A Co ncep t u al Framew ork f or Mix ed R ealit y En v ironment s: Designing Nov el Learning A ct iv it ies f or You ng Child ren A b st r a ctHow do we conceptualize and design mixed reality environments (MREs)? Here we describe a rst pass at a conceptual framework and use it to inform the design of different kinds of activities for children to experiment with. Our aim was to investigate how different MRE setups affected children's exploratory behavior and their understanding of them. The familiar activity of color mixing was used: different setups were provided, where paint or light colors could be mixed, by using either physical tools, digital tools, or a combination of these. The ndings of our study showed that novel mixes of physical and digital "transforms" engendered much exploration and re ection.

The importance of values in design work is gaining increasing attention. However, some of the work to date takes an approach which starts with generic values, or assumes values are constant. Through discussion of three accounts of value discovery and value evolution in projects focused on exploring novel uses of ubiquitous computing, we complement current thinking by arguing for the use of users' values as a resource in the co-design process. In particular, this paper shows how users' values: (a) are spontaneously expressed whether or not particular elicitation methods are used; (b) are not fixed, but can change dynamically during the co-design process in response to ideas, prototypes and demonstrators; (c) help mediate and shape the relationships of users to designers; (d) can support users' creative, functional and technical engagement in codesign -areas that can often prove difficult. Focusing on practical examples that demonstrate this approach, we conclude that values may act as a central resource for co-design in a larger variety of ways than has hitherto been recognised.

How to motivate and support behaviour change through design is becoming of increasing interest to the CHI community. In this paper, we present our experiences of building systems that motivate people to engage in upper limb rehabilitation exercise after stroke. We report on participatory design work with four stroke survivors to develop a holistic understanding of their motivation and rehabilitation needs, and to construct and deploy engaging interactive systems that satisfy these. We reflect on the limits of motivational theories in trying to design for the lived experience of motivation and highlight lessons learnt around: helping people articulate what motivates them; balancing work, duty, fun; supporting motivation over time; and understanding the wider social context. From these we identify design guidelines that can inform a toolkit approach to support both scalability and personalisability.

Nonverbal communication is an essential part of face-toface social interaction, conveying information about emotion and interpersonal relationships. The rigorous sensing capabilities of pervasive technologies and the subtle nature of ambient technologies make them ideal to support the production of nonverbal communication in social interactions. In this paper we present a study using an ambient technology that supports nonverbal communication, and specifically nonverbal behaviours associated with rapport. We show that an ambient display can influence a participant's nonverbal behaviour, and that participants are not aware of this change in their behaviour. We discuss these findings in terms of the design and ethical issues that it raises, and define an agenda for future work.

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