Level-based educational games face a fundamental challenge: accommodating diverse prior knowledge backgrounds among learners. Through developing a programming tutorial game, we identified how knowledge gaps-particularly with abstract concepts like variables-create significant progression barriers. We analyze this challenge by drawing algorithmic insights from artificial neural network training processes, comparing traditional "feedforward" instructional sequencing with "backpropagation" learning approaches. We argue that level-based educational games inherently face design limitations analogous to feedforward propagation without appropriate feedback mechanisms. By examining how artificial neural networks overcome a similar challenge through backpropagation, we propose integrating fragmented mini-games with AI-assisted support that enables recursive knowledge building. This framework provides theoretical insights for understanding the prior knowledge challenge and suggests practical directions leveraging complementary strengths of games and AI.
Privacy notices aim to inform users about a company's handling of personal data. In this study, privacy notices refer to documents detailing an organization's data handling and protection practices that users must actively seek out, as opposed to push-based banners or pop-ups. This distinction clarifies that the focus is on interactive engagement with privacy information, not mere acceptance of cookies. However, privacy notices are often lengthy, jargon-filled documents that fail to engage users and empower them to exercise their rights. This exploratory study investigates how privacy notices can be designed to enhance user understanding and action regarding their privacy rights. The study focuses on the design of privacy notices using a designed fictional online healthcare provider influenced by present online services. Two prototypes were developed, one representing the current standard format of privacy notices, the other incorporating user-centred design principles. The prototypes were evaluated through user testing and a group interview. The study draws on the principles of user-centred design, emphasizing the importance of addressing users' cognitive, emotional, and physical needs. The analysis was also informed by use qualities in digital design, specifically focusing on the qualities of seductivity, relevance, usefulness, efficiency, and transparency. The results highlight the importance of providing multiple media of information, such as text and video, to cater to diverse user preferences and situations. The participants appreciated a clear navigation and layered information structure, which allowed them to quickly access relevant information. The inclusion of actionable choices, facilitated by a dedicated act page with pre-formatted forms, was perceived as empowering and increased user trust in the company. The study shows that user-centred design principles can significantly improve the effectiveness of privacy notices. By prioritizing clarity, accessibility, and user empowerment, privacy notices can move beyond mere legal compliance and become tools that foster trust and enable users to actively manage their personal data.
Biases in Generative Artificial Intelligence (GenAI) have been well-recorded since before the explosion of publicly available GenAI services. The biases explored in the literature mainly relate to gender, race, and, recently, to disability. The reasons for the existence of these biases are several, as well as the suggestions in the literature on how they can be mitigated. In this workshop, we will share how we (participants and facilitators) deal with AI biases related to people with disabilities and chronic conditions, and we will speculate how our actions or inactions can impact the future of people with disabilities. The workshop is a part of a series of workshops where we invite people to work with us on matters of AI and disabilities, and chronic conditions. This workshop aims to produce material for the synthesis of a manuscript that will present future alternatives of how GenAI could impact people with disabilities and chronic conditions.
In this pilot study (n = 32), user experiences and feedback were collected to examine the suitability of extended reality (XR) technology in training to operate with chemical, biological, radiological, and nuclear (CBRN) threats. In the studied scenario the users performed measurements of visualized nuclear detonation, using both virtual and physical tools. Overall, the participants viewed the XR environment positively. The XR system was considered easy to use, although verbal comments after the XR training session and observations by the researchers pointed to the difficulty in operating and handling the virtual items, such as the angular ruler, the wrist watch, and the compass. It is suggested, that in the future version of the system all the used items should be physical ones and brought to the XR environment using trackers, for example. The visual outlook of the XR environment was praised in verbal comments after the use experience and this same position could be observed also in the self-reported sense of presence factors. It must also be noted, that for some participants the clearly observable wow-effect they experienced in the beginning of the XR training session led them to almost forget their task when they spent time examining the visual features of the environment. In the self-reports, the participants also viewed the XR environment to be especially interesting and to support their learning of the topic. These results support the using of XR technologies in the training of CBRN defence skills. In future studies, learning effects between groups practicing with XR or with more traditional methods could be compared.
Individual car usage poses serious sustainability challenges in urban areas; however, strategies for public engagement remain underdeveloped, and a mindshift in the way people commute is needed. By mindshift, we refer to a change in the dominant imaginary of the future (particularly the way young people envision urban life and mobility) which is crucial for reclaiming their right to imagine and shape the city. This in-progress study explores how speculative design and urban gamification tools can be used to create such a mindshift among younger participants toward sustainable transportation. To achieve this, we designed and tested four different workshop activities with two vocational and two upper secondary schools in Tampere, Finland. This short paper briefly describes the different activities and showcases a preliminary analysis of the materials produced in the workshops to better understand young people's urban future imaginations and their reactions to the workshop activities.
The introduction of digital tools and research software in non-computational disciplines and the introduction of AI-driven tools for general application in the research process impact types of interactions between researcher and tool. Starting from the notion of playing software, I introduce three metaphors for interacting with AI-driven research software: 1) software as laboratory, 2) research software as sandbox games, and 3) the scientific method as game rules. Drawing on game studies literature to synthesise game elements and characteristics, these interaction metaphors can aid researchers and students researching (media) technologies when engaging with artificial intelligence tools in their research processes to explore the distributed agencies in a game-ful manner. Based on a conceptual analysis and theory adaptation, the here presented metaphors aim at creating awareness for the agencies in research processes by examining one's own practices in relation to (AI-driven) technology and increasing transparency by recognising intra-actions and accounting for decisions made. By breaking down the components of games they can be mapped onto research processes and the ways digital tools are integrated or studied when researching new media technologies, and digital cultures.
Creative labour is undergoing transformation within XR environments, where identity is expressed through avatars, fashion is created as digital assets, and the body increasingly functions as an interactive interface. As fashion and gaming industries converge, issues such as monetization of self-expression, bodily autonomy, exploitation, and representation give rise to new sociotechnical tensions. To explore these, we used a speculative design approach to examine blurred boundaries between labour, play, and identity. A fictional scenario developed during a design workshop, combining "playbour camps" and "virtual fashion". The scenario is enacted through four archetypal characters, each embodying a distinct perspective on technological change in creative industries. The analysis of dialogues highlights two key areas of tension: complex relations between online play and labour, where activities such as influencer work, fashion design, and platform-based creation blur boundaries between self-expression, economic value, and professional legitimacy; entanglement of avatar identity and physical embodiment, which illustrates how digital presence and bodily experience intersect, while also revealing generational divides in the recognition of virtual labour. These fictional interactions reflect current dynamics in XR-based content creation, wearable technologies, and virtual economies, raising critical questions around user autonomy, bodily integrity, and ethical responsibility. Rather than offering a singular vision of the future, the scenario opens a reflective space for critically examining how creative industries are reshaped within immersive environments. This study demonstrates how speculative narratives can surface sociotechnical frictions and contribute to broader discussions on design, labour, and embodiment in XR.
This study investigates the perceptions and practices of special education teachers in Abu Dhabi regarding the use of artificial intelligence (AI) in teaching Students of Determination. Using a convergent mixed-methods approach, the research gathered data from 163 teachers through a structured questionnaire and open-ended reflections. Results indicate high levels of AI adoption, with tools such as ChatGPT widely used to support curriculum planning, student engagement, and personalised learning. Teachers demonstrated moderate to strong understanding of AI principles, yet identified significant barriers to effective implementation, including insufficient SEN-specific training, infrastructure limitations, ethical concerns, and equity in access. Notably, the findings reveal that there are currently no AI tools specifically designed for special education contexts, prompting educators to adapt general-purpose platforms to meet diverse learner needs. Qualitative insights revealed both optimism about AI's potential and caution regarding its limitations, particularly in preserving the human connection central to inclusive education. As part of an ongoing research project, these findings highlight the need for targeted professional development, inclusive policy design, and cross-sector collaboration to ensure AI technologies are implemented ethically and effectively in special education settings.
Menstrual tracking is a part of modern health and wellbeing monitoring. However, current menstrual tracking applications fail to cater for all potential and current users, resulting in a need to investigate user dissatisfaction at an advanced level. This study deepens understanding of the dissatisfied users of menstrual tracking applications. The results are based on 132 responses to a qualitative online questionnaire. The analysis of the data resulted in five factors describing causes for dissatisfaction and five groups comprising the needs of dissatisfied users. Dissatisfaction is caused by not fitting the identity, intended goals, process, or health condition of users. The focus should be shifted from tracking symptoms to predicting them, and to monitoring the menstrual cycles holistically, as well as designing for user identity. The results advocate a reformation in conceptualizing menstrual tracking applications through inclusivity of human dimensions.
Emerging technologies like virtual reality, robots, and Generative AI are positioned as transformative forces in shaping the future of education. However, there is a lack of understanding of children's perspectives on these technologies' impact on their education as well as the role they see technology playing in the future. To address this, we conducted workshops with Finnish 12-13-year-olds to explore their visions for future of education and learning. Our findings reveal a significant desire for change in the children's visions for their future education, with classrooms that are more interactive, egalitarian, and exam-free, emphasizing engagement and creativity. Children re-envision the evolving role of human teachers in collaborating with AI and robots. This study contributes by bringing children's voices into discussions on societal impacts of emerging technologies.
This paper investigates how a vermicomposting kit designed as a probe, might make the more-than-human concepts of designing-with more accessible to design practices with materials. The probe is called the Compost Kits consisting of a vermicompost habitat and booklets to guide and prompt reflections on more-than-human concepts related to composting. The study includes four designers from diverse practices who used the Compost Kits for sixteen weeks. The designers co-speculated with us through the probes, interpreting their relations to the materials they use while maintaining the vermicomposting habitat alongside their practice. Results of our study include insights into the more-than-human biographies of their materials, and how matters of nonhuman agency and accountability relate to their design practices. Further, we discuss the challenges and opportunities for bridging the gap between more-than-human theory with practice.
Despite the ubiquitous use of information and communication technologies (ICTs) among doctoral researchers, technostress-the stress caused as a result of ICT use-experienced by these individuals remains under-researched. This study aims to elucidate the causes and effects of technostress on doctoral researchers and the mitigation strategies they employ. Data were collected using a semi-structured interview guide conducted with 15 doctoral researchers at a Finnish university during the 2023 academic year. The findings suggest that techno-invasion was the most reported techno-stressor, followed by techno-overload due to system multiplicity and information overflow, techno-complexity, caused by inadequate system understanding and usability issues and techno-addiction caused by compulsive passive ICT-use. Further studies are needed to explore technostress in this population.
Social leisure activities, especially team-based card games, support older adults' functional capacity and well-being. A positive atmosphere and encouragement from close ones enhance these benefits. Card game clubs should be accessible to all to promote participation and inclusion. This study explores how social dynamics influence older adults' participation in card game clubs and examines barriers such as gambling-related stigma. Data were collected from 48 older adults across Finland using semi-structured surveys. Motivational theories, Uses and Gratifications, Gaming Gratifications, and Self-Determination Theory guided the analysis. Findings show that social interactions in clubs were generally positive, and most participants received support from their social circles. The hobby was not associated with gambling, as no money was involved. However, competitiveness was found to affect group dynamics negatively. Understanding these social factors can help design more inclusive and accessible leisure activities that promote well-being and social inclusion among older adults.
AI-driven protein design tools like AlphaFold promise rapid acceleration in structural biology and biodesign. However, their interfaces pose critical accessibility failures, not only in terms of visual or motor access but also in their fundamental mode of interaction. In this paper, we report the results of a WCAG2.1 and HCI-heuristic audit of four major tools (AlphaFold 3, ColabFold, ESMFold, and PyMOL), uncovering standard POUR (Perceivable, Operable, Understandable, Robust) failures (e.g., screen-reader silence, low contrast, keyboard traps), and reflect on how these issues may point to deeper accessibility challenges specific to AI-native tools. Drawing from both the audit and a hands-on workshop with biodesigners, we identify three emergent barrier types: epistemic opacity, uncertainty navigation, and prompt complexity that disproportionately exclude disabled and non-expert users. We argue that while POUR remains a critical foundation for accessibility, it must be extended to engage the new cognitive and epistemic demands of AI-native systems.
Extended Reality (XR) ecosystems globally face persistent fragmentation and adoption challenges despite significant technological advances and investment. Finland, with demonstrated strengths in XR-enabling technologies, presents a compelling case of ecosystem development within a small innovation economy context. Through 15 semi-structured interviews with 18 ecosystem actors across public, private, and cultural sectors, analyzed using thematic analysis guided by innovation ecosystem theory and interpretive institutionalism, this study identifies six ecosystem archetypes and five key structural dimensions. Findings reveal two critical tensions: the gap between piloting and sustained implementation, and the conflict between scalability pressures and local value creation. The study shows that ecosystem survival depends heavily on informal "Ecosystem Connector" roles and "Invisible Intermediary" functions that compensate for structural deficiencies. This critical analysis contributes to innovation ecosystem theory by demonstrating how small innovation economies rely on relationship-based coordination and multi-archetype individuals rather than formal platform orchestration.
Rather than chasing human mimicry, we explore how conversational agents (CA) can draw strength from what machines do best. We selected three distinctive machine qualities for conversations - endless patience, being non-judgmental, adopting any opinion - and asked participants (N =9) to imagine everyday encounters with a voice agent that embodied one of these qualities. The anticipatory ethnography approach revealed a design space where conversational asymmetry is both asset and risk. Participants welcomed the freedom to vent, confess or spar without reciprocal effort, yet imagine a loss of emotional depth and worried about erosion of politeness and potential abuse. Our findings yield guidelines for leveraging and constraining non-human qualities in future CAs. Methodologically, we show that brief speculative vignettes followed by ethnographic interviewing elicit coherent, situated accounts, surfacing value tensions early while sidestepping current technological restrictions before implementation or further empirical inquiry.
The study used an embedded netnographic methodology to explore the lived experiences of students with epilepsy across twelve Sub-Saharan African countries. This was done to develop a human centred assumptions map to guide the creation of sustainable technological solutions like small language models aimed at solving education challenges in low resource contexts. Through systematic analysis of some digital narratives collected during a one-year period of embedded fieldwork as a communications officer with the International Bureau of Epilepsy (IBE) African Region, the researcher analysed a total of 24 digital narratives from WhatsApp groups, podcast interviews, and organizational reports. The study highlights several key themes which can be summed up in one major overarching theme of the cascade effect of missed learning opportunities by students with epilepsy. Firstly, the study found that academic failure amplifies the stigma these students face in classroom settings. Secondly, parents and carers of children with disabilities are forced by a different factors to make difficult tradeoffs when determining their child's educational path. Thirdly, the students themselves create communities which help them adapt especially using digital technologies. Based on these findings the researcher has proposed some design recommendations for future technological interventions which seek to counter the effects of epilepsy and other neurological disorders in education by specifically focusing on these existing digital resilience networks. Our proposed design framework the low resource setting and the challenges that other educational technological interventions have faced as highlighted by other authors. The study brings more attention to the nuances from the human experiences angle which are informing the technology design methodology.
Food plays a vital role in well-being, yet technology-supported nutrition care programs often reinforce harmful societal norms around food, bodies, and health. Their design, shaped by behaviour change and persuasive computing approaches, frequently disregards the sociocultural and gendered dimensions of food. Taking a feminist HCI perspective, we use a speculative design approach in collaboration with feminist activists, designers, and scholars to envision utopian alternatives. Our participants re-envisioned nutrition care centred on feminist values such as joy, community, and critical engagement with technology. We provide generative insights, emphasizing the transformative potential of feminist utopianism in rethinking nutrition care. We conclude by providing design opportunities and provocations aimed at inspiring designers to critically challenge harmful norms and explore new directions for technology-supported nutrition care.
Psychological distress among youth is rising at alarming rates, yet many cases go undetected until they become severe. Early self-detection and monitoring is critical for timely intervention, but traditional approaches often fail to engage young people effectively or operate at scale. To address this gap, we developed ESFY: Expert System for Youth, a gamified system that leverages digital phenotyping for early identification and continuous self-monitoring of psychological distress. Our work followed a two-stage process: first, we designed the ESFY system by integrating key insights from the prior work; and second, we evaluated the system through a mixed-method user study with (n = 36) participants. ESFY identifies and interprets behavioral and device-derived digital phenotypes that may signal emotional distress, while its gamified design aims to foster sustained engagement and proactive self-care. Initial evaluation results suggest that the system is both usable and promising as a tool for self-monitoring of psychological distress.
The objective of this study is to perform a case study analysis of several theories predominantly used in sociology, specifically critical realism, sociomateriality, and postphenomenology, in the context of digital platform development. We employ a combination of multiple approaches to disentangle our intricate world. This combination is crucial for effective disentanglement, as each approach can only partially unravel the complexities from its unique perspective. This study introduces an innovative approach by presenting a conceptual framework that incorporates three distinct affordance concepts and employs the imbrication metaphore to reveal the hidden creativity within the relevant digital platforms from both human and material perspectives cooperatively. The goal of the framework is to explore the multistable affordances of digital platforms in order to uncover their diverse possibilities. By focusing on multistability, various forms of digital platforms can be derived through the use of the imbrication metaphor. Then, we utilize case studies involving digital platforms to demonstrate how this conceptual framework can be applied to explore design opportunities within an entangled world.
