Autoethnography is a valuable methodological approach bridging the gap between personal experiences and academic inquiry, enabling researchers to gain deep insights into various dimensions of technology use and design. While its adoption in Human-Computer Interaction (HCI) continues to grow, a comprehensive investigation of its function and role within HCI research is still lacking. This paper examines the evolving landscape of autoethnographies within HCI over the past two decades through a systematic literature review. We identify prevalent themes, methodologies, and contributions emerging from autoethnographies by analysing a corpus of 31 HCI publications. Furthermore, we detail data collection techniques and analysis methods and describe reporting standards. Our literature review aims to inform future (HCI) researchers, practitioners, and designers. It encourages them to embrace autoethnography’s rich opportunities by providing examples across domains (e.g., embodiment or health and wellbeing) to advance our understanding of the complex relationships between humans and technology.

This paper analyses Human-Computer Interaction (HCI) literature reviews to provide a clear conceptual basis for authors, reviewers, and readers. HCI is multidisciplinary and various types of literature reviews exist, from systematic to critical reviews in the style of essays. Yet, there is insufficient consensus of what to expect of literature reviews in HCI. Thus, a shared understanding of literature reviews and clear terminology is needed to plan, evaluate, and use literature reviews, and to further improve review methodology. We analysed 189 literature reviews published at all SIGCHI conferences and ACM Transactions on Computer-Human Interaction (TOCHI) up until August 2022. We report on the main dimensions of variation: (i) contribution types and topics; and (ii) structure and methodologies applied. We identify gaps and trends to inform future meta work in HCI and provide a starting point on how to move towards a more comprehensive terminology system of literature reviews in HCI.

Designing for children with ADHD has been of increasing interest to the HCI community. However, current approaches do not adequately involve all relevant stakeholders, and primarily focus on addressing symptoms, following a medical model of disability that is extrinsic to neurodivergent interests. To address this, we employed a multi-step, multi-stakeholder approach (N=31). First, we conducted 1) interviews with children with ADHD and their care ecosystem followed by 2) a co-design pilot with one child with ADHD and his therapists and an interview with a UX designer and an occupational therapist. We then employed 3) co-design sessions with neurotypical children and children with ADHD, and 4) a focus group with their therapists. We identified communication and reflection as key concepts for empowering and promoting the well-being of children with ADHD and their care ecosystem. We contribute design implications for future systems aiming to promote the overall well-being of this population.

This work regards the digital representation of tangible and intangible dimensions of heritage crafts, towards craft preservation. Based on state-of-the-art digital documentation, knowledge representation and narrative creation approach are presented. Craft presentation methods that use the represented content to provide accurate, intuitive, engaging, and educational ways for HC presentation and appreciation are proposed. The proposed methods aim to contribute to HC preservation, by adding value to the cultural visit, before, and after it.

Reflecting on personal challenges can be difficult. Without encouragement, the reflection process often remains superficial, thus inhibiting deeper understanding and learning from past experiences. To allow people to immerse themselves in and deeply reflect on past challenges, we developed SelVReflect, a VR experience which offers active voice-based guidance and a space to freely express oneself. SelVReflect was developed in an iterative design process (N=5) and evaluated in a user study with N=20 participants. We found that SelVReflect enabled participants to approach their challenge and its (emotional) components from different perspectives and to discover new relationships between these components. By making use of the spatial possibilities in VR, participants developed a better understanding of the situation and of themselves. We contribute empirical evidence of how a guided VR experience can support reflection. We discuss opportunities and design requirements for guided VR experiences that aim to foster deeper reflection.

Many technologies for ADHD children and their caregivers focus on symptom management rather than overall well-being, often without involving them as technology co-designers and co-users. To explore how to design systems that integrate into their home and routines, we contribute the iterative design of MoodGems, a situated, modular, and portable set of physical displays, that allows children to record and share their data with their families. We conducted an online formative evaluation (n = 22) with ADHD children, parents, therapists, and HCI experts. Our work demonstrates the potential of technologies affording both individual and joint tracking to allow children to navigate and reflect on their experiences and emotions, and support family communication and children’s autonomy. The evaluation also uncovered necessary refinements in the system’s design. We contribute design insights towards technologies that empower ADHD children and integrate into their homes, and discuss therapists’ role in technologies that address ADHD families’ lived experiences.