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Supporting Teens' Intentional Social Media Use Through Interaction Design: An exploratory proof-of-concept study., , , , , , , , and . IDC, page 322-334. ACM, (2023)When Screen Time Isn't Screen Time: Tensions and Needs Between Tweens and Their Parents During Nature-Based Exploration., , , , , and . CHI, page 474:1-474:14. ACM, (2021)NatureCollections: Can a Mobile Application Trigger Children's Interest in Nature?, , , , , , and . CSEDU (1), page 579-592. SCITEPRESS, (2020)Modeling Collaboration Patterns on an Interactive Tabletop in a Classroom Setting., , and . CSCW, page 858-869. ACM, (2016)Learning through Participatory Design: Designing Digital Badges for and with Teens., and . IDC, page 218-229. ACM, (2016)Exploring Situated & Embodied Support for Youth's Mental Health: Design Opportunities for Interactive Tangible Device., , , , , , , and . CHI, page 331:1-331:16. ACM, (2022)Cross-Disciplinary Perspectives on Youth Digital Well-Being Research: Identifying Notable Developments, Persistent Gaps, and Future Directions., , , , , and . CoRR, (2024)Adaptive Support for Collaboration on Tabletop Computers., , and . CSCL, International Society of the Learning Sciences, (2019)Connected Learning, Collapsed Contexts: Examining Teens' Sociotechnical Ecosystems Through the Lens of Digital Badges., , , , and . CHI, page 354:1-354:14. ACM, (2021)What My Little Pony Can Teach Us About Interest-Driven Learning.. L@S, page 1. ACM, (2020)