Once upon a time, computers processed data. Our discipline of Human-Computer Interaction (HCI)
introduced a more human-centered
approach: users performed tasks. Next, HCI moved beyond tasks to the everyday activities that
embrace them. Computers disappeared from view. HCI focused on people's real work. Then along
came broadband networks, multimedia, and mobile devices, and with them came fun, persuasion,
outrage, delight, faith, campaigns, satire, lifelong learning, identity, communities and passion. Now,
increasingly, we interact to be, not just to do. Interaction no longer just changes things, it changes
people. Therefore, CHI 2003 focuses on interactive communication (in any form) and its challenge
to HCI. Our discipline must grow to fully support design for new mass media.
Communication informs, engages and persuades, and thus creates new horizons for all human
activity. We have already set sail towards these new horizons. The anchor's up, but we don't quite
know where we're bound. Come aboard CHI 2003 and help us to steer a course. Bring distant
shores into view. Chart new routes to new destinations. Each new route will bring fresh
opportunities. Little will remain unchanged
- publishing, learning, marketing and politics will all change in the face of disruptive technologies.
These changes must be guided by HCI's human perspective and balance. As a result, HCI must be
renewed with the fullest understanding of what it is to be human and what our humanity implies for
interactive communication in the digital world.
Three special areas support the conference
theme of communicating via interactive digital
media: mass communication, emotion and e-learning.
provides opportunities for formal and informal learning, potentially bridging geographic and
cultural boundaries, but constrained by factors such as information overload, time constraints,
bandwidth, and screen size. When we convene in Fort Lauderdale for CHI 2003, many people who
would like to attend can not. With parallel tracks, conference participants miss more sessions than
they attend. In addition, the richness of the conference experience and the content and discussions of
most sessions are not contained in the proceedings.
This exemplifies the challenge for e-learning today: how can people participate in rich and engaging
learning experiences? The role of HCI research and practice in answering this question is to design
more usable tools to support online communication and collaboration, to select and orchestrate the
use of technologies as appropriate to students, topics, and organizations, and to design, facilitate,
and evaluate learner experiences.
We seek to improve e-learning through the HCI concepts of effectiveness and efficiency. We want
to bring e-learning technologies and approaches to CHI 2003 to provide a richer pre- and
post-conference experience. And we want to expand the scope of the conference experience for
participants, presenters, and interested people who cannot be in Fort Lauderdale.
When submitting to CHI 2003, be sure to think of ways of contributing to the e-learning experiment,
both at CHI 2003 and beyond. Submissions on e-learning topics are especially welcome, particularly where they contribute to our understanding of quality e-learning and better bridges between the e-learning and HCI communities.
emotion, affective response, and inclusive human concerns are exceedingly important in the
HCI community. As people become more sensitive to dimensions of products that go beyond
traditional aspects of usability, the need to understand and create emotional and aesthetic resonance
between people and technology products increases. However, we have yet to discover a shared
understanding and develop a shared language for emotion within the context of design.
The various disciplines involved in Human-Computer Interaction each bring their own theories and
languages about emotion to the design and development process. At CHI 2003, we will have a
special topic for those working to understand emotion and integrate this understanding into the
collaborative design of future technology.
Mass Communication and
CHI 2003 will also focus on how HCI can respond to the advent of mass communication and
interaction in the digital world. Access to information has moved to multiple media (print,
computer, cellphones and PDAs) in many forms (Web pages, email, digital facsimiles, time-based
media). Information is delivered more often and can be more easily searched. It is more directly
accessible and is available in many more places. And it is easier than at any time in history to be a
publisher. CHI 2003 will focus on how HCI can respond to these developments.
We encourage submissions that address the implications of mass communication and interaction for
HCI research and practice. How can HCI techniques help us understand the ways in which people
are adapting to the changing information landscape, how they are managing information, turning it
into knowledge, and sharing it? How can HCI approaches to user behavior and cognition help to
create publication forms that are better suited to the people who use them, and that are easy to adopt
and learn? And how can HCI methods be used to create new forms of knowledge sharing, building
on the interactions within human networks, that can effectively take human understanding forward?