Search Results (11)

With the advent of AI- and robot-systems, the current Human–Computer Interaction (HCI) paradigm, which treats interaction as a transactional exchange, is increasingly insufficient for complex socio-technical systems. This paper argues for a shift toward an agential realist perspective, which understands interaction not as an exchange between separate entities, but as a phenomenon continuously enacted through dynamic, material-discursive practices known as ‘intra-actions’. Through a diffractive reading of agential realism, HCI, complex systems theory, and an empirical case study of a touring exhibition on skateboarding culture, this paper explores an alternative approach. A key finding emerged from a sound-recording workshop when a participant described the recordings not as “how it sounds,” but as “how it feels” to skate. The finding reveals the limits of traditional HCI and it illustrates how interacting parts are co-constituted through the intra-actions of entangled agencies. An argument is made that design for interactive complex systems should change from focusing on causal transactional interaction towards organizing relational complexity, which is staging the conditions for a rich scope of emergent encounters to unfold. The paper concludes by suggesting further research into non-causal explanation and computation. Full article

Reviews of literacy coaching show positive outcomes for teaching and learning, yet also that coaching’s impact varies widely, especially at increased scale. Thus, some scholars argue the quality of coaching interactions may matter more than broad coaching actions (e.g., co-planning, observing). Situated within Habermas’s notion of “public sphere”, we used discourse analysis to examine video-recorded pre- and post-interviews, coaching meetings, and coach retrospective think-aloud protocols of a literacy coach and elementary school teacher who described their partnership as “successful”. We examined participants’ values expressed about coaching; how each participant positioned themselves, each other, and the coaching context; and the nature of the coach–teacher discourse therein to answer the following question: what occurs in the interactional space between a coach and teacher when engaged in coaching meetings? We found four categories of values focused on participatory choice, their sense of connectedness, knowledge development, and their approach to working with/as a coach. Further, participants’ positionings signified agency for both the coach and teachers in the interactional space. While bracketing and leveraging their own authority, the coach’s language choices promoted teachers’ agency within the interactional space, providing insight into how language functions to shape the “public sphere” of coaching interactions. Full article

This article examines how young children express informed assent in research settings that incorporate digital tools, participatory methods, and play-based approaches. Drawing on data from three studies involving kindergarten and first-grade children (ages 5 to 7) in the southeastern United States, this cross-case analysis explores how children navigated their participation using multimodal and relational strategies. Conceptual play theory, social semiotics, and participatory research frameworks guided the analysis, emphasizing assent as an evolving, co-constructed process rather than a singular verbal agreement. Through video recordings, field notes, and action-oriented transcripts, we investigated how children expressed comfort, curiosity, and agency across diverse contexts—including virtual reality storytelling, video-cued reflection, and interactive eBooks. Findings illustrate that assent was negotiated through gesture, movement, silence, humor, and peer interaction, often extending beyond adult-defined research routines. Children reinterpreted their roles, shaped the pace of sessions, and co-constructed meaning through play and dialogue. This retrospective synthesis of three previously conducted studies offers practical and ethical insights for researchers working with young children, including the importance of ongoing assent checkpoints, developmentally appropriate explanations, and flexible research environments. We argue that ethical research with children must prioritize multimodal communication, child-led pacing, and relational trust to support authentic and meaningful participation. By reframing assent as a dynamic and multimodal process, this research contributes to emerging conversations about ethical responsiveness, agency, and inclusive practices in early childhood research. Full article

Our world now faces significant challenges including complex issues arising from human–machine interaction. This paper explores how we could address these challenges using a new approach called Cybernetics 3.0. This approach highlights human agency and the co-evolution of humans and machines, particularly regarding how we make decisions. Rather than viewing machines as separate from people, Cybernetics 3.0 views machines as extensions of human action, which is vital in our complex world. This paper argues that when this approach is combined with advanced Web 3.0 technologies, we can create better decision-making systems that integrate both human values and machine capabilities. This paper uses diagrams to illustrate how human and machine decision-making are interconnected and provides a healthcare example to demonstrate the practical value of this framework. Through a holistic and systems thinking approach, we can foster sustainable and wise decisions that will promote human flourishing and planetary health. The discipline of cybernetics is a promising way to better understand the interaction between humans and technology via its focus on systems of control, human–AI learning and communication, feedback loops, self-regulating systems, and knowledge enhancement in humans and machines. Ultimately this approach could help us to address critical issues such as inequality, climate change, and other complex threats to our planet and society. Full article

In this paper, we examine relational interactions between refugee children and social institutions, building the case for the recognition of the co-occurrence and intertwining of vulnerability and agency in children’s experiences in diverse refugee situations. This developmental relational approach offers refinement of a general relational worldview by specifying how vulnerable and agentic experiences are co-constructed by children and adult individuals and institutions. We analyze the conceptual roots of vulnerable and agentic experiences, and use the concept of co-construction to specify the processes and outcomes of interactive relational experiences. Evidence from example studies of the intertwining of vulnerability and agency in specific refugee situations demonstrates how refugee children contribute to power-oriented experiences. Due recognition of the relational co-construction of intertwining vulnerable and agentic experiences provides a basis for refining generalized relational observations, and a fine-grained basis for developing policies and procedures to dispel ambivalence to refugee children and to change inequitable policies and practices. Full article

Purpose: Collaboration that engages diverse stakeholders to actively participate in the rehabilitation research process is becoming a crucially important approach when the purpose is to promote well-being in everyday life. The aim of this study was to co-develop a partnership-based participation model for research with stakeholders such as researchers, rehabilitees, close ones, rehabilitation professionals and experts by experience. Methods: We applied an action research approach. The Participatory Research Partnership (PaRe) model was co-developed in a multi-phase process including a literature review, workshops and focus group discussions (64 participants). The model was tested, evaluated and further developed in a developmental training process with 50 experts in rehabilitation. Results: The PaRe model consists of five phases: (1) starting the research partnership; (2) building a research team; (3) reciprocal co-planning of research; (4) co-production of new research data; and (5) utilization of research data in everyday life. The model comprises examples and templates including developmental and ethical evaluation. Conclusions: The PaRe model enhances co-agency, interaction and co-learning in rehabilitation research and practices. Active participation of users and providers of rehabilitation services in scientific research promotes everyday accessibility and relevance of research-based knowledge. The model ensures that the research process and results are meaningful and empowering for the participants. Full article

Recognizing and defining behaviors is among the most challenging objectives of writing narratives about the past, especially when direct testimony and the evidence of agents’ actions are long lost. Typically, archaeologists look at material remains to reconstruct daily activities, while historians read and interpret documents that articulate how agents interacted with their surroundings. Following an interdisciplinary approach combining archaeology and history, the purpose of this paper is to reconstruct how different types of agents co-existed on board Portuguese ships in the Early Modern Age, and how those relations can be interpreted as a household. These ships sailed across different oceans with different purposes and destinations, carrying people, animals, and things, all of which had a level of agency. All these agents led to the development of specific relations and ways of being, characterizing the particular dynamics and associations during voyages. Full article

This article aims to explore the relationship between social innovation and opportunities for innovation in public services, focusing on a range of initiatives intended to improve services and infrastructure for pedestrians in the city of São Paulo, the largest Brazilian megacity, namely: Reduced Speed Zone, Safe Routes to School, and Complete Street. We apply the multiagent framework for innovation in services, incorporating nine variables that characterize social innovation. As for the main results, in the local context, there is the role of third-sector organizations in creating and introducing solutions for active mobility services through co-creation. Co-creation was identified as a key process and is highlighted in actions to obtain community involvement, interviews to measure the acceptance of the project and detect potential points of improvement not foreseen in the pilot project, participatory workshops, installation of informative and interactive panels, preparation and approval of the temporary intervention project, and joint discussion and analysis with municipal agencies about the points that could receive the temporary intervention. The initiatives are recent and cover specific geographic–temporal boundaries. There is a need to deepen the dialogue between social innovation and service innovation with the co-design and co-construction approaches proposed in this paper, applied in different political, economic, urban, and social contexts. In addition, some barriers are highlighted relating to the lack of public funding, compliance with national regulations, political will, non-partisan actions, and long-term vision. There are potentials for the continuous introduction of innovations for the improvement of public services for pedestrians, promoting participatory restructuring as a form of (re)appropriation of urban public spaces. Full article

This paper presents a new engagement model for climate change education (CCE) as a result of analysing interactive digital narratives (IDNs) created during the You and CO₂ Climate Change Education Programme. Young people aged 13–15 from two schools in Wales participated in three workshops, which culminated in students producing IDNs about climate change using Twine storytelling software. An inductive, grounded-theory approach informed by Bourdieusien principles of habitus and value was used to explore students’ responses to the Programme. Stage 1 coding identified ‘Core Themes’ and located student responses along tri-axial continua showing engagement, agency, and power. Stage 2 coding combined ‘Core Themes’ to build upon Cantell et al.’s 2019 Bicycle Model of Climate Change Education to create a new ‘holistic Agentic Climate-Change Engagement’ model (h-ACE), where learners’ journeys towards full engagement with and understanding of CCE and action could be traced. Barriers to students’ engagement with and understanding of CCE were identified through Bourdieusien analysis of responses. Results show that engagement was related to children’s views on their capacity to effect change on individual, local and governmental levels. The h-ACE provides a model for adjusting CCE curricula to accommodate young people’s varying cultures and views. Full article

Value creation in the circular economy (CE) is a result of co-creation. In the industrial context, the theme of collaboration has been studied extensively on a company-to-company basis, but related public agency remains unexplored. Still, circular actions happen in societal contexts where public actors and logics are constantly present, enabling the change toward more sustainable actions. For systematic discovery of the topic, the following research questions are considered: (a) What roles can a public actor have in an industrial CE ecosystem? (b) What are the relationship modes a public actor can have? (c) In what kind of actor structures may the roles and modes occur? The study relies on two multiple case studies in the international (Study 1) and Finnish eco-industrial parks (Study 2) contexts. The results are based on qualitative content analysis conducted with both primary and secondary data. As a result, six distinct roles—operator, organizer, financer, supporter, policymaker, and regulator—and two modes—facilitative and dirigiste—for public agency in industrial CE ecosystems were identified. The roles depict the concrete means used by public actors whereas the modes depict the characteristics of these actions. Finally, exemplar organization models for the recognized roles and modes in industrial CE ecosystems were examined. The study provides insights into how public actors can contribute to sustainability transitions among their territories and helps practitioners to better understand the premises for public–private interaction. Full article

Agroecology represents a holistic approach in the transition to food system sustainability, integrating different dimensions, including knowledge creation, practices redefinition and social mobilisation. This study aims to explore the processes underlying the implementation of the agroecological approach and its transformative potential, focusing on the learning processes that lead to the development of new, shared systems of knowledge, values and beliefs, and to the growth of reflexivity and agency. It aims at deepening the understanding of these processes by analysing the reintroduction of agrobiodiversity in crop/food systems, considering this as a founding element of the agroecological model. Three initiatives located in Italy are investigated to that end. The study analyses role, mechanisms and potential of co-learning processes that develop within the multi-actor networks involved, uncovering enabling and hindering factors. It focuses on the role, reciprocal articulation and cumulative effects of three elements: actors involved and ways of interacting, types of knowledge mobilised and facilitation actions carried out. The findings highlight that the factors ensuring effectiveness of mutual learning, such as modes of actor interaction and, particularly, facilitation, are crucial. At the same time, the mechanisms that intervene seem increasingly complex, showing the need for deeper research and adequate forms of support. Full article