The emotional contagion phenomenon describes how one individual's emotions can influence the emotional state of others. Behind emotional expressions, a complex and dynamic circuit is triggered in the human mind and body, which involves neurological and physiological reactions. The latest technological advances in literature show studies using EEG (Electroencephalogram) and ECG (Electrocardiogram) to study emotions through human neurological and physiological information. Nevertheless, literature still lacks approaches and systems that address the neurophysiological aspects of emotional experiences, particularly in environments filled with smart devices and other humans, along with their perceptual, cognitive, and sensorimotor information. This article studies the phenomenon of emotional contagion based on the socioenactive perspective as a novel approach that considers the relationship between the human mind, body, and the environment as a unity in the social world. We revisit the emotion contagion phenomena to promote socio-emotional interactions. We built a socioenactive system that uses AI to recognize emotions in people's neurophysiological information and promote emotional contagion. The socioenactive system comprises a hybrid interface with wearable devices (smartwatches and mind waves) containing input signals from a person's brain and heart. We designed a socioenactive scenario with a parrot artifact to investigate emotional contagion among children participating in a workshop. Our research is evaluated via a case study inviting participants to interact with the socioenactive system. The results show that emotional contagion happens synchronously in remote environments.

Brazil is a large and socially diverse country that could benefit from equitable access to emerging technologies, particularly in rural and remote communities. This paper addresses this challenging task by presenting the concept and design process of an itinerant ubiquitous computing laboratory, a vehicle-based environment aimed at delivering participatory learning opportunities to vulnerable populations. By using the Socially Aware Design framework, we conducted four co-design workshops with 16 specialists experienced in ubiquitous computing installations. Through some Socially Aware Design artifacts, we broadly identified in the social context 35 stakeholders, 29 challenges and 43 prospective requirements that informed the final laboratory proposal. The laboratory scenario was consolidated with low-fidelity prototypes developed through participatory techniques. Besides technical requirements, such as power sources and sensor integrations, an itinerant laboratory must also address social aspects, including community engagement and compliance with local regulations. As conceptual contributions, our paper extends ubiquitous computing beyond fixed installations by illustrating traveling interactive spaces that can bring awareness of emerging technologies with hands-on experiences that are socially relevant. As practical contributions, this paper presents some lessons learned about designing itinerant laboratories of ubiquitous computing.

Self-esteem is a concept developed from the personal experiences of a person in society, relative to his/her own assessment. It expresses an attitude of approval, or disapproval, and indicates to what extent the person believes to be capable, meaningful, dignified, and successful in relation to his/her abilities, skills, social relationships and physical appearance, for example. Some studies indicate technology has the potential to provide experiences that can affect the users’ psychological states, including their self-esteem. This work contributes with a systematic literature review, aiming at investigating technological applications designed to influence self-esteem. Through automatic and manual search, we identified 3,668 papers potentially addressing the subject, and 7 of them were selected for a thorough analysis based on inclusion and exclusion criteria. In this paper we organized and detailed the results we raised through the Semiotic Framework (Semiotic Ladder) perspective. The results highlight what types of systems are used to affect/impact self-esteem, how technology has been used, the strategies for supporting this purpose, and the aspects of self-esteem addressed. Yet, we analyzed what values (personal, social, and technical) these applications considered. This work relates self-esteem, values, technological issues, and strategies to influence self-esteem, and points out limitations and open challenges to further explore.

Bullying is a form of violence that occurs in different situations of our social and physical environment, profoundly affecting people’s lives. Digital media can be a facilitator of this misbehavior, but also a supporter in combating it. The literature in computing has shown efforts mainly through web and desktop technologies, with few technologies of Ubiquitous Computing, no exploration of the human values of the interested parties, and few papers exploring bullying’s social and physical dimensions. In this study, we use the theory of Socioenactive Systems and the methodology of Socially Aware Design to design a ubiquitous scenario of interaction aiming to raise awareness against bullying. The value-oriented design process was conducted by three researchers to primarily identify stakeholders of the problem domain, anticipate problems, and values associated with them. Through collaborative brainstorming and brainwriting, a technological artifact was devised using narrative scenarios and prototypes. In this paper we present the design process and the technology-based scenario resulting from the process, and discuss its rationale based on the values raised in our process.

This Grand Challenge highlights that the HCI field is going through a time when it needs to revisit and find new theoretical and methodological foundations to account for the phenomena it encompasses. Thus, it addresses philosophical aspects of the field, encompasses studies that aim to inform and enrich the understanding of human-computer interaction, and highlights the need to bring, experiment with, and conceive new ways of understanding HCI and acting in it. In addition to the application of multidisciplinary theories from anthropology, linguistics, psychology, design, sociology, and other areas, this Grand Challenge exposes the need to investigate other philosophical positions that have been little explored until now, such as those of a phenomenological nature, the creation of theoretical models, the application of existing theories in new ways, or the synthesis of several theories from a new perspective aiming to describe, explain, or inform the field. Consequently, it includes new methods and techniques for data collection and analysis, design approaches, or evaluation strategies that can be applied to HCI research and practice. This paper is presented bilingually in English and Portuguese as a testament to its situated and universal implications.

Creative learning can be understood as a process of personal transformation driven by the acquisition of new knowledge and skills through active participation in projects that are meaningful to the individuals. This process enables them to develop the capacity for innovation in different contexts. Contemporary technologies that allow more physical and immersive modes of interaction brought the concept of enactive systems, technological environments where there is a form of dynamic body-technology coupling. In this work, we present results from a systematic literature review of studies that supported creative learning using interactive environments with enactive characteristics, in educational contexts. The systematic review was conducted based on works published during the period of 2012-2022. The methodology details the research questions, selection criteria, search string, data collection and the quality and relevance of the selected documents. Results showed that environments of the selected studies present mainly the embodiment and emergence characteristics as part of their interaction. These environments promoted user initiatives, enabled users to think creatively and encouraged communication and collaboration. Results also point out other aspects of enactive approaches to cognition such as autonomy, sense-making, and intersubjectivity.

People's interaction with computers has been explained through several theories and methods throughout the history of computers and their uses; more complex scenarios of ubiquitous and pervasive computing experimented nowadays invite other ways of considering human-technology interaction. The enactive approach to cognition, centered in human experience in the environment, has shown itself as a possibility to understand interaction in these new scenarios. In this paper we present a view of interaction, named socioenactive, to explain our relation with contemporary computational technologies in scenarios of ubiquitous and pervasive systems, understood from the enactivist perspective. After presenting core concepts related to intersubjectivity that helped to build up what we mean by socioenactive interaction, we illustrate it with some scenarios of ubiquitous and pervasive technology (situated in a school, a museum and a hospital), designed for the study of the phenomena of interaction. Graspable aspects of intersubjectivity are raised in the considered scenarios and affordances for the socioenactive interaction are illustrated. Implications of the study are discussed leading to aspects to consider in a research agenda in the field.

Esta edição resulta do fluxo regular de submissões de trabalhos à revista e inclui dois artigos científicos, um relato de experiência e um resumo de dissertação. As contribuições deste volume foram escritas por autores atuantes na comunidade brasileira de informática na educação, originários de instituições de ensino e pesquisa públicos, de três diferentes regiões da federação (N, NE e S). Os trabalhos envolvem aspectos relevantes da Informática na Educação, situados em vários níveis de educação (da educação básica ao ensino superior), todos conduzidos em espaços educativos formais. As contribuições deste volume para o espaço de discussão da revista foram escritas por dez autores afiliados a quatro universidades IFAP e UFAM da região Norte, UFBA do Nordeste e UFRGS do Sul. O que une esses trabalhos são aspectos envolvendo o ensino de Ciências via diferentes plataformas (Artigo de Lima e Alves e Artigo de Ceratti e Nóbile), o uso da gamificação (Relato de Ribeiro et al. e Resumo de Souza e Dias), a preocupação com o acesso inclusivo (ex. Relato de Relato de Ribeiro et al.) e democrático (ex. Resumo de Souza e Dias). Subjacente a todas as quatro contribuições está o pensamento algorítmico (em suas várias denominações) que, ou são parte constituinte dos trabalhos, ou são elementos que se interpõem ao acesso à tecnologia e à informação. A palavra “algoritmo” já não está mais limitada aos campi universitários; é comum ouvir a palavra em convites nas mídias tradicionais (rádio, tv), e em plataformas digitais de redes sociais: vamos dar um joinha pra treinar os algoritmos? Somemos a essas duas expressões a “inteligência artificial” (IA). Em particular a IA já foi tema em números recentes desta revista (v. 10, n. 2, 2023 e v.9 n.2, 2022); vamos então nos debruçar sobre algoritmos, pensamento algorítmico, e sua relação com plataformas digitais, que embutem também a questão da agência (processamento algorítmico) por artefatos não humanos (a “IA” ou algoritmos de IA).

Learning environments can benefit from the enactive concept which considers human and technological aspects as coupled together so that interaction is seen as a cycle of perceptually guided actions. Although existing literature reviews have been conducted to address the use of technologies in enactive learning environments, we observe they do not address the relations of technology with core concepts of enactive systems and its social aspects. This paper presents a systematic literature review (SLR) to investigate if and how core concepts of enactive systems are being addressed by learning environments. The SLR was based on the PRISMA protocol, and considered relevant sources of studies (ACM DL, IEEE Xplore, SpringerLink, Scopus, Scielo). We based our analysis on a set of 104 selected articles (from 4514 raised), scrutinized with regards to contextual information, and a proposed set of categories of data related to subjects identified in the studies (e.g., embodiment, technology, social, among others). Our work reveals the types of technologies being used, the types of enactive interactions promoted by the technology-based environments, and the main challenges for a research agenda in the field. Our discussion raised open challenges related to a need for a common vocabulary, a framework to organize concepts in the field, and missing points that deserve further research, such as social aspects of enactive system.

Ubiquitous Computing as proposed by Mark Weiser in 1991 creates a huge diversity of interaction possibilities through, e.g., sensors, actuators, physiological data, wearables, to name but a few. Providing equitable access to everyone in these unpredictable interaction environments is already a challenge. Additionally, the Covid-19 pandemic brought new challenges to these scenarios by adding remote interactions. Ubiquitous computing remote environments should provide equitable access to everyone, including people with disabilities. To better understand such issues and contribute to their solution, we studied and evaluated access in the Aquarela Virtual workshop using the UbiAccess evaluation instrument. This workshop offered a remote ubiquitous computing environment within the context of a kindergarten school. We used thematic analysis to understand the interaction needs of an Autistic Spectrum Disorder (ASD) child during the workshop. This paper extends previous research with additional data and its analysis - in particular, concerning information provided by the teacher responsible for the specific classroom, and data on the ASD child contributing to: 1) Reflections about remote ubiquitous environments and equitable access; 2) Benefits of ubiquitous computing interactions as regards the ASD child; and 3) Coverage of the UbiAccess evaluation instrument.

In Brazil, the Brazilian Symposium on Human Factors in Computing Systems (IHC) gathers the scientific community of researchers interested in the field of Human-Computer Interaction since 1998, being the main Brazilian event in this sub-area of Computing. Over twenty-one editions, the IHC received works from researchers from different regions of the country who, over the years, have been building their own co-authorship relationships with the other authors of the Symposium. In this context, this paper analysed the IHC from the perspective of those who helped to consolidate this important national scientific event, as well as in the expansion of the Human-Computer Interaction area in the Brazilian scenario, that is, its researchers-authors. In total, 1,443 authors were identified and analysed in the study presented in this work, which considered 873 publications of three IHC tracks: Full Papers, Short Papers, and Innovative Ideas and Emerging Results. Issues related to the publications and to the co-authorship relationships of these authors over the years and in the different article tracks of the IHC were considered. In order to describe their research trajectories within the IHC itself, the study presents, in different scales of time, how these authors evolved in relation to their contributions over time. In addition, this paper analyses how the authors contributed with each other and originated the complex collaboration network of the IHC. For this, co-authorship networks and groups of authors who published together were explored, aiming to clarify the collaborations between these authors, as well as how they evolved until the edition of 2022. In this sense, this work seeks, with each research question, to simplify the presentation of results through different visualizations, which were planned and created to describe information that are not clearly evident when observing the IHC publications in a “disconnected” manner. The results of this study are revealed, described and analysed under different perspectives, as well as discussed in details in this paper.

Muitos dos jogos digitais têm sido desenhados, desenvolvidos e interpretados como artefatos que estabelecem uma relação entre um ou mais jogadores e a aplicação. Porém, com o advento dos sistemas socioenativos, os jogos digitais podem ser estendidos em dois níveis: o do artefato digital como sistema computacional de forma isolada, para refletir aspectos sociais e do mundo físico dos usuários; e o socioenativo propriamente dito, que articulam os dimensões digital, físico e social por meio de artefatos físicos. Este estudo relata a extensão de um jogo digital sobre esportes adaptados e as duas extensões propostas. Estima-se que, por ser a primeira experiência que apresenta uma proposta do jogo digital como um artefato da tríade socioenativa (social-físico-digital), este estudo contribui para que estes artefatos proporcionem oportunidades não somente no contexto digital, mas também no físico-social.

O livro resgata a trajetória do Núcleo de Informática Aplicada à Educação, instituição pioneira na implantação da Informática na Educação no Brasil, desde a sua criação em 1983 até os dias atuais (2023). O livro tece reflexões sobre 25 projetos realizados no Núcleo, com legado e reflexões sobre cada um, destacando memórias, livros publicados, vídeos, sistemas desenvolvidos e publicações científicas.

Computing systems have a tremendous influence on how we understand the world. Due to its ubiquity and pervasiveness over the past decade, computing technology has created societal challenges (e.g., related to justice, sustainability, ethics, peace) that demand we reexamine how we design computer-based systems. Drawing on a phenomenological understanding of the human-technology-society relation, this work contributes to the discussion on such challenges and to design practice with a framework we call socially aware design (SAwD). We developed this framework to bring awareness to the human-technology-society relation in the design process. In this paper, we present the framework's main concepts, its underlying worldview, and its methodological base with reference to its origins. We illustrate the framework with design practices that we have experienced in designing systems in diverse situations. We also summarize key aspects of the proposed human-technology-society coupling relevant to the practice of technology design as a social phenomenon, which might open new agendas in the field.

As new technologies constantly change what we understand as a computer, Human-Computer Interaction (HCI) educators need to stay updated and prepare their students to work with an ever-growing number of socio-technical situations. This phenomenon constitutes a challenge for HCI syllabuses and practices, demanding diversified approaches to HCI education. In this article, we articulate Papert's constructionism with Dewey's theory of experience to propose an experience-based constructionism approach to practices in HCI education. We illustrate our approach in a case study with 55 computing undergraduate students engaged in the design and construction of open-ended, physical interactive artworks. Nine interactive artifacts were created. The students have shown an effective experience with our approach, reporting an expanded view of HCI, and demonstrating competence in appropriating new methods and instruments, suggesting the effectiveness of our approach to HCI education. Results of this work may encourage other HCI educators and practitioners to experience the proposed approach in their specific contexts.

Esta edição resulta de submissões de trabalhos estendidos da II International Conference in Information Technology & Education (ICITED) à revista. Nesta edição, a Revista Tecnologias, Sociedade e Conhecimento divulga um trabalho de pesquisa relacionado à mensuração do desempenho acadêmico de estudantes do ensino secundário em Portugal, realizada por meio de métodos da Inteligência Artificial (IA). Dados dos exames nacionais de matemática e português da população portuguesa no ano letivo 2018/2019 são utilizados para alimentar algoritmos de IA e levantar fatores que afetam os resultados dos estudantes nesses exames. A contribuição deste volume para o espaço de discussão da revista foi escrita por cinco autores afiliados à Nova Information Management School, uma escola de Gestão de Informação e de Ciência de Dados da Universidade Nova de Lisboa. O trabalho envolve a temática do desempenho acadêmico, medida por meio de métodos e tecnologias de IA, com potencial impacto em políticas públicas.

The design of persuasive information systems is taking importance especially those focused on sustainability. The participation of stakeholders in the process of designing persuasive information systems is hardly supported by tools available online. In this work we present a CASE Tool to aid the design of persuasive information systems. The Tool was designed, developed, evaluated with a case study and integrated to the OpenDesign platform to be available online to a wide audience. This CASE Tool is composed by artifacts of a process as a support to the first steps at the systems design phase. Our foundations take into account the socially-aware persuasive system design framework, with its persuasive principles, artefacts and process. Persuading and influencing people to achieve a target behavior through technologies can be more facilitated if designers have a CASE Tool as proposed.