CHI 2025
Emergency Remote Teaching (ERT) during COVID-19 offered a unique chance to study online higher education at scale, beyond traditional lab settings. Through a review of 22 empirical studies, we analyzed how online classrooms addressed different types of interaction. Our findings highlight the need for future research that centers Learner-Content interaction as a way to balance flexibility with structure—especially as ERT may continue to shape education going forward.
CHI 2025
Interdisciplinary engagement across disciplines is often hindered by stylistic and conceptual differences. Drawing on Large Language Models (LLMs), this work explores how metaphor-based support can improve accessibility and engagement. A survey of early-career HCI researchers found that metaphors increased interest in STS texts, particularly for those with limited prior exposure. We propose a dialogic model of metaphor exchange to support shared understanding and critical reflection across disciplines.
CSCW 2021Adjacent Display of Relevant Discussion (ADRD) keeps a video’s comment thread in sync with playback time, showing on-topic Q&A beside the video and— in a 20-person study—helping viewers quickly resolve confusions, explore comments, and interact more with the content.
CHI 2021 This paper investigates in-class interactions in synchronous online classrooms when the choice of modality is discretionary, such that students choose when and if they turn on their cameras and microphones