2023
Kitson, Alexandra, Antle, Alissa N., Slovak, Petr
Co-Designing a Virtual Reality Intervention for Supporting Cognitive Reappraisal Skills Development with Youth Proceedings Article
In: Proceedings of the 22nd Annual ACM Interaction Design and Children Conference, pp. 14–26, Association for Computing Machinery, Chicago, IL, USA, 2023, ISBN: 9798400701313.
Abstract | Links | BibTeX | Tags: Co-Design, Cognitive Reappraisal, emotion regulation, participatory design, virtual reality, youth
@inproceedings{10.1145/3585088.3589381,
title = {Co-Designing a Virtual Reality Intervention for Supporting Cognitive Reappraisal Skills Development with Youth},
author = {Alexandra Kitson and Alissa N. Antle and Petr Slovak},
url = {https://doi.org/10.1145/3585088.3589381},
doi = {10.1145/3585088.3589381},
isbn = {9798400701313},
year = {2023},
date = {2023-01-01},
booktitle = {Proceedings of the 22nd Annual ACM Interaction Design and Children Conference},
pages = {14–26},
publisher = {Association for Computing Machinery},
address = {Chicago, IL, USA},
series = {IDC '23},
abstract = {Cognitive reappraisal is a critical emotion regulation skill required for youth mental health. While it has been well theorized psychologically and many therapeutic approaches exist, youth still struggle to develop these skills. We explore the design space of using virtual reality to create technologically-mediated cognitive reappraisal supports for youth. We developed four VR prototypes that we used as prompts for feedback in a ten-session co-design workshop with nine youth (aged 15-17). Our work contributes youth-derived directions for further research in the design space of VR and mental health; and highlights opportunities to use VR for cognitive reappraisal skills training by generating meaningful emotionally laden situations, supporting body-based experiential learning, and providing technology-mediated social connection.},
keywords = {Co-Design, Cognitive Reappraisal, emotion regulation, participatory design, virtual reality, youth},
pubstate = {published},
tppubtype = {inproceedings}
}
Cognitive reappraisal is a critical emotion regulation skill required for youth mental health. While it has been well theorized psychologically and many therapeutic approaches exist, youth still struggle to develop these skills. We explore the design space of using virtual reality to create technologically-mediated cognitive reappraisal supports for youth. We developed four VR prototypes that we used as prompts for feedback in a ten-session co-design workshop with nine youth (aged 15-17). Our work contributes youth-derived directions for further research in the design space of VR and mental health; and highlights opportunities to use VR for cognitive reappraisal skills training by generating meaningful emotionally laden situations, supporting body-based experiential learning, and providing technology-mediated social connection.
Warren, Jillian L., Antle, Alissa N., Kitson, Alexandra, Davoodi, Alireza
In: International Journal of Child-Computer Interaction, pp. 100596, 2023, ISSN: 2212-8689.
Abstract | Links | BibTeX | Tags: Child-Computer Interaction, Covid-19, Digital health platforms, Intergenerational codesign, mental health, no child alone, Private social networks, Socioemotional wellbeing
@article{WARREN2023100596,
title = {A codesign study exploring needs, strategies, and opportunities for digital health platforms to address pandemic-related impacts on children and families},
author = {Jillian L. Warren and Alissa N. Antle and Alexandra Kitson and Alireza Davoodi},
url = {https://www.sciencedirect.com/science/article/pii/S2212868923000338},
doi = {https://doi.org/10.1016/j.ijcci.2023.100596},
issn = {2212-8689},
year = {2023},
date = {2023-01-01},
urldate = {2023-01-01},
journal = {International Journal of Child-Computer Interaction},
pages = {100596},
abstract = {In this paper we contribute seven design opportunities for future digital health platforms, like Private Social Networks (PSNs), focused on supporting the (un)met mental health and socioemotional needs of children (∼8-12 years old) and their supporting adults (parents and teachers) in the wake of the Covid-19 pandemic. These were derived from the thematic analysis of a two-phase co-design study with children, their parents, and their teachers (Phase 1), and employees at our industry partner Company X (Phase 2). Our thematic findings contribute understanding about the types of experiences children, families and educators have had, and open the conversation around designing digital health platforms that can support mental health and socioemotional wellbeing in children and their supporting adults. Through individualized tracking, social capabilities, and secure, vetted sources of support, PSNs offer unique opportunities to (1) provide children with a safe space to share, reflect and come together, (2) extend existing practices related to SEL across children’s changing contexts and developmental needs, (2) support an integrated digital ecosystem of care across different stakeholders that allows for engagement and targeted interventions, and (3) support niche or marginalized communities in gaining access to relevant, meaningful and identity-specific support that may not otherwise be available.},
keywords = {Child-Computer Interaction, Covid-19, Digital health platforms, Intergenerational codesign, mental health, no child alone, Private social networks, Socioemotional wellbeing},
pubstate = {published},
tppubtype = {article}
}
In this paper we contribute seven design opportunities for future digital health platforms, like Private Social Networks (PSNs), focused on supporting the (un)met mental health and socioemotional needs of children (∼8-12 years old) and their supporting adults (parents and teachers) in the wake of the Covid-19 pandemic. These were derived from the thematic analysis of a two-phase co-design study with children, their parents, and their teachers (Phase 1), and employees at our industry partner Company X (Phase 2). Our thematic findings contribute understanding about the types of experiences children, families and educators have had, and open the conversation around designing digital health platforms that can support mental health and socioemotional wellbeing in children and their supporting adults. Through individualized tracking, social capabilities, and secure, vetted sources of support, PSNs offer unique opportunities to (1) provide children with a safe space to share, reflect and come together, (2) extend existing practices related to SEL across children’s changing contexts and developmental needs, (2) support an integrated digital ecosystem of care across different stakeholders that allows for engagement and targeted interventions, and (3) support niche or marginalized communities in gaining access to relevant, meaningful and identity-specific support that may not otherwise be available.
2022
Warren, Jillian L., Antle, Alissa N., Kitson, Alexandra, Davoodi, Alireza
Lessons Learned and Future Considerations for Designing Remotely Facilitated Co-Design Studies with Children Focused on Socio-Emotional Experiences Proceedings Article
In: Interaction Design and Children, pp. 37–49, Association for Computing Machinery, Braga, Portugal, 2022, ISBN: 9781450391979.
Abstract | Links | BibTeX | Tags: Child-Computer Interaction, Co-design with Children, Methodology, no child alone, Research Methods
@inproceedings{10.1145/3501712.3529722,
title = {Lessons Learned and Future Considerations for Designing Remotely Facilitated Co-Design Studies with Children Focused on Socio-Emotional Experiences},
author = {Jillian L. Warren and Alissa N. Antle and Alexandra Kitson and Alireza Davoodi},
url = {https://doi.org/10.1145/3501712.3529722},
doi = {10.1145/3501712.3529722},
isbn = {9781450391979},
year = {2022},
date = {2022-01-01},
urldate = {2022-01-01},
booktitle = {Interaction Design and Children},
pages = {37–49},
publisher = {Association for Computing Machinery},
address = {Braga, Portugal},
series = {IDC '22},
abstract = {The IDC community has a rich history of developing new methods for involving children in design research. However, few papers discuss developing new remotely facilitated co-design approaches. Fewer still focus on the challenges of eliciting discussion and generating design ideas around subjective experiences involving emotions, feelings, and thoughts. We argue these are of growing need in a post-Covid world. In this paper we contribute a methodological design rationale for a remotely facilitated co-design study aimed at addressing challenges related to ethically eliciting reflection on, promoting ideation around and capturing data of children and families about their personal Covid-19 experiences. To illustrate our methods, we provide exemplar cases of data collected from our participants to show the type of data that can be elicited using our methods. Lastly, we contribute considerations for future methods design based on a selection of our lessons learned.},
keywords = {Child-Computer Interaction, Co-design with Children, Methodology, no child alone, Research Methods},
pubstate = {published},
tppubtype = {inproceedings}
}
The IDC community has a rich history of developing new methods for involving children in design research. However, few papers discuss developing new remotely facilitated co-design approaches. Fewer still focus on the challenges of eliciting discussion and generating design ideas around subjective experiences involving emotions, feelings, and thoughts. We argue these are of growing need in a post-Covid world. In this paper we contribute a methodological design rationale for a remotely facilitated co-design study aimed at addressing challenges related to ethically eliciting reflection on, promoting ideation around and capturing data of children and families about their personal Covid-19 experiences. To illustrate our methods, we provide exemplar cases of data collected from our participants to show the type of data that can be elicited using our methods. Lastly, we contribute considerations for future methods design based on a selection of our lessons learned.
Antle, Alissa N., Murai, Yumiko, Kitson, Alexandra, Candau, Yves, Dao-Kroeker, Zoe Minh-Tam, Adibi, Azadeh
“There Are a LOT of Moral Issues with Biowearables” ... Teaching Design Ethics through a Critical Making Biowearable Workshop Proceedings Article
In: Interaction Design and Children, pp. 327–340, Association for Computing Machinery, Braga, Portugal, 2022, ISBN: 9781450391979.
Abstract | Links | BibTeX | Tags: Biowearables, children, Critical making, design ethics, ethics, teaching ethics, wearables, youth
@inproceedings{10.1145/3501712.3529717,
title = {“There Are a LOT of Moral Issues with Biowearables” ... Teaching Design Ethics through a Critical Making Biowearable Workshop},
author = {Alissa N. Antle and Yumiko Murai and Alexandra Kitson and Yves Candau and Zoe Minh-Tam Dao-Kroeker and Azadeh Adibi},
url = {https://doi.org/10.1145/3501712.3529717},
doi = {10.1145/3501712.3529717},
isbn = {9781450391979},
year = {2022},
date = {2022-01-01},
urldate = {2022-01-01},
booktitle = {Interaction Design and Children},
pages = {327–340},
publisher = {Association for Computing Machinery},
address = {Braga, Portugal},
series = {IDC '22},
abstract = {There has been an increasing focus on teaching youth about design ethics as part of technical literacy. Biowearables are an emerging technology in which devices worn on children's bodies are used to track, monitor and provide feedback about their biological processes. In this paper we describe an online critical making workshop designed to enable students in middle school years to develop technical literacy skills that include reflection on issues related to design ethics. We investigated if and how our workshop enabled eleven youth, aged 12-14, to reflect through processes of making their own biowearable, on potential negative impacts of biowearables on their developing senses of identity, agency, autonomy and authenticity. The workshop elements included facilitated activities using custom created biowearable-tangible kit and ethics cards. Through qualitative coding and thematic analysis of moments of reflection captured with video, chat, and design journals we gathered evidence of the feasibility of promoting critical making as a means to cultivate technical literacy in youth. Our findings suggest the potential of teaching design ethics through critical making workshops and reveal a range of ways that reflection on ethical issues can be supported during making. We interpret our empirical evidence to further explore how workshop elements supported, or failed to support, learning outcomes and generalize our interpretations to propose preliminary guidance about workshop mechanisms that might be used to support ethical reflection during making.},
keywords = {Biowearables, children, Critical making, design ethics, ethics, teaching ethics, wearables, youth},
pubstate = {published},
tppubtype = {inproceedings}
}
There has been an increasing focus on teaching youth about design ethics as part of technical literacy. Biowearables are an emerging technology in which devices worn on children's bodies are used to track, monitor and provide feedback about their biological processes. In this paper we describe an online critical making workshop designed to enable students in middle school years to develop technical literacy skills that include reflection on issues related to design ethics. We investigated if and how our workshop enabled eleven youth, aged 12-14, to reflect through processes of making their own biowearable, on potential negative impacts of biowearables on their developing senses of identity, agency, autonomy and authenticity. The workshop elements included facilitated activities using custom created biowearable-tangible kit and ethics cards. Through qualitative coding and thematic analysis of moments of reflection captured with video, chat, and design journals we gathered evidence of the feasibility of promoting critical making as a means to cultivate technical literacy in youth. Our findings suggest the potential of teaching design ethics through critical making workshops and reveal a range of ways that reflection on ethical issues can be supported during making. We interpret our empirical evidence to further explore how workshop elements supported, or failed to support, learning outcomes and generalize our interpretations to propose preliminary guidance about workshop mechanisms that might be used to support ethical reflection during making.
Murai, Yumiko, Antle, Alissa N., Kitson, Alexandra, Candau, Yves, Adibi, Azadeh, Dao-Kroeker, Zoe, Desnoyers-Stewart, John, Jacobs, Katrien
Facilitating critical reflection in online distributed maker workshops: Case studies Journal Article
In: International Journal of Child-Computer Interaction, vol. 33, pp. 100509, 2022, ISSN: 2212-8689.
Abstract | Links | BibTeX | Tags: Critical making, Critical reflection, Maker pedagogy, Online learning, Online workshop, wearables
@article{MURAI2022100509,
title = {Facilitating critical reflection in online distributed maker workshops: Case studies},
author = {Yumiko Murai and Alissa N. Antle and Alexandra Kitson and Yves Candau and Azadeh Adibi and Zoe Dao-Kroeker and John Desnoyers-Stewart and Katrien Jacobs},
url = {https://www.sciencedirect.com/science/article/pii/S221286892200037X},
doi = {https://doi.org/10.1016/j.ijcci.2022.100509},
issn = {2212-8689},
year = {2022},
date = {2022-01-01},
urldate = {2022-01-01},
journal = {International Journal of Child-Computer Interaction},
volume = {33},
pages = {100509},
abstract = {The global pandemic has brought numerous challenges for designers, researchers, and practitioners whose work involves children and new technologies. While many of us have found creative ways to address the obstacles of facilitating activities with children remotely, inciting critical reflection through making, which is already difficult in in-person settings, has become an even greater challenge in online distributed settings. This paper reports on the lessons learned from two two-week online afterschool maker workshops where participants in remote locations engaged in critical reflections on ethical implications of biowearable technologies through designing a biowearable device that benefits their own lives. The results showed preliminary evidence that participants were able to produce a prototype and engaged in critical reflection on the ethical issues of biowearables. We also found that while online environments offer limited social cues and flexibility, access to multiple communication channels enabled just-in-time and situated facilitation for critical reflection.},
keywords = {Critical making, Critical reflection, Maker pedagogy, Online learning, Online workshop, wearables},
pubstate = {published},
tppubtype = {article}
}
The global pandemic has brought numerous challenges for designers, researchers, and practitioners whose work involves children and new technologies. While many of us have found creative ways to address the obstacles of facilitating activities with children remotely, inciting critical reflection through making, which is already difficult in in-person settings, has become an even greater challenge in online distributed settings. This paper reports on the lessons learned from two two-week online afterschool maker workshops where participants in remote locations engaged in critical reflections on ethical implications of biowearable technologies through designing a biowearable device that benefits their own lives. The results showed preliminary evidence that participants were able to produce a prototype and engaged in critical reflection on the ethical issues of biowearables. We also found that while online environments offer limited social cues and flexibility, access to multiple communication channels enabled just-in-time and situated facilitation for critical reflection.
2021
Dao-Kroeker, Zoe Minh-Tam, Kitson, Alexandra, Antle, Alissa N., Murai, Yumiko, Adibi, Azadeh
Designing Biotech Ethics Cards: Promoting Critical Making During an Online Workshop with Youth Proceedings Article
In: Interaction Design and Children, pp. 450–455, Association for Computing Machinery, Athens, Greece, 2021, ISBN: 9781450384520.
Abstract | Links | BibTeX | Tags: Biowearables, computer ethics, Critical making, Design cards, design ethics, reflection, youth
@inproceedings{10.1145/3459990.3465182,
title = {Designing Biotech Ethics Cards: Promoting Critical Making During an Online Workshop with Youth},
author = {Zoe Minh-Tam Dao-Kroeker and Alexandra Kitson and Alissa N. Antle and Yumiko Murai and Azadeh Adibi},
url = {https://doi.org/10.1145/3459990.3465182},
doi = {10.1145/3459990.3465182},
isbn = {9781450384520},
year = {2021},
date = {2021-01-01},
booktitle = {Interaction Design and Children},
pages = {450–455},
publisher = {Association for Computing Machinery},
address = {Athens, Greece},
series = {IDC '21},
abstract = {There are ethical concerns surrounding how youth interact with biowearable technology and the potential effects it has on their psychological and physiological health. We need to give youth the tools to critically reflect and explore ethical issues surrounding biowearables in order for them to make informed decisions about how they interact with them. To address this, we developed the Biotech Ethics cards as part of a critical making workshop. They are a set of design cards designed to scaffold critical reflection during a critical making workshop where youth prototype a biowearable from a kit. We focus this short paper on the requirements, initial design and revisions we made after studying card use in our workshop. We identified key design elements that are important in the cards and that may generalize to the design of other card sets meant to be integrated into a critical making process.},
keywords = {Biowearables, computer ethics, Critical making, Design cards, design ethics, reflection, youth},
pubstate = {published},
tppubtype = {inproceedings}
}
There are ethical concerns surrounding how youth interact with biowearable technology and the potential effects it has on their psychological and physiological health. We need to give youth the tools to critically reflect and explore ethical issues surrounding biowearables in order for them to make informed decisions about how they interact with them. To address this, we developed the Biotech Ethics cards as part of a critical making workshop. They are a set of design cards designed to scaffold critical reflection during a critical making workshop where youth prototype a biowearable from a kit. We focus this short paper on the requirements, initial design and revisions we made after studying card use in our workshop. We identified key design elements that are important in the cards and that may generalize to the design of other card sets meant to be integrated into a critical making process.
Antle, Alissa N., Kitson, Alexandra, Murai, Yumiko, Desnoyers-Stewart, John, Candau, Yves, Adibi, Azadeh, Jacobs, Katrien, Dao-Kroeker, Zoe
Opportunities and Scaffolds for Critical Reflection on Ethical Issues in an Online After School Biowearable Workshop for Youth Proceedings Article
In: FabLearn Europe / MakeEd 2021 - An International Conference on Computing, Design and Making in Education, Association for Computing Machinery, St. Gallen, Switzerland, 2021, ISBN: 9781450389891.
Abstract | Links | BibTeX | Tags: Biowearables, Critical making, design ethics, ethics, teaching ethics, youth
@inproceedings{10.1145/3466725.3466762,
title = {Opportunities and Scaffolds for Critical Reflection on Ethical Issues in an Online After School Biowearable Workshop for Youth},
author = {Alissa N. Antle and Alexandra Kitson and Yumiko Murai and John Desnoyers-Stewart and Yves Candau and Azadeh Adibi and Katrien Jacobs and Zoe Dao-Kroeker},
url = {https://doi.org/10.1145/3466725.3466762},
doi = {10.1145/3466725.3466762},
isbn = {9781450389891},
year = {2021},
date = {2021-01-01},
booktitle = {FabLearn Europe / MakeEd 2021 - An International Conference on Computing, Design and Making in Education},
publisher = {Association for Computing Machinery},
address = {St. Gallen, Switzerland},
series = {FabLearn Europe / MakeEd 2021},
abstract = {The rapid adoption of biowearables, such as smartwatches, raises ethical issues as youth are increasingly being tracked, monitored and given feedback on a growing number of measures. To address this pressing need, we investigated how to support youth to understand and explore these ethical issues grounded in the processes of prototyping during an afterschool online critical making workshop. The main contribution of this paper is our critical reflection framework, consisting of three interrelated components: ethical issues, technical opportunities, and reflection scaffolds. We focus on ethical issues related to the potential for biowearables to negatively impact six constructs taken from child development. We describe how we created a biowearable-tangible prototyping kit that has under-determined design decision points, creating technologically-mediated opportunities for reflection during the iterative prototyping process. Third, we present a set of critical reflection cards created to support youth to explore the ethical issues related to those decision points. We provide two scenarios from a pilot study that illustrate our framework in action, providing preliminary validation for our approach in an online environment.},
keywords = {Biowearables, Critical making, design ethics, ethics, teaching ethics, youth},
pubstate = {published},
tppubtype = {inproceedings}
}
The rapid adoption of biowearables, such as smartwatches, raises ethical issues as youth are increasingly being tracked, monitored and given feedback on a growing number of measures. To address this pressing need, we investigated how to support youth to understand and explore these ethical issues grounded in the processes of prototyping during an afterschool online critical making workshop. The main contribution of this paper is our critical reflection framework, consisting of three interrelated components: ethical issues, technical opportunities, and reflection scaffolds. We focus on ethical issues related to the potential for biowearables to negatively impact six constructs taken from child development. We describe how we created a biowearable-tangible prototyping kit that has under-determined design decision points, creating technologically-mediated opportunities for reflection during the iterative prototyping process. Third, we present a set of critical reflection cards created to support youth to explore the ethical issues related to those decision points. We provide two scenarios from a pilot study that illustrate our framework in action, providing preliminary validation for our approach in an online environment.
Murai, Yumiko, Antle, Alissa N., Kitson, Alexandra, Candau, Yves, Adibi, Azadeh, Dao-Kroeker, Zoe, Desnoyers-Stewart, John, Jacobs, Katrien
Facilitating Online Distributed Critical Making: Lessons Learned Proceedings Article
In: FabLearn Europe / MakeEd 2021 - An International Conference on Computing, Design and Making in Education, Association for Computing Machinery, St. Gallen, Switzerland, 2021, ISBN: 9781450389891.
Abstract | Links | BibTeX | Tags: Biowearables, Critical making, Critical reflection, design ethics, design thinking, Maker-centered learning, Online learning, Online workshop, quantification of self, teaching ethics, wearables, youth
@inproceedings{10.1145/3466725.3466759,
title = {Facilitating Online Distributed Critical Making: Lessons Learned},
author = {Yumiko Murai and Alissa N. Antle and Alexandra Kitson and Yves Candau and Azadeh Adibi and Zoe Dao-Kroeker and John Desnoyers-Stewart and Katrien Jacobs},
url = {https://doi.org/10.1145/3466725.3466759},
doi = {10.1145/3466725.3466759},
isbn = {9781450389891},
year = {2021},
date = {2021-01-01},
urldate = {2021-01-01},
booktitle = {FabLearn Europe / MakeEd 2021 - An International Conference on Computing, Design and Making in Education},
publisher = {Association for Computing Machinery},
address = {St. Gallen, Switzerland},
series = {FabLearn Europe / MakeEd 2021},
abstract = {The global pandemic has brought numerous challenges for educators who take a maker-centered approach, whose instruction involves direct engagement with materials through collaborative and exploratory social interactions. Many educators have found creative ways to address the obstacles of being remote. However, inciting critical reflection through making, already difficult during in-person settings, has become an even greater challenge in remote settings. This paper reports on the lessons learned from a two-week online afterschool maker workshop where participants worked on a maker project being in remote locations, while engaged in critical reflections on ethical implications of biowearable devices. The results showed preliminary evidence that participants were able to produce a prototype and engaged in critical reflection on the ethical issues of biowearables. We also found that while online environments offer limited social cues and flexibility, access to multiple communication channels enabled just-in-time facilitation for critical reflection.},
keywords = {Biowearables, Critical making, Critical reflection, design ethics, design thinking, Maker-centered learning, Online learning, Online workshop, quantification of self, teaching ethics, wearables, youth},
pubstate = {published},
tppubtype = {inproceedings}
}
The global pandemic has brought numerous challenges for educators who take a maker-centered approach, whose instruction involves direct engagement with materials through collaborative and exploratory social interactions. Many educators have found creative ways to address the obstacles of being remote. However, inciting critical reflection through making, already difficult during in-person settings, has become an even greater challenge in remote settings. This paper reports on the lessons learned from a two-week online afterschool maker workshop where participants worked on a maker project being in remote locations, while engaged in critical reflections on ethical implications of biowearable devices. The results showed preliminary evidence that participants were able to produce a prototype and engaged in critical reflection on the ethical issues of biowearables. We also found that while online environments offer limited social cues and flexibility, access to multiple communication channels enabled just-in-time facilitation for critical reflection.
Antle, Alissa N., Kitson, Alexandra
1,2,3,4 tell me how to grow more: A position paper on children, design ethics and biowearables Journal Article
In: International Journal of Child-Computer Interaction, vol. 30, pp. 100328, 2021, ISSN: 2212-8689.
Abstract | Links | BibTeX | Tags: wearables
@article{ANTLE2021100328,
title = {1,2,3,4 tell me how to grow more: A position paper on children, design ethics and biowearables},
author = {Alissa N. Antle and Alexandra Kitson},
url = {https://www.sciencedirect.com/science/article/pii/S2212868921000507},
doi = {https://doi.org/10.1016/j.ijcci.2021.100328},
issn = {2212-8689},
year = {2021},
date = {2021-01-01},
urldate = {2021-01-01},
journal = {International Journal of Child-Computer Interaction},
volume = {30},
pages = {100328},
abstract = {Driven by the rapid pace of technical innovation in biosensing, artificial intelligence, the Internet of Things and wearable computing, the next generation of smart devices will be worn on-body, eventually becoming implanted. The increasing presence of these new forms of interactive technologies, known as biowearables, in children’s lives poses critical ethical concerns. In this position paper, we take a design ethics perspective to identify and describe four cases of ethical importance associated with biowearables, children, and long-term use. The cases concern potential negative impacts of specific aspects of biowearables on children’s identity formation, the development of autonomy and agency, and what sources of information children turn to for authority about themselves. Drawing on ethical discourse related to emerging technologies and biowearable computing, we present prospective guidance for designers, where it is available. Where guidance is nascent or missing, we propose future research areas that could be addressed. In particular, we propose the importance of teaching children about computer ethics through hands-on critical reflection during design and technology activities. Our results will be of interest to the human–computer interaction community as well as to technology developers, educators, parents and those involved in policy formation around emerging technologies.},
keywords = {wearables},
pubstate = {published},
tppubtype = {article}
}
Driven by the rapid pace of technical innovation in biosensing, artificial intelligence, the Internet of Things and wearable computing, the next generation of smart devices will be worn on-body, eventually becoming implanted. The increasing presence of these new forms of interactive technologies, known as biowearables, in children’s lives poses critical ethical concerns. In this position paper, we take a design ethics perspective to identify and describe four cases of ethical importance associated with biowearables, children, and long-term use. The cases concern potential negative impacts of specific aspects of biowearables on children’s identity formation, the development of autonomy and agency, and what sources of information children turn to for authority about themselves. Drawing on ethical discourse related to emerging technologies and biowearable computing, we present prospective guidance for designers, where it is available. Where guidance is nascent or missing, we propose future research areas that could be addressed. In particular, we propose the importance of teaching children about computer ethics through hands-on critical reflection during design and technology activities. Our results will be of interest to the human–computer interaction community as well as to technology developers, educators, parents and those involved in policy formation around emerging technologies.