Elemental Alchemist generates contextual tools and abstracts particle-system parameters into semantic mid-level attributes and high-level conceptual controls, with a user study indicating it helps practitioners translate creative goals into technical edits.
2006.Constructing grounded theory: A practical guide through qualitative analysis
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A participatory design study with two K-12 students iteratively refined a generative AI Python tutor toward Socratic questioning, reflection prompts, and incremental hints, with preliminary observations of better clarity and engagement when combined with human guidance.
A six-month qualitative study of a mixed-ability nonprofit finds that conflicting access needs in communication act as a generative process revealing power structures and enabling accountability and repair rather than serving as technical problems to eliminate.
Student-facilitated workshops in one design class produced AI policies highlighting double standards in disclosure requirements between students and faculty, demonstrating value in participatory governance.
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Elemental Alchemist: A Generative Interface for Semantic Control of Particle Systems Across Dynamic Levels of Abstraction
Elemental Alchemist generates contextual tools and abstracts particle-system parameters into semantic mid-level attributes and high-level conceptual controls, with a user study indicating it helps practitioners translate creative goals into technical edits.
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Towards SocratiCode: Designing a Generative AI-Based Programming Tutor for K-12 Students through a 4-Week Participatory Design Study
A participatory design study with two K-12 students iteratively refined a generative AI Python tutor toward Socratic questioning, reflection prompts, and incremental hints, with preliminary observations of better clarity and engagement when combined with human guidance.
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Designing for Collective Access: In Search of a Solution to Accessible Communication in a Mixed-Ability Non-Profit
A six-month qualitative study of a mixed-ability nonprofit finds that conflicting access needs in communication act as a generative process revealing power structures and enabling accountability and repair rather than serving as technical problems to eliminate.
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Participatory, not Punitive: Student-Driven AI Policy Recommendations in a Design Classroom
Student-facilitated workshops in one design class produced AI policies highlighting double standards in disclosure requirements between students and faculty, demonstrating value in participatory governance.