Mobile computing presents formidable challenges not only to the design of applications but also to each and every phase of the systems lifecycle. In particular, the HCI community is still struggling with the challenges that mobile computing poses to evaluation. Expert-based evaluation techniques are well known and they do enable a relatively quick and easy evaluation. Heuristic evaluation, in particular, has been widely applied and investigated, most likely due to its efficiency in detecting most of usability flaws at front of a rather limited investment of time and human resources in the evaluation. However, the capacity of expert-based techniques to capture contextual factors in mobile computing is a major concern. In this paper, we report an effort for realizing usability heuristics appropriate for mobile computing. The effort intends to capture contextual requirements while still drawing from the inexpensive and flexible nature of heuristic-based techniques. This work has been carried out in the context of a research project task geared toward developing a heuristic-based evaluation methodology for mobile computing. This paper describes the methodology that we adopted toward realizing mobile heuristics. It also reports a study that we carried out in order to assess the relevance of the realized mobile heuristics by comparing their performance with that of the standard/traditional usability heuristics. The study yielded positive results in terms of the number of usability flaws identified and the severity ranking assigned. Copyright 2006 ACM

BackgroundNutrition and diet apps represent today a popular area of mobile health (mHealth), offering the possibility of delivering behavior change (BC) interventions for healthy eating and weight management in a scalable and cost-effective way. However, if commercial apps for pediatric weight management fail to retain users because of a lack of theoretical background and evidence-based content, mHealth apps that are more evidence-based are found less engaging and popular among consumers. Approaching the apps development process from a multidisciplinary and user-centered design (UCD) perspective is likely to help overcome these limitations, raising the chances for an easier adoption and integration of nutrition education apps within primary care interventions.ObjectiveThe aim of this study was to describe the design and development of the TreC-LifeStyle nutrition education app and the results of a formative evaluation with families.MethodsThe design of the nutrition education intervention was based on a multidisciplinary UCD approach, involving a team of BC experts, working with 2 nutritionists and 3 pediatricians from a primary care center. The app content was derived from evidence-based knowledge founded on the Food Pyramid and Mediterranean Diet guidelines used by pediatricians in primary care. A formative evaluation of the TreC-LifeStyle app involved 6 families of overweight children (aged 7-12 years) self-reporting daily food intake of children for 6 weeks and providing feedback on the user experience with the mHealth intervention. Analysis of the app’s usage patterns during the intervention and of participants’ feedback informed the refinement of the app design and a tuning of the nutrition education strategies to improve user engagement and compliance with the intervention.ResultsDesign sessions with the contribution of pediatricians and nutritionists helped define the nutrition education app and intervention, providing an effective human and virtual coaching approach to raise parents’ awareness about children’s eating behavior and lifestyle. The 6 families participating in the pilot study found the app usable and showed high compliance with the intervention over the 6 weeks, but analysis of their interaction and feedback showed the need for improving some of the app features related to the BC techniques “monitoring of the behavior” and “information provision.”ConclusionsThe UCD and formative evaluation of TreC-LifeStyle show that nutrition education apps are feasible and acceptable solutions to support health promotion interventions in primary care.

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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.

Background Adolescence is a challenging period, where youth face rapid changes as well as increasing socioemotional demands and threats, such as bullying and cyberbullying. Adolescent mental health and well-being can be best supported by providing effective coaching on life skills, such as coping strategies and protective factors. Interventions that take advantage of online coaching by means of chatbots, deployed on Web or mobile technology, may be a novel and more appealing way to support positive mental health for adolescents. Objective In this pilot study, we co-designed and conducted a formative evaluation of an online, life skills coaching, chatbot intervention, inspired by the positive technology approach, to promote mental well-being in adolescence. Methods We co-designed the first life skills coaching session of the CRI (for girls) and CRIS (for boys) chatbot with 20 secondary school students in a participatory design workshop. We then conducted a formative evaluation of the entire intervention—eight sessions—with a convenience sample of 21 adolescents of both genders (mean age 14.52 years). Participants engaged with the chatbot sessions over 4 weeks and filled in an anonymous user experience questionnaire at the end of each session; responses were based on a 5-point Likert scale. Results A majority of the adolescents found the intervention useful (16/21, 76%), easy to use (19/21, 90%), and innovative (17/21, 81%). Most of the participants (15/21, 71%) liked, in particular, the video cartoons provided by the chatbot in the coaching sessions. They also thought that a session should last only 5-10 minutes (14/21, 66%) and said they would recommend the intervention to a friend (20/21, 95%). Conclusions We have presented a novel and scalable self-help intervention to deliver life skills coaching to adolescents online that is appealing to this population. This intervention can support the promotion of coping skills and mental well-being among youth.