Arpita Bhattacharya

It wasn't really about the Pokémon: Parents' Perspectives on a Location-Based Mobile Game

Though prior work shows parents worry about screen media experiences displacing physical activity and time outdoors, this research does not account for location-based mobile games like Pokémon GO, which specifically facilitate outdoor activity. To fill this gap in the research, we surveyed and interviewed parents to understand (1) their values and perceptions of this type of gameplay and (2) how they co-play Pokémon GO with their children. Our findings provide empirical evidence that, in addition to appreciating the increased exercise and time outdoors, parents valued how play led to family bonding experiences. Furthermore, some traditional concerns about screen time persisted in this context, and new concerns about safety in real-world environments emerged. Parents mitigated these concerns with rules and gameplay choices, such as maintaining control of the mobile device, to ensure children were safe. This work contributes an empirical understanding of families as co-users of technology and offers a generative lens to study and design for joint media engagement among family members where gameplay differs from normative notions of screen time.

Design Opportunities for Mental Health Peer Support Technologies

Barriers to accessing mental health care leave the majority of people with mental illnesses without professional care. Peer support has been shown to address gaps in care, and could scale to wider audiences through technology. But technology design for mental health peer support lags far behind tools for individuals and clinicians. To identify opportunities for design, we interviewed 18 people with a diverse range of mental illnesses about their use of technology for peer support, and invited them to design technologies that could improve their experience of peer support. We found that technology could enhance peer support for mental health by: (1) matching peers on similarities beyond diagnosis; (2) enhancing accessibility; and (3) proactively mitigating risk through training and intervention. We discuss these findings in the context of the broad peer support literature, and present design opportunities for making mental health peer support tools empowering, accessible, and safe.

Lessons from Practice: Designing Tools to Facilitate Individualized Support for Quitting Smoking

Many health care providers, with a variety of trainings, counsel clients on quitting smoking on a day-to-day basis. In their clinical practice, they draw from and adapt guidelines and research-based strategies to fit individual client situations and challenges. Designers of technologies to support quitting smoking can learn from these real world practices to create tools that better adapt to individual differences. We present findings from interviews with 28 providers with diverse experiences in smoking cessation counselling. Through analysis of their individualization strategies, challenges, and perceptions of technology, we find that providers: (1) individualize context appropriate coping strategies by involving clients in brainstorming, (2) emphasize the need to support nicotine withdrawal in clients, (3) mitigate social triggers and mediate social support for clients, and (4) need to navigate dependencies with other providers for managing medications and comorbid health conditions of clients. With this empirical understanding, we extend the discussion on the design of technology to support quitting smoking, highlight current barriers to individualization, and suggest future opportunities to address these barriers.

Values, Identity, and Social Translucence: Neurodiverse Student Teams in Higher Education

To successfully function within a team, students must develop a range of skills for communication, organization, and conflict resolution. For students on the autism spectrum, these skills mirror the social, communicative, and cognitive experiences that can often be challenging for these learners. Since instructors and students collaborate using a mix of technology, we investigated the technology needs of neurodiverse teams comprised of autistic and non-autistic students. We interviewed seven autistic students and five employees of disability services in higher education. Our analysis focused on technology stakeholder values, stages of small-group development, and Social Translucence -- a model for online collaboration highlighting principles of visibility, awareness, and accountability. Despite motivation to succeed, neurodiverse students have difficulty expressing individual differences and addressing team conflict. To support future design of technology for neurodiverse teams, we propose: (1) a design space and design concepts including collaborative and affective computing tools, and (2) extending Social Translucence to account for student and group identities.

Understanding pivotal experiences in behavior change for the design of technologies for personal wellbeing

Most health technologies are designed to support people who have already decided to work toward better health. Thus, there remains an opportunity to design technologies to help motivate people who have not yet decided to make a change. Understanding the experiences of people who have already started to make a health behavior change and how they made a pivotal decision can be useful in understanding how to design such tools. In this paper, we describe results from data collected in 2 phases. Phase 1 consisted of 127 surveys and 13 interviews with adults who have already accomplished behavior change(s). Phase 2 consisted of 117 surveys and 12 interviews with adults who have either already accomplished their behavior change(s) or are currently working toward them. We identified four factors that lead to pivotal experiences: (1) prolonged discontent and desire to change, (2) significant changes that increase fear or hope of future, (3) increased understanding of ones behavior and personal data, and (4) social accountability. We also describe a design space for designing technology-based interventions for encouraging people to decide to make a change to improve their health. Based on feedback from participants, we discuss opportunities for further exploration of the design space for people who are not yet motivated to change and for ethical considerations for this type of intervention.