Understanding “Dark” Design Roles in Computing Education
Understanding “Dark” Design Roles in Computing Education
复制标题
了解计算机教育中的“黑暗”设计角色
DOI：
10.1145/3446871.3469754
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Manocha, Rhea
中科院分区：
文献类型：
--
作者：
Gray, Colin M.;Chivukula, Shruthi Sai;Melkey, Kassandra;Manocha, Rhea
随着技术的日益普及，计算教育工作者已经确定了教学与道德意识和道德推理的需要。将道德纳入计算课程的典型方法主要集中在道德推理的抽象方法，原则或范式上，相对较少关注检查和培养学生在日常工作实践中对道德的务实意识。在本文中，我们确定和描述计算学生的谈判价值观，因为他们从事真实的设计问题，通过实验室协议的研究。我们从四组学生中收集了数据，每组三名学生，每组包括来自本科用户体验设计学生，工业工程学生或两者的混合的参与者。我们使用了一个主题分析的方法来确定学生的角色，以解决设计提示。通过我们的分析，我们发现，学生们承担了各种各样的“黑暗”角色，导致操纵用户和利益相关者的需求优先于用户需求，重点是构建解决方案或构建设计决策的理由。我们发现这些角色通过设计话语积极传播，以经常加强不道德决策的方式影响其他设计师。即使当学生意识到道德问题的基础上，他们的教育培训，这种意识并没有一贯导致道德健全的决定。这些发现表明，需要额外的道德支持，以告知日常计算实践，包括积极识别和平衡设计决策的负面社会影响的手段。我们已经确定的角色可能会有效地支持务实为重点的道德培训在计算教育的发展，同时增加更精确的计算学生的话语和输出的未来分析。
In conjunction with the increasing ubiquity of technology, computing educators have identified the need for pedagogical engagement with ethical awareness and moral reasoning. Typical approaches to incorporating ethics in computing curricula have focused primarily on abstract methods, principles, or paradigms of ethical reasoning, with relatively little focus on examining and developing students’ pragmatic awareness of ethics as grounded in their everyday work practices. In this paper, we identify and describe computing students’ negotiation of values as they engage in authentic design problems through a lab protocol study. We collected data from four groups of three students each, with each group including participants from either undergraduate User Experience Design students, Industrial Engineering students, or a mix of both. We used a thematic analysis approach to identify the roles that students took on to address the design prompt. Through our analysis, we found that the students took on a variety of “dark” roles that resulted in manipulation of the user and prioritization of stakeholder needs over user needs, with a focus either on building solutions or building rationale for design decisions. We found these roles to actively propagate through design discourses, impacting other designers in ways that frequently reinforced unethical decision making. Even when students were aware of ethical concerns based on their educational training, this awareness did not consistently result in ethically-sound decisions. These findings indicate the need for additional ethical supports to inform everyday computing practice, including means of actively identifying and balancing negative societal impacts of design decisions. The roles we have identified may productively support the development of pragmatically-focused ethical training in computing education, while adding more precision to future analysis of computing student discourses and outputs.
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