Jessica Vitak

The growing use of technology in K-8 classrooms highlights a parallel need for formal learning opportunities aimed at helping children use technology safely and protect their personal information. Even the youngest students are now using tablets, laptops, and apps to support their learning; however, there are limited curricular materials available for elementary and middle school children on digital privacy and security topics. To bridge this gap, we developed a series of micro-lessons to help K-8 children learn about digital privacy and security at school. We first conducted a formative study by interviewing elementary school teachers to identify the design needs for digital privacy and security lessons. We then developed micro-lessons--multiple 15-20 minute activities designed to be easily inserted into the existing curriculum--using a co-design approach with multiple rounds of developing and revising the micro-lessons in collaboration with teachers. Throughout the process, we conducted evaluation sessions where teachers implemented or reviewed the micro-lessons. Our study identifies strengths, challenges, and teachers' tailoring strategies when incorporating micro-lessons for K-8 digital privacy and security topics, providing design implications for facilitating learning about these topics in school classrooms.

Smart devices--including speakers, cameras, TVs, and sensors--are increasingly used to enhance comfort, efficiency, security, and entertainment in and outside the home. These devices collect significant audio, video, and environmental data, and that data may be shared with device owners, manufacturers, and/or third-parties. Social computing researchers have devoted significant attention to the privacy risks posed by these devices, although the focus has largely been on primary users who have access and control of devices and data. More recently, researchers have begun examining the privacy risks to incidental users --those who do not own or manage devices but still have their data collected due to their presence in a smart environment. In this paper, we present findings from 25 interviews with US-based adults who have encountered and/or used smart devices as incidental users in rental properties, as part of their work, at friends' and family's houses, and in shared living environments. We explore their reactions to these devices across different contexts, as well as their expectations for how devices should be disclosed and managed by primary users. We found a prevailing sense of resignation across our participants, as well behavioral and environmental modifications in response to smart devices. At the same time, participants were disinterested in gaining access and control to other people's devices, and they were hesitant or uncomfortable with the idea of initiating communication with device owners regarding their concern. Many wanted clearer and more prominent disclosures about device and data management that shifted responsibility from the incidental user to the device owner. Based on our findings, we argue for researchers to focus more closely on sociotechnical approaches to help incidental users navigate privacy risks in smart environments. Such approaches must account for interpersonal factors like trust, power dynamics, and social norms in addition to the many technical solutions that have been introduced in recent years.

The growing use of technology in K--8 classrooms highlights a parallel need for formal learning opportunities aimed at helping children use technology safely and protect their personal information. Even the youngest students are now using tablets, laptops, and apps to support their learning; however, there are limited curricular materials available for elementary and middle school children on digital privacy and security topics. To bridge this gap, we developed a series of micro-lessons to help K--8 children learn about digital privacy and security at school. We first conducted a formative study by interviewing elementary school teachers to identify the design needs for digital privacy and security lessons. We then developed micro-lessons -- multiple 15-20 minute activities designed to be easily inserted into the existing curriculum -- using a co-design approach with multiple rounds of developing and revising the micro-lessons in collaboration with teachers. Throughout the process, we conducted evaluation sessions where teachers implemented or reviewed the micro-lessons. Our study identifies strengths, challenges, and teachers' tailoring strategies when incorporating micro-lessons for K--8 digital privacy and security topics, providing design implications for facilitating learning about these topics in school classrooms.

Peer review plays a critical role in scientific research, serving as a benchmark in assessing the quality and rigor of research papers. Publishing peer-reviewed research is also important due to its role in employment and promotion decision-making. Many fields and disciplines, however, are facing increasing challenges around peer review, and conferences and journals are struggling to find enough reviewers for the steadily increasing number of submissions and to ensure reviews are high quality. This panel features five SIGCHI members who have served in various administrative roles related to peer review. Join us for an important conversation about current challenges and potential solutions as we consider ways to better engage the CSCW community in processes essential to our continued growth and success.

With the upcoming AI regulations (e.g., EU AI Act) and rapid advancements in generative AI, new challenges emerge in the area of Human-Centered Responsible Artificial Intelligence (HCR-AI). As AI becomes more ubiquitous, questions around decision-making authority, human oversight, accountability, sustainability, and the ethical and legal responsibilities of AI and their creators become paramount. Addressing these questions requires a collaborative approach. By involving stakeholders from various disciplines in the 2nd edition of the HCR-AI Special Interest Group (SIG) at CHI 2024, we aim to discuss the implications of regulations in HCI research, develop new theories, evaluation frameworks, and methods to navigate the complex nature of AI ethics, steering AI development in a direction that is beneficial and sustainable for all of humanity.

Privacy is an important topic in HCI and social computing research, and the theory of contextual integrity (CI) is increasingly used to understand how sociotechnical systems-and the new kinds of information flows they introduce-can violate privacy. In empirical research, CI can serve as a conceptual framework for explaining the contextual nature of privacy as well as an analytical framework for evaluating privacy attitudes and behaviors. Analytical applications of CI in HCI primarily employ quantitative methods to identify appropriate information flows but rarely engage with the full CI framework to evaluate such flows. In this paper, we present a roadmap to guide HCI and social computing researchers on how to apply the full CI framework to qualitative projects. To help researchers envision what such an analysis can look like, each step includes an example analysis using interview data from projects on privacy and fitness tracking. We conclude by discussing how harnessing the full CI framework can address critiques of CI and identify opportunities for further theory development.