Children designing privacy warnings: Informing a set of design guidelines

Dempsey, John; Sim, Gavin; Cassidy, Brendan; Ta, Vinh-Thong

doi:10.1016/j.ijcci.2021.100446

Cited by 7 publications

(2 citation statements)

References 58 publications

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“…The former group of mechanism are more often grounded upon self-regulation theories, such as Fogg's behavior model [52], Bandura's social cognitive theory of self-regulation [12], and the dual process theories of decision-making [48]. The latter group are often grounded upon theories related to different forms of knowledge construction, such as Piaget's theory on constructivism [18], Papert's constructionism theory [66], and cognitive learning theories [94]. Our analysis provides an initial observation of the relationship between different theories and the digital autonomy goals, and raises the question: whether there is an opportunity to explore and compare the different theoretically-guided approaches and examine how children's digital autonomy may be supported differently by approaches associated with a different theoretical grounding?…”

Section: Connecting Autonomy Design Mechanisms To Digital Autonomymentioning

confidence: 99%

12 Ways to Empower: Designing for Children’s Digital Autonomy

Wang

Zhao

Kleek

et al. 2023

Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems

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In recent years, growing research has been made on supporting children to become more autonomous in the digital environment around them. However, there has been little consensus regarding the conceptualisation of digital autonomy for children in the HCI community and how best they can be supported. Through a systematic review of autonomy-supportive designs within HCI research, this paper makes three contributions: a landscape overview of the existing conceptualisation of Digital Autonomy for children within HCI; a framework of 12 distinct design mechanisms for supporting children's digital autonomy, clustered into 5 categories by their common mechanisms; and an identification of 5 critical design considerations for future support of children's digital autonomy. Our findings provide a critical understanding of current support for children's digital autonomy in HCI. We highlight the importance of considering children's digital autonomy from multi-perspectives and suggest critical factors and gaps to be considered for future autonomy-supportive designs. CCS CONCEPTS• General and reference → Surveys and overviews; • Humancentered computing → HCI theory, concepts and models.

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Section: Connecting Autonomy Design Mechanisms To Digital Autonomymentioning

confidence: 99%

12 Ways to Empower: Designing for Children’s Digital Autonomy

Wang

Zhao

Kleek

et al. 2023

Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems

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“…Design features can directly affect children's understanding level of public safety signage. Although many factors affect children's understanding of signs, including cultural background (Ben & Shinar, 2018;Hurlbert & Ling, 2007) school education (Zou & Chen, 2020;Alonso et al, 2018), family education (Dempsey et al, 2022), social intervention (Hall et al, 2017;Thomson, 2006), etc. However, for children, the impact of low understanding caused by certain cognitive development characteristics cannot be eliminated through intervention.…”

Section: Introductionmentioning

confidence: 99%

Children’s Understanding of Public Safety Signage: A Scoping Review

Han,

Saad,

Isa

2023

J. of Law and Sust. Develop.

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Objective: This study aims to provides a scoping review of papers published before 30 July 2023 that explore the level of development of public safety signs design among children. Descriptive analyses were performed on 28 articles. Method: Because the review question is comprehensive, we found the scoping review to be the most appropriate way to answer this question. In order to ensure clarity and transparency, and to avoid adverse and poor reporting, We conducted our scoping review based on the 2020 PRISMA Checklist. Result: Since cultural background and signage category can also affect signage comprehension, separate studies are required by country, region, and signage type. The types of signage and countries in the current related research are relatively scattered, and there is no specific classification of public safety signage types. Most of them are safety signs in specific scenarios, such as trains and swimming pools. At the same time, the research areas are mostly concentrated in the UK in Europe, Hong Kong and Indonesia in Asia. Conclusion: These data could provide stronger evidence to identify and establish pathways to improve children’s understanding of public safety signage.

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