Cited by 38Art Therapy and Mental HealthInnovative Human-Technology InteractionDigital Media and Visual Art

"When He Feels Cold, He Goes to the Seahorse"—Blending Generative AI into Multimaterial Storymaking for Family Expressive Arts Therapy

Open access
Liu, Di, Zhou, Hanqing, An, Pengcheng·2024·Proceedings of the CHI Conference on Human Factors in Computing Systems

Abstract

Storymaking, as an integrative form of expressive arts therapy, is an effective means to foster family communication. Yet, the integration of generative AI as expressive materials in therapeutic storymaking remains underexplored. And there is a lack of HCI implications on how to support families and therapists in this context. Addressing this, our study involved five weeks of storymaking sessions with seven families guided by a professional therapist. In these sessions, the families used both traditional art-making materials and image-based generative AI to create and evolve their family stories. Via the rich empirical data and commentaries from four expert therapists, we contextualize how families creatively melded AI and traditional expressive materials to externalize their ideas and feelings. Through the lens of Expressive Therapies Continuum (ETC), we characterize the therapeutic implications of AI as expressive materials. Desirable interaction qualities to support children, parents, and therapists are distilled for future HCI research.

AI snapshot

Written from the paper’s full text.

TL;DR

This CHI 2024 study explored how image-generative AI can be blended with traditional art materials in family expressive arts therapy storymaking. Across five weeks with seven families and four expert therapist commentaries, it characterizes AI as an expressive material through the Expressive Therapies Continuum and distills interaction qualities and design implications for children, parents, and therapists.

Key findings

  • Seven families (18 participants: 10 parents, 8 children aged 4–7) engaged in five weekly AI-infused, multimaterial storymaking sessions guided by a professional therapist; families used physical materials plus Midjourney, with four AI images generated per cycle for selection or iteration.
  • Through the Expressive Therapies Continuum, AI-infused material interactions supported kinesthetic/sensory, perceptual/affective, cognitive/symbolic, and creative levels—e.g., cutting printed AI characters, arranging AI cutouts in collages, planning story plots, and creating self-symbols.
  • Three therapeutic meanings of generative AI as expressive material emerged: AI as empowerment for families (lowering creative threshold, increasing efficiency, accepting imagination, offering variations), AI as connection between physical/digital and life/stories (fusing analog and digital artifacts, generating symbols that permeate life and stories), and AI as co-creator (mutual interpretations, compromise, authorship).
  • The paper distills desirable interaction qualities for children (diverse materials, sense of accomplishment, personal relevance, renarration/recreation beyond sessions), parents (discovering new aspects of children, reflection, family meaning co-constructing), and therapists (observing strengths/challenges, moderating communication, offering playful/safe space), plus four design implications.

Methods

  • Design: five-week storymaking-based expressive arts therapy sessions with seven family groups (18 participants: 8 children aged 4–7, 7 mothers, 3 fathers) in Shenzhen, guided by therapist T1; sessions were one hour, spaced at least a week apart, between April and July 2023.
  • Materials/procedure: traditional expressive materials (colored pencils, markers, paint sticks, clay, non-woven fabric, yarn, paper, LEGO) plus Midjourney; family-made artifacts and verbal descriptions served as image/text prompts; AI images were printed as paper cutouts, character tokens, and storybook elements for further co-creation.
  • Data/analysis: audio/video recordings, 5-minute post-session interviews, a 30-minute intermediate interview, a one-hour final interview per family, plus a two-hour expert review with four therapists (T1–T4); thematic analysis was used, with ETC as a theoretical lens.

Limitations

  • Stated: generative AI may not always produce preferred outcomes due to inherent uncertainty; the study used multiple generation/regeneration cycles and suggests better interfaces or structured prompting could reduce iterations.
  • Stated: safe use of generative AI is a concern; Midjourney was chosen for content safeguards, but occasional counterfactual or unconventional elements occurred (e.g., a cartoon snake with feet), and future work should collaborate with parents, therapists, children, and stakeholders on age-appropriate design.
  • Evident from the text: the empirical sample is small and localized (7 families, 18 participants, all from Shenzhen), the intervention lasted five weeks, and there was no comparison or control condition; these constraints limit generalizability.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.1145/3613904.3642852

Cites

107 of 107 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

0 of 114 cited sources checked · 0 supported · 0 flagged

  • Findingown data
    § 5.1 Outcomes and Process of Family Engagement in AI-infused Multimaterial Storymaking (RQ1) · p. 8

    Many children reviewed their storybooks with family members at home.

    “many children reviewed their storybooks with family members at home”
    Quote in the paperNot a substantial claim
  • Findingown data
    § 5.1 Outcomes and Process of Family Engagement in AI-infused Multimaterial Storymaking (RQ1) · p. 7

    Most children and parents used drawing or clay-kneading combined with the generative AI to create their characters.

    “Most children and parents used drawing or clay-kneading combined with the generative AI to create their characters”
    Quote in the paperNot a substantial claim
  • Findingown data
    § 5.3 Surfacing the Therapeutic Meanings of Generative AI as Expressive Materials (RQ2) · p. 11

    AI increased families' creation efficiency.

    “Furthermore, AI increased families' creation efficiency.”
    Quote in the paperNot a substantial claim
  • Findingown data
    § 5.1 Outcomes and Process of Family Engagement in AI-infused Multimaterial Storymaking (RQ1) · p. 8

    Children used AI-generated materials to continue crafting new storybooks at home.

    “Children used AI-generated materials to continue crafting new storybooks at home”
    Quote in the paperSubstantial claim
  • Findingown data
    § 5.3 Surfacing the Therapeutic Meanings of Generative AI as Expressive Materials (RQ2) · p. 11

    AI helped children integrate personal relevance into their own stories, such as their family members and toys.

    “First, as presented earlier, AI helped children integrate personal relevance into their own stories, such as their family members and toys.”
    Quote in the paperSubstantial claim
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    Findingreasoning
    § 3 CONTEXT STUDY · p. 4

    Therapists in the context study considered that the rich variations of AI-generated images might enrich families' nonverbal expressions of ideas and feelings.

    “And the rich variations of AI-generated images might enrich families' nonverbal expressions of ideas and feelings.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The two context-study therapists' accounts are representative of family expressive arts therapy practice more broadly.
  • Classified as probably not a substantial claim. May combine two claims.

    Findingown data
    § 3 CONTEXT STUDY · p. 4

    Therapists in the context study considered that AI might be combined with different materials, such as using family-created artifacts as prompts for AI and using AI-generated images as elements for collage-making.

    “AI might be combined with different materials, such as using familycreated artifacts as prompts for AI and using AI-generated images as elements for collage-making.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The two context-study therapists' accounts are representative of family expressive arts therapy practice more broadly.
  • Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing).

    Findingown data
    § 5.3 Surfacing the Therapeutic Meanings of Generative AI as Expressive Materials (RQ2) · p. 11

    Toys brought into the story by generative AI would increase children's connection with the story.

    “For instance, as believed by P17, the toys brought into the story by generative AI, would increase children's connection with the story:”
    Quote in the paperNot a substantial claim
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    Findingnone given
    § 3 CONTEXT STUDY · p. 4

    A majority of the therapists' clientele consists of typical, everyday families.

    “In fact, a majority of their clientele consists of typical, everyday families.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The two context-study therapists' accounts are representative of family expressive arts therapy practice more broadly.
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    § 3 CONTEXT STUDY · p. 4

    Families also enroll to discover improved communication methods that can bolster their child's growth and maintain strong parent-child bonds.

    “They also aim to discover improved communication methods that can bolster their child's growth and maintain strong parentchild bonds.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The two context-study therapists' accounts are representative of family expressive arts therapy practice more broadly.
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    § 3 CONTEXT STUDY · p. 4

    Family expressive arts therapy helps families reflect on how their interactions and communication shape their relationships.

    “It also helps them reflect on how their interactions and communication shape their relationships.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The two context-study therapists' accounts are representative of family expressive arts therapy practice more broadly.
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    Findingnone given
    § 3 CONTEXT STUDY · p. 4

    In their regular sessions, therapists draw from a diverse set of art resources and integrate therapeutic principles like projection, positive psychotherapy, play therapy, and narrative therapy.

    “In their regular sessions, therapists draw from a diverse set of art resources and integrate therapeutic principles like projection, positive psychotherapy, play therapy, and narrative therapy.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The two context-study therapists' accounts are representative of family expressive arts therapy practice more broadly.
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    Findingreasoning
    § 3 CONTEXT STUDY · p. 4

    Family expressive arts therapy offers families a platform to comprehend one another and themselves better.

    “This therapeutic intervention offers families a valuable platform to comprehend one another and themselves better.”
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    § 5.3 Surfacing the Therapeutic Meanings of Generative AI as Expressive Materials (RQ2) · p. 11

    AI can provide endless variations and hence offer families abundant expressive possibilities.

    “Second, AI can provide endless variations and hence offer families abundant expressive possibilities:”
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    § 3 CONTEXT STUDY · p. 4

    Families typically enroll in family expressive arts therapy because parents seek a deeper understanding of their children, particularly facets not readily apparent to them.

    “As revealed by the therapists, families typically enroll in family expressive arts therapy because parents seek a deeper understanding of their children, particularly the facets not readily apparent to them.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The two context-study therapists' accounts are representative of family expressive arts therapy practice more broadly.
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    § 5.3 Surfacing the Therapeutic Meanings of Generative AI as Expressive Materials (RQ2) · p. 11

    AI could shuttle back and forth between the physical and digital world; physical artifacts can be blended into the digital world through AI generation, and AI-generated images were also used as materials in physical artmaking.

    “Therapists pinpointed that AI could 'shuttle' back and forth between the physical and the digital world. Physical artifacts can be blended into the digital world through AI generation; meanwhile, AI-generated images were also used as materials in physical artmaking:”
    Quote in the paperSubstantial claim
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    § 3 CONTEXT STUDY · p. 4

    As outlined by the therapists, family expressive arts therapy typically comprises phases: Preparation, Art Creation (including character-making, scene-making, and story-making), and Storytelling and Reflection.

    “As outlined by the therapists, family expressive arts therapy typically comprises the following phases: Preparation, Art Creation (including character-making, scene-making, and story-making), and Storytelling and Reflection (refer to Table 1).”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The two context-study therapists' accounts are representative of family expressive arts therapy practice more broadly.
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    Findingnone given
    § 3 CONTEXT STUDY · p. 4

    A variety of traditional materials are employed to enhance the family's expression.

    “A variety of traditional materials are employed to enhance the family's expression (for outcome examples, see Figure 2).”
    Quote in the paperNot a substantial claim
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    Findingown data
    § 5.1 Outcomes and Process of Family Engagement in AI-infused Multimaterial Storymaking (RQ1) · p. 8

    Children improvised new stories by playing with character tokens and their toys at home and made new crafts using the tokens.

    “Moreover, children improvised new stories by playing with character tokens and their toys at home and made new crafts using the tokens”
    Quote in the paperSubstantial claim
  • May combine two claims.

    Findingown data
    § 5.3 Surfacing the Therapeutic Meanings of Generative AI as Expressive Materials (RQ2) · p. 11

    AI helped children boost expressive confidence and focus on creative expression rather than art-making skills.

    “This helped children boost expressive confidence and focus on creative expression rather than art-making skills:”
    Quote in the paperSubstantial claim
  • May combine two claims.

    Findingown data
    § 5.3 Surfacing the Therapeutic Meanings of Generative AI as Expressive Materials (RQ2) · p. 11

    The findings revealed three themes: AI as empowerment for families; AI as connection between physical and digital, life and stories; AI as co-creator.

    “Our findings revealed three themes (see Table 4): (1) AI as empowerment for families; (2) AI as connection between physical and digital, life and stories; (3) AI as co-creator.”
    Quote in the paperSubstantial claim
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    § 3 CONTEXT STUDY · p. 4

    Therapists in the context study considered that AI might lower the creative threshold for families.

    “Namely, they considered that AI might lower the creative threshold for families.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The two context-study therapists' accounts are representative of family expressive arts therapy practice more broadly.
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    Findingown data
    § 5.3 Surfacing the Therapeutic Meanings of Generative AI as Expressive Materials (RQ2) · p. 11

    AI as expressive materials can foster the connection between the physical and digital world, as well as real life and stories.

    “In this study, we found that AI as expressive materials can foster the connection between the physical and digital world, as well as real life and stories, in twofold meanings:”
    Quote in the paperSubstantial claim
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    § 3 CONTEXT STUDY · p. 4

    Therapists in the context study believed that AI holds great potential if it can blend into, instead of replacing, physical materials.

    “They believed that AI holds great potential if it can blend into, instead of replacing physical materials.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The two context-study therapists' accounts are representative of family expressive arts therapy practice more broadly.
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    Findingown data
    § 5.3 Surfacing the Therapeutic Meanings of Generative AI as Expressive Materials (RQ2) · p. 11

    AI might create surprises when merged with traditional materials.

    “In addition to rich options, P17 mentioned that AI might create surprises when merged with traditional materials:”
    Quote in the paperNot a substantial claim
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    Findingown data
    § 5.2 Examining AI-infused Material Interactions through the Lens of ETC (RQ2) · p. 9

    Families engaged the sensory qualities of various materials through tactile, visual, and auditory elements, and intended to bring some of the appreciated visual or textural qualities into the AI images.

    “On the Sensory component, we found that families engaged the sensory qualities of various materials through tactile, visual, and auditory elements. And they intended to bring some of the appreciated visual or textural qualities into the AI images.”
    Quote in the paperSubstantial claim
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    Findingown data
    § 5.3 Surfacing the Therapeutic Meanings of Generative AI as Expressive Materials (RQ2) · p. 12

    Generative AI served as co-creator through family-AI mutual interpretations and family-AI compromise and authorship.

    “Family-AI mutual interpre- tations; Family-AI comprise and authorship.”
    Quote in the paperSubstantial claim
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    Findingown data
    § 5.3 Surfacing the Therapeutic Meanings of Generative AI as Expressive Materials (RQ2) · p. 12

    Generative AI unconditionally accepted families' imagination and afforded endless variations.

    “Unconditionally accepting families' imagination and affording endless varia- tions.”
    Quote in the paperSubstantial claim
  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data
    § 6.1.1 Desirable Qualities for Children . Four interaction qualities can be distilled to support children: · p. 13

    After discussions with the therapist, a few parents noted they should learn to appreciate the rawness or genuineness of the stories, which align with their children's age and lived experiences.

    “After discussions with the therapist, a few parents noted they should learn to appreciate the rawness or genuineness of the stories, which align with their children's age and lived experiences.”
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    § 5.3 Surfacing the Therapeutic Meanings of Generative AI as Expressive Materials (RQ2) · p. 12

    P3 was amazed by how AI interpreted highly abstract inputs.

    “P3 was amazed by how AI had interpreted some highly abstract inputs: 'P2 made a pile of mud and put it there, and AI could even create specific characters, which was quite impressive.'”
    Quote in the paperNot a substantial claim
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    § 5.3 Surfacing the Therapeutic Meanings of Generative AI as Expressive Materials (RQ2) · p. 12

    Generative AI lowered the creative threshold and increased creation efficiency for families.

    “Lowering the creative threshold and increasing creation efficiency”
    Quote in the paperSubstantial claim
  • Probably not a substantial claim: may not pass S3 (load-bearing).

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    § 5.3 Surfacing the Therapeutic Meanings of Generative AI as Expressive Materials (RQ2) · p. 12

    P17 reported that when AI-generated images deviated from expectations, they found the variation acceptable.

    “P17 explained that: 'initially, we probably had a preconceived notion, but when AI-generated images deviated from our expectations, we found this variation to be acceptable. '”
    Quote in the paperNot a substantial claim
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    § Moderating Family Communication through Storymaking. · p. 14

    Therapists have a substantial need to afford a playful space for family storymaking.

    “Therapists have a substantial need to afford a playful space for family storymaking.”
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    § Moderating Family Communication through Storymaking. · p. 14

    T1 encouraged the child to take on the role of the elephant mother created by his mother to act out what the angry elephant mother would say to the baby elephant using AI-image cutouts.

    “T1 encouraged the child to take on the role of the elephant mother created by his mother to act out what the angry elephant mother would say to the baby elephant using AI-image cutouts during the activities.”
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    § Moderating Family Communication through Storymaking. · p. 14

    Therapists commonly need to initiate perspective-taking plays to enhance mutual understanding among family members.

    “Further, therapists commonly need to initiate perspective-taking plays to enhance mutual understanding among family members.”
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    § 6.1.1 Desirable Qualities for Children . Four interaction qualities can be distilled to support children: · p. 13

    T2 identified family interaction issues by observing a mother's frowning responses to the artifacts her child presented.

    “T2 identified family interaction issues by observing a mother's frowning responses to the artifacts her child presented.”
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    § Moderating Family Communication through Storymaking. · p. 14

    Therapists often need to facilitate communication through role-playing.

    “First, therapists often need to facilitate communication through role-playing.”
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    § 6.1.1 Desirable Qualities for Children . Four interaction qualities can be distilled to support children: · p. 13

    Therapists try to gain insights into family interaction dynamics and their challenges in communication and relationship through the process and outcome artifacts of family joint storymaking.

    “Therapists also try to gain insights into family interaction dynamics and their challenges in communication and relationship through the process and outcome artifacts of the family's joint storymaking [48].”
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    § 6.2 Design Implications (RQ3) · p. 14

    AI-generated images of characters were based upon the children's artifacts or toys, and they were strongly appreciated for enabling high-quality, coherent characters that were seamlessly blended into diverse story scenes with a harmonious presence.

    “The AI-generated images of characters were based upon the children's artifacts or toys, and they were strongly appreciated for enabling high-quality, coherent characters that were seamlessly blended into diverse story scenes with a harmonious presence.”
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    § 6.2 Design Implications (RQ3) · p. 14

    These characters were found to be used as children's self-symbols or projections of family members, which can help children authentically reflect in the stories on the qualities inherent to their identities.

    “These characters were found to be used as children's self-symbols or projections of family members, which can help children authentically reflect in the stories on the qualities inherent to their identities [38].”
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    § 6.1.1 Desirable Qualities for Children . Four interaction qualities can be distilled to support children: · p. 13

    Therapists constantly try to observe the strengths of children via storymaking activities and utilize specific techniques to reveal these strengths to children and parents while steering the process.

    “Therapists constantly try to observe the strengths of the children via storymaking activities, and utilize specific techniques to reveal these strengths to both children themselves and their parents while steering the process.”
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    § 7 CONCLUSION · p. 15

    Our findings highlighted that emerging outcomes and process of storymaking-based expressive arts therapy combining generative AI and analog materials.

    “Our findings highlighted that emerging outcomes and process of storymaking-based expressive arts therapy combining generative AI and analog materials.”
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    § Moderating Family Communication through Storymaking. · p. 14

    P5 noted that despite she bought clay for her child before, she had never used it herself; during the session, she was impressed by how relaxed she felt when interacting with it.

    “P5 noted that despite she bought clay for her child before, she had never used it herself; and during the session, she was impressed by how relaxed she felt when interacting with it.”
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    § Moderating Family Communication through Storymaking. · p. 14

    T1 encouraged family members to name the characters and play the story characters created by themselves to express their inner thoughts.

    “During the activity, T1 encouraged the family members to name the characters and play the story characters created by themselves to express their inner thoughts.”
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    § 6.1.1 Desirable Qualities for Children . Four interaction qualities can be distilled to support children: · p. 13

    P13 explicitly projected himself, his mother, and his father to a purple fish, a seahorse, and a jellyfish.

    “P13 explicitly projected himself, his mother, and his father to a purple fish, a seahorse, and a jellyfish.”
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    § Moderating Family Communication through Storymaking. · p. 14

    In the study, a safe space was interpreted as a loving environment where a child can feel accepted and encouraged to express himself freely without concerns.

    “In our study, a safe space was interpreted as 'a loving environment (P3)' , where a child can feel that 'everyone accepted him and encouraged him to express himself freely without concerns (P3)' .”
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    § 6.2 Design Implications (RQ3) · p. 15

    The storybooks co-created by the families could become a meaningful part of their family memory archive.

    “In our findings, we found that the storybooks co-created by the families could become a meaningful part of their family memory archive.”
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    § 6.2 Design Implications (RQ3) · p. 14

    In our study, we emphasized the paramount importance of crafting story characters using AI that are intricately connected to the concept of self-symbols.

    “In our study, we emphasized the paramount importance of crafting story characters using AI that are intricately connected to the concept of self-symbols (e.g, Figure 7 11 ).”
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    § 6.1.1 Desirable Qualities for Children . Four interaction qualities can be distilled to support children: · p. 13

    P3 was surprised to recognize the heroic valiant characteristic within P4.

    “P3 was surprised to recognize the heroic valiant characteristic within P4 (see Figure 7 15 ).”
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    Premisenone given
    § 2.1 Storymaking in Expressive Arts Therapy · p. 3

    Few studies have introduced digital materials, and little is known about how to leverage generative AI as expressive materials to support family expressive arts therapy.

    “Few studies introduced digital materials, and little is known about how to leverage generative AI as expressive materials to support family expressive arts therapy.”
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    § 1 INTRODUCTION · p. 1

    Family communication plays a pivotal role in co-constructing and negotiating meanings, shaping identity, and influencing the dynamics of parent-child relationships.

    “Family communication plays a pivotal role in co-constructing and negotiating meanings, shaping identity, and influencing the dynamics of parent-child relationships [11].”
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    § 2.1 Storymaking in Expressive Arts Therapy · p. 3

    ETC serves as a valuable tool for categorizing and organizing how clients interact with expressive materials as they process information and form images.

    “ETC serves as a valuable tool for categorizing and organizing how clients interact with expressive materials as they process information and form images [46].”
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    § 2.1 Storymaking in Expressive Arts Therapy · p. 2

    There is a lack of knowledge about the role of technology in family expressive arts therapy.

    “However, there is a lack of knowledge about the role of technology in family expressive arts therapy.”
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    § 1 INTRODUCTION · p. 1

    Family communication can support children's psychological well-being and overall development.

    “It can also support children's psychological well-being and overall development [47].”
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    § 1 INTRODUCTION · p. 1

    Family communication can be hindered or disrupted by excessive technology use, parental work-family conflict, and undesirable communication patterns.

    “However, family communications can be hindered or disrupted by many issues, such as excessive technology use [19], parental work-family conflict [77], and undesirable communication patterns [94].”
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    § 1 INTRODUCTION · p. 1

    Family expressive arts therapy engages family groups in integrative and multi-modal expressive and constructive tasks and can help break down communication barriers and develop a collaborative approach to explore family dynamics and strengthen family relationships.

    “Family expressive arts therapy, facilitated by expressive art therapists, engages family groups in integrative and multi-modal expressive and constructive tasks—e.g., drawing, playing, storytelling, or collage-making—which can help break down barriers of communication and develop a collaborative approach to explore family dynamics and strengthen family relationships [54, 59, 67].”
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    § 2.1 Storymaking in Expressive Arts Therapy · p. 3

    Current practices of expressive arts therapy mainly rely on traditional materials.

    “The current practices of expressive arts therapy mainly rely on traditional materials.”
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    Premisecitation
    § 2.1 Storymaking in Expressive Arts Therapy · p. 3

    Material interaction plays a pivotal role in expressive arts therapy, facilitating self-expression and therapeutic healing via creative expression.

    “Material interaction plays a pivotal role in expressive arts therapy, facilitating self-expression and therapeutic healing via creative expression [38, 56].”
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    § 2.1 Storymaking in Expressive Arts Therapy · p. 2

    Expressive arts therapy has been proven to be an effective intervention to understand family dynamics and foster family communication.

    “Expressive arts therapy has been proven to be an effective intervention to understand family dynamics and foster family communication [37, 54, 55].”
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    § 2.2 Storytelling and Storymaking in HCI · p. 3

    A large body of HCI research has explored technologies supporting children's or families' storytelling and storymaking outside the settings of expressive arts therapy.

    “However, a large body of HCI research has explored technologies supporting children or families' storytelling and storymaking outside the settings of expressive arts therapy [3, 102, 103, 110, 132].”
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    § 2.1 Storymaking in Expressive Arts Therapy · p. 2

    When developing story plots, therapists guide participants to build stories' tension by setting obstacles to encourage participants to solve problems.

    “When developing story plots, therapists would guide participants to build stories' tension by setting obstacles to encourage participants to solve problems [87].”
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    § 2.1 Storymaking in Expressive Arts Therapy · p. 3

    The Expressive Therapies Continuum (ETC) framework offers valuable insights for addressing how clients interact with expressive materials.

    “The Expressive Therapies Continuum (ETC) framework offers valuable insights for addressing this aspect [38].”
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    § 1 INTRODUCTION · p. 2

    The concept of 'AI as a design material' has presented promising and novel prospects for designers or design-oriented research in HCI.

    “In recent years, the concept of 'AI as a design material' has presented promising and novel prospects for designers or design-oriented research in HCI [26, 40].”
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    Premisenone given
    § 2.1 Storymaking in Expressive Arts Therapy · p. 2

    Within expressive arts therapy, the focus lies on the process of creation rather than the product of creation.

    “Within expressive arts therapy, the focus lies on the process of creation rather than the product of creation .”
    Quote in the paperNot a substantial claim
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    Interpretationreasoning
    § 1 INTRODUCTION · p. 2

    There is an unaddressed opportunity to explore the properties of generative AI when used as expressive materials in expressive arts therapy.

    “These studies revealed the potential properties of generative AI as design materials to propel the creativity of (both amateur and professional) designers, suggesting an unaddressed opportunity to explore the properties of generative AI when used as expressive materials in expressive arts therapy.”
    Quote in the paperNot a substantial claim
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    Premisereasoning
    § 1 INTRODUCTION · p. 2

    It is yet to be explored whether and how digital media, including generative AI techniques, could be utilized as materials for expressive arts therapy.

    “While the properties of traditional physical art-making materials have been extensively examined in expressive therapy studies [46, 68], it is yet to be explored whether and how digital media, including the emerging generative AI techniques, could be utilized as materials for expressive arts therapy.”
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    Premisecitation
    § 2.1 Storymaking in Expressive Arts Therapy · p. 2

    During therapeutic narrative creating, the characters created serve as metaphors, projecting their own inner thoughts.

    “in addition, during their therapeutic narrative creating process, the characters they created serve as metaphors, projecting theirs own inner thoughts [87].”
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    § 2.2 Storytelling and Storymaking in HCI · p. 3

    A relatively smaller body of HCI research has focused on storymaking by family members.

    “Moreover, a relatively smaller body of research has focused on the storymaking by family members.”
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    Premisenone given
    § 2.2 Storytelling and Storymaking in HCI · p. 3

    Storymaking as expressive arts therapy remains scarcely studied in HCI.

    “Storymaking as expressive arts therapy, remains scarcely studied in HCI.”
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    Premisecitation
    § 2.1 Storymaking in Expressive Arts Therapy · p. 2

    Storymaking, as a form of expressive arts therapy that combines various types of creative and expressive tasks, has been commonly leveraged with families.

    “Notably, storymaking, as a form of expressive arts therapy that combines various types of creative and expressive tasks, has been commonly leveraged with families [14, 31, 36, 70, 75].”
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    § 2.1 Storymaking in Expressive Arts Therapy · p. 2

    Therapeutic storymaking often incorporates art-making techniques (e.g., drawing, clay manipulation, collage-making) with storytelling.

    “Such therapeutic storymaking often incorporates art-making techniques (e.g., drawing, clay manipulation, and collage-making) with storytelling [31, 78].”
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    § 1 INTRODUCTION · p. 1

    Disrupted family communication can result in increased family tension or conflict, children's mental health issues, and behavioral problems and at-risk behaviors of the family unit.

    “This could result in significant and lasting negative effects, including increased family tension or conflict [107], mental health issues of children [8], and behavioral problems and at-risk behaviors of the family unit [122].”
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    Premisecitation
    § 1 INTRODUCTION · p. 2

    Materials occupy an essential presence in expressive arts therapy as they afford different expressive properties that can evoke specific experiences during art-creating.

    “Materials occupy an essential presence in expressive arts therapy as they afford different expressive properties that can evoke specific experiences during the act of art-creating [56, 92].”
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    § 2.1 Storymaking in Expressive Arts Therapy · p. 2

    In family members' art-making, therapists can provide a comfortable and safe space where parents and children utilize physical expressive materials as languages for social, physical, and spiritual wellness.

    “In the process of family members' art-making, therapists can provide a comfortable and safe space where parents and children utilize physical expressive materials as languages for social, physical, and spiritual wellness [56];”
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    Premisereasoning
    § 1 INTRODUCTION · p. 2

    There is a lack of research into the implications of supporting both the family (children and parents) and the therapists when using storymaking in the settings of expressive arts therapy.

    “To the best of our knowledge, there is a lack of research into the implications of supporting both the family (children and parents) and the therapists when using storymaking in the settings of expressive arts therapy.”
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  • Probably not a substantial claim: may not pass S4 (based).

    Premisenone given
    § 1 INTRODUCTION · p. 1

    HCI research has accumulated little knowledge about how to support families and therapists in storymaking-based expressive arts therapy sessions.

    “Despite these benefits for families, research in Human-Computer Interaction (HCI) has accumulated little knowledge about how to support families and therapists in storymaking-based expressive arts therapy sessions.”
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    Premisecitation
    § 2.1 Storymaking in Expressive Arts Therapy · p. 2

    Expressive arts therapy is an integrative and multi-modal intervention incorporating multiple art-making forms to achieve personal growth and social transformation.

    “It refers to an integrative and multi-modal intervention incorporating multiple art-making forms to achieve personal growth and social transformation [60, 66].”
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    § 2.1 Storymaking in Expressive Arts Therapy · p. 2

    The benefits of expressive arts therapy have been evident across people of all ages.

    “Its benefits have been evident across people of all ages [30, 100].”
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    Premisecitation
    § 1 INTRODUCTION · p. 1

    Storymaking has been one of the therapeutic activities frequently leveraged by therapists with family groups, especially children and parents.

    “Storymaking has been one of such therapeutic activities frequently leveraged by therapists with family groups, especially children and parents [31, 75].”
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    Interpretationown data
    § 5.3 Surfacing the Therapeutic Meanings of Generative AI as Expressive Materials (RQ2) · p. 11

    Self-symbols can help children and parents observe and reflect on their inner qualities.

    “The therapist explained that self-symbols can help children and parents observe and reflect on their inner qualities:”
    Quote in the paperSubstantial claim
  • May combine two claims.

    Interpretationcitation
    § 5.3 Surfacing the Therapeutic Meanings of Generative AI as Expressive Materials (RQ2) · p. 11

    Such unconditional embracing of families' imaginations could foster their creative self-expression, and psychological self-healing and renewal.

    “Such unconditional embracing of families' imaginations could foster their creative self-expression, and psychological self-healing and renewal [72].”
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    Premisecitation
    § 5.2 Examining AI-infused Material Interactions through the Lens of ETC (RQ2) · p. 9

    Material interactions play a pivotal role in the therapeutic outcomes and the overall experience of the clients.

    “Material interactions play a pivotal role in the therapeutic outcomes and the overall experience of the clients [56].”
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    Premisecitation
    § 2.3 Child or Family Engagement with AI · p. 3

    In HCI, there is a substantial body of research exploring how to design technologies to promote children's and families' AI literacy.

    “In HCI, there is a substantial body of research exploring how to design technologies to promote children's and families' AI literacy [1, 28, 61].”
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    Interpretationcitation
    § 5.3 Surfacing the Therapeutic Meanings of Generative AI as Expressive Materials (RQ2) · p. 11

    The rich creative possibilities are deemed as empowerment to exploration.

    “The rich creative possibilities are deemed as empowerment to exploration [12].”
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    § 5.2 Examining AI-infused Material Interactions through the Lens of ETC (RQ2) · p. 9

    At the Kinesthetic/Sensory Level, the processing of information commences at a preverbal stage.

    “At the Kinesthetic/Sensory Level, the processing of information commences at a preverbal stage [38].”
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    Premisecitation
    § 4.2 Materials and Procedure · p. 5

    The significance of a long-term therapeutic approach is underscored in research.

    “While the significance of longterm therapeutic approach is underscored in research [33], it is infrequently accommodated in HCI studies.”
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    Study design and conductnone given
    § 4.1 Family Recruitment · p. 4

    Before participating, participants read and acknowledged the informed consent form by appending their signatures.

    “Also, before participating in the activity, participants diligently read and acknowledged the informed consent form by appending their signatures.”
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    Interpretationcitation
    § 5.1 Outcomes and Process of Family Engagement in AI-infused Multimaterial Storymaking (RQ1) · p. 7

    Incorporating toys as story characters echoes the idea of externalized metaphors.

    “echoing the idea of externalized metaphors [87]”
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    § 2.3 Child or Family Engagement with AI · p. 3

    Families play a significant role in children's interaction with technology.

    “Families as an essential factor of children's development, also play a significant role in children's interaction with technology [9, 16].”
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    § 4.2 Materials and Procedure · p. 5

    Long-term therapeutic approach is infrequently accommodated in HCI studies.

    “While the significance of longterm therapeutic approach is underscored in research [33], it is infrequently accommodated in HCI studies.”
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  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductown data
    § 3 CONTEXT STUDY · p. 4

    Both therapists in the context study had over 5 years of expertise in practice.

    “Both therapists came with over 5 years of expertise in practice.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The two context-study therapists' accounts are representative of family expressive arts therapy practice more broadly.
  • Classified as probably not a substantial claim.

    Study design and conductown data
    § 4.1 Family Recruitment · p. 4

    The study's protocol received approval from the institutional research ethics board.

    “Our protocol received approval from the institutional research ethics board, and all names mentioned in this paper have been replaced with pseudonyms.”
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    Interpretationcitation
    § 5.1 Outcomes and Process of Family Engagement in AI-infused Multimaterial Storymaking (RQ1) · p. 7

    Bodily performance has been deemed to facilitate embodied exploration, rehearsal, and demonstration of story ideas or creative solutions.

    “which has been deemed to facilitate embodied exploration, rehearsal, and demonstration of story ideas or creative slotuions [45].”
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    § 4.1 Family Recruitment · p. 4

    All names mentioned in the paper have been replaced with pseudonyms.

    “Our protocol received approval from the institutional research ethics board, and all names mentioned in this paper have been replaced with pseudonyms.”
    Quote in the paperNot a substantial claim
  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation
    § 4.1 Family Recruitment · p. 4

    The recruitment flyer's aim of facilitating parent-child communication and strengthening relationship aligns with the predominant needs expressed by the therapist's clients and the overarching objective of family-centered expressive arts therapies.

    “This aligns with the predominant needs expressed by the therapist's clients and the overarching objective of family-centered expressive arts therapies, as noted in [48].”
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    Premisereasoning
    § 2.2 Storytelling and Storymaking in HCI · p. 3

    Relevant understanding is yet to be established on whether and how generative AI could be integrated as a form of expressive materials in family expressive arts therapy.

    “And relevant understanding is yet to be established on whether and how generative AI could be integrated as a form of expressive materials in this context.”
    Quote in the paperNot a substantial claim
  • May combine two claims.

    Premisecitation
    § 4.2 Materials and Procedure · p. 5

    Midjourney was selected as a research probe due to its customization and easy-to-use features and its speed and efficiency in generating diverse high-quality images without prolonged prompt setup.

    “In addition to physical expressive materials, we introduced one of the most popular image-generative AI tools, Midjourney [74], as a research probe due to several advantages: (1) customization and easy-to-use: it provides a broad range of customization features and a highly user-friendly interface [88]. (2) speed and efficiency: it quickly generates diverse high-quality images without prolonged p”
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    Premisenone given
    § 2.3 Child or Family Engagement with AI · p. 4

    Prior work has rarely explored how Diffusion models can be employed as family co-creative support.

    “However, prior work has rarely explored on how Diffusion models can be employed as family co-creative support.”
    Quote in the paperNot a substantial claim
  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationcitation
    § 5.1 Outcomes and Process of Family Engagement in AI-infused Multimaterial Storymaking (RQ1) · p. 7

    Role-play with swapping roles offers potential benefits of perspective taking.

    “offering potential benefits of perspective taking [2, 43]”
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    Interpretationcitation
    § 5.1 Outcomes and Process of Family Engagement in AI-infused Multimaterial Storymaking (RQ1) · p. 7

    Their arrangement and structuring of scenes could reflect their emotional experiences from those scenarios.

    “As noted by related theory [38], their arrangement and structuring of scenes could reflect their emotional experiences from those scenarios.”
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    Premisecitation
    § 4.2 Materials and Procedure · p. 5

    The incorporation of both verbal and non-verbal forms holds significant importance in the context of expressive arts therapy.

    “The incorporation of both verbal and non-verbal forms holds significant importance in the context of expressive arts therapy [66].”
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    Premisenone given
    § 2.3 Child or Family Engagement with AI · p. 4

    Few studies focus on how Diffusion models incorporate into family expressive arts therapy.

    “Further, few studies focus on how Diffusion models incorporate into family expressive arts therapy.”
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  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationcitation
    § 5.3 Surfacing the Therapeutic Meanings of Generative AI as Expressive Materials (RQ2) · p. 11

    Children might use personal toys to represent their inner world and external experiences symbolically.

    “Children might use personal toys to represent their inner world and external experiences symbolically [37].”
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    Interpretationcitation
    § 5.2 Examining AI-infused Material Interactions through the Lens of ETC (RQ2) · p. 9

    These activities can facilitate individuals' release of energy, physical arousal, and tension, and promote relaxation for clients.

    “According to related theories, these activities can facilitate individuals' release of energy, physical arousal, and tension [63]. It also promotes relaxation for clients [109].”
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    Premisecitation
    § 5.3 Surfacing the Therapeutic Meanings of Generative AI as Expressive Materials (RQ2) · p. 11

    Transitional objects are believed to offer a sense of comfort, security, and emotional support to a child.

    “which are believed to offer a sense of comfort, security, and emotional support to a child [120].”
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    Interpretationcitation
    § 5.2 Examining AI-infused Material Interactions through the Lens of ETC (RQ2) · p. 9

    These activities can enhance broader attention to the present moment, encourage self-soothing, and express inner sensation.

    “According to related theories [65], these activities can enhance broader attention to the present moment, encourage self-soothing, and express inner sensation.”
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    Interpretationcitation
    § 5.2 Examining AI-infused Material Interactions through the Lens of ETC (RQ2) · p. 10

    Such perceptual aspects in expressive making could increase structural awareness and foster a satisfying internal state.

    “Such perceptual aspects in expressive making could increase structural awareness and foster a satisfying internal state [38, 113].”
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    Interpretationcitation
    § 5.2 Examining AI-infused Material Interactions through the Lens of ETC (RQ2) · p. 10

    Such symbolic aspects help children realize personal meaning and enable parents to understand their children through personal symbols.

    “Such symbolic aspects help children realize personal meaning and enable parents to understand their children through personal symbols [46].”
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  • Classified as probably not a substantial claim.

    Study design and conductnone given
    § 4.2 Materials and Procedure · p. 7

    All sessions were audio- and video-recorded.

    “All sessions were audioand video-recorded.”
    Quote in the paperSubstantial claim
  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given
    § 4.2 Materials and Procedure · p. 7

    Two researchers conducted collaborative inductive coding.

    “two researchers conducted collaborative inductive coding.”
    Quote in the paperNot a substantial claim
  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation
    § 6.1.1 Desirable Qualities for Children . Four interaction qualities can be distilled to support children: · p. 13

    Family sharing enhances the sense of family togetherness and unity, benefiting children's growth and learning.

    “Such family sharing enhances the sense of family togetherness and unity, benefiting children's growth and learning [20].”
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    Interpretationcitation
    § 5.2 Examining AI-infused Material Interactions through the Lens of ETC (RQ2) · p. 10

    Such creative moments ignited along the process could sparkle the experience of innovating and self-actualizing.

    “Such creative moments ignited along the process could sparkle the experience of innovating and self-actualizing [38].”
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    § 4.2 Materials and Procedure · p. 7

    All interview data were transcribed verbatim.

    “All the interview data were transcribed verbatim.”
    Quote in the paperNot a substantial claim
  • Classified as probably not a substantial claim.

    Study design and conductcitation
    § 4.2 Materials and Procedure · p. 7

    We employed the thematic analysis method to dissect the therapists' commentaries.

    “we employed the thematic analysis method, as referenced in [13], to dissect the therapists' commentaries.”
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    Interpretationown data
    § 5.3 Surfacing the Therapeutic Meanings of Generative AI as Expressive Materials (RQ2) · p. 12

    Providing more choices can help establish human-AI authorship.

    “P5 explained that providing more choices can help establish human-AI authorship: 'AI provided several images and allowed them to choose one that closely mirrored their own creation. This may be considered as respecting their ideas' .”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Human-AI authorship is crucial within the context of expressive arts therapy.
  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation
    § 6.1.1 Desirable Qualities for Children . Four interaction qualities can be distilled to support children: · p. 13

    Analog material interactions have significant therapeutic value and cannot be easily replaced by digital interaction.

    “ETC argues for the significant therapeutic value of (analog) material interactions [38], which cannot be easily replaced by digital interaction.”
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    Study design and conductnone given
    § 4.2 Materials and Procedure · p. 7

    We conducted a two-hour expert review session with four therapists.

    “we conducted a two-hour expert review session with four therapists (T1-T4; T1 directed all storymaking sessions)”
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  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation
    § 5.3 Surfacing the Therapeutic Meanings of Generative AI as Expressive Materials (RQ2) · p. 11

    Transitional objects are typically considered as an item a child is strongly attached to in life.

    “Transitional objects are typically considered as an item a child is strongly attached to in life [120].”
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    • cites [120]

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  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation
    § 6.1.1 Desirable Qualities for Children . Four interaction qualities can be distilled to support children: · p. 13

    These characters are symbolic instruments for children to project inner emotional states and externalize inner conflicts through stories.

    “These characters are the symbolic instruments for children to project inner emotional states and externalize inner conflicts through stories [43].”
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    Interpretationown data
    § 5.3 Surfacing the Therapeutic Meanings of Generative AI as Expressive Materials (RQ2) · p. 12

    Generative AI, as agential materials, were not only used by families but also collaborated with them.

    “We found that generative AI, as agential materials, were not only used by families but also 'collaborated' with them, as surfaced by two aspects:”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Generative AI by nature interprets human input (prompts) to generate outcomes.
  • May combine two claims.

    Interpretationcitation
    § Moderating Family Communication through Storymaking. · p. 14

    Children might express their thoughts more comfortably through role-playing, leading to open and honest conversations.

    “Children might express their thoughts more comfortably through role-playing, leading to open and honest conversations [2, 71].”
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    • cites [2] source

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    Premisecitation
    § Moderating Family Communication through Storymaking. · p. 14

    Therapists value the importance of affording a safe space where participants feel comfortable while engaging in the creative process and expressing their thoughts.

    “therapists value the importance of affording a safe space where participants feel comfortable while engaging in the creative process and expressing their thoughts [56].”
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    • cites [56] source

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    Premisecitation
    § 6.1.1 Desirable Qualities for Children . Four interaction qualities can be distilled to support children: · p. 13

    According to positive psychotherapy theory, a strength-based approach can enable therapists to identify and capitalize on children's strengths, granting resources for children to face challenges in life.

    “According to positive psychotherapy theory [91], such a strength-based approach can enable therapists to identify and capitalize on children's strengths, granting resources for children to face the challenges in life.”
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    • cites [91]

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    Interpretationcitation
    § 6.1.1 Desirable Qualities for Children . Four interaction qualities can be distilled to support children: · p. 13

    Storymaking can become a family ritual with potential value of promoting family interaction and sense of togetherness.

    “This suggests the potential value of promoting family interaction [20] and the sense of togetherness [114] when storymaking can become a family ritual.”
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    • cites [20] source

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    Premisecitation
    § 6.2 Design Implications (RQ3) · p. 14

    Prior research has shown that AI might wield significant influence at higher-level components, such as affective or cognitive components.

    “Prior research has shown that AI might wield significant influence at higher-level components, such as affective [118] or cognitive components [35].”
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    Premisecitation
    § Moderating Family Communication through Storymaking. · p. 14

    Facilitating perspective-taking can help families overcome egocentric tendencies, promote mutual understanding, and foster empathy.

    “Facilitating perspective-taking can help families overcome egocentric tendencies, promote mutual understanding, and foster empathy [21].”
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    • cites [21]

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    Study design and conductown data
    § 6.3 Limitations and Future Opportunities · p. 15

    We did not encounter unsuitable images, but there were occasional minor issues with counterfactual or unconventional elements in the AI-generated images.

    “While we did not encounter unsuitable images, there were occasional minor issues with counterfactual or unconventional elements in the AI-generated images.”
    Quote in the paperNot a substantial claim
  • May combine two claims.

    Interpretationcitation
    § 6.2 Design Implications (RQ3) · p. 14

    Enabling physicalization or materialization of AI-generated contents could enrich the sensorial and kinesthetic qualities of family-AI interactions, aid children's motor-sensory skills, induce mental soothing effects, and promote positive parental involvement.

    “it has been revealed that by enabling physicalization or materialization of AI-generated contents, we could enrich the sensorial and kinesthetic qualities of family-AI interactions, which could not only aid children's motor-sensory skills but also induce mental soothing effects [65] and positive parental involvement [128].”
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    Interpretationown data
    § 6.2 Design Implications (RQ3) · p. 14

    Our study, applying ETC, revealed new insights into family-AI interaction design, applicable beyond therapy contexts.

    “However, our study, applying Expressive Therapies Continuum (ETC), revealed new insights into family-AI interaction design, applicable beyond therapy contexts.”
    Quote in the paperSubstantial claim
  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

    Interpretationnone given
    § 6.3 Limitations and Future Opportunities · p. 15

    We surfaced the exciting possibilities of combining generative AI with embodied or physical interaction experiences.

    “Additionally, we surfaced the exciting possibilities of combining generative AI with embodied or physical interaction experiences.”
    Quote in the paperNot a substantial claim
  • Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

    Interpretationreasoning
    § 6.2 Design Implications (RQ3) · p. 14

    These objects can offer children continued companionship beyond the creative activity, holding potential to aid children's self-empowerment journey in everyday life.

    “These objects can offer children continued companionship beyond the creative activity, holding the potential to aid children's self-empowerment journey in everyday life.”
    Quote in the paperNot a substantial claim
  • Classified as probably not a substantial claim.

    Interpretationcitation
    § 6.2 Design Implications (RQ3) · p. 14

    Engaging in role-playing and perspective-taking can help parents and children comfortably and empathically communicate via story characters, strengthening their understanding of each other's thoughts and feelings.

    “Engaging in role-playing and perspective-taking can help parents and children comfortably and empathically communicate via story characters, strengthening their understanding of each other's thoughts and feelings [108].”
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    • cites [108] source

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    Interpretationnone given
    § 6.3 Limitations and Future Opportunities · p. 15

    Our study surfaced a relevant and concrete understanding of the needs and experiences of families using AI for creative expression.

    “our study surfaced a relevant and concrete understanding of the needs and experiences of families using AI for creative expression.”
    Quote in the paperNot a substantial claim
  • Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

    Interpretationown data
    § 7 CONCLUSION · p. 15

    Our work contributes to a nuanced understanding of desirable interaction qualities of children, parents and therapists, and provides design implications regarding supporting storymaking based expressive arts therapy.

    “Our work contributes to a nuanced understanding of desirable interaction qualities of children, parents and therapists, and provides design implications regarding supporting storymaking based expressive arts therapy.”
    Quote in the paperNot a substantial claim
  • May combine two claims.

    Interpretationcitation
    § 6.3 Limitations and Future Opportunities · p. 15

    Our study concretized the value of family storymaking not just for children's learning but for preserving family memories and jointly constructing family meaning over time.

    “Our study also concretized the value of family storymaking not just for children's learning but for preserving family memories and jointly constructing family meaning over time [44].”
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    Study design and conductreasoning
    § 6.3 Limitations and Future Opportunities · p. 15

    We afforded multiple cycles of generation and regeneration, allowing families to iteratively explore different outcomes.

    “we afforded multiple cycles of generation and regeneration, allowing families to iteratively explore different outcomes.”
    Quote in the paperNot a substantial claim
  • Classified as probably not a substantial claim.

    Interpretationnone given
    § 7 CONCLUSION · p. 15

    Through the lens of ETC, we characterize the therapeutic meanings of generative AI as expressive materials.

    “Through the lens of ETC, we characterize the therapeutic meanings of generative AI as expressive materials.”
    Quote in the paperSubstantial claim
  • May combine two claims.

    Interpretationreasoning
    § 6.1.1 Desirable Qualities for Children . Four interaction qualities can be distilled to support children: · p. 13

    T1 confirmed the child's strong attachment to the mother and the sense of disconnection of the father due to the father's limited availability for family.

    “T1 thereby confirms the child's strong attachment to the mother and the sense of disconnection of the father due to the father's limited availability for family.”
    Quote in the paperNot a substantial claim
  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation
    § 6.1.1 Desirable Qualities for Children . Four interaction qualities can be distilled to support children: · p. 13

    Storytelling is a powerful tool to help parents make sense of children's life experiences and identities.

    “Storytelling is a powerful tool to help parents make sense of children's life experiences and identities [98].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [98]

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Interpretationnone given
    § 6.1.1 Desirable Qualities for Children . Four interaction qualities can be distilled to support children: · p. 13

    Three interaction qualities are desirable when supporting therapists.

    “Three interaction qualities are desirable when supporting therapists:”
    Quote in the paperNot a substantial claim
  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning
    § 6.3 Limitations and Future Opportunities · p. 15

    Our study highlighted how family expressive arts therapy offers novel avenues for creating family-oriented technologies.

    “Our study highlighted how family expressive arts therapy offers novel avenues for creating family-oriented technologies.”
    Quote in the paperNot a substantial claim
136 of 136
  • The paper relies on this without support.

    The two context-study therapists' accounts are representative of family expressive arts therapy practice more broadly.

    “we conducted a context study using semi-structured online interviews with two professional expressive arts therapists.”
  • The paper relies on this without support.

    The five-week session duration is sufficient for the therapeutic intervention to unfold.

    “These sessions, each an hour long, were spaced at least a week apart. This grants the time necessary for the therapeutic intervention to unfold and also enables us to gather participants' insights over an extended period.”
  • The paper relies on this without support.

    Few HCI studies focused on storymaking-based expressive arts therapy in the context of family.

    “Few HCI studies focused on storymaking-based expressive arts therapy in the context of family.”
  • The paper relies on this without support.

    Generative AI by nature interprets human input (prompts) to generate outcomes.

    “First, generative AI, by nature, interprets human input (prompts) to generate outcomes.”
  • The paper relies on this without support.

    Generative AI might not always produce preferred outcomes due to inherent uncertainties in AI.

    “generative AI might not always produce preferred outcomes due to inherent uncertainties in AI.”
  • The paper relies on this without support.

    Human-AI authorship is crucial within the context of expressive arts therapy.

    “Human-AI authorship is crucial within the context of expressive arts therapy.”
6 of 6

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Other reviewed systems adopt an enhancer approach where children first generate ideas or artifacts and then receive alternative suggestions or elaborations from AI.

    “Others adopt an enhancer approach [11,35,59,60,[62][63][64], where children are first encouraged to generate ideas or artifacts on their own, and only afterward receive alternative suggestions or elaborations from the AI.”

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Family F16 is not among the participant families

    Minor

    The paper describes an action by F16, but Table 2 identifies families only as F1-F7. The participant numbered 16 belongs to F6, suggesting that "F16" should be "P16."

1 of 1

Cites

Flagged first, then by citations

Research works printed but not linked: 19

  1. V Barclay Goldstein. 1999. The magic of mess painting: the creativity mobilization technique.Sausalito, California, Trans-Hyborean Institute of Science, New York, NY, USA.
  2. Paula M Barrett, Amanda L Duffy, Mark R Dadds, and Ronald M Rapee. 2001. Cognitive–behavioral treatment of anxiety disorders in children: Long-term (6-year) follow-up.Journal of consulting and clinical psychology 69, 1 (2001), 135.
  3. Virginia Braun and Victoria Clarke. 2006. Using thematic analysis in psychology. Qualitative research in psychology 3, 2 (2006), 77–101.
  4. Justine Cassell and Kimiko Ryokai. 2001. Making space for voice: Technologies to support children’s fantasy and storytelling. Personal and ubiquitous computing 5 (2001), 169–190.
  5. Rudolf Dreikurs. 1959. The courage to be imperfect. Oregon Society of Individual Psychology.
  6. Jonathan Ho, Ajay Jain, and Pieter Abbeel. 2020. Denoising diffusion probabilistic models. Advances in neural information processing systems 33 (2020), 6840–6851.
  7. Sue Jennings. 2005. Embodiment-projection-role: A developmental model for the play therapy method. International handbook of play therapy: Advances in assessment, theory, research, and practice 76, 65 (2005), 65–76.
  8. Chinmay Kulkarni, Stefania Druga, Minsuk Chang, Alex Fiannaca, Carrie Cai, and Michael Terry. 2023. A Word is Worth a Thousand Pictures: Prompts as AI Design Material. arXiv preprint arXiv:2303.12647 22, 22 (2023), 22. · arXiv
  9. Cathy A Malchiodi. 2003. Expressive arts therapy and multimodal approaches. Handbook of art therapy 6 (2003), 106–119.
  10. Cathy A Malchiodi. 2013. Expressive therapies. Guilford Publications, New York,NY.
  11. Cathy A Malchiodi. 2022. Handbook of expressive arts therapy. Guilford Publications, New York,NY.
  12. Allison Renee Manheim. 1998. The relationship between the artistic process and self-actualization. Art therapy 15, 2 (1998), 99–106.
  13. Susan Perrow. 2008. Healing stories for challenging behaviour. Hawthorn press, USA.
  14. 10.7551/mitpress · DOI
  15. Elinor Ulman. 2001. Art therapy: Problems of definition. American journal of art therapy 40, 1 (2001), 16.
  16. Gisela Wajskop and Shelley Stagg Peterson. 2015. Dramatic play as a meaning-making and story-making activity. Early Childhood Education 43, 1 (2015), 17–20.
  17. Britt-Maj Wikström. 2005. Communicating via expressive arts: the natural medium of self-expression for hospitalized children.Pediatric nursing 31, 6 (2005), 480–5.
  18. 10.1093/med:psych · DOI
  19. Zhiwen Xiao, Xiaoming Li, and Bonita Stanton. 2011. Perceptions of parent–adolescent communication within families: It is a matter of perspective. Psychology, health & medicine 16, 1 (2011), 53–65.

Cited by

Sorted by citations

Authors
Liu, D., Zhou, H., & An, P.
Affiliations
  • School of Design, Southern University of Science and Technology, China
  • Southern University of Science and Technology (CN)
Venue
Proceedings of the CHI Conference on Human Factors in Computing Systems
Publisher
ACM
Published
2024-05-11
Pages
1-21
OpenAlex
W4391766849
Cited by
38
References
107
Citations by year
2026: 21 · 2025: 16 · 2024: 1
FWCI
219.92
Type
conference paper
Language
en
Open access
Locations
  • CHI Conference on Human Factors in Computing Systems (publishedVersion)
  • arXiv (Cornell University) (submittedVersion, cc-by-sa)
  • arXiv (Cornell University)
Funders
NSSFC Art Grant (22CG184)
Topics
  • Social Sciences › Arts and Humanities › Conservation › Art Therapy and Mental Health
  • Physical Sciences › Computer Science › Human-Computer Interaction › Innovative Human-Technology Interaction
  • Physical Sciences › Computer Science › Computer Graphics and Computer-Aided Design › Digital Media and Visual Art
Keywords
generative AI, story making, expressive arts therapy, family therapy, family communication, Expressive Therapies Continuum, parents and children, therapist perspectives

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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-06.

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