Against the background of developments in the area of speechbased and multimodal interfaces, we present research on determining the addressee of an utterance in the context of mixed human-human and multimodal human-computer interaction. Working with data that are taken from realistic scenarios, we explore several features with respect to their relevance to the question who is the addressee of an utterance: eye gaze both of speaker and listener, dialogue history and utterance length. With respect to eye gaze, we inspect the detailed timing of shifts in eye gaze between different communication partners (human or computer). We show that these features result in an improved classification of utterances in terms of addressee-hood relative to a simple classification algorithm that assumes that "the addressee is where the eye is", and compare our results to alternative approaches.

In this paper we discuss mixed-method research in HCI. We report on an empirical literature study of the NordiCHI 2012 proceedings which aimed to uncover and describe common mixed-method approaches, and to identify good practices for mixed-methods research in HCI. We present our results as mixed-method research design patterns, which can be used to design, discuss and evaluate mixedmethod research. Three dominant patterns are identified and fully described and three additional pattern candidates are proposed. With our pattern descriptions we aim to lay a foundation for a more thoughtful application of, and a stronger discourse about, mixed-method approaches in HCI.

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The datafication and digital transformation of society change design professions on a profound level. With data and machine intelligence being the design material of the future, the master's programme Data-Driven Design, developed at HU Utrecht University of Applied Sciences, prepares the next generation of designers to handle the challenges and opportunities that come with this new material. Foundation of the programme is the data-driven feedback loop that serves as a model to aid students in their understanding of what data-driven concepts may accomplish. The programme contains a conceptual track, a human track and a technology track, divided over three domains: Designing for a digital society, Designing for humans and Designing for processes. After teaching the programme for two years, identified challenges in the curriculum were of a didactic nature (how to teach a paradigm such as "critical thinking"), a logistic nature (how to maintain flexibility in the curriculum, but not give up on academic and social integration), and of a content nature (how to maintain a strong connection with the practical field by means of guest speakers, but at the same time provide a coherent narrative for the students). The paper outlines the curriculum design in detail and summarizes how developers and staff addressed the above challenges. Specifically, the challenges we encountered in teaching students to work within the paradigm of critical thinking might be instructive.