There is growing concern regarding adolescent online risks posed by social media. Prior work calls for a paradigm shift from restrictive approaches towards strength-based solutions to online safety, that provide autonomy and control to teens. To better understand how we might design online safety interventions that help teens deal with online risks, we must include teens as partners in the design and evaluation of online safety solutions. To address this gap, my first dissertation study focused on co-designing online safety features with teens, which showed that teens often design real-time interventions that resemble "nudges". Therefore, my dissertation focuses on evaluating the effectiveness of these nudge designs in an ecologically valid social media simulation. To do this, I will conduct three studies: 1) a User Experience Bootcamp with teens to teach them design skills for co-designing online safety features, 2) a focus group study to design an ecologically valid social media simulation, 3) a between-subjects experiment within a social media simulation for evaluating the effect of nudges in educating teens and helping them make safer choices when exposed to risk. My goal for this research is to understand, design, develop, and evaluate online safety nudges that can help promote self-regulated, autonomous, and safer interactions for teens online.
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NudgeCred: Supporting News Credibility Assessment on Social Media Through Nudges
Struggling to curb misinformation, social media platforms are experimenting with design interventions to enhance consumption of credible news on their platforms. Some of these interventions, such as the use of warning messages, are examples of nudges---a choice-preserving technique to steer behavior. Despite their application, we do not know whether nudges could steer people into making conscious news credibility judgments online and if they do, under what constraints. To answer, we combine nudge techniques with heuristic based information processing to design NudgeCred--a browser extension for Twitter. NudgeCred directs users' attention to two design cues: authority of a source and other users' collective opinion on a report by activating three design nudges---Reliable, Questionable, and Unreliable, each denoting particular levels of credibility for news tweets. In a controlled experiment, we found that NudgeCred significantly helped users (n=430) distinguish news tweets' credibility, unrestricted by three behavioral confounds---political ideology, political cynicism, and media skepticism. A five-day field deployment with twelve participants revealed that NudgeCred improved their recognition of news items and attention towards all of our nudges, particularly towards Questionable. Among other considerations, participants proposed that designers should incorporate heuristics that users' would trust. Our work informs nudge-based system design approaches for online media.
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- Award ID(s):
- 2041068
- NSF-PAR ID:
- 10323201
- Date Published:
- Journal Name:
- Proceedings of the ACM on Human-Computer Interaction
- Volume:
- 5
- Issue:
- CSCW2
- ISSN:
- 2573-0142
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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In recent years, the emergence of fake news outlets has drawn out the importance of news literacy. This is particularly critical in social media where the flood of information makes it difficult for people to assess the veracity of the false stories from such deceitful sources. Therefore, people oftentimes fail to look skeptically at these stories. We explore a way to circumvent this problem by nudging users into making conscious assessments of what online contents are credible. For this purpose, we developed FeedReflect, a browser extension. The extension nudges users to pay more attention and uses reflective questions to engage in news credibility assessment on Twitter. We recruited a small number of university students to use this tool on Twitter. Both qualitative and quantitative analysis of the study suggests the extension helped people accurately assess the credibility of news. This implies FeedReflect can be used for the broader audience to improve online news literacy.more » « less
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Introduction Social media has created opportunities for children to gather social support online (Blackwell et al., 2016; Gonzales, 2017; Jackson, Bailey, & Foucault Welles, 2018; Khasawneh, Rogers, Bertrand, Madathil, & Gramopadhye, 2019; Ponathil, Agnisarman, Khasawneh, Narasimha, & Madathil, 2017). However, social media also has the potential to expose children and adolescents to undesirable behaviors. Research showed that social media can be used to harass, discriminate (Fritz & Gonzales, 2018), dox (Wood, Rose, & Thompson, 2018), and socially disenfranchise children (Page, Wisniewski, Knijnenburg, & Namara, 2018). Other research proposes that social media use might be correlated to the significant increase in suicide rates and depressive symptoms among children and adolescents in the past ten years (Mitchell, Wells, Priebe, & Ybarra, 2014). 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To address this gap in the literature, the current study uses qualitative and content analysis research techniques to illustrate the risk of self-harm and suicide contagion through the portrayal of BWC on YouTube and Twitter Posts. The purpose of this study is to analyze the portrayal of BWC on YouTube and Twitter in order to identify the themes that are presented on YouTube and Twitter posts that share and discuss BWC. In addition, we want to explore to what extent are YouTube videos compliant with safe and effective suicide messaging guidelines proposed by the Suicide Prevention Resource Center (SPRC). Method Two social media websites were used to gather the data: 60 videos and 1,112 comments from YouTube and 150 posts from Twitter. The common themes of the YouTube videos, comments on those videos, and the Twitter posts were identified using grounded, thematic content analysis on the collected data (Padgett, 2001). Three codebooks were built, one for each type of data. 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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1145/3479571
