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P. Slovak, G. Fitzpatrick:
"Teaching and Developing Social and Emotional Skills with Technology";
Talk: 2016 CHI Conference on Human Factors in Computing Systems (CHI'16), San Jose, USA; 2016-05-07 - 2016-05-12.

Supporting social interactions is a long-term focus for Human Computer Interaction (HCI) and Computer Supported Cooperative Work (CSCW). However, understanding how social and emotional skills are learned,
and how this process can be supported by technology, is an important but underresearched area in HCI so
far. To address this gap, we review existing approaches to social and emotions skills learning (SEL) in other
fields, with a specific focus on SEL in education, in which a large number of evidence-based programs is
widely deployed. In doing so, the primary aim of this article is to provide a foundation and set an agenda
for future research on the design of technology that would support, and help teach, social and emotional
skills. We identify the key challenges to successful learning shared by SEL programs in education-such as embedding skills learned in class also into everyday situations, promoting reflection, and providing additional opportunities for practice-and outline how these could be addressed by digital technology. Overall, our key argument is that much existing HCI work could be used in support of social and emotional skills learning 19 in education, and possibly other domains, but that the topic has not been explored so far. We also highlight
how the focus on supporting SEL would bring novel opportunities and challenges for HCI, as well as provide a basis for a strong HCI research agenda in this space

Supporting social interactions is a long-term focus for Human Computer Interaction (HCI) and Computer Supported Cooperative Work (CSCW). However, understanding how social and emotional skills are learned,
and how this process can be supported by technology, is an important but underresearched area in HCI so
far. To address this gap, we review existing approaches to social and emotions skills learning (SEL) in other
fields, with a specific focus on SEL in education, in which a large number of evidence-based programs is
widely deployed. In doing so, the primary aim of this article is to provide a foundation and set an agenda
for future research on the design of technology that would support, and help teach, social and emotional
skills. We identify the key challenges to successful learning shared by SEL programs in education-such as embedding skills learned in class also into everyday situations, promoting reflection, and providing additional opportunities for practice-and outline how these could be addressed by digital technology. Overall, our key argument is that much existing HCI work could be used in support of social and emotional skills learning 19 in education, and possibly other domains, but that the topic has not been explored so far. We also highlight
how the focus on supporting SEL would bring novel opportunities and challenges for HCI, as well as provide a basis for a strong HCI research agenda in this space

Review, social emotional learning, SEL, technology supported learning, child development, education, empathy, reflection, emotional intelligence, soft skills, behavior change