CSCW Research Articles

Workarounds as enabling factor in the use of assistive technology amongst white-collar workers with visual impairment

PurposeThis study aims to provide an explorative perspective on how workarounds – defined as practices that deviate from an official pathway to a target – delineate a decisive element for users with visual impairment to enable assistive technologies in the context of office work.Design/methodology/approachAn ethnographic study with in situ observation at participants’ work locations together with interviews was conducted to cater for the explorative nature of this study.FindingsThe study outlines three types of workarounds that can be distinguished into: (1) own investment into invisible work, (2) engaging support from colleagues and (3) the complete circumvention of technology use. It is furthermore discussed that workarounds remain largely unnoticed but yield the potential as an enabling factor for insights into the use of assistive technology (AT).Practical implicationsThe layered model of workarounds that locates them at the individual, social and organisational level can guide the design and analysis of enabling technologies in complex office work contexts. Technology designers can incorporate enquiries on workarounds into participatory or co-creative design processes. Information technology (IT) professionals and leaders of IT support teams can use this model to gain insights from workarounds into improvement opportunities for the effective integration of assistive technologies.Originality/valueThis study connects the concept of workarounds, which is deeply rooted in the tradition of workplace studies and computer-supported cooperative work (CSCW), with the practices of handling technology employed by knowledge workers with visual impairments to retain workability. This approach offers a novel perspective on the embeddedness of enabling technologies in the context of knowledge work. It highlights the intricate ways in which technology is integrated into daily work practices, thereby providing valuable insights into the intersection of AT and knowledge work.

The Impact of Imperfect XAI on Human-AI Decision-Making

Explainability techniques are rapidly being developed to improve human-AI decision-making across various cooperative work settings. Consequently, previous research has evaluated how decision-makers collaborate with imperfect AI by investigating appropriate reliance and task performance with the aim of designing more human-centered computer-supported collaborative tools. Several human-centered explainable AI (XAI) techniques have been proposed in hopes of improving decision-makers' collaboration with AI; however, these techniques are grounded in findings from previous studies that primarily focus on the impact of incorrect AI advice. Few studies acknowledge the possibility of the explanations being incorrect even if the AI advice is correct. Thus, it is crucial to understand how imperfect XAI affects human-AI decision-making. In this work, we contribute a robust, mixed-methods user study with 136 participants to evaluate how incorrect explanations influence humans' decision-making behavior in a bird species identification task, taking into account their level of expertise and an explanation's level of assertiveness. Our findings reveal the influence of imperfect XAI and humans' level of expertise on their reliance on AI and human-AI team performance. We also discuss how explanations can deceive decision-makers during human-AI collaboration. Hence, we shed light on the impacts of imperfect XAI in the field of computer-supported cooperative work and provide guidelines for designers of human-AI collaboration systems.

PACMHCI V8, CSCW1, April 2024 Editorial

We are extremely happy to be able to present the Computer-Supported Cooperative Work and Social Computing (CSCW) community with this issue of the Proceedings of the ACM on Human-Computer Interaction, containing very interesting and relevant scholarship from its members. This issue includes 209 papers, of which 175 were accepted from the Jan 2023 cycle, and 34 were accepted from the Jul 2023 cycle. It reflects great efforts and contributions from external reviewers, Associate Chairs and Editors, who together have conducted a rigorous review process to select contributions of the highest quality advancing the CSCW field. As Track Chairs, we are grateful for the community's collective efforts to continue shaping and sharing CSCW's tradition of high-quality scholarship across the years.

Making Order in Household Accounting - Digital Invoices as Domestic Work Artifacts

AbstractThe digitization of financial activities in consumers' lives is increasing, and the digitalization of invoicing processes is expected to play a significant role, although this area is not well understood regarding the private sector. Human-Computer Interaction (HCI) and Computer Supported Cooperative Work (CSCW) research have a long history of analyzing the socio-material and temporal aspects of work practices that are relevant for the domestic domain. The socio-material structuring of invoicing work and the working styles of consumers must be considered when designing effective consumer support systems. In this ethnomethodologically-informed, design-oriented interview study, we followed 17 consumers in their daily practices of dealing with invoices to make the invisible administrative work involved in this process visible. We identified and described the meaningful artifacts that were used in a spatial-temporal process within various storage locations such as input, reminding, intermediate (for postponing cases) buffers, and archive systems. Furthermore, we identified three different working styles that consumers exhibited: direct completion, at the next opportunity, and postpone as far as possible. This study contributes to our understanding of household economics and domestic workplace studies in the tradition of CSCW and has implications for the design of electronic invoicing systems.

Work-integrated learning in managers’ cooperative work practices

Purpose This paper aims to focus on academic library managers’ learning practices in the context of cooperative work supported by computational artefacts. Academic library managers’ everyday work is mainly cooperative. Their cooperation is supported predominantly by computational artefacts. Learning how to use the computational artefacts efficiently and effectively involves understanding the changes in everyday work that affect managers and, therefore, it requires deep understanding of their cooperative work practices. Design/methodology/approach Focused ethnography was conducted through participant observations, interviews and document analysis. Ten managers from a university library in Sweden participated in the research. A thematic method was used to analyse the empirical material. Computer supported cooperative work (CSCW) and work-integrated learning was used as the conceptual lens. Findings Five learning practices were identified: collaboration, communication, coordination, decision-making processes and computational artefacts’ use. The findings show that learning is embedded in managers’ cooperative work practices, which do not necessarily include sufficient training time. Furthermore, learning was intertwined with cooperating and was situational. Managers learned by reflecting together on their own experiences and through joint cooperation and information sharing while using the computational artefacts. Originality/value The main contribution lies in providing insights into how academic library managers learn and cooperate in their everyday work, emphasizing the role of computational artefacts, the importance of the work context and the collective nature of learning. It also highlights the need for continual workplace learning in contemporary knowledge work environments. Thus, the research generates contributions to the informatics field by extending the understanding of managers’ work-integrated learning in their everyday cooperative work practices supported by computational artefacts’ use. It also contributes to the intersection of CSCW and work-integrated learning.

Social robot accessories for tailoring and appropriation of social robots

AbstractThe design of robots for everyday use should take into account the specific nature of the individual end-user and the possibility of interactions with multiple users in diverse scenarios, promoting versatility and increasing the chances of their successful adoption in everyday environments. Most robots are designed, however, to perform tasks and interact in typical social scenarios with an abstract human user. We observed a recent surge in the use of accessories with social robots, which aligns with a broader trend of consumers’ preference for personalizing the technologies they interact with. Drawing from the concepts of adaptability and customizability in collaborative systems, we explore the potential use of accessory-like items for social robots to enable low-tech customization and user appropriation, thus enhancing their value and suitability in various social situations. We draw from Human-Computer Interaction and Computer-Supported Co-operative Work literature to show how end-user customizability and appropriation are essential, but less frequently considered, in the study and design of social robots. We conceptualize Social Robot Accessories (SRAs) as a way for end-users to customize robots, and present three studies - (1) a literature survey on accessory-like item use with social robots, (2) a survey of commercially available robot accessories, and (3) a Twitter-based analysis of accessory use for AIBO and LOVOT robots by their users. We use findings from these studies to envision a design space of SRAs for use by Human-Robot Interaction (HRI) researchers.

Pluralising critical technical practice

In this special issue, we turn to ideas of and approaches to critical technical practices (CTPs) as entry points to doing critique and doing things critically in digitally mediated cultures and societies. We explore the pluralisation of ‘critical technical practice’, starting from its early formulations in the context of AI research and development (Agre, 1997a, 1997b) to the many ways in which it has resonated and been taken up by different publications, projects, groups, and communities of practice, and what is has come to mean. Agre defined CTP as a situational, practical, and constructive way of working: ‘a technical practice for which critical reflection upon the practice is part of the practice itself’ (1997a: XII). Communities of practice in which the notion has been adopted, adapted, and put to use range from human–computer interaction (HCI) to media art and pedagogy, from science and technology studies (STS) and computer-supported cooperative work (CSCW) to digital humanities, media studies and data studies. This special issue affirms the pluralisation of CTP, and serves as an invitation to (re)consider what it means to use this notion drawing on a wider body of work, including beyond Agre. In this introduction, we review and discuss CTPs according to (1) Agre, (2) indexed research, and (3) contributors to this special issue. We conclude with some questions and considerations for those interested in working with this notion.

Teaching Design of Technologies for Collaborative Interaction in Physical-Digital Environments

There is an increasing awareness of the importance of considering and mediating human collaboration in the design of technology. There are several research approaches focused on this, such as e.g., computer supported cooperative work (CSCW) and computer supported cooperative learning (CSCL), however, less attention has been given to developing educational materials for the role that technology play in mediating human collaboration in human-computer interaction (HCI) in physical, digital and hybrid spaces, why hands-on teaching activities are insufficient. In this paper, we present an emergent pedagogical framework on teaching for collaborative interaction in HCI, consisting of a collection of eleven pedagogical patterns. The paper is based on results from applying a modified pedagogical design pattern approach in the iterative development of an open educational resource containing teaching patterns, and from pilot testing of patterns with students. Preliminary results from pilot testing indicate that teachers experience an increased capacity to teach design of technologies that mediate human collaborative interaction in relevant and innovative ways. As part of “Design Education for Hybrid Environments” special issue, we hope this emerging pedagogical framework can provide teachers with inspiration to sensitize their students and make them better prepared to become responsible designers of technologies for collaborative interaction and contribute crafting next-generation physical, digital and hybrid spaces.

Marginalization and the Construction of Mental Illness Narratives Online: Foregrounding Institutions in Technology-Mediated Care

People experiencing mental illness are often forced into a system in which their chances of finding relief are largely determined by institutions that evaluate whether their distress deserves treatment. These governing institutions can be offline, such as the American healthcare system, and can also be online, such as online social platforms. As work in Human-Computer Interaction (HCI) and Computer Supported Cooperative Work (CSCW) frames technology-mediated support as one method to fill structural gaps in care, in this study, we ask the question: how do online and offline institutions influence how people in resource-scarce areas understand and express their distress online? We situate our work in U.S. Mental Health Professional Shortage Areas (MHPSAs), or areas in which there are too few mental health professionals to meet expected needs. We use an analysis of illness narratives to answer this question, conducting a large scale linguistic analysis of social media posts to understand broader trends in expressions of distress online. We then build on these analyses via in-depth interviews with 18 participants with lived experience of mental illness, analyzing the role of online and offline institutions in how participants express distress online. Through our findings, we argue that a consideration of institutions is crucial in designing effective technology-mediated support, and discuss the implications of considering institutions in mental health support for platform designers.

Public Health Calls for/with AI: An Ethnographic Perspective

Artificial Intelligence (AI) based technologies are increasingly being integrated into public sector programs to help with decision-support and effective distribution of constrained resources. The field of Computer Supported Cooperative Work (CSCW) has begun to examine how the resultant sociotechnical systems may be designed appropriately when targeting underserved populations. We present an ethnographic study of a large-scale real-world integration of an AI system for resource allocation in a call-based maternal and child health program in India. Our findings uncover complexities around determining who benefits from the intervention, how the human-AI collaboration is managed, when intervention must take place in alignment with various priorities, and why the AI is sought, for what purpose. Our paper offers takeaways for human-centered AI integration in public health, drawing attention to the work done by the AI as actor, the work of configuring the human-AI partnership with multiple diverse stakeholders, and the work of aligning program goals for design and implementation through continual dialogue across stakeholders.

Benefits of Community Voice: A Framework for Understanding Inclusion of Community Voice in HCI4D

Community voice is widely used in computer-supported cooperative work (CSCW) and human-computer interaction (HCI) work with underserved communities. However, the term is unresolved, denoting disparate activities, methods, and phenomena that are at their most useful when combined. We argue for a rethink by setting out a more nuanced understanding of "community" and "voice". Building on our own experiences of HCI for development (HCI4D) work and the existing literature, we propose a framework for the benefits it can bring to those who actively engage with communities as part of their work. This framework can be understood in terms of its four constituent benefits for CSCW and HCI4D practitioners: (i) understanding context, (ii) creating empathy, (iii) leveraging local skills and knowledge, and (iv) building trust and buy-in. We reflect on how an improved understanding of these benefits applies to three prior projects with women living in Bangladesh and discuss the issues and need for more work on community voice. Finally, we discuss how this more detailed perspective on community voice helps us understand power dynamics and polyvocal communities in development contexts.

ML-Based Teaching Systems: A Conceptual Framework

As the shortage of skilled workers continues to be a pressing issue, exacerbated by demographic change, it is becoming a critical challenge for organizations to preserve the knowledge of retiring experts and pass it on to novices. While this knowledge transfer has traditionally occurred through personal interaction, it lacks scalability and requires significant resources and time. IT-based teaching systems have addressed this scalability issue, but their development is still tedious and time-consuming. In this work, we investigate the potential of machine learning (ML) models to facilitate knowledge transfer in an organizational context, leading to more cost-effective IT-based teaching systems. Through a systematic literature review, we examine key concepts, themes, and dimensions to understand better and design ML-based teaching systems. To do so, we capture and consolidate the capabilities of ML models in IT-based teaching systems, inductively analyze relevant concepts in this context, and determine their interrelationships. We present our findings in the form of a review of the key concepts, themes, and dimensions to understand and inform on ML-based teaching systems. Building on these results, our work contributes to research on computer-supported cooperative work by conceptualizing how ML-based teaching systems can preserve expert knowledge and facilitate its transfer from SMEs to human novices. In this way, we shed light on this emerging subfield of human-computer interaction and serve to build an interdisciplinary research agenda.

PACMHCI V7, CSCW2, October 2023 Editorial

We are again thrilled to be able to present the Computer-Supported Cooperative Work and Social Computing (CSCW) community with an issue of the Proceedings of the ACM on Human-Computer Interaction, containing very interesting and relevant scholarship from its members. This issue includes 138 papers, of which 82 were accepted from the July 2022 cycle, and 56 were accepted from the January 2023 cycle. It reflects great efforts and contributions from external reviewers, Associate Chairs and Editors, who together have conducted a rigorous review process to select contributions of the highest quality advancing the CSCW field. As Track Chairs, we are grateful for the community's collective efforts to continue shaping and sharing CSCW's tradition of high-quality scholarship across the years.

Periscope: A Robotic Camera System to Support Remote Physical Collaboration

We investigate how robotic camera systems can offer new capabilities to computer-supported cooperative work through the design, development, and evaluation of a prototype system called Periscope. With Periscope, a local worker completes manipulation tasks with guidance from a remote helper who observes the workspace through a camera mounted on a semi-autonomous robotic arm that is co-located with the worker. Our key insight is that the helper, the worker, and the robot should all share responsibility of the camera view-an approach we call shared camera control. Using this approach, we present a set of modes that distribute the control of the camera between the human collaborators and the autonomous robot depending on task needs. We demonstrate the system's utility and the promise of shared camera control through a preliminary study where 12 dyads collaboratively worked on assembly tasks. Finally, we discuss design and research implications of our work for future robotic camera systems that facilitate remote collaboration.

Who Cares About Data? Ambivalence, Translation, and Attentiveness in Asylum Casework

Scholars across Computer-Supported Cooperative Work (CSCW) increasingly focus on the topic of care when investigating data-driven technologies in contexts of re-humanizing technology design and usage. Previous studies have shown how care work eludes complex bureaucratic systems shaped by data, digitalization, and a restrictive political agenda. This research aims to understand how asylum stakeholders enact care as an aspect of asylum casework, while navigating what is largely acknowledged by NGOs, nation states, and the EU to be a broken asylum system (von der Leyen). We investigate care as a relational aspect of casework in which knowledge and technology of the implicated caseworker and asylum seeker are attuned to one another in a way that takes the unaccountable into account (following Mol 2010). We add to studies of care in CSCW by empirically expanding the research sites of care and data work. In this multi-sited ethnographically informed study, we conducted interviews (n = 19) and 160 h of observational studies amongst: 1) Danish Red Cross care workers; 2) Danish Refugee Council legal counsellors; and 3) Danish Immigration Service case officers. We contribute empirically grounded insights into the meanings of care in a datafied asylum context. We find that care is enacted by caseworkers in moments of ambivalence, translation, and attentiveness to “new substantial information” relevant for asylum decision-making. We find that these relational aspects of care in asylum casework impact the production of data about the asylum seeker. We end with a discussion of how a care perspective increases our sensitivity as CSCW researchers towards understanding the conditions for producing quality data and documentation in casework.

Caseworkers’ participation in procurement: Infrastructuring Child Welfare Services in Norway

Procurement is a widely adopted collaborative approach for acquiring new systems in the public sector. It exemplifies a situation in which the early stages of digital system design define the boundaries and constraints of a new system that must be specified in the tender document (i.e., a binding offer). Researchers and government officials have long recognized the benefit of end-user participation in system design. Given the central role of the pre-tender phases in procurement processes, however, there is a need to better understand what affects user participation in such early stages. In this paper, we research a procurement process in municipal Child Welfare Services in Norway. We focus on caseworkers' participation in procuring a future case management system. We build on the concept of participatory infrastructuring to characterize how the meaning of participation was shaped through three overarching participatory infrastructuring practices of decision-making within a rigid procurement process: (i) scaling up the project, (ii) negotiating participation in meetings with potential suppliers and in tender documents, and (iii) positioning caseworkers as subject experts. The analysis of these practices reveals that the definition of user needs in the tender documentation and the creation of knotworks define both the boundary conditions and the modalities of participation. We contribute to the conversation on participatory infrastructuring in Computer-Supported Cooperative Work by discussing how participatory infrastructuring provides a conceptual understanding of participation in the context of municipal systems procurement.

"We are half-doctors": Family Caregivers as Boundary Actors in Chronic Disease Management

Computer-Supported Cooperative Work (CSCW) and Human--Computer Interaction (HCI) research is increasingly investigating the roles of caregivers as ancillary stakeholders in patient-centered care. Our research extends this body of work to identify caregivers as key decision-makers and boundary actors in mobilizing and managing care. We draw on qualitative data collected via 20 semi-structured interviews to examine caregiving responsibilities in physical and remote care interactions within households in urban India. Our findings demonstrate the crucial intermediating roles family caregivers take on while situated along the boundaries separating healthcare professionals, patients and other household members, and online/offline communities. We propose design recommendations for supporting caregivers in intermediating patient-centered care, such as through training content and expert feedback mechanisms for remote care, collaborative tracking mechanisms integrating patient- and caregiver-generated health data, and caregiving-centered online health communities. We conclude by arguing for recognizing caregivers as critical stakeholders in patient-centered care who might constitute technologically assisted pathways to care.

Toward a Feminist Social Media Vulnerability Taxonomy

Vulnerability intimately shapes the lived human experience and continues to gain attention in computer-supported cooperative work and human-computer interaction scholarship broadly, and in social media studies specifically. Social media comprise sociotechnical affordances that may uniquely shape lived experiences with vulnerability, rendering existing frameworks inadequate for comprehensive examinations of vulnerability as mediated on social media. Through interviews with social media users in the United States (N = 20) and drawing on feminist conceptualizations of vulnerability and social media disclosure and privacy scholarship, we propose a feminist taxonomy of social media vulnerability (FSMV). The FSMV taxonomy reflects vulnerabilitysources, states, andvalences, within which we introduce the state ofnetworked vulnerability andambivalent, desired, andundesired valences. We describe how social media enable forms of vulnerability different from in-person settings, challenge framings that synonymize vulnerability with risk/harm, and facilitate interdisciplinary theory-building. Additionally, we discuss hownetworked, ambivalent, andun/desired vulnerability extend and diverge from prior work to create a theoretically rich taxonomy that is useful for future work on social media and vulnerability. Finally, we discuss implications for design related to granular control over profile, content, and privacy settings, as well as implications for platform accountability, as they pertain to social media vulnerability.

Values and Value Conflicts in the Context of OSINT Technologies for Cybersecurity Incident Response: A Value Sensitive Design Perspective

The negotiation of stakeholder values as a collaborative process throughout technology development has been studied extensively within the fields of Computer Supported Cooperative Work and Human-Computer Interaction. Despite their increasing significance for cybersecurity incident response, there is a gap in research on values of importance to the design of open-source intelligence (OSINT) technologies for this purpose. In this paper, we investigate which values and value conflicts emerge due to the application and development of machine learning (ML) based OSINT technologies to assist cyber security incident response operators. For this purpose, we employ a triangulation of methods, consisting of a systematic survey of the technical literature on the development of OSINT artefacts for cybersecurity (N = 73) and an empirical value sensitive design case study, comprising semi-structured interviews with stakeholders (N = 9) as well as a focus group (N = 7) with developers. Based on our results, we identify implications relevant to the research on and design of OSINT artefacts for cybersecurity incident response.

Defining Digital Wellbeing Literacy in Remote Work Integrated Learning

The pandemic has accelerated the adoption of remote Work-Integrated Learning (WIL) programs for Higher Education (HE) students, fostered by advances in digital technologies. Emerging as a new post-covid normal, the ‘remote workplace’ and remote WIL brings further challenges with students expressing anxiety in dealing with this new form of working environment. Having the capacity to talk about wellbeing issues with others is an important wellbeing literacy (WL) skill. This paper addresses the need for a better understanding of wellbeing literacy (WL) skills in remote WIL workplaces. Interpreting WL in remote settings can further the definition of WL by extending it to a digital context. In contributing to Computer-Supported Cooperative Work (CSCW) research and the emerging field of WL, this paper explores how WIL students develop WL skills in a remote setting, which we define as Digital Wellbeing Literacy (DWL). In-depth interviews were held with WIL academics, WIL professionals, WIL students and wellbeing experts on digital and pedagogical factors that support WL in remote work. We found that students proactively use digital communication tools and social media to communicate wellbeing concerns, which in turn helps them practice DWL. We propose four strategies toward improving DWL in HE WIL offerings.