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1. "Give Everybody [..] a Little Bit More Equity": Content Creator Perspectives and Responses to the Algorithmic Demonetization of Content Associated with Disadvantaged Groups

   https://doi.org/10.1145/3555149  

   Kingsley, Sara; Sinha, Proteeti; Wang, Clara; Eslami, Motahhare; Hong, Jason_I (November 2022, Proceedings of the ACM on Human-Computer Interaction)

   Algorithmic systems help manage the governance of digital platforms featuring user-generated content, including how money is distributed to creators from the profits a platform earns from advertising on this content. However, creators producing content about disadvantaged populations have reported that these kinds of systems are biased, having associated their content with prohibited or unsafe content, leading to what creators believed were error-prone decisions to demonetize their videos. Motivated by these reports, we present the results of 20 interviews with YouTube creators and a content analysis of videos, tweets, and news about demonetization cases to understand YouTubers' perceptions of demonetization affecting videos featuring disadvantaged or vulnerable populations, as well as creator responses to demonetization, and what kinds of tools and infrastructure support they desired. We found creators had concerns about YouTube's algorithmic system stereotyping content featuring vulnerable demographics in harmful ways, for example by labeling it unsafe'' for children or families -- creators believed these demonetization errors led to a range of economic, social, and personal harms. To provide more context to these findings, we analyzed and report on the technique a few creators used to audit YouTube's algorithms to learn what could cause the demonetization of videos featuring LGBTQ people, culture and/or social issues. In response to the varying beliefs about the causes and harms of demonetization errors, we found our interviewees wanted more reliable information and statistics about demonetization cases and errors, more control over their content and advertising, and better economic security. 

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2. A Survey of Interface Representations in Visual Programming Language Environments for Children’s Physical Computing Kits

   https://doi.org/10.1145/3459990.3460727  

   Brown, S.; Chu, S. L.; Yin, P. (January 2021, International Conference on Interaction Design and Children)

   Physical computing toolkits for children expose young minds to the concepts of computing and electronics within a target activity. To this end, these kits usually make use of a custom Visual Programming Language (or VPL) environment that extends past the functionality of simply programming, often also incorporating representations of electronics aspects in the interface. These representations of the electronics function as a scaffold to help the child focus on programming, instead of having to handle both the programming and details of the electronics at the same time. This paper presents a review of existing physical computing toolkits, looking at the What, How, and Where of electronics representations in their VPL interfaces. We then discuss potential research directions for the design of VPL interfaces for physical computing toolkits for children. 

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3. Security and Privacy Software Creators' Perspectives on Unintended Consequences

   Sri_Ramulu, Harshini; Schmitt, Helen; Wermke, Dominik; Acar, Yasemin (August 2024, Proceedings of the USENIX conference)

   Security & Privacy (S&P) software is created to have positive impacts on people: to protect them from surveillance and attacks, enhance their privacy, and keep them safe. Despite these positive intentions, S&P software can have unintended consequences, such as enabling and protecting criminals, misleading people into using the software with a false sense of security, and being inaccessible to users without strong technical backgrounds or with specific accessibility needs. In this study, through 14 semi-structured expert interviews with S&P software creators, we explore whether and how S&P software creators foresee and mitigate unintended consequences. We find that unintended consequences are often overlooked and ignored. When addressed, they are done in unstructured ways—often ad hoc and just based on user feedback—thereby shifting the burden to users. To reduce this burden on users and more effectively create positive change, we recommend S&P software creators to proactively consider and mitigate unintended consequences through increasing awareness and education, promoting accountability at the organizational level to mitigate issues, and using systematic toolkits for anticipating impacts. 

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4. "Defaulting to boilerplate answers, they didn't engage in a genuine conversation": Dimensions of Transparency Design in Creator Moderation

   https://doi.org/10.1145/3579477  

   Ma, Renkai; Kou, Yubo (April 2023, Proceedings of the ACM on Human-Computer Interaction)

   Transparency matters a lot to people who experience moderation on online platforms; much CSCW research has viewed offering explanations as one of the primary solutions to enhance moderation transparency. However, relatively little attention has been paid to unpacking what transparency entails in moderation design, especially for content creators. We interviewed 28 YouTubers to understand their moderation experiences and analyze the dimensions of moderation transparency. We identified four primary dimensions: participants desired the moderation system to present moderation decisions saliently, explain the decisions profoundly, afford communication with the users effectively, and offer repairment and learning opportunities. We discuss how these four dimensions are mutually constitutive and conditioned in the context of creator moderation, where the target of governance mechanisms extends beyond the content to creator careers. We then elaborate on how a dynamic, transparency perspective could value content creators' digital labor, how transparency design could support creators' learning, as well as implications for transparency design of other creator platforms. 

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5. Paper Circuits vs. Breadboards: Materializing Learners’ Powerful Ideas Around Circuitry and Layout Design

   https://doi.org/10.1007/s10956-023-10029-0  

   Peppler, Kylie A.; Sedas, R. Mishael; Thompson, Naomi (August 2023, Journal of Science Education and Technology)

   Abstract This exploratory study compares how young people (ages 15–16) learn circuitry concepts and layout design principles important to electrical engineering using one of two educational circuitry toolkits: paper circuits and traditional solderless breadboards. Paper-based prototyping kits are representative of a trend that incorporates new materials and approaches to integrating arts into traditional STEM disciplines. Extending prior research on how non-traditional toolkits enhance learning of electrical engineering outcomes, including basic circuitry concepts (i.e., current flow, polarity, and connections), this study examines the material affordances and design choices of the kits that contribute to youth’s understanding of more advanced circuitry layout design principles, including space allocation, placement of electronic components, and routing. Results indicate that paper circuits better afford the learning of layout design principles for printed circuit boards (PCBs) with large effect sizes. This study illuminates how the materials of educational toolkits uniquely solicit body- and material-syntonic patterns of activity, and thus differentially engage learners’ powerful ideas around circuitry and design principles. This investigation encourages careful consideration of the material affordances of some toolkits over others for learning purposes. 

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