TY - GEN
T1 - Co-designing online privacy-related games and stories with children
AU - Kumar, Priya
AU - Vitak, Jessica
AU - Chetty, Marshini
AU - Clegg, Tamara L.
AU - Yang, Jonathan
AU - McNally, Brenna
AU - Bonsignore, Elizabeth
N1 - Publisher Copyright:
© 2018 Association for Computing Machinery.
PY - 2018/6/19
Y1 - 2018/6/19
N2 - Children ages 8-12 spend nearly six hours per day with digital content, but they receive little formal instruction related to managing privacy online. In this study, we explore how games and storytelling can inform the development of resources to help children learn about privacy online. We present results from three co-design sessions with a university-based intergenerational design team that included eight children ages 8-11. During these sessions, we reviewed existing privacy resources with children and elicited design ideas for new resources. Our findings yield several recommendations for designers. Specifically, online privacy-focused educational resources should: (1) include relatable elements such as familiar characters and easily understandable storylines, (2) go beyond instructing children through "dos and don'ts" and equip children to make privacy-related decisions, and (3) expose children to a range of privacy consequences, highlighting the positive and negative outcomes that can result from disclosing and managing information online.
AB - Children ages 8-12 spend nearly six hours per day with digital content, but they receive little formal instruction related to managing privacy online. In this study, we explore how games and storytelling can inform the development of resources to help children learn about privacy online. We present results from three co-design sessions with a university-based intergenerational design team that included eight children ages 8-11. During these sessions, we reviewed existing privacy resources with children and elicited design ideas for new resources. Our findings yield several recommendations for designers. Specifically, online privacy-focused educational resources should: (1) include relatable elements such as familiar characters and easily understandable storylines, (2) go beyond instructing children through "dos and don'ts" and equip children to make privacy-related decisions, and (3) expose children to a range of privacy consequences, highlighting the positive and negative outcomes that can result from disclosing and managing information online.
UR - http://www.scopus.com/inward/record.url?scp=85051481664&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85051481664&partnerID=8YFLogxK
U2 - 10.1145/3202185.3202735
DO - 10.1145/3202185.3202735
M3 - Conference contribution
AN - SCOPUS:85051481664
T3 - IDC 2018 - Proceedings of the 2018 ACM Conference on Interaction Design and Children
SP - 67
EP - 79
BT - IDC 2018 - Proceedings of the 2018 ACM Conference on Interaction Design and Children
PB - Association for Computing Machinery, Inc
T2 - 17th ACM Conference on Interaction Design and Children, IDC 2018
Y2 - 19 June 2018 through 22 June 2018
ER -