Technologies can support the well-being of people living with dementia in residential care by fostering meaningful interactions through multimodal and playful features. This article presents the evaluation of A Better Visit, an app that aims at engaging residents and visitors in shared activities. We define engagement in terms of dyadic interactions with the interface of the device, and interactions within the social context of the care home. We generated two Motivational Models that describe different perspectives of how people engaged with the system: the first was built with the design team, and the second was built using the first Motivational Model as a sensitising concept for the analysis of data from four care homes that used the app for periods of three months. Our findings show that the facilitation of activities plays a relevant role for engaging in social interaction. We discuss how technologies can contribute to engaging people living with dementia in social interaction: firstly, facilitation can be understood as a concept that is supported by people and technology. Secondly, we discuss the influence of the social context of the setting and the understandings of the individual in how people assess the engagement of the residents in social interaction.

This article examines how collaborative design practices in higher education are reshaped through postdigital entanglement with generative artificial intelligence (GenAI). We collectively explore how co-design, an inclusive, iterative, and relational approach to educational design and transformation, expands in meaning, practice, and ontology when GenAI is approached as a collaborator. The article brings together 19 authors and three open reviewers to engage with postdigital inquiry, structured in three parts: (1) a review of literature on co-design, GenAI, and postdigital theory; (2) 11 situated contributions from educators, researchers, and designers worldwide, each offering practice-based accounts of co-design with GenAI; and (3) an explorative discussion of implications for higher education designs and futures. Across these sections, we show how GenAI unsettles assumptions of collaboration, knowing, and agency, foregrounding co-design as a site of ongoing material, ethical, and epistemic negotiation. We argue that postdigital co-design with GenAI reframes educational design as a collective practice of imagining, contesting, and shaping futures that extend beyond human knowing.