The ever-increasing number of computing devices around us results in more and more systems competing for our attention, making cognitive workload a crucial factor for the user experience of human-computer interfaces. Research in Human-Computer Interaction (HCI) has used various metrics to determine users’ mental demands. However, there needs to be a systematic way to choose an appropriate and effective measure for cognitive workload in experimental setups, posing a challenge to their reproducibility. We present a literature survey of past and current metrics for cognitive workload used throughout HCI literature to address this challenge. By initially exploring what cognitive workload resembles in the HCI context, we derive a categorization supporting researchers and practitioners in selecting cognitive workload metrics for system design and evaluation. We conclude with three following research gaps: (1) defining and interpreting cognitive workload in HCI, (2) the hidden cost of the NASA-TLX, and (3) HCI research as a catalyst for workload-aware systems, highlighting that HCI research has to deepen and conceptualize the understanding of cognitive workload in the context of interactive computing systems.

Digital health interventions (DHIs) have been emerging in the last decade. Due to their interdisciplinary nature, DHIs are guided and influenced by theories (eg, behavioral theories, behavior change technologies, and persuasive technology) from different research communities. However, DHIs are always coded using various taxonomies and reported in insufficient perspectives. This inconsistency and incomprehensiveness will cause difficulty in conducting systematic reviews and sharing contributions among communities. Therefore, based on existing related work, we propose a holistic framework that embeds behavioral theories, behavior change technique taxonomy, and persuasive system design principles. Including four development steps, two toolboxes, and one workflow, our framework aims to guide DHI developers to design, evaluate, and report their work in a formative and comprehensive way.

Augmented reality (AR) can create the illusion of being virtually co-located during remote collaboration, e.g., by visualizing remote co-workers as avatars. However, spatial awareness of each other's activities is limited as physical spaces, including the position of physical devices, are often incongruent. Therefore, alignment methods are needed to support activities on physical devices. In this paper, we present the concept of Re-locations, a method for enabling remote collaboration with augmented reality in incongruent spaces. The idea of the concept is to enrich remote collaboration activities on multiple physical devices with attributes of co-located collaboration such as spatial awareness and spatial referencing by locally relocating remote user representations to user-defined workspaces. We evaluated the Re-locations concept in an explorative user study with dyads using an authentic, collaborative task. Our findings indicate that Re-locations introduce attributes of co-located collaboration like spatial awareness and social presence. Based on our findings, we provide implications for future research and design of remote collaboration systems using AR.

Background: Establishing a methodology for assessing nutritional behavior comprehensively and accurately poses a great challenge. Mobile technologies such as mobile image-based food recording apps enable eating events to be assessed in the moment in real time, thereby reducing memory biases inherent in retrospective food records. However, users might find it challenging to take images of the food they consume at every eating event over an extended period, which might lead to incomplete records of eating events (missing events).Objective: Analyzing data from 3 studies that used mobile image-based food recording apps and varied in their technical enrichment, this study aims to assess how often eating events (meals and snacks) were missed over a period of 8 days in a naturalistic setting by comparing the number of recorded events with the number of normative expected events, over time, and with recollections of missing events.Methods: Participants in 3 event-based Ecological Momentary Assessment (EMA) studies using mobile image-based dietary assessments were asked to record all eating events (study 1, N=38, 1070 eating events; study 2, N=35, 934 eating events; study 3, N=110, 3469 eating events). Study 1 used a basic app; study 2 included 1 fixed reminder and the possibility to add meals after the actual eating events occurred instead of in the moment (addendum); and study 3 included 2 fixed reminders, an addendum feature, and the option to record skipped meals. The number of recalled missed events and their reasons were assessed by semistructured interviews after the EMA period (studies 1 and 2) and daily questionnaires (study 3).Results: Overall, 183 participants reported 5473 eating events. Although the momentary adherence rate as indexed by a comparison with normative expected events was generally high across all 3 studies, a differential pattern of results emerged with a higher rate of logged meals in the more technically intensive study 3. Multilevel models for the logging trajectories of reported meals in all 3 studies showed a significant, albeit small, decline over time (b=−.11 to −.14, Ps<.001, pseudo-R²=0.04-0.06), mainly because of a drop in reported snacks between days 1 and 2. Intraclass coefficients indicated that 38% or less of the observed variance was because of individual differences. The most common reasons for missing events were competing activities and technical issues, whereas situational barriers were less important.Conclusions: Three different indicators (normative, time stability, and recalled missing events) consistently indicated missing events. However, given the intensive nature of diet EMA protocols, the effect sizes were rather small and the logging trajectories over time were remarkably stable. Moreover, the individual’s actual state and context seemed to exert a greater influence on adherence rates than stable individual differences, which emphasizes the need for a more nuanced understanding of the factors that affect momentary adherence.

Building data analysis skills is part of modern elementary school curricula. Recent research has explored how to facilitate children's understanding of visual data representations through completion exercises which highlight links between concrete and abstract mappings. This approach scaffolds visualization activities by presenting a target visualization to children. But how can we engage children in more free-form visual data mapping exercises that are driven by their own mapping ideas? How can we scaffold a creative exploration of visualization techniques and mapping possibilities? We present Construct-A-Vis, a tablet-based tool designed to explore the feasibility of free-form and constructive visualization activities with elementary school children. Construct-A-Vis provides adjustable levels of scaffolding visual mapping processes. It can be used by children individually or as part of collaborative activities. Findings from a study with elementary school children using Construct-A-Vis individually and in pairs highlight the potential of this free-form constructive approach, as visible in children's diverse visualization outcomes and their critical engagement with the data and mapping processes. Based on our study findings we contribute insights into the design of free-form visualization tools for children, including the role of tool-based scaffolding mechanisms and shared interactions to guide visualization activities with children.