Co-designing online privacy-related games and stories with children
Co-designing online privacy-related games and stories with children
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与儿童共同设计与隐私相关的在线游戏和故事
DOI：
10.1145/3202185.3202735
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Elizabeth M. Bonsignore
中科院分区：
文献类型：
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作者：
Priya C. Kumar;Jessica Vitak;M. Chetty;Tamara L. Clegg;Jonathan Yang;Brenna McNally;Elizabeth M. Bonsignore
8- 12岁的儿童每天花近6个小时接触数字内容，但他们几乎没有接受过与在线隐私管理相关的正式指导。在这项研究中，我们探讨了如何游戏和讲故事可以告知资源的开发，以帮助儿童了解在线隐私。我们目前的结果，从三个共同设计会议与大学为基础的代际设计团队，其中包括八个孩子年龄8- 11。在这些会议期间，我们与儿童一起审查了现有的隐私资源，并为新资源提出了设计思路。我们的研究结果为设计师提供了几项建议。具体而言，以隐私为重点的在线教育资源应：（1）包括相关元素，如熟悉的角色和易于理解的故事情节，（2）超越通过“做和不做”指导儿童，并使儿童能够做出与隐私相关的决定，以及（3）使儿童暴露于一系列隐私后果，强调网上披露和管理信息可能产生的积极和消极后果。
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.