People with autism spectrum disorder (ASD) tend to enjoy themselves and be engaged
when interacting with computers, as these interactions occur in a safe and trustworthy …

Recent years have seen growing interest in'ethics' within the Child-Computer Interaction
(CCI) community. In this paper, we take stock of 18 years of CCI research by conducting a …

Existing co-design methods support verbal children on the autism spectrum in the design
process, while their minimally-verbal peers are overlooked. We describe Co-Design Beyond …

Despite the increasing use of technology in education, university teachers' perceptions and
use of technology are under-explored, particularly in the context of English language …

Leaving the field when conducting research in situated contexts, and finding ways to sustain
project outcomes beyond academia, is an ongoing struggle in HCI. In our research project …

Voice interaction has long been envisioned as enabling users to transform physical
interaction into hands-free, such as allowing fine-grained control of instructional videos …

Embodied cognition is a concept that has been extensively explored by scholars within the
Child–Computer Interaction community. However, there is a lack of a synthesis of this …

Expressing one's thoughts and feelings is a fundamental human need-the basis for
communication and social interaction. We ask, how do minimally-verbal children on the …

Identifying and supporting children's play and problem solving behaviour is important for
designing educational technologies. This can inform feedback mechanisms to scaffold …

A co-design process involving autistic children can provide a substantial benefit and optimal
utilization of technologies to an off-the-shelf design-based one. Having a voice and making …