Browsing by Author "Jacobs, Maia"

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    Conference Paper
    Caring About Sharing: Couples' Practices in Single User Device Access
    (Proceedings of the 2016 ACM International Conference on Supporting Group Work, 2016) Jacobs, Maia; Cramer, Henriette; Barkhuus, Louise
    Most devices today are developed adhering to a one-user paradigm. Yet within households, couples are often sharing devices and accounts. In this paper we take an in-depth look at sharing practices and preferences of cohabiting couples, and discuss the nuances of existing practices surrounding accounts and devices. We present a qualitative interview and diary study with ten couples, consisting of 20 individual interviews, and individual 8-day diaries. Dichotomous access models do not reflect the sharing practices of our couples; in which intent, access, and utilization all characterized sharing behaviors. We present a detailed description of the intentional and unintentional sharing practices our participants used in their day to day interactions and discuss the different challenges that particularly one type of content pose in terms of issues of privacy. We discuss implications for accounts and devices based on the ways in which content was shared and hidden among collocated couples. We provide a structured account of these sharing practices to inform the design of multi-user settings within future technologies.
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    Conference Paper
    Exploring How Parents in Economically Depressed Communities Access Learning Resources
    (Proceedings of the 2014 ACM International Conference on Supporting Group Work, 2014) Khanipour Roshan, Parisa; Jacobs, Maia; Dye, Michaelanne; DiSalvo, Betsy
    This qualitative study of parents in financially depressed communities in westside Atlanta examines parents' access to information technology and out-of-school learning resources through five dimensions of digital divide: technical apparatus, autonomy, social support, skill, and purpose. The context of this study is a broader research agenda to explore how technology impacts parents' knowledge and use of out-of-school learning resources for their children in low socioeconomic status neighborhoods. The findings contribute to a growing body of research on marginalized groups and provide a rich description of parents' digital access and technology practices in the context of education. Finally, we identify design implications that are specific to this community and can be extended to similar populations to support parents in finding more learning opportunities.
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    Conference Paper
    GROUP4Good: Exploring Positive Impacts of GROUP Research
    (Companion Proceedings of the 2020 ACM International Conference on Supporting Group Work, 2020) Pater, Jessica A.; Badillo-Urquiola, Karla; Wisniewski, Pamela; LaLone, Nicolas; Jacobs, Maia
    In conducting research, one typically considers the potential harms associated with the research and how to minimize or mitigate the negative impacts thus leaving less time to consider designing for optimized benefits. The definition of positive impact relies heavily on the situational power structures, culture, and social norms of the given community. This workshop will give researchers across the GROUP community the opportunity to explore how we might design or use technologies to maximize wider societal benefits.