Emotional closeness (EC) is central to family relationships, however in Human-Computer Interaction (HCI) it is often regarded as self-evident, invoked through adjacent constructs such as connection or co-presence. This ambiguity is particularly limiting for remote relationships between young children (aged 4-8 years) and their older relatives, where developmental asymmetries and generational roles shape how EC unfolds. To clarify how EC is understood in this specific intergenerational context, we conducted a scoping review of 30 papers (2010 - 2025) examining how EC is defined, evaluated, and technologically mediated. Our analysis reveals three key patterns: reliance on self-report evaluations, a persistent interaction-closeness assumption, and under-exploration of embodied and cultural framings. We synthesise a multidimensional definition of EC comprising Affective Expression, Relational Practices, Embodied Presence, and Cultural Belonging. We conclude with implications for HCI, including the need for multimodal and longitudinal methods and technologies that support multi-dimensional, culturally grounded, and meaningful intergenerational connection.

Digital toys have the potential to address insufficient physical activity in young children, particularly when designed with tangible interactions that leverage the physicality of objects to encourage embodied movement. However, their effectiveness remains underexplored. This exploratory study observed 20 children aged 3-5 interacting with three digital toys incorporating tangible interactions, to examine how such toys may support physical activity and how specific design features relate to the enactment of movement skills. We used the Activity Classification Model (ACM) and the Observational System for Recording Physical Activity in ChildrenHome (OSRAC-H) to classify activity types and intensity during play. Findings from this small-scale sample indicate that a toy's physical design features are a primary driver of observed physical activity; while digital features, particularly auditory prompts and feedback, provide continuous digital input that may support ongoing physically active interaction. We also reflect on the relative suitability of ACM and OSRAC-H for evaluating physical activity intensity in young children's play with digital toys.

BACKGROUND:The burden associated with clinical documentation can negatively impact patient care and job satisfaction amongst allied health professionals (AHPs). Digital scribes based on artificial intelligence (AI) may address these issues, but this has not been evaluated in Australian allied health private practice. OBJECTIVE:Describe perspectives and experiences of AHPs and patients regarding the use of an AI scribe for clinical documentation. DESIGN:Mixed-methods. METHODS:AHPs completed surveys at baseline, and after 6-weeks and 3-months of using an AI scribe that sought their perspectives about AI and clinical documentation. AHPs invited patients to complete one survey after the AI scribe was used during an appointment. Individual semi-structured interviews were conducted with a subset of AHPs and patients. RESULTS:119 AHPs and 157 patients completed the surveys. 15 AHPs and 14 patients were interviewed. There was a significant reduction in time spent doing notes, letters and completing notes out of hours between baseline and 6-weeks and baseline and 3-months but no difference between 6-weeks and 3-months. Burden was significantly less at 3-months compared to baseline. Productivity increased by an average of 5.8 %. From the interviews, four themes described participants' experiences: using the scribe had a positive impact on therapeutic alliance and administrative workload, trust facilitated the use of the scribe and AHPs appreciated the scribe for different aspects of documentation. Although patients were comfortable consenting to the AI scribe being used during their own appointments, some acknowledged that other patients might require additional information about data storage and security to make an informed decision. CONCLUSION:The use of an AI scribe had a positive impact on AHPs working, and patients seeking care, in Australian allied health private practice.

In this workshop we revisit Tangible and Embodied Interaction (TEI) design to construct a TEI spectrum of different levels of designed ‘reality types’ (e.g., Virtual Reality, Windowed Reality etc.) and the different ways that these types relate to interaction modes. We use this spectrum to structure a provocation which looks at the challenge of distanced intergenerational communication, using digital communication technology, between very young children and their much older relatives such as grandparents. We invite workshop participants to propose their own provocations using this framework so that we can together explore how it fits in a wide variety of contexts.

Child-Computer Interaction (CCI) research prioritises children's participation in the design process to inform design outcomes, while less attention is paid to framing design problems. Our study explores how children aged 4-5 years can better understand complex environmental problems through our storying-roleplay approach, a co-design method aimed at shifting children's thinking from absolutist views toward thinking about relationships, interdependence and win-win solutions. The method involves eliciting children's stories, creating characters, designing probes and engaging in roleplay to collaboratively reframe complex problem space. This research contributes to current discussions on children and environmental sustainability in CCI by: (i) introducing storying-roleplay as a method to co-design with young children to develop skills for better understanding complex problems, (ii) fostering children's participation in the earlier stages of design process and (iii) highlighting the potentials for co-designing relational technologies with young children.

Children and young people today are uniquely datafied, tracked, and digitally monitored like no generation before them. Children are increasingly vulnerable to data collection through seemingly benign toys and devices equipped with voice recognition, geolocation, sensors, and cameras, but typically lack awareness or control over these data exchanges, as consent is usually provided by adult caregivers (who may also lack data literacy). Although there have been advancements in legislation and design guidelines, there is a significant need for interdisciplinary approaches to directly empower children in understanding, valuing and benefiting from their personal data, as well as learning to manage it. We ask, how can the CHI community support children to be informed and included in design for and with their personal data? How do we support children to participate in their personal data - and do they want to? This workshop aims to gather designers, researchers and practitioners working on projects relating to children's personal data, and to map out the current practices and methods at play across the CHI community on this critical topic.

Augmentative and Alternative Communication (AAC) technologies for adults with intellectual disabilities often fail to address the complexity of users' lived experiences, relying on rigid, predefined designs. This study responds to these challenges by introducing 'co-designing in the middle', an approach that emphasises participation, flexibility, and responsiveness in AAC design. Our contribution is guided by four key principles: rethinking the design event (staying open to evolving needs and uses); embracing temporal flexibility (allowing time for deeper engagement); promoting alternative design narratives (challenging neurotypical assumptions); and recognising the micro-politics of design (acknowledging the subtle power dynamics within the process). Through carefully selected vignettes, we illustrate how these principles are applied in a Day Centre for people with intellectual disabilities. These guidelines offer a way to adapt AAC technologies more closely to diverse, real-world contexts, enhancing their relevance and empowering individuals with disabilities.

Chatbots based on Large Language Models (LLMs) have gained popularity as virtual companions and potential solutions to alleviating loneliness. Instead of displacing human relationships, this research examined how such chatbots might strengthen existing relationships, such as those between people living in different countries. Based on a collaborative ethnographic approach, the authors of this paper invited a long-distance partner, relative, or friend to create a chatbot and include it in their daily communication practices. Through diary entries and interviews, we identified three strategies for using chatbots to augment communication in long-distance relationships: role-play, asynchronous interactions, and increased self-disclosure. At times, participants found their chatbots mediocre due to generic responses and hallucinations, which led to both entertainment and disenchantment. Based on these findings, we contribute a nascent understanding of how chatbots augment communication in distance relationships and considerations for designing chatbot interactions where mediocre performance creates value.

Unlike any previous generation, children's lives are now highly datafied, tracked, and digitally monitored. They are increasingly vulnerable to data collection from seemingly innocuous toys and devices with cameras, sensors, voice recognition, and geolocation. Yet, children typically lack awareness or control over these data exchanges, as consent is usually given by adult caregivers (who may also lack data literacy). Despite regulatory improvements, interdisciplinary approaches remain crucial to empowering children to understand, value, and manage their personal data. How can the IDC community involve children in the design and use of their personal data? This workshop unites experts to explore current practices. (1)

Tangible digital toys can foster physically active play by helping children explore their physical capabilities and expend energy. Although parents are crucial in promoting these toys to support active play, their perspectives remain underexplored. To address this, we interviewed 18 parents of young children. Our analysis revealed three key insights: (1) common design features of the toys and their anticipated roles; (2) parents’ preferences for tangible digital toys and how they are used by children; and (3) the play activities and motor skills that parents hope these toys will support. Based on these findings, we discuss implications for research on children's tangible interaction and offer six recommendations for researchers and designers focused on designing interactions and digital toys that promote physically active play.