Most trust metrics for intelligent systems are developed for adults, relying on complex reasoning and language that do not align with children’s developmental stages. As intelligent systems increasingly engage with young users, evaluating trust in child-AI interaction has become an urgent concern in HCI. In this paper, we present the iterative refinement and validation of the K-AI Trust Questionnaire, a child-centred instrument that integrates dispositional and situational trust components grounded in child-rights principles. Dispositional trust is captured through a child-adapted Propensity to Trust Technology (PTT), while situational trust is assessed through post-interaction items reflecting children’s experience with AI. Starting with a sample of 289 children, we conducted psychometric analyses and exploratory testing, culminating in a confirmatory factor analysis on a subsample of 85 children. Results supported a unidimensional structure consistent with the PTT, and highlighted the limitations of adult-oriented scales, underscoring the need for developmentally appropriate tools for trustworthy child-AI design.

Over 1.3 billion people worldwide live with long-term disabilities, yet many still face systemic exclusion despite advances in accessibility policy and technology. New regulations such as the EU Accessibility Act demand comprehensive transitions, but compliance risks becoming a superficial “checklist” exercise rather than fostering meaningful inclusion. For the HCI community, this moment calls for rethinking our approaches to participation, technology, ethics, and policy. In this meetup, we bring together researchers, practitioners, and advocates to revisit inclusive design through four themes: rethinking inclusive methodologies, disentangling technological challenges, unpacking ethical implications, and navigating policy opportunities. Through interactive mapping activities, participants will share practices, identify collaboration opportunities, and co-develop future directions. Our goal is to build cross-disciplinary connections and create actionable approaches that move beyond compliance toward holistic inclusion, ensuring that accessibility remains central to HCI research and practice.

This paper introduces OSMoSIS, a novel tool for assessing Social Motor Synchrony (SMS) in naturalistic child-facilitator interactions. Unlike Motion Energy Analysis (MEA), which is limited to seated or highly controlled tasks, OSMoSIS captures full-body interactions and computes synchrony through position correlation (PC) and specific kinetic energy correlation (SKEC). We evaluated OSMoSIS during music therapy sessions with twelve autistic children, using synchronous (movement-contingent) and asynchronous (non-contingent) sound mappings as a testbed to elicit contrasting interaction dynamics. Our results show that SKEC was sensitive to condition differences, whereas PC was not in this setting, indicating that OSMoSIS provides a suite of indices in which SKEC serves as the primary marker for dynamic, whole-body contexts and PC as a supporting, posture-aligned measure. Complementary coding with Interact behavioural coding software revealed reduced non-responsiveness under synchronous conditions, supporting the convergent validity of OSMoSIS. We argue that OSMoSIS advances the measurement of SMS beyond MEA, enabling analysis in ecologically valid contexts such as therapeutic and educational interventions.

Smart building design has predominantly focused on interactive experiences that enhance human comfort across measurable dimensions, namely thermal, respiratory, visual, and acoustic comfort. In contrast, architectural practices attend to inhabitation as subjective, situated, lived, and socially embedded experiences. This creates a gap between what can be sensed and regulated and the complexity of human experiences in buildings. We argue that an Affective Interaction (AfI) lens offers a way to bridge this gap, and deepen the role of interaction design research in architecture. We illustrate this through two exploratory studies using open-ended, in-situ methods that foreground lived experience and social interpretation. The AfI perspective revealed five Ways in which occupants interpret smart environments — from reading bodily cues and forecasting disruption to making sense of building automation. From these, we distil six Affective Practices and six Interaction Qualities that guide the future of interaction design research in buildings.

Participatory design research has historically been a domain focused on individual projects situated in a specific context. If participatory design research is to have greater societal impact, and enable diverse groups to contribute to solving the "big problems" facing our world, it is essential to develop methods for planning, conducting, and reporting participatory design research that facilitate the comparison and integration of individual projects. This workshop aims to tackle this complex issue and to create guidelines or a framework for understanding participatory design processes and data on a larger scale.

As children face global challenges, creating environments that nurture hope and empower them to shape a fair, transparent future is essential. Conversational AI systems (CAIs) offer opportunities for cognitive and emotional growth, with trust built through transparent, responsive interactions. This workshop offers participants a hands-on opportunity to analyze child-CAI interactions, bringing their own use cases alongside pre-recorded examples from five countries provided by organizers. In collaboration with a diverse group of stakeholders, the focus will be on identifying the human factors that influence trust in child-AI interactions, aiming to advance guidelines for building transparent, trustworthy conversational AI systems.

Built environments increasingly incorporate new forms of intelligence, creating opportunities for enhancing human interactive experiences with and within building spaces. This scoping review examines design interventions and discourses within the domain of “Smart Buildings”. The goal is to identify and characterise the type of human experiences that research in this domain aims to address. Using a hybrid deductive-inductive coding approach, we analysed 192 papers related to human experiences and smart buildings from ACM Digital Library and Scopus published between 1996 and 2024. Our analysis revealed 11 distinct “targeted human experiences”, 20 commonly used “design mechanisms” to achieve those design goals, as well as two typologies of “technological interventions”. Our findings create a foundation for understanding building design research and the range of human experience they entail.

Objectives. This paper investigates the Theoretical Model of Concreteness Fading in the context of teaching children aged 9 to 10 about computer network structure and routing. Three between-groups, pre-test/post-test experiments were conducted to test the following hypotheses: 1) The Concreteness Fading group will have higher learning gains than the Abstract, Concrete, and Concreteness Introduction groups; 2) The Physical Concrete group will have higher learning gains than the Virtual Concrete group; 3) The Three-Step group will have higher learning gains than the Two-Step group; 4) The Five-Step group will have higher learning gains than the Three-Step group. Participants. Participants for all three experiments were pupils aged 9 to 10 at a primary school in the South of England, with 166 participants overall. Study Method. Three experiments were conducted, each with a between-groups, pre-test/post-test design using random, or blocked-random, assignment. In Experiment One (n = 59), four variations of physical and/or paper-based representational progressions were compared. In Experiment Two (n = 48), the physical and paper-based Concreteness Fading progression from Experiment One was compared against a tablet-based augmented reality (AR) learning environment and paper-based equivalent. In Experiment Three (n = 59), the AR learning environment from Experiment Two was extended to compare three distinct approaches to linking the concrete and abstract representations. Outcomes were measured as learning gains using two (pre/post) versions of an immediate near-transfer test in abstract, but contextualised, form. All data were collected in a primary school; pre-tests were completed in the classroom as a group, and post-tests were completed individually in a shared corridor workspace. Findings. In Experiment One, an ANCOVA test showed that differences between groups were not significant (F(3, 54) = 2.413, p = 0.077, partial η2 = 0.118), but the Concreteness Fading group achieved significantly higher learning gains than the Concrete group (Mdiff = 1.00, 95% CI [0.26, 1.75], p = 0.010). Hypothesis 1 was not supported. In Experiment Two, a Welch t-test showed that the difference in learning gains between the Physical and Virtual Concrete groups was not significant (Mdiff = 0.47, 95% CI [-0.47, 1.41], t(41.725) = 1.015, p = 0.316). Hypothesis 2 was not supported. In Experiment Three, an ANOVA test showed significant differences between groups (F(2,56) = 3.670, p = 0.032, η2 = 0.116). The Three-Step group achieved significantly higher learning gains than the Two-Step group (Mdiff = 0.99, 95% CI [0.61, 0.99] p = 0.037). Hypothesis 3 was accepted. The Five-Step group did not achieve significantly higher learning gains than the Three-Step group (Mdiff = 0.16, 95% CI [-0.78, 1.09], p = 0.738). Hypothesis 4 was not supported. Conclusions. These findings demonstrate that Concreteness Fading can be an effective method for teaching computing concepts to children and provide significant benefits over using concrete materials only. It should not be assumed that a physical manipulative is required during the initial stage of learning. Virtual manipulatives may be equally effective, enabling an increase in flexibility of design and distribution. One crucial design factor is the level of support provided to learners when translating between representations. Including at least one intermediate stage, designed explicitly to help identify and link mutual referents between concrete and abstract representations, can increase learning outcomes, particularly for those with lower prior test scores.

Social imaginaries are a way of envisioning how people maintain society, and of understanding what is valued within that society. In this project, we worked with children on environmentally sustainable solutions for the future using co-design, a common methodology in child–computer interaction. We apply a social imaginary lens to five co-design case studies, from different geographic regions around the world, to describe and analyze variations in design practices as well as in design artifacts, and examine the ways in which children demonstrated a shared understanding of a pro-social world. The primary contribution of this paper is an illustration of the use of social imaginaries for interpreting and organizing co-design around environmental sustainability.

Music therapy for autistic children focuses on supporting motor and social interaction through creative movement and musical activities. Previous research suggests it can further support the development of underlying skills related to non-verbal communication, namely social motor synchrony and imitation. Motion-sensing technology in this context has the potential to both support children’s engagement in therapy and help researchers understand its impact. We describe and evaluate a system, OSMoSIS, which aims to provide support by generating sounds based on children’s movements. An evaluation through two empirical studies shows (1) higher levels of imitation and interactional synchrony when using the system compared with motor-only activities and (2) that children found the interaction enjoyable, showing more instances of positive affect when the system was activated with the sounds on. We discuss how the findings highlight new directions for further research on technology for music therapy and have the potential to support practitioners and families.

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)

Advances in interaction design, architecture, and artificial intelligence offer new possibilities for built environments. Yet, most systems focus on improving physical parameters such as indoor air quality. While these enhance physical comfort, they often overlook an innate aspect of human experience-our connection with nature-fundamental to physical and mental health. In contrast, architecture offers a rich legacy of biophilic design that creates sensory-rich spaces evoking a connection to nature. What insights can biophilic architecture offer to guide interactive experiences in future buildings? Drawing on 13 expert interviews, we expose the gap between current biophilic practices in smart buildings and the multidimensional potential of nature-inspired design. We present eight themes reflecting expert imaginaries of biophilic futures and five design opportunities illustrating how emerging technologies can position biophilic interaction as multi-sensory, interpretive, and aligned with more-than-human, justice-oriented futures.

The perspectives of affective interaction in built environments are largely overlooked and instead dominated by affective computing approaches that view emotions as "static", computable states to be detected and regulated. To address this limitation, we interviewed architects to explore how biophilic design – our deep-rooted emotional connection with nature – could shape affective interaction design in smart buildings. Our findings reveal that natural environments facilitate self-directed emotional experiences through spatial diversity, embodied friction, and porous sensory exchanges. Based on this, we introduce three design principles for discussion at the Affective Interaction workshop: (1) Diversity of Spatial Experiences, (2) Self-Reflection Through Complexity Friction, and (3) Permeability Sensory Exchange with the Outside World, while also examining the challenges of integrating these perspectives into built environments.

We conducted a workshop on ''Addressing Challenges in Recruiting Participants for Human-Centric Computing Research Studies'' at the IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC)'24 Conference. In the workshop, we conducted a brainstorming session on ''roadmap development of making participant recruitment easier for human-centric computing studies in both industry and academia''. This article presents 7 stages of participant recruitment and key strategies identified by the authors (workshop participants) during the brainstorming session.

The vision of smart buildings that aim to be inclusive needs to take into consideration the diversity of human needs and the various ways in which individuals interact with and experience built environments. This contribution focuses on neurodiversity, specifically investigating how certain design choices and qualities of indoor environments can have distinct impacts on individuals with Attention-Deficit/Hyperactivity Disorder (ADHD). In a controlled laboratory setting, we created six conditions with modified lighting and sound designs. Participants (14 with and 13 without ADHD) were asked to perform an on-screen activity within these conditions, which were randomly ordered. The collected data includes biosignals from three devices including 32-channel electroencephalogram (EEG), eye-tracker, health monitoring bracelet, as well as task performance and self-reported comfort levels. We observed significant differences in the EEG data, suggesting the activation of a specific brain activity – a defense system – in situations of discomfort, but only for participants without ADHD. Such observed defense system against uncomfortable environmental conditions seems to be lacking, slow, or weak in participants with ADHD. This difference in neuro-responses underscores the necessity to design adaptive spaces that cater to a broad spectrum of sensory experiences. As we navigate the future of smart environment design, our research accentuates the importance of recognizing and accommodating the diverse sensory responses of individuals, thereby progressing towards truly neuro-inclusive built environments.