Digital Privacy Perceptions of Asylum Seekers in Germany: An Empirical Study about Smartphone Usage during the Flight

Steinbrink, Enno; Reichert, Lilian; Mende, Michelle; Reuter, Christian

doi:10.1145/3479526

Cited by 14 publications

(4 citation statements)

References 38 publications

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“…Difficulty in navigating the chatbot partly stems from participants' lack of digital literacy, which can be attributed to the violence-induced lack of education in Afghanistan. Digital illiteracy is also observed in Steinbrink et al (2021), who demonstrated that Afghan refugees in Germany have particularly low digital literacy compared to other nationalities. However, the design of the chatbot also produced barriers.…”

Section: Digital Illiteracymentioning

confidence: 84%

Technology, Power, and Social Inclusion: Afghan Refugee Women’s Interaction with ICT in Germany

Schelenz

2023

IJIDI

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Afghan refugee women settle in Germany to escape persecution by militant groups and social marginalization in Afghanistan, among other things. They face challenges in Germany, such as language barriers, demanding bureaucratic requirements from German administrations, and discrimination. Academic and public discourses promote the information and communication technologies (ICT)-enabled social inclusion of refugees into the host society. ICT is widely seen as an essential tool to support refugees. Against this backdrop, this paper presents a focus group study with 14 Afghan refugee women in Germany to understand their experiences with technology: How do Afghan refugee women in Germany experience ICT? What structural factors influence their interaction with technology? What are the design features in an application that can support their settlement in Germany? This paper uses a critical perspective inspired by Black feminist theory to foreground the dynamics of power in Afghan refugee women’s experiences with ICT. The analysis reveals significant barriers to the participation of Afghan refugee women in German digital society, like digital illiteracy and the need for safety and privacy, making accessing technology difficult. Designs of ICT that may benefit Afghan women offer audio messages instead of text, real-time assistance, intuitive commands, and registration without an email address. Apart from the analysis of Afghan refugee women’s interaction with technology in German society, this paper reflects on the German migration management infrastructure and its potential to adapt more to the communication practices of refugees, including offering in-person services for Afghan refugee women.

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Section: Digital Illiteracymentioning

confidence: 84%

Technology, Power, and Social Inclusion: Afghan Refugee Women’s Interaction with ICT in Germany

Schelenz

2023

IJIDI

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“…Previous research has proposed that the "average user" might actually be a myth and that users differ substantially in their privacy preferences and needs [2,5,13,16,56]. There are also highly diverse usage contexts resulting in different requirements [32,55]. Therefore, it is crucial to take into account inter-individual differences and different groups of end-users if truly effective support is to be provided.…”

Section: The Role Of Personalisationmentioning

confidence: 99%

Supporting Informed Choices about Browser Cookies: The Impact of Personalised Cookie Banners

Biselli,

Utz,

Reuter

2024

PoPETs

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Browser cookies, especially those from third parties, pose a threat to individual privacy. While it is possible in principle to control the number of cookies accepted, this choice is often neither usable nor truly informed. To address this issue, this study used semi-structured interviews (N=19) to identify attitudes and user requirements to develop an alternative personalised cookie banner, which was evaluated in an online experiment (N=157). The cookie banner explanations were tailored to the privacy knowledge of three groups of users: low, medium and high. The online experiment measured cookie choices and perceived usability of the cookie banner across three groups: an experimental group that viewed the novel cookie banner with personalisation (personalised privacy assistant), a control group that viewed the novel cookie banner without personalisation (privacy assistant) and a control group that viewed the standard cookie banner provided by the website. The results indicate that the novel cookie banner (with or without personalisation) generally resulted in significantly fewer accepted cookies and increased usability compared to the standard cookie window. In addition, the personalised cookie banner resulted in significantly fewer accepted cookies and higher usability than the non-personalised cookie banner. These results suggest that tailoring cookie banners to users' privacy knowledge can be an effective approach to empowering users to make informed choices and better protect their privacy.

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“…The research community elucidates the social and networked nature of privacy, critically examining the implications of sociotechnical systems on individual collaborators’ (Wardrip et al , 2013), experts (Emami Naeini et al , 2018) and users’ (Badillo-Urquiola et al , 2018), as well as on communities’ privacy (Khojasteh et al , 2019) as experienced. Studies also illustrate the challenges associated with the collection of rich qualitative details to provide insight into the contextual experiences and nuance of examples relative to privacy, documenting mechanisms for rigor with small samples (Steinbrink et al , 2021), especially in conjunction with multimethod designs (Steinbrink et al , 2021; Wardrip et al , 2013). Our work continues this thread by investigating understudied elements of the higher education technology ecosystem.…”

Section: Background and Related Workmentioning

confidence: 99%

Privacy governance not included: analysis of third parties in learning management systems

Sanfilippo,

Apthorpe,

Brehm

et al. 2023

ILS

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Purpose This paper aims to address research gaps around third party data flows in education by investigating governance practices in higher education with respect to learning management system (LMS) ecosystems. The authors answer the following research questions: how are LMS and plugins/learning tools interoperability (LTI) governed at higher education institutions? Who is responsible for data governance activities around LMS? What is the current state of governance over LMS? What is the current state of governance over LMS plugins, LTI, etc.? What governance issues are unresolved in this domain? How are issues of privacy and governance regarding LMS and plugins/LTIs documented or communicated to the public and/or community members? Design/methodology/approach This study involved three components: (1) An online questionnaire about LMS, plugin and LTI governance practices from information technology professionals at seven universities in the USA (n = 4) and Canada (n = 3). The responses from these individuals helped us frame and design the interview schedule. (2) A review of public data from 112 universities about LMS plugin and LTI governance. Eighteen of these universities provide additional documentation, which we analyze in further depth. (3) A series of extensive interviews with 25 university data governance officers with responsibilities for LMS, plugin and/or LTI governance, representing 14 different universities. Findings The results indicate a portrait of fragmented and unobtrusive, unnoticed student information flows to third parties. From coordination problems on individual college campuses to disparate distributions of authority across campuses, as well as from significant data collection via individual LTIs to a shared problem of scope across many LTIs, the authors see that increased and intentional governance is needed to improve the state of student privacy and provide transparency in the complex environment around LMSs. Yet, the authors also see that there are logical paths forward based on successful governance and leveraging existing collaborative networks among data governance professionals in higher education. Originality/value Substantial prior work has examined issues of privacy in the education context, although little research has directly examined higher education institutions’ governance practices of LMS, plugin and LTI ecosystems. The tight integration of first and third-party tools in this ecosystem raises concerns that student data may be accessed and shared without sufficient transparency or oversight and in violation of established education privacy norms. However, these technologies and the university governance practices that could check inappropriate data handling remain under-scrutinized. This paper addresses this gap by investigating the governance practices of higher education institutions with respect to LMS ecosystems.

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Digital Privacy Perceptions of Asylum Seekers in Germany: An Empirical Study about Smartphone Usage during the Flight

Cited by 14 publications

References 38 publications

Technology, Power, and Social Inclusion: Afghan Refugee Women’s Interaction with ICT in Germany

Technology, Power, and Social Inclusion: Afghan Refugee Women’s Interaction with ICT in Germany

Supporting Informed Choices about Browser Cookies: The Impact of Personalised Cookie Banners

Privacy governance not included: analysis of third parties in learning management systems

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