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As HCI pedagogy research grows, so too does an emerging set of evidence-based teaching and curricular recommendations. Yet, few studies have implemented and examined these recommendations in the classroom. In this paper, we present a Research Through Design investigation of a studio-based HCI course, which was revised based on HCI education literature. Drawing on reflection surveys, video recordings of student-led user sessions, final project artifacts, and student interviews, we explore how students responded to key educational changes, the strategies that supported and hindered their reflective practices, and how reflection afforded new student insights. Our findings highlight the utility of video-based reflection exercises to support student learning in designing and running user sessions, the importance of multi-faceted reflection prompts, and how students noticed moments of inclusion and exclusion by attending to users’ non-verbal cues. Additionally, we empirically demonstrate the importance of implementing and studying HCI education research recommendations in the classroom. 

Accessibility research sits at the junction of several disciplines, drawing influence from HCI, disability studies, psychology, education, and more. To characterize the influences and extensions of accessibility research, we undertake a study of citation trends for accessibility and related HCI communities. We assess the diversity of venues and fields of study represented among the referenced and citing papers of 836 accessibility research papers from ASSETS and CHI, finding that though publications in computer science dominate these citation relationships, the relative proportion of citations from papers on psychology and medicine has grown over time. Though ASSETS is a more niche venue than CHI in terms of citational diversity, both conferences display standard levels of diversity among their incoming and outgoing citations when analyzed in the context of 53K papers from 13 accessibility and HCI conference venues. 

Accessibility research has grown substantially in the past few decades, yet there has been no literature review of the field. To understand current and historical trends, we created and analyzed a dataset of accessibility papers appearing at CHI and ASSETS since ASSETS’ founding in 1994. We qualitatively coded areas of focus and methodological decisions for the past 10 years (2010-2019, N=506 papers), and analyzed paper counts and keywords over the full 26 years (N=836 papers). Our findings highlight areas that have received disproportionate attention and those that are underserved—for example, over 43% of papers in the past 10 years are on accessibility for blind and low vision people. We also capture common study characteristics, such as the roles of disabled and nondisabled participants as well as sample sizes (e.g., a median of 13 for participant groups with disabilities and older adults). We close by critically reflecting on gaps in the literature and offering guidance for future work in the field. 

We introduce PrototypAR, an Augmented Reality (AR) system that allows children to rapidly build complex systems using paper crafts and to test their designs in a digital environment. PrototypAR combines lo-fidelity prototyping to facilitate iterative design, real-time AR feedback to scaffold learning, and a virtual simulation environment to support personalized experiments. Informed by three participatory design sessions, we developed three PrototypAR applications: build-a-bike, build-a-camera, and build-an-aquarium---each highlights different aspects of our system. To evaluate PrototypAR, we conducted four single-session qualitative evaluations with 21 children working in teams. Our findings show how children build and explore complex systems models, how they use AR scaffolds, and the challenges they face when conducting experiments with their own prototypes.