Transit workers face a range of largely invisible health and safety issues that have worsened in recent years. As more attention is directed toward new technologies being commercialized in the sector these operational challenges remain largely unaddressed. Our paper contributes to a turn ''back to labor'' and describes issues bus operators face on the job. Through a diary study of bus operators' working conditions we detail howpunctuatedmoments of workplace violence, inhumane scheduling, and unsafe operational conditions becomeprolonged infrastructural failure.We outline how CSCW researchers and practitioners can contribute to the design of transit systems that enhance worker dignity and contribute to ongoing efforts to address urgent health and safety concerns. 

Generative artificial intelligence (GenAI) systems introduce new possibilities for enhancing professionals’ workflows, enabling novel forms of human–AI co-creation. However, professionals often strug- gle to learn to work with GenAI systems effectively. While research has begun to explore the design of interfaces that support users in learning to co-create with GenAI, we lack systematic approaches to investigate the effectiveness of these supports. In this paper, we present a systematic approach for studying how to support learn- ing to co-create with GenAI systems, informed by methods and concepts from the learning sciences. Through an experimental case study, we demonstrate how our approach can be used to study and compare the impacts of different types of learning supports in the context of text-to-image GenAI models. Reflecting on these results, we discuss directions for future work aimed at improving interfaces for human–AI co-creation. 

Sidewalk robots are becoming increasingly common worldwide, yet their operation on public walkways presents challenges for pedestrians. This is especially true for people with motor disabilities (PWMD) who already manage obstacles such as inadequate ramps and public incivility. The addition of sidewalk robots could further intensify these difficulties, which poses an urgent need to examine how the design of sidewalk robots may influence the daily navigation experiences of PWMD. This poster illustrates findings from semi-structured interviews with ten PWMD, providing insights into their perspectives on the presence of sidewalk robots. The study uncovers potential conflicts in shared sidewalk use and the adaptive actions PWMD described needing to undertake in response. Interviewees raised concerns about whether the robots could accommodate the needs of PWMD, as compared to people walking on foot, and the repercussions of any shortcomings in this regard. Our research also examines tensions stemming from different robotic design choices, indicating the necessity for more accessible public robot designs. We further delve into PWMD’s interaction needs and modalities for routine operation and in the event of robot malfunction. As cities increasingly allow for the deployment of robots in public spaces, this work seeks to inform equitable design and deployment guidelines for sidewalk robots and calls for further research into the implications of the rise of public robots for the diverse populations that make up any given municipality. 

Sidewalk delivery robots are being deployed as a form of last-mile delivery. While many such robots have been deployed on college campuses, fewer have been piloted on public sidewalks. Furthermore, there have been few observational studies of robots and their interactions with pedestrians. To better understand how sidewalk robots might integrate into public spaces, the City of Pittsburgh, Pennsylvania conducted a pilot of sidewalk delivery robots to understand possible uses and the challenges that could arise in interacting with people in the city. Our team conducted ethnographic observations and intercept interviews to understand how residents perceived of and interacted with sidewalk delivery robots over the course of the public pilot. We found that people with limited knowledge about the robots crafted stories about their purpose and function. We observed the robots causing distractions and obstructions with different sidewalk users (including children and dogs), witnessed people helping immobilized robots, and learned about potential accessibility issues that the robots may pose. Based on our findings, we contribute a set of recommendations for future pilots, as well as questions to guide future design for robots in public spaces. 

AI-based design tools are proliferating in professional software to assist engineering and industrial designers in complex manufacturing and design tasks. These tools take on more agentic roles than traditional computer-aided design tools and are often portrayed as “co-creators.” Yet, working effectively with such systems requires different skills than working with complex CAD tools alone. To date, we know little about how engineering designers learn to work with AI-based design tools. In this study, we observed trained designers as they learned to work with two AI-based tools on a realistic design task. We find that designers face many challenges in learning to effectively co-create with current systems, including challenges in understanding and adjusting AI outputs and in communicating their design goals. Based on our findings, we highlight several design opportunities to better support designer-AI co-creation.