Conducting Risky Research with Teens

Abstract

The methods in which we study the online experiences of adolescents should be evidence-based and informed by youth. This is especially true when studying sensitive topics, such as the online risk behaviors of minors. We directly engaged 20 adolescents (ages 12-18) in the co-design of two different research methodologies (i.e., diary studies and analyzing social media trace data) for conducting adolescent online safety research. We also interviewed 13 of their parents to understand their perspectives. Overall, teens wanted to share their personal experiences and benefit society, while parents wanted researchers to tackle a topic that they felt was a prevalent problem for teens. Yet, they both had significant concerns regarding data privacy of the sensitive disclosures made by teens during such studies. Teens' feared getting in trouble. Participants emphasized the importance of developing a trusting relationship with the researcher to overcome these concerns. Participants also saw the potential for using the research study as a tool for risk-reporting and mitigation, where researchers could act as liaisons between the teens and other parties (e.g., counselors, law enforcement, parents) to share pertinent risk details and facilitate resources or even help teens directly by giving them strategies for mitigating online risks they encountered during the study. Our research delves into important ethical considerations for conducting risk-focused research with adolescents and uncovers the critical need for designing risk-based research for youth protection. We provide researchers with heuristic guidelines for conducting ethical research with vulnerable populations (i.e., adolescents) and keeping participants safe while doing so.

Application of Virtual Reality Technology in Teaching and Training System of Processing Industrial Robot

“…Aiming at the limitations of binocular vision technology in robot teaching, a robot fast teaching system is proposed by installing binocular vision module on the end tool of the robot to form an eye-on-hand model [7]. The coordinate system transformation of the fast teaching system is studied, and the least square method is used to calibrate the handheld teaching device designed.…”

“…The black and white checkered board has three inner corner points, respectively, P 1 , P 2 , and P 3 ; the coordination record under CCS P 1 , P 2 , and P 3 is recorded as P 1 ðx 1 , y 1 , z 1 Þ, P 2 ðx 2 , y 2 , z 2 Þ, and P 3 ðx 3 , y 3 , z 3 Þ. The space vector under CCS is constructed according to the space coordinates of three points, with point P 1 as the common point, and points P 2 and points P 3 , respectively, form vectors, and the two vectors are perpendicular to each other to form the X-Y axis of SCS, as shown in Formula ( 6) and (7). The Z-axis is determined according to the right rectangular coordinate system, as shown in Formula (8).…”

Cruising Queer HCI on the DL: A Literature Review of LGBTQ+ People in HCI

“…The first paper to center the experiences of non-binary people was published at CHI in 2018 [118]. The first paper to center the experiences of bisexual 12 people was published at CHI in 2020 [213]. Also in 2020, at CSCW, the first paper on the experiences of queer people living in the Global South was published: Nova et al 's study of how Hijra in Bangladesh navigate social media ecosystems [158].…”

“…Other scholars pointed to marginalization in particular cultural contexts, such as in the Arab World [5,6]. Some emphasized that LGBTQ+ youth are a particularly marginalized group [12,13,119,129,153]. We also saw HCI researchers increasingly discussing queer people in conjunction with other axes of marginalization, such as work on street harassment describing LGBTQ+ people as a "traditionally marginalized" group [56].…”

“…Participants described their identities as "binary trans women, transfeminine nonbinary, nonbinary trans women and transfeminine"[50] 12. Walker and DeVito's[213] paper discusses the experiences of people who are attracted to more than one, or any, gender expression.…”