2025
Jones, Derek; Boling, Elizabeth; Brown, James Benedict; Corazzo, James; Gray, Colin M; Lotz, Nicole
Studio Properties: A field guide to design education Book
Bloomsbury Visual Arts, London, England, 2025, ISBN: 9781350407503.
Abstract | Links | BibTeX | Tags: Creativity, Critical Pedagogy, Critique, Design Education, Design Judgment, Design Knowledge, Design Methods, Design Theory, Ethics and Values, Expertise, HCI Education, Identity, Reflection, Studio Pedagogy, Transdisciplinary Education
@book{Boling2025-tg,
title = {Studio Properties: A field guide to design education},
author = {Derek Jones and Elizabeth Boling and James Benedict Brown and James Corazzo and Colin M Gray and Nicole Lotz},
url = {https://www.bloomsbury.com/uk/studio-properties-9781350407503/},
isbn = {9781350407503},
year = {2025},
date = {2025-08-01},
urldate = {2025-08-01},
publisher = {Bloomsbury Visual Arts},
address = {London, England},
abstract = {There is something special about a studio as a place of practice and learning.
Studio is a complex form of teaching and learning. If you have not experienced studio, it may seem mysterious, even chaotic. If you have experienced studio, you may want to know more about how and why it works. Either way, Studio Properties will deepen your understanding of studio to help you teach, research, or administer design education more effectively and with greater confidence and creativity.
Use Studio Properties like a field guide. You will discover the components of studio broken down into individual properties. You will find clear descriptions and a wealth of research references that illuminate studio. You will be guided in understanding the relationships between properties without being limited to one model or approach.
In this innovative and non-linear book, available in print, ebook and open access, six internationally renowned and award-winning educators and researchers from various studio disciplines invite you to explore familiar and less-familiar aspects of studio.},
keywords = {Creativity, Critical Pedagogy, Critique, Design Education, Design Judgment, Design Knowledge, Design Methods, Design Theory, Ethics and Values, Expertise, HCI Education, Identity, Reflection, Studio Pedagogy, Transdisciplinary Education},
pubstate = {published},
tppubtype = {book}
}
There is something special about a studio as a place of practice and learning.
Studio is a complex form of teaching and learning. If you have not experienced studio, it may seem mysterious, even chaotic. If you have experienced studio, you may want to know more about how and why it works. Either way, Studio Properties will deepen your understanding of studio to help you teach, research, or administer design education more effectively and with greater confidence and creativity.
Use Studio Properties like a field guide. You will discover the components of studio broken down into individual properties. You will find clear descriptions and a wealth of research references that illuminate studio. You will be guided in understanding the relationships between properties without being limited to one model or approach.
In this innovative and non-linear book, available in print, ebook and open access, six internationally renowned and award-winning educators and researchers from various studio disciplines invite you to explore familiar and less-familiar aspects of studio.
Studio is a complex form of teaching and learning. If you have not experienced studio, it may seem mysterious, even chaotic. If you have experienced studio, you may want to know more about how and why it works. Either way, Studio Properties will deepen your understanding of studio to help you teach, research, or administer design education more effectively and with greater confidence and creativity.
Use Studio Properties like a field guide. You will discover the components of studio broken down into individual properties. You will find clear descriptions and a wealth of research references that illuminate studio. You will be guided in understanding the relationships between properties without being limited to one model or approach.
In this innovative and non-linear book, available in print, ebook and open access, six internationally renowned and award-winning educators and researchers from various studio disciplines invite you to explore familiar and less-familiar aspects of studio.
Toombs, Austin L; Parsons, Paul C; Gray, Colin M; El-Shamy, Jenny; Ostrowski, Anastasia K
The Ambiguity Amoeba and other Metaphors: Teaching Students to Sketch and Prototype Through Uncertainty Proceedings Article
In: EduCHI 2025: 7th Annual Symposium on HCI Education (EduCHI '25), Association for Computing Machinery, 2025.
Abstract | Links | BibTeX | Tags: Design Knowledge, Design Methods, Design Theory, Expertise, HCI Education, Studio Pedagogy
@inproceedings{Toombs2025-al,
title = {The Ambiguity Amoeba and other Metaphors: Teaching Students to Sketch and Prototype Through Uncertainty},
author = {Austin L Toombs and Paul C Parsons and Colin M Gray and Jenny El-Shamy and Anastasia K Ostrowski},
url = {http://dx.doi.org/10.1145/3742901.3742916},
doi = {10.1145/3742901.3742916},
year = {2025},
date = {2025-07-30},
urldate = {2025-01-01},
booktitle = {EduCHI 2025: 7th Annual Symposium on HCI Education (EduCHI '25)},
publisher = {Association for Computing Machinery},
abstract = {In this Teachable Moment article, we demonstrate how Austin
Toombs uses a whiteboard drawing of an amoeba with chaotic
borders to help students understand the role of sketching and
pro- totyping as tools for thinking, rather than as polished
representa- tions of finalized ideas. Many HCI graduate students
come from disciplines where exploratory thinking through
sketching or other approaches was not emphasized. As a result,
they often misinter- pret requests for sketches and prototypes as
calls for high-fidelity mock-ups rather than as invitations to
create provisional artifacts. The amoeba metaphor provides a
visual and conceptual scaffold to illustrate how iterative
sketching and prototyping help students navigate and refine
uncertain design spaces. We present classroom examples, student
reflections, and insights into how this approach encourages
greater comfort with ambiguity. Paul Parsons, Colin Gray,
Jennifer El-Shamy, and Anastasia Ostrowski, who also teach
students how to engage with uncertainty, describe how they would
adapt this technique for their own classrooms and share
additional metaphors they use to support students’ tolerance for
ambiguity. By sharing this approach, we hope to contribute to
broader con- versations about fostering flexible, exploratory
mindsets in HCI education.},
keywords = {Design Knowledge, Design Methods, Design Theory, Expertise, HCI Education, Studio Pedagogy},
pubstate = {published},
tppubtype = {inproceedings}
}
In this Teachable Moment article, we demonstrate how Austin
Toombs uses a whiteboard drawing of an amoeba with chaotic
borders to help students understand the role of sketching and
pro- totyping as tools for thinking, rather than as polished
representa- tions of finalized ideas. Many HCI graduate students
come from disciplines where exploratory thinking through
sketching or other approaches was not emphasized. As a result,
they often misinter- pret requests for sketches and prototypes as
calls for high-fidelity mock-ups rather than as invitations to
create provisional artifacts. The amoeba metaphor provides a
visual and conceptual scaffold to illustrate how iterative
sketching and prototyping help students navigate and refine
uncertain design spaces. We present classroom examples, student
reflections, and insights into how this approach encourages
greater comfort with ambiguity. Paul Parsons, Colin Gray,
Jennifer El-Shamy, and Anastasia Ostrowski, who also teach
students how to engage with uncertainty, describe how they would
adapt this technique for their own classrooms and share
additional metaphors they use to support students’ tolerance for
ambiguity. By sharing this approach, we hope to contribute to
broader con- versations about fostering flexible, exploratory
mindsets in HCI education.
Toombs uses a whiteboard drawing of an amoeba with chaotic
borders to help students understand the role of sketching and
pro- totyping as tools for thinking, rather than as polished
representa- tions of finalized ideas. Many HCI graduate students
come from disciplines where exploratory thinking through
sketching or other approaches was not emphasized. As a result,
they often misinter- pret requests for sketches and prototypes as
calls for high-fidelity mock-ups rather than as invitations to
create provisional artifacts. The amoeba metaphor provides a
visual and conceptual scaffold to illustrate how iterative
sketching and prototyping help students navigate and refine
uncertain design spaces. We present classroom examples, student
reflections, and insights into how this approach encourages
greater comfort with ambiguity. Paul Parsons, Colin Gray,
Jennifer El-Shamy, and Anastasia Ostrowski, who also teach
students how to engage with uncertainty, describe how they would
adapt this technique for their own classrooms and share
additional metaphors they use to support students’ tolerance for
ambiguity. By sharing this approach, we hope to contribute to
broader con- versations about fostering flexible, exploratory
mindsets in HCI education.
Braunstein, Sarah; Gray, Colin M; Lokhandwala, Dharam; Newnum, Julia
Challenges and Opportunities in Developing Cross-Cultural UX Professional Competencies Proceedings Article
In: EduCHI 2025: 7th Annual Symposium on HCI Education (EduCHI '25), Association for Computing Machinery, 2025.
Abstract | Links | BibTeX | Tags: Design Education, HCI Education, UX Practice
@inproceedings{Braunstein2025-yt,
title = {Challenges and Opportunities in Developing Cross-Cultural UX Professional Competencies},
author = {Sarah Braunstein and Colin M Gray and Dharam Lokhandwala and Julia Newnum},
url = {http://dx.doi.org/10.1145/3742901.3742918},
doi = {10.1145/3742901.3742918},
year = {2025},
date = {2025-07-30},
urldate = {2025-07-01},
booktitle = {EduCHI 2025: 7th Annual Symposium on HCI Education (EduCHI '25)},
publisher = {Association for Computing Machinery},
abstract = {HCI careers are increasingly global, requiring knowledge of
business practices and cultural values across multiple countries.
However, the particular challenges of building cross-cultural
professional competencies are not well understood. To address
this important area of career preparation, in this unsolved
challenge, we describe the outcomes of two focus group
discussions among students, staff, and faculty. Through these
discussions, we reflected upon our experiences with professional
competencies in HCI, including hurdles and successes that
international students face in the U.S. We constructed four
themes that captured these experiences: 1) expectations from
students about the program and job market, 2) the job market
market being hostile, 3) anxiety driving professional
interactions, and 4) motivations for participation driving
interactions with faculty and staff. We conclude by addressing
the critical need for support at all levels to prepare students
for professional success. We invite further discourse on
integrating cultural competency into HCI education and preparing
all students for success in a multicultural job market.},
keywords = {Design Education, HCI Education, UX Practice},
pubstate = {published},
tppubtype = {inproceedings}
}
HCI careers are increasingly global, requiring knowledge of
business practices and cultural values across multiple countries.
However, the particular challenges of building cross-cultural
professional competencies are not well understood. To address
this important area of career preparation, in this unsolved
challenge, we describe the outcomes of two focus group
discussions among students, staff, and faculty. Through these
discussions, we reflected upon our experiences with professional
competencies in HCI, including hurdles and successes that
international students face in the U.S. We constructed four
themes that captured these experiences: 1) expectations from
students about the program and job market, 2) the job market
market being hostile, 3) anxiety driving professional
interactions, and 4) motivations for participation driving
interactions with faculty and staff. We conclude by addressing
the critical need for support at all levels to prepare students
for professional success. We invite further discourse on
integrating cultural competency into HCI education and preparing
all students for success in a multicultural job market.
business practices and cultural values across multiple countries.
However, the particular challenges of building cross-cultural
professional competencies are not well understood. To address
this important area of career preparation, in this unsolved
challenge, we describe the outcomes of two focus group
discussions among students, staff, and faculty. Through these
discussions, we reflected upon our experiences with professional
competencies in HCI, including hurdles and successes that
international students face in the U.S. We constructed four
themes that captured these experiences: 1) expectations from
students about the program and job market, 2) the job market
market being hostile, 3) anxiety driving professional
interactions, and 4) motivations for participation driving
interactions with faculty and staff. We conclude by addressing
the critical need for support at all levels to prepare students
for professional success. We invite further discourse on
integrating cultural competency into HCI education and preparing
all students for success in a multicultural job market.
Boling, Elizabeth; Lachheb, Ahmed; Gray, Colin M; Sentz, Justin
Short-form design cases and their use: IJDL quick hit design cases Journal Article
In: International Journal of Designs for Learning, vol. 16, no. 1, pp. 1–6, 2025, ISSN: 2159-449X,2159-449X.
Abstract | Links | BibTeX | Tags: Design Case, Design Knowledge, Instructional Design, Learning Experience (LX) Design
@article{Boling2025-yj,
title = {Short-form design cases and their use: IJDL quick hit design cases},
author = {Elizabeth Boling and Ahmed Lachheb and Colin M Gray and Justin Sentz},
url = {http://dx.doi.org/10.14434/ijdl.v16i1.41130},
doi = {10.14434/ijdl.v16i1.41130},
issn = {2159-449X,2159-449X},
year = {2025},
date = {2025-06-01},
urldate = {2025-06-01},
journal = {International Journal of Designs for Learning},
volume = {16},
number = {1},
pages = {1–6},
abstract = {Design cases, originally introduced in 2010 to the field of
Instructional/Learning Design and Technology (I/LDT) via the
International Journal of Designs for Learning (IJDL) as means of
documenting and disseminating design precedent, now appear
frequently in multiple I/LDT scholarly venues (e.g., TechTrends
journal, the Journal of Applied Instructional Design, the American
Educational Research Association Conference, and in edited volumes
from the AECT Summer Research Symposiums). Being the venue devoted
exclusively to design cases in the I/LDT field, IJDL now
introduces a new feature titled Quick Hit Design Cases. By
incorporating short-form design cases into the journal, IJDL
extends its original goal to make many instances of design
precedent available in the field by (1) bringing the journal’s
scope of published design knowledge into alignment with other
fields of design, (2) providing a venue for authors without time
or professional impetus to write longer design cases, and (3)
recognizing the multiple formats in which design knowledge can be
represented. This Editorial introduces IJDL “Quick Hit” Design
Cases. It explains the long-established tradition of short-form
design cases and outlines the requirements and the guidelines for
authoring a “Quick Hit” Design Case for publication in IJDL.},
keywords = {Design Case, Design Knowledge, Instructional Design, Learning Experience (LX) Design},
pubstate = {published},
tppubtype = {article}
}
Design cases, originally introduced in 2010 to the field of
Instructional/Learning Design and Technology (I/LDT) via the
International Journal of Designs for Learning (IJDL) as means of
documenting and disseminating design precedent, now appear
frequently in multiple I/LDT scholarly venues (e.g., TechTrends
journal, the Journal of Applied Instructional Design, the American
Educational Research Association Conference, and in edited volumes
from the AECT Summer Research Symposiums). Being the venue devoted
exclusively to design cases in the I/LDT field, IJDL now
introduces a new feature titled Quick Hit Design Cases. By
incorporating short-form design cases into the journal, IJDL
extends its original goal to make many instances of design
precedent available in the field by (1) bringing the journal’s
scope of published design knowledge into alignment with other
fields of design, (2) providing a venue for authors without time
or professional impetus to write longer design cases, and (3)
recognizing the multiple formats in which design knowledge can be
represented. This Editorial introduces IJDL “Quick Hit” Design
Cases. It explains the long-established tradition of short-form
design cases and outlines the requirements and the guidelines for
authoring a “Quick Hit” Design Case for publication in IJDL.
Instructional/Learning Design and Technology (I/LDT) via the
International Journal of Designs for Learning (IJDL) as means of
documenting and disseminating design precedent, now appear
frequently in multiple I/LDT scholarly venues (e.g., TechTrends
journal, the Journal of Applied Instructional Design, the American
Educational Research Association Conference, and in edited volumes
from the AECT Summer Research Symposiums). Being the venue devoted
exclusively to design cases in the I/LDT field, IJDL now
introduces a new feature titled Quick Hit Design Cases. By
incorporating short-form design cases into the journal, IJDL
extends its original goal to make many instances of design
precedent available in the field by (1) bringing the journal’s
scope of published design knowledge into alignment with other
fields of design, (2) providing a venue for authors without time
or professional impetus to write longer design cases, and (3)
recognizing the multiple formats in which design knowledge can be
represented. This Editorial introduces IJDL “Quick Hit” Design
Cases. It explains the long-established tradition of short-form
design cases and outlines the requirements and the guidelines for
authoring a “Quick Hit” Design Case for publication in IJDL.
Seaborn, Katie; Gray, Colin M; Gunawan, Johanna; Mildner, Thomas; Schäfer, René; Chamorro, Lorena Sanchez; Nakamura, Satoshi
Global and Transdisciplinary Perspectives on Dark Patterns and Deceptive Design Practice Proceedings Article
In: CHI EA’25: Extended Abstracts of the 2025 CHI Conference on Human Factors in Computing Systems., Association for Computing Machinery, 2025.
Abstract | Links | BibTeX | Tags: Dark Patterns, Legal and Policy Perspectives, Regulation, UX Knowledge
@inproceedings{SeabornUnknown-av,
title = {Global and Transdisciplinary Perspectives on Dark Patterns and Deceptive Design Practice},
author = {Katie Seaborn and Colin M Gray and Johanna Gunawan and Thomas Mildner and René Schäfer and Lorena Sanchez Chamorro and Satoshi Nakamura},
url = {http://dx.doi.org/10.1145/3706599.3716294},
doi = {10.1145/3706599.3716294},
year = {2025},
date = {2025-04-27},
booktitle = {CHI EA’25: Extended Abstracts of the 2025 CHI Conference
on Human Factors in Computing Systems.},
publisher = {Association for Computing Machinery},
abstract = {Dark patterns and deceptive designs (DPs) refer to user
interfaces (UIs) that trick people into interactions that benefit
the service providers. Today, academic research, legal action,
and media cover- age has raised awareness among a diversity of
stakeholders world- wide. Yet, the lens has focused on Western
and English contexts. We propose a Special Interest Group (SIG)
that centres on cross-cultural and interdisciplinary engagement.
The organizing team, who hail from a plurality of nations and
disciplines, will spark discussion by sharing their
knowledge—findings, frameworks, methods, and tools—and
culturally-sensitive perspectives on deception in mod- ern
digital products and services. Attendees will participate in a
small group drawing activity, whereby culturally-specific DPs and
disciplinary perspectives can be surfaced and communicated with-
out reliance on a specific language or cultural frame. This SIG
is expected to draw in a diversity of designers, researchers,
security experts, and legal scholars concerned about ethical
design practice.},
keywords = {Dark Patterns, Legal and Policy Perspectives, Regulation, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
Dark patterns and deceptive designs (DPs) refer to user
interfaces (UIs) that trick people into interactions that benefit
the service providers. Today, academic research, legal action,
and media cover- age has raised awareness among a diversity of
stakeholders world- wide. Yet, the lens has focused on Western
and English contexts. We propose a Special Interest Group (SIG)
that centres on cross-cultural and interdisciplinary engagement.
The organizing team, who hail from a plurality of nations and
disciplines, will spark discussion by sharing their
knowledge—findings, frameworks, methods, and tools—and
culturally-sensitive perspectives on deception in mod- ern
digital products and services. Attendees will participate in a
small group drawing activity, whereby culturally-specific DPs and
disciplinary perspectives can be surfaced and communicated with-
out reliance on a specific language or cultural frame. This SIG
is expected to draw in a diversity of designers, researchers,
security experts, and legal scholars concerned about ethical
design practice.
interfaces (UIs) that trick people into interactions that benefit
the service providers. Today, academic research, legal action,
and media cover- age has raised awareness among a diversity of
stakeholders world- wide. Yet, the lens has focused on Western
and English contexts. We propose a Special Interest Group (SIG)
that centres on cross-cultural and interdisciplinary engagement.
The organizing team, who hail from a plurality of nations and
disciplines, will spark discussion by sharing their
knowledge—findings, frameworks, methods, and tools—and
culturally-sensitive perspectives on deception in mod- ern
digital products and services. Attendees will participate in a
small group drawing activity, whereby culturally-specific DPs and
disciplinary perspectives can be surfaced and communicated with-
out reliance on a specific language or cultural frame. This SIG
is expected to draw in a diversity of designers, researchers,
security experts, and legal scholars concerned about ethical
design practice.
Gray, Colin M; Mildner, Thomas; Gairola, Ritika
Getting Trapped in Amazon's ``Iliad Flow'': A Foundation for the Temporal Analysis of Dark Patterns Proceedings Article
In: CHI '25: CHI Conference on Human Factors in Computing Systems Proceedings, 2025.
Abstract | Links | BibTeX | Tags: Dark Patterns, Design Theory, Legal and Policy Perspectives, Research Methods, UX Knowledge
@inproceedings{Gray2025-rf,
title = {Getting Trapped in Amazon's ``Iliad Flow'': A Foundation for the Temporal Analysis of Dark Patterns},
author = {Colin M Gray and Thomas Mildner and Ritika Gairola},
url = {http://dx.doi.org/10.1145/3706598.3713828},
doi = {10.1145/3706598.3713828},
year = {2025},
date = {2025-04-01},
urldate = {2025-04-01},
booktitle = {CHI '25: CHI Conference on Human Factors in Computing Systems
Proceedings},
abstract = {Dark patterns are ubiquitous in digital systems, impacting users
throughout their journeys on many popular apps and websites.
While substantial efforts from the research community in the last
five years have led to consolidated taxonomies of dark patterns,
including an emerging ontology, most applications of these
descriptors have been focused on analysis of static images or as
isolated pattern types. In this paper, we present a case study of
Amazon Prime's ``Iliad Flow'' to illustrate the interplay of dark
patterns across a user journey, grounded in insights from a US
Federal Trade Commission complaint against the company. We use
this case study to lay the groundwork for a methodology of
Temporal Analysis of Dark Patterns (TADP), including
considerations for characterization of individual dark patterns
across a user journey, combinatorial effects of multiple dark
patterns types, and implications for expert detection and
automated detection.},
keywords = {Dark Patterns, Design Theory, Legal and Policy Perspectives, Research Methods, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
Dark patterns are ubiquitous in digital systems, impacting users
throughout their journeys on many popular apps and websites.
While substantial efforts from the research community in the last
five years have led to consolidated taxonomies of dark patterns,
including an emerging ontology, most applications of these
descriptors have been focused on analysis of static images or as
isolated pattern types. In this paper, we present a case study of
Amazon Prime's ``Iliad Flow'' to illustrate the interplay of dark
patterns across a user journey, grounded in insights from a US
Federal Trade Commission complaint against the company. We use
this case study to lay the groundwork for a methodology of
Temporal Analysis of Dark Patterns (TADP), including
considerations for characterization of individual dark patterns
across a user journey, combinatorial effects of multiple dark
patterns types, and implications for expert detection and
automated detection.
throughout their journeys on many popular apps and websites.
While substantial efforts from the research community in the last
five years have led to consolidated taxonomies of dark patterns,
including an emerging ontology, most applications of these
descriptors have been focused on analysis of static images or as
isolated pattern types. In this paper, we present a case study of
Amazon Prime's ``Iliad Flow'' to illustrate the interplay of dark
patterns across a user journey, grounded in insights from a US
Federal Trade Commission complaint against the company. We use
this case study to lay the groundwork for a methodology of
Temporal Analysis of Dark Patterns (TADP), including
considerations for characterization of individual dark patterns
across a user journey, combinatorial effects of multiple dark
patterns types, and implications for expert detection and
automated detection.
Obi, Ike; Gray, Colin M; Chivukula, Shruthi Sai; Duane, Ja-Nae; Johns, Janna; Will, Matthew; Li, Ziqing; Carlock, Thomas
Tracing the history and evolution of dark patterns on Twitter from 2010-2021 Journal Article
In: ACM Transactions on Social Computing, vol. 8, iss. 3-4, pp. Article No. 8, 2025, ISSN: 2469-7818,2469-7826.
Abstract | Links | BibTeX | Tags: Dark Patterns, Legal and Policy Perspectives, Regulation, Social Media, UX Knowledge
@article{Obi2025-hz,
title = {Tracing the history and evolution of dark patterns on Twitter from 2010-2021},
author = {Ike Obi and Colin M Gray and Shruthi Sai Chivukula and Ja-Nae Duane and Janna Johns and Matthew Will and Ziqing Li and Thomas Carlock},
url = {https://dl.acm.org/doi/10.1145/3716306},
doi = {10.1145/3716306},
issn = {2469-7818,2469-7826},
year = {2025},
date = {2025-02-04},
urldate = {2025-02-04},
journal = {ACM Transactions on Social Computing},
volume = {8},
issue = {3-4},
pages = {Article No. 8},
publisher = {ACMPUB27New York, NY},
abstract = {Designers’ use of deceptive and manipulative design practices
have become increasingly ubiquitous, impacting users’ ability to
make choices that respect their agency and autonomy. These
practices have been popularly defined through the term “dark
patterns” which has gained attention from designers, privacy
scholars, and more recently, legal scholars and regulators. The
increased interest in the concept of dark patterns across a range
of practitioners and users motivated us to study the evolution of
the concept and highlight the future trajectory of conversations
around dark patterns and similar activist movements that utilize
social computing platforms. In this paper, we examine the history
and evolution of the Twitter discourse around #darkpatterns from
its inception in June 2010 until April 2021, using a combination
of quantitative and qualitative methods to describe how this
discourse has changed over time. We frame these conversations
through a new concept of socio-technical activism, whereby
participants unite in order to identify and fight back against
problematic technology and design practices. We discuss the
potential future trajectories of this discourse and opportunities
for further social computing scholarship at the intersection of
design, policy, and online activism.},
keywords = {Dark Patterns, Legal and Policy Perspectives, Regulation, Social Media, UX Knowledge},
pubstate = {published},
tppubtype = {article}
}
Designers’ use of deceptive and manipulative design practices
have become increasingly ubiquitous, impacting users’ ability to
make choices that respect their agency and autonomy. These
practices have been popularly defined through the term “dark
patterns” which has gained attention from designers, privacy
scholars, and more recently, legal scholars and regulators. The
increased interest in the concept of dark patterns across a range
of practitioners and users motivated us to study the evolution of
the concept and highlight the future trajectory of conversations
around dark patterns and similar activist movements that utilize
social computing platforms. In this paper, we examine the history
and evolution of the Twitter discourse around #darkpatterns from
its inception in June 2010 until April 2021, using a combination
of quantitative and qualitative methods to describe how this
discourse has changed over time. We frame these conversations
through a new concept of socio-technical activism, whereby
participants unite in order to identify and fight back against
problematic technology and design practices. We discuss the
potential future trajectories of this discourse and opportunities
for further social computing scholarship at the intersection of
design, policy, and online activism.
have become increasingly ubiquitous, impacting users’ ability to
make choices that respect their agency and autonomy. These
practices have been popularly defined through the term “dark
patterns” which has gained attention from designers, privacy
scholars, and more recently, legal scholars and regulators. The
increased interest in the concept of dark patterns across a range
of practitioners and users motivated us to study the evolution of
the concept and highlight the future trajectory of conversations
around dark patterns and similar activist movements that utilize
social computing platforms. In this paper, we examine the history
and evolution of the Twitter discourse around #darkpatterns from
its inception in June 2010 until April 2021, using a combination
of quantitative and qualitative methods to describe how this
discourse has changed over time. We frame these conversations
through a new concept of socio-technical activism, whereby
participants unite in order to identify and fight back against
problematic technology and design practices. We discuss the
potential future trajectories of this discourse and opportunities
for further social computing scholarship at the intersection of
design, policy, and online activism.
Henriques, Ana O; Carter, Anna R L; Severes, Beatriz; Talhouk, Reem; Strohmayer, Angelika; Pires, Ana Cristina; Gray, Colin M; Montague, Kyle; Nicolau, Hugo
A Feminist Care Ethics Toolkit for Community-Based Design: Bridging Theory and Practice Honorable Mention Proceedings Article
In: CHI '25: CHI Conference on Human Factors in Computing Systems Proceedings, Association for Computing Machinery, 2025.
Abstract | Links | BibTeX | Tags: Critical Theory, Design Methods, Design Theory, Digital Civics, Research Methods
@inproceedings{Henriques2025-cb,
title = {A Feminist Care Ethics Toolkit for Community-Based Design: Bridging Theory and Practice},
author = {Ana O Henriques and Anna R L Carter and Beatriz Severes and Reem Talhouk and Angelika Strohmayer and Ana Cristina Pires and Colin M Gray and Kyle Montague and Hugo Nicolau},
url = {http://dx.doi.org/10.1145/3706598.3713950},
doi = {10.1145/3706598.3713950},
year = {2025},
date = {2025-01-01},
urldate = {2025-01-01},
booktitle = {CHI '25: CHI Conference on Human Factors in Computing Systems
Proceedings},
publisher = {Association for Computing Machinery},
abstract = {Existing ethics frameworks for participatory engagement in HCI
of- ten overlook the nuanced ethical challenges of dynamic
community- based contexts given the latter’s relational nature.
We hope to bridge this gap by grounding feminist care ethics in
actionable tools for community-based projects to enhance ethical
engagement in these settings. Prior research advocates for
adaptable, context- sensitive ethics in participatory research,
informed by feminist care ethics. To address this need, we
developed and iteratively re- fined a toolkit embodying the
underlying principles of feminist care ethics through workshops
with participants working in aca- demic and non-academic
community-based settings. Our findings suggest that the toolkit
fosters ethical reflection aligned with the feminist care ethics
ethos while facilitating meaningful experiences for participants.
This work contributes to the field by offering a practical design
artefact that not only embodies feminist care ethics but also
supports researchers and communities in navigating com- plex
ethical landscapes in participatory engagements, together or
independently.},
keywords = {Critical Theory, Design Methods, Design Theory, Digital Civics, Research Methods},
pubstate = {published},
tppubtype = {inproceedings}
}
Existing ethics frameworks for participatory engagement in HCI
of- ten overlook the nuanced ethical challenges of dynamic
community- based contexts given the latter’s relational nature.
We hope to bridge this gap by grounding feminist care ethics in
actionable tools for community-based projects to enhance ethical
engagement in these settings. Prior research advocates for
adaptable, context- sensitive ethics in participatory research,
informed by feminist care ethics. To address this need, we
developed and iteratively re- fined a toolkit embodying the
underlying principles of feminist care ethics through workshops
with participants working in aca- demic and non-academic
community-based settings. Our findings suggest that the toolkit
fosters ethical reflection aligned with the feminist care ethics
ethos while facilitating meaningful experiences for participants.
This work contributes to the field by offering a practical design
artefact that not only embodies feminist care ethics but also
supports researchers and communities in navigating com- plex
ethical landscapes in participatory engagements, together or
independently.
of- ten overlook the nuanced ethical challenges of dynamic
community- based contexts given the latter’s relational nature.
We hope to bridge this gap by grounding feminist care ethics in
actionable tools for community-based projects to enhance ethical
engagement in these settings. Prior research advocates for
adaptable, context- sensitive ethics in participatory research,
informed by feminist care ethics. To address this need, we
developed and iteratively re- fined a toolkit embodying the
underlying principles of feminist care ethics through workshops
with participants working in aca- demic and non-academic
community-based settings. Our findings suggest that the toolkit
fosters ethical reflection aligned with the feminist care ethics
ethos while facilitating meaningful experiences for participants.
This work contributes to the field by offering a practical design
artefact that not only embodies feminist care ethics but also
supports researchers and communities in navigating com- plex
ethical landscapes in participatory engagements, together or
independently.
Gairola, Ritika; Gray, Colin M
How is "Public Policy" Used in HCI Scholarship? Proceedings Article
In: Extended Abstracts of the CHI Conference on Human Factors in Computing Systems (CHI EA '25), ACM Press, 2025.
Abstract | Links | BibTeX | Tags: Legal and Policy Perspectives, Translational Science
@inproceedings{Gairola2025-iy,
title = {How is "Public Policy" Used in HCI Scholarship?},
author = {Ritika Gairola and Colin M Gray},
url = {http://dx.doi.org/10.1145/3706599.3719997},
doi = {10.1145/3706599.3719997},
year = {2025},
date = {2025-01-01},
urldate = {2025-01-01},
booktitle = {Extended Abstracts of the CHI Conference on Human Factors in
Computing Systems (CHI EA '25)},
publisher = {ACM Press},
abstract = {Over the past decade, there has been a growing interest in inte-
grating public policy into HCI scholarship. Despite this
increased attention, HCI researchers and policy professionals
have not fully explored the potential of this collaboration and
public policy re- mains an underrepresented stakeholder in HCI
discussions. In this study, we report on a systematic literature
review describing the use of “public policy” in HCI literature
from 2014-2024 at CHI, DIS, and CSCW. Using inductive coding and
reflexive thematic analysis, we highlight how public policy is
employed as a concept, revealing that the term public policy is
used in numerous ways that range from being a strong voice at the
forefront of the discussion to a background concept that lacks
strong articulation of future scope or direction. We identify
ways to strengthen connections between HCI and Policy, laying the
groundwork for stronger policy discussions and outcomes.},
keywords = {Legal and Policy Perspectives, Translational Science},
pubstate = {published},
tppubtype = {inproceedings}
}
Over the past decade, there has been a growing interest in inte-
grating public policy into HCI scholarship. Despite this
increased attention, HCI researchers and policy professionals
have not fully explored the potential of this collaboration and
public policy re- mains an underrepresented stakeholder in HCI
discussions. In this study, we report on a systematic literature
review describing the use of “public policy” in HCI literature
from 2014-2024 at CHI, DIS, and CSCW. Using inductive coding and
reflexive thematic analysis, we highlight how public policy is
employed as a concept, revealing that the term public policy is
used in numerous ways that range from being a strong voice at the
forefront of the discussion to a background concept that lacks
strong articulation of future scope or direction. We identify
ways to strengthen connections between HCI and Policy, laying the
groundwork for stronger policy discussions and outcomes.
grating public policy into HCI scholarship. Despite this
increased attention, HCI researchers and policy professionals
have not fully explored the potential of this collaboration and
public policy re- mains an underrepresented stakeholder in HCI
discussions. In this study, we report on a systematic literature
review describing the use of “public policy” in HCI literature
from 2014-2024 at CHI, DIS, and CSCW. Using inductive coding and
reflexive thematic analysis, we highlight how public policy is
employed as a concept, revealing that the term public policy is
used in numerous ways that range from being a strong voice at the
forefront of the discussion to a background concept that lacks
strong articulation of future scope or direction. We identify
ways to strengthen connections between HCI and Policy, laying the
groundwork for stronger policy discussions and outcomes.
Chivukula, Sai Shruthi; Gray, Colin M
Universal Methods of Ethical Design Book
Rockport, 2025.
BibTeX | Tags: Design Methods, Ethics and Values, Legal and Policy Perspectives, Regulation, UX Practice
@book{Chivukula2025-gl,
title = {Universal Methods of Ethical Design},
author = {Sai Shruthi Chivukula and Colin M Gray},
year = {2025},
date = {2025-01-01},
urldate = {2025-01-01},
publisher = {Rockport},
keywords = {Design Methods, Ethics and Values, Legal and Policy Perspectives, Regulation, UX Practice},
pubstate = {published},
tppubtype = {book}
}
2024
Gray, Colin M; Gairola, Ritika; Boucaud, Nayah; Hashmi, Maliha; Chivukula, Shruthi Sai; Menon, Ambika R; Duane, Ja-Nae
Legal Trouble?: UX Practitioners' Engagement with Law and Regulation Proceedings Article
In: Companion Publication of the 2024 ACM Designing Interactive Systems Conference, Association for Computing Machinery, Copenhagen, Denmark, 2024.
Abstract | Links | BibTeX | Tags: Dark Patterns, Ethics and Values, Legal and Policy Perspectives, Practice-Led Research, Regulation, UX Knowledge
@inproceedings{Gray2024-lob,
title = {Legal Trouble?: UX Practitioners' Engagement with Law and Regulation},
author = {Colin M Gray and Ritika Gairola and Nayah Boucaud and Maliha Hashmi and Shruthi Sai Chivukula and Ambika R Menon and Ja-Nae Duane},
url = {https://doi.org/10.1145/3656156.3663698
https://colingray.me/wp-content/uploads/2024/05/2024_Grayetal_DISPWIP_LegalTrouble.pdf},
doi = {10.1145/3656156.3663698},
year = {2024},
date = {2024-07-01},
urldate = {2024-07-01},
booktitle = {Companion Publication of the 2024 ACM Designing Interactive
Systems Conference},
publisher = {Association for Computing Machinery},
address = {Copenhagen, Denmark},
series = {DIS '24 Companion},
abstract = {New regulations and legal frameworks are rapidly reshaping the technology landscape, and it is unclear how regulations might impact technology design practices. UX design as a discipline has previously been defined by its complexity and volatility, utilizing multiple forms of knowledge that are often in tension or conflict. In this work-in-progress paper, we ask how UX practitioners address legal and regulatory knowledge as part of their everyday work practices. We present three short case studies of UX practitioners with differing levels of educational and professional experience that worked in different contexts of design practice. We identified how participants understood legal dimensions of their work and engaged with (or were unaware of) legal and regulatory issues as part of their design activity. Across these cases, we reveal key areas of concern and the need for researchers and educators to investigate how UX practices might need to adapt to address legal and regulatory issues alongside other established forms of design or social science knowledge.},
keywords = {Dark Patterns, Ethics and Values, Legal and Policy Perspectives, Practice-Led Research, Regulation, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
New regulations and legal frameworks are rapidly reshaping the technology landscape, and it is unclear how regulations might impact technology design practices. UX design as a discipline has previously been defined by its complexity and volatility, utilizing multiple forms of knowledge that are often in tension or conflict. In this work-in-progress paper, we ask how UX practitioners address legal and regulatory knowledge as part of their everyday work practices. We present three short case studies of UX practitioners with differing levels of educational and professional experience that worked in different contexts of design practice. We identified how participants understood legal dimensions of their work and engaged with (or were unaware of) legal and regulatory issues as part of their design activity. Across these cases, we reveal key areas of concern and the need for researchers and educators to investigate how UX practices might need to adapt to address legal and regulatory issues alongside other established forms of design or social science knowledge.
Chamorro, Lorena Sánchez; Lallemand, Carine; Gray, Colin M
"My Mother Told Me These Things are Always Fake"—Understanding Teenagers' Experiences with Manipulative Designs Proceedings Article
In: Proceedings of the 2024 ACM Designing Interactive Systems Conference, ACM Press, Copenhagen, Denmark, 2024.
Abstract | Links | BibTeX | Tags: Dark Patterns, Ethics and Values
@inproceedings{Chamorro_2024-wp,
title = {"My Mother Told Me These Things are Always Fake"—Understanding Teenagers' Experiences with Manipulative Designs},
author = {Lorena Sánchez Chamorro and Carine Lallemand and Colin M Gray},
url = {http://dx.doi.org/10.1145/3643834.3660704
https://colingray.me/wp-content/uploads/2024/05/2024_SanchezLallemandGray_DIS_TeenagersManipulativeDesigns.pdf},
doi = {10.1145/3643834.3660704},
year = {2024},
date = {2024-07-01},
urldate = {2024-07-01},
booktitle = {Proceedings of the 2024 ACM Designing Interactive Systems
Conference},
publisher = {ACM Press},
address = {Copenhagen, Denmark},
institution = {IT University of Copenhagen},
abstract = {Manipulative and deceptive design practices are ubiquitous,
impacting technology users in various ways across several
domains. Certain groups are likely more susceptible to these
impacts but have not received sufficient attention yet. In
this paper, we seek to characterize one such understudied
group, describing teenagers' experience of manipulative
design. We conducted semi-structured interviews with six
teenagers between 15 and 17 years old, to understand their
daily interactions with manipulative designs in three
contexts: social networks, video games, and e-commerce. Using
reflexive thematic analysis, our findings describe how risk is
a shared experience for teenagers, and interrogate how
teenagers' personal and social context shape their experience
of risk. We relate our findings to existing knowledge about
how the general population is impacted by manipulative design
practices and consider opportunities to further understand and
support the experiences of teenagers and other vulnerable
groups.},
keywords = {Dark Patterns, Ethics and Values},
pubstate = {published},
tppubtype = {inproceedings}
}
Manipulative and deceptive design practices are ubiquitous,
impacting technology users in various ways across several
domains. Certain groups are likely more susceptible to these
impacts but have not received sufficient attention yet. In
this paper, we seek to characterize one such understudied
group, describing teenagers' experience of manipulative
design. We conducted semi-structured interviews with six
teenagers between 15 and 17 years old, to understand their
daily interactions with manipulative designs in three
contexts: social networks, video games, and e-commerce. Using
reflexive thematic analysis, our findings describe how risk is
a shared experience for teenagers, and interrogate how
teenagers' personal and social context shape their experience
of risk. We relate our findings to existing knowledge about
how the general population is impacted by manipulative design
practices and consider opportunities to further understand and
support the experiences of teenagers and other vulnerable
groups.
impacting technology users in various ways across several
domains. Certain groups are likely more susceptible to these
impacts but have not received sufficient attention yet. In
this paper, we seek to characterize one such understudied
group, describing teenagers' experience of manipulative
design. We conducted semi-structured interviews with six
teenagers between 15 and 17 years old, to understand their
daily interactions with manipulative designs in three
contexts: social networks, video games, and e-commerce. Using
reflexive thematic analysis, our findings describe how risk is
a shared experience for teenagers, and interrogate how
teenagers' personal and social context shape their experience
of risk. We relate our findings to existing knowledge about
how the general population is impacted by manipulative design
practices and consider opportunities to further understand and
support the experiences of teenagers and other vulnerable
groups.
Henriques, Ana O; Nicolau, Hugo; Carter, Anna R L; Montague, Kyle; Talhouk, Reem; Strohmayer, Angelika; Rüller, Sarah; MacArthur, Cayley; Bardzell, Shaowen; Gray, Colin M; Fournier-Tombs, Eleonore
Fostering Feminist Community-Led Ethics: Building Tools and Connections Proceedings Article
In: Proceedings of the 2024 ACM Conference Companion Publication on Designing Interactive Systems, Association for Computing Machinery, 2024.
Abstract | Links | BibTeX | Tags: Care Ethics, Critical Theory, Design Methods, Ethics and Values, Research Methods
@inproceedings{Henriques2024-lk,
title = {Fostering Feminist Community-Led Ethics: Building Tools and Connections},
author = {Ana O Henriques and Hugo Nicolau and Anna R L Carter and Kyle Montague and Reem Talhouk and Angelika Strohmayer and Sarah Rüller and Cayley MacArthur and Shaowen Bardzell and Colin M Gray and Eleonore Fournier-Tombs},
url = {https://doi.org/10.1145/3656156.3658385
https://colingray.me/wp-content/uploads/2024/06/2024_Henriquesetal_DIS_Workshop_FeministCommunityLedEthics.pdf},
doi = {10.1145/3656156.3658385},
year = {2024},
date = {2024-07-01},
urldate = {2024-07-01},
booktitle = {Proceedings of the 2024 ACM Conference Companion Publication
on Designing Interactive Systems},
publisher = {Association for Computing Machinery},
abstract = {This workshop proposal advocates for a dynamic, community-led
approach to ethics in Human-Computer Interaction (HCI) by inte-
grating principles from feminist HCI and digital civics.
Traditional ethics in HCI often overlook interpersonal
considerations, result- ing in static frameworks ill-equipped to
address dynamic social contexts and power dynamics. Drawing from
feminist perspectives, the workshop aims to lay the groundwork
for developing a meta-toolkit for community-led feminist ethics,
fostering collaborative research practices grounded in feminist
ethical principles. Through pre-workshop activities, interactive
sessions, and post- workshop discussions, participants will
engage in dialogue to advance community-led ethical research
practices. Additionally, the workshop seeks to strengthen the
interdisciplinary community of researchers and practitioners
interested in ethics, digital civics, and feminist HCI. By
fostering a reflexive approach to ethics, the workshop
contributes to the discourse on design's role in shaping future
interactions between individuals, communities, and technology.},
keywords = {Care Ethics, Critical Theory, Design Methods, Ethics and Values, Research Methods},
pubstate = {published},
tppubtype = {inproceedings}
}
This workshop proposal advocates for a dynamic, community-led
approach to ethics in Human-Computer Interaction (HCI) by inte-
grating principles from feminist HCI and digital civics.
Traditional ethics in HCI often overlook interpersonal
considerations, result- ing in static frameworks ill-equipped to
address dynamic social contexts and power dynamics. Drawing from
feminist perspectives, the workshop aims to lay the groundwork
for developing a meta-toolkit for community-led feminist ethics,
fostering collaborative research practices grounded in feminist
ethical principles. Through pre-workshop activities, interactive
sessions, and post- workshop discussions, participants will
engage in dialogue to advance community-led ethical research
practices. Additionally, the workshop seeks to strengthen the
interdisciplinary community of researchers and practitioners
interested in ethics, digital civics, and feminist HCI. By
fostering a reflexive approach to ethics, the workshop
contributes to the discourse on design's role in shaping future
interactions between individuals, communities, and technology.
approach to ethics in Human-Computer Interaction (HCI) by inte-
grating principles from feminist HCI and digital civics.
Traditional ethics in HCI often overlook interpersonal
considerations, result- ing in static frameworks ill-equipped to
address dynamic social contexts and power dynamics. Drawing from
feminist perspectives, the workshop aims to lay the groundwork
for developing a meta-toolkit for community-led feminist ethics,
fostering collaborative research practices grounded in feminist
ethical principles. Through pre-workshop activities, interactive
sessions, and post- workshop discussions, participants will
engage in dialogue to advance community-led ethical research
practices. Additionally, the workshop seeks to strengthen the
interdisciplinary community of researchers and practitioners
interested in ethics, digital civics, and feminist HCI. By
fostering a reflexive approach to ethics, the workshop
contributes to the discourse on design's role in shaping future
interactions between individuals, communities, and technology.
Gray, Colin M; Gunawan, Johanna; Schäfer, René; Bielova, Nataliia; Chamorro, Lorena Sánchez; Seaborn, Katie; Mildner, Thomas; Sandhaus, Hauke (Ed.)
DDPCHI 2024 Mobilizing Research and Regulatory Action on Dark Patterns and Deceptive Design Practices 2024 Proceedings Article
In: Gray, Colin M; Gunawan, Johanna; Schäfer, René; Bielova, Nataliia; Chamorro, Lorena Sánchez; Seaborn, Katie; Mildner, Thomas; Sandhaus, Hauke (Ed.): CEUR Workshop Proceedings, 2024.
Abstract | Links | BibTeX | Tags: Dark Patterns, Design Methods, Legal and Policy Perspectives, Practice-Led Research, Regulation, Research Methods, UX Practice
@inproceedings{Gray2024-fq,
title = {DDPCHI 2024 Mobilizing Research and Regulatory Action on Dark Patterns and Deceptive Design Practices 2024},
editor = {Colin M Gray and Johanna Gunawan and René Schäfer and Nataliia Bielova and Lorena Sánchez Chamorro and Katie Seaborn and Thomas Mildner and Hauke Sandhaus},
url = {https://ceur-ws.org/Vol-3720/},
year = {2024},
date = {2024-07-01},
urldate = {2024-07-01},
publisher = {CEUR Workshop Proceedings},
abstract = {Proceedings of the Workshop Mobilizing Research and Regulatory
Action on Dark Patterns and Deceptive Design Practices (DDPCHI
2024) co-located with the CHI Conference on Human Factors in
Computing Systems (CHI 2024) Hybrid Event, Honolulu, HI, USA, May
11-16, 2024.},
keywords = {Dark Patterns, Design Methods, Legal and Policy Perspectives, Practice-Led Research, Regulation, Research Methods, UX Practice},
pubstate = {published},
tppubtype = {inproceedings}
}
Proceedings of the Workshop Mobilizing Research and Regulatory
Action on Dark Patterns and Deceptive Design Practices (DDPCHI
2024) co-located with the CHI Conference on Human Factors in
Computing Systems (CHI 2024) Hybrid Event, Honolulu, HI, USA, May
11-16, 2024.
Action on Dark Patterns and Deceptive Design Practices (DDPCHI
2024) co-located with the CHI Conference on Human Factors in
Computing Systems (CHI 2024) Hybrid Event, Honolulu, HI, USA, May
11-16, 2024.
Chivukula, Shruthi Sai; Gray, Colin; Li, Ziqing; Pivonka, Anne C; Chen, Jingning
Surveying a landscape of ethics-focused design methods Journal Article
In: ACM Journal of Responsible Computing, vol. 1, iss. 3, no. 22, 2024.
Abstract | Links | BibTeX | Tags: Design Knowledge, Design Methods, Design Theory, Ethics and Values, UX Practice
@article{Chivukula2024-qt,
title = {Surveying a landscape of ethics-focused design methods},
author = {Shruthi Sai Chivukula and Colin Gray and Ziqing Li and Anne C Pivonka and Jingning Chen},
url = {https://doi.org/10.1145/3678988},
doi = {10.1145/3678988},
year = {2024},
date = {2024-07-01},
urldate = {2024-07-01},
journal = {ACM Journal of Responsible Computing},
volume = {1},
number = {22},
issue = {3},
publisher = {Association for Computing Machinery},
address = {New York, NY, USA},
abstract = {Over the past decade, HCI researchers and practitioners have
increasingly addressed ethics-focused issues through a range of
theoretical, methodological, and pragmatic contributions to the
field. While many forms of design knowledge have been proposed
and described, we focus explicitly on knowledge that has been
codified as “methods,” which we define as structured supports for
everyday work practices of designers. In this paper, we identify,
analyze, and map a collection of 63 existing methods
intentionally designed for ethical impact. Building on results of
a content analysis of these methods, we contribute a descriptive
record of how these methods operationalize ethics, their intended
audience or context of use, their “core” or “script,” and the
means by which these methods are formulated and codified.
Building on these results, we provide an initial definition of
ethics-focused methods, identifying potential opportunities for
the development of future methods to support ethical design
practice.},
keywords = {Design Knowledge, Design Methods, Design Theory, Ethics and Values, UX Practice},
pubstate = {published},
tppubtype = {article}
}
Over the past decade, HCI researchers and practitioners have
increasingly addressed ethics-focused issues through a range of
theoretical, methodological, and pragmatic contributions to the
field. While many forms of design knowledge have been proposed
and described, we focus explicitly on knowledge that has been
codified as “methods,” which we define as structured supports for
everyday work practices of designers. In this paper, we identify,
analyze, and map a collection of 63 existing methods
intentionally designed for ethical impact. Building on results of
a content analysis of these methods, we contribute a descriptive
record of how these methods operationalize ethics, their intended
audience or context of use, their “core” or “script,” and the
means by which these methods are formulated and codified.
Building on these results, we provide an initial definition of
ethics-focused methods, identifying potential opportunities for
the development of future methods to support ethical design
practice.
increasingly addressed ethics-focused issues through a range of
theoretical, methodological, and pragmatic contributions to the
field. While many forms of design knowledge have been proposed
and described, we focus explicitly on knowledge that has been
codified as “methods,” which we define as structured supports for
everyday work practices of designers. In this paper, we identify,
analyze, and map a collection of 63 existing methods
intentionally designed for ethical impact. Building on results of
a content analysis of these methods, we contribute a descriptive
record of how these methods operationalize ethics, their intended
audience or context of use, their “core” or “script,” and the
means by which these methods are formulated and codified.
Building on these results, we provide an initial definition of
ethics-focused methods, identifying potential opportunities for
the development of future methods to support ethical design
practice.
Chivukula, Shruthi Sai; Gray, Colin M
Quant-Ethico: An Approach to Quantifying and Interpreting Ethical Decision Making Proceedings Article
In: Gray, Colin (Ed.): DRS2024: Boston, Design Research Society, 2024.
Abstract | Links | BibTeX | Tags: Design Theory, Ethics and Values, Research Methods
@inproceedings{Chivukula2024-sj,
title = {Quant-Ethico: An Approach to Quantifying and Interpreting Ethical Decision Making},
author = {Shruthi Sai Chivukula and Colin M Gray},
editor = {Colin Gray},
url = {http://dx.doi.org/10.21606/drs.2024.223
https://colingray.me/wp-content/uploads/2024/03/2024_ChivukulaGray_DRS_QuantEthico.pdf},
doi = {10.21606/drs.2024.223},
year = {2024},
date = {2024-06-01},
urldate = {2024-06-01},
booktitle = {DRS2024: Boston},
publisher = {Design Research Society},
abstract = {Design researchers have previously sought to describe, model,
and represent the cognitive processes of designers. In parallel,
researchers in HCI and STS have identified a range of frameworks
to describe the ethical and value-related char-acter of design
activity. We have identified a productive gap between these two
sets of literature—namely, the role of analytic methods in
describing ethical de-cision-making as one aspect of design
complexity. In this paper, we describe and explore an approach
for quantifying the ethical character of design decision-making,
building upon existing critical approaches from HCI and STS
literature. Through a series of visualizations at varying
temporal scales and numbers of inter-locutors, we seek to
describe the ethical complexity of design activity, grounded in
a set of ethically focused lab protocol studies. We describe the
implications of our approach for mixed methods researchers,
including the role of quantitative methods in describing
temporal aspects of ethical design complexity.},
keywords = {Design Theory, Ethics and Values, Research Methods},
pubstate = {published},
tppubtype = {inproceedings}
}
Design researchers have previously sought to describe, model,
and represent the cognitive processes of designers. In parallel,
researchers in HCI and STS have identified a range of frameworks
to describe the ethical and value-related char-acter of design
activity. We have identified a productive gap between these two
sets of literature—namely, the role of analytic methods in
describing ethical de-cision-making as one aspect of design
complexity. In this paper, we describe and explore an approach
for quantifying the ethical character of design decision-making,
building upon existing critical approaches from HCI and STS
literature. Through a series of visualizations at varying
temporal scales and numbers of inter-locutors, we seek to
describe the ethical complexity of design activity, grounded in
a set of ethically focused lab protocol studies. We describe the
implications of our approach for mixed methods researchers,
including the role of quantitative methods in describing
temporal aspects of ethical design complexity.
and represent the cognitive processes of designers. In parallel,
researchers in HCI and STS have identified a range of frameworks
to describe the ethical and value-related char-acter of design
activity. We have identified a productive gap between these two
sets of literature—namely, the role of analytic methods in
describing ethical de-cision-making as one aspect of design
complexity. In this paper, we describe and explore an approach
for quantifying the ethical character of design decision-making,
building upon existing critical approaches from HCI and STS
literature. Through a series of visualizations at varying
temporal scales and numbers of inter-locutors, we seek to
describe the ethical complexity of design activity, grounded in
a set of ethically focused lab protocol studies. We describe the
implications of our approach for mixed methods researchers,
including the role of quantitative methods in describing
temporal aspects of ethical design complexity.
Gray, Colin M; Chivukula, Shruthi Sai; Johns, Janna; Will, Matthew; Obi, Ikechukwu; Li, Ziqing
Languaging Ethics in Technology Practice Journal Article
In: Journal of Responsible Computing, vol. 1, iss. 2, no. 15, 2024.
Abstract | Links | BibTeX | Tags: Design Theory, Ethics and Values, Legal and Policy Perspectives, Practice-Led Research, Regulation, UX Practice
@article{Gray2024-mf,
title = {Languaging Ethics in Technology Practice},
author = {Colin M Gray and Shruthi Sai Chivukula and Janna Johns and Matthew Will and Ikechukwu Obi and Ziqing Li},
url = {https://colingray.me/wp-content/uploads/2024/06/2024_Grayetal_JRC_LanguagingEthics.pdf},
doi = {10.1145/3656468},
year = {2024},
date = {2024-06-01},
urldate = {2024-01-01},
journal = {Journal of Responsible Computing},
volume = {1},
number = {15},
issue = {2},
abstract = {Ethics as embodied by technology practitioners resists simple
definition, particularly as it relates to the interplay of
identity, organizational, and professional complexity. In this
paper we use the linguistic notion of languaging as an analytic
lens to describe how technology and design practitioners
negotiate their conception of ethics as they reflect upon their
everyday work. We engaged twelve practitioners in individual
co-creation workshops, encouraging them to reflect on their
ethical role in their everyday work through a series of
generative and evaluative activities. We analyzed these data to
identify how each practitioner reasoned about ethics through
language and artifacts, finding that practitioners used a range
of rhetorical tropes to describe their ethical commitments and
beliefs in ways that were complex and sometimes contradictory.
Across three cases, we describe how ethics was negotiated through
language across three key zones of ecological emergence: the
practitioner's ``core'' beliefs about ethics, internal and
external ecological elements that shaped or mediated these core
beliefs, and the ultimate boundaries they reported refusing to
cross. Building on these findings, we describe how the languaging
of ethics reveals opportunities to definitionally and practically
engage with ethics in technology ethics research, practice, and
education.},
keywords = {Design Theory, Ethics and Values, Legal and Policy Perspectives, Practice-Led Research, Regulation, UX Practice},
pubstate = {published},
tppubtype = {article}
}
Ethics as embodied by technology practitioners resists simple
definition, particularly as it relates to the interplay of
identity, organizational, and professional complexity. In this
paper we use the linguistic notion of languaging as an analytic
lens to describe how technology and design practitioners
negotiate their conception of ethics as they reflect upon their
everyday work. We engaged twelve practitioners in individual
co-creation workshops, encouraging them to reflect on their
ethical role in their everyday work through a series of
generative and evaluative activities. We analyzed these data to
identify how each practitioner reasoned about ethics through
language and artifacts, finding that practitioners used a range
of rhetorical tropes to describe their ethical commitments and
beliefs in ways that were complex and sometimes contradictory.
Across three cases, we describe how ethics was negotiated through
language across three key zones of ecological emergence: the
practitioner's ``core'' beliefs about ethics, internal and
external ecological elements that shaped or mediated these core
beliefs, and the ultimate boundaries they reported refusing to
cross. Building on these findings, we describe how the languaging
of ethics reveals opportunities to definitionally and practically
engage with ethics in technology ethics research, practice, and
education.
definition, particularly as it relates to the interplay of
identity, organizational, and professional complexity. In this
paper we use the linguistic notion of languaging as an analytic
lens to describe how technology and design practitioners
negotiate their conception of ethics as they reflect upon their
everyday work. We engaged twelve practitioners in individual
co-creation workshops, encouraging them to reflect on their
ethical role in their everyday work through a series of
generative and evaluative activities. We analyzed these data to
identify how each practitioner reasoned about ethics through
language and artifacts, finding that practitioners used a range
of rhetorical tropes to describe their ethical commitments and
beliefs in ways that were complex and sometimes contradictory.
Across three cases, we describe how ethics was negotiated through
language across three key zones of ecological emergence: the
practitioner's ``core'' beliefs about ethics, internal and
external ecological elements that shaped or mediated these core
beliefs, and the ultimate boundaries they reported refusing to
cross. Building on these findings, we describe how the languaging
of ethics reveals opportunities to definitionally and practically
engage with ethics in technology ethics research, practice, and
education.
Chivukula, Shruthi Sai; Gray, Colin M
Envisioning Transformation Structures to Support Ethical Mediation Practices Proceedings Article
In: Proceedings of the Design Research Society, Design Research Society, 2024.
Abstract | Links | BibTeX | Tags: Design Methods, Ethics and Values, Practice-Led Research, UX Practice
@inproceedings{Chivukula2024-dd,
title = {Envisioning Transformation Structures to Support Ethical Mediation Practices},
author = {Shruthi Sai Chivukula and Colin M Gray},
url = {http://dx.doi.org/10.21606/drs.2024.178
https://colingray.me/wp-content/uploads/2024/04/2024_ChivukulaGray_DRS_TransformationStructures.pdf},
doi = {10.21606/drs.2024.178},
year = {2024},
date = {2024-06-01},
urldate = {2024-06-01},
booktitle = {Proceedings of the Design Research Society},
publisher = {Design Research Society},
abstract = {Ethics is complex and situated, involving many stakeholders that
impact the design of technology systems. Numerous methods and
tools have been proposed to enable practitioners to address
ethical issues in the workplace. However, little work has
described how designers themselves understand and seek to
respond to that ethical complexity. In this short paper, we
present five transformation structures that visually and
relationally depict how ethics might be addressed in a workplace
setting. We base these structures on analysis of plans that 39
practitioners and students created in a co-design workshop to
address an ethical concern in their job role. We evaluated the
diagrams of these workshop plans and identified five different
types of structures that could lead to potential transformation
of ethical practices: parallel, linear, top-down, loopy, and
gordian. We identify how these transformation structures
differently inscribe expectations of ethical mediation and
action, leading to opportunities for further support of ethical
practices by practitioners.},
keywords = {Design Methods, Ethics and Values, Practice-Led Research, UX Practice},
pubstate = {published},
tppubtype = {inproceedings}
}
Ethics is complex and situated, involving many stakeholders that
impact the design of technology systems. Numerous methods and
tools have been proposed to enable practitioners to address
ethical issues in the workplace. However, little work has
described how designers themselves understand and seek to
respond to that ethical complexity. In this short paper, we
present five transformation structures that visually and
relationally depict how ethics might be addressed in a workplace
setting. We base these structures on analysis of plans that 39
practitioners and students created in a co-design workshop to
address an ethical concern in their job role. We evaluated the
diagrams of these workshop plans and identified five different
types of structures that could lead to potential transformation
of ethical practices: parallel, linear, top-down, loopy, and
gordian. We identify how these transformation structures
differently inscribe expectations of ethical mediation and
action, leading to opportunities for further support of ethical
practices by practitioners.
impact the design of technology systems. Numerous methods and
tools have been proposed to enable practitioners to address
ethical issues in the workplace. However, little work has
described how designers themselves understand and seek to
respond to that ethical complexity. In this short paper, we
present five transformation structures that visually and
relationally depict how ethics might be addressed in a workplace
setting. We base these structures on analysis of plans that 39
practitioners and students created in a co-design workshop to
address an ethical concern in their job role. We evaluated the
diagrams of these workshop plans and identified five different
types of structures that could lead to potential transformation
of ethical practices: parallel, linear, top-down, loopy, and
gordian. We identify how these transformation structures
differently inscribe expectations of ethical mediation and
action, leading to opportunities for further support of ethical
practices by practitioners.
Gray, Colin M; Toombs, Austin L
Themes, Lenses, and Materials: Three Perspectives on HCI Program Development Proceedings Article
In: EduCHI 2024: 6th Annual Symposium on HCI Education, Association for Computing Machinery, 2024.
Abstract | Links | BibTeX | Tags: Design Education, Design Knowledge, Design Methods, HCI Education, Transdisciplinarity, Transdisciplinary Education, UX Knowledge
@inproceedings{Gray2024-lq,
title = {Themes, Lenses, and Materials: Three Perspectives on HCI Program Development},
author = {Colin M Gray and Austin L Toombs},
url = {http://dx.doi.org/10.1145/3658619.3658622
https://colingray.me/wp-content/uploads/2024/04/2024_GrayToombs_EduCHI_ThemesLensesMaterials.pdf},
doi = {10.1145/3658619.3658622},
year = {2024},
date = {2024-06-01},
urldate = {2024-06-01},
booktitle = {EduCHI 2024: 6th Annual Symposium on HCI Education},
publisher = {Association for Computing Machinery},
series = {EduCHI '24},
abstract = {As an inter-discipline or trans-discipline, HCI includes or
references many different sources of knowledge in which students
are expected to be conversant. The education of HCI
practitioners requires exposure to an increasingly large number
of these perspectives. However, how should this exposure be
structured, with what level of depth, and through what
metaphors? In this unsolved challenge, we outline the complex
range of perspectives required and the limitations of typical
curriculum and program design techniques. We then illustrate how
HCI educators might use three different perspectives to consider
and communicate program complexity to students: 1) content
themes; 2) transdisciplinary lenses; and 3) design materials. We
conclude with opportunities for HCI educators to leverage these
insights to build courses, projects, and other program
structures.},
keywords = {Design Education, Design Knowledge, Design Methods, HCI Education, Transdisciplinarity, Transdisciplinary Education, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
As an inter-discipline or trans-discipline, HCI includes or
references many different sources of knowledge in which students
are expected to be conversant. The education of HCI
practitioners requires exposure to an increasingly large number
of these perspectives. However, how should this exposure be
structured, with what level of depth, and through what
metaphors? In this unsolved challenge, we outline the complex
range of perspectives required and the limitations of typical
curriculum and program design techniques. We then illustrate how
HCI educators might use three different perspectives to consider
and communicate program complexity to students: 1) content
themes; 2) transdisciplinary lenses; and 3) design materials. We
conclude with opportunities for HCI educators to leverage these
insights to build courses, projects, and other program
structures.
references many different sources of knowledge in which students
are expected to be conversant. The education of HCI
practitioners requires exposure to an increasingly large number
of these perspectives. However, how should this exposure be
structured, with what level of depth, and through what
metaphors? In this unsolved challenge, we outline the complex
range of perspectives required and the limitations of typical
curriculum and program design techniques. We then illustrate how
HCI educators might use three different perspectives to consider
and communicate program complexity to students: 1) content
themes; 2) transdisciplinary lenses; and 3) design materials. We
conclude with opportunities for HCI educators to leverage these
insights to build courses, projects, and other program
structures.
Obi, Ike; Naik, Suchismita; Gray, Colin M; Parsons, Paul C; Toombs, Austin L; Jo, Moonnyung; Mondan, Prateek
Metacognitive Strategies to Foster Interculturally-Aware Design Competency Proceedings Article
In: EduCHI 2024: 6th Annual Symposium on HCI Education (EduCHI '24), Association for Computing Machinery, 2024.
Abstract | Links | BibTeX | Tags: Cross-Cultural Education, Design Education, Digital Civics, HCI Education, Reflection
@inproceedings{Obi2024-fo,
title = {Metacognitive Strategies to Foster Interculturally-Aware Design Competency},
author = {Ike Obi and Suchismita Naik and Colin M Gray and Paul C Parsons and Austin L Toombs and Moonnyung Jo and Prateek Mondan},
url = {http://dx.doi.org/10.1145/3658619.3658624
https://colingray.me/wp-content/uploads/2024/04/2024_Obietal_EduCHI_MetacognitiveStrategiesInterculturalCompetency.pdf},
doi = {10.1145/3658619.3658624},
year = {2024},
date = {2024-06-01},
urldate = {2024-06-01},
booktitle = {EduCHI 2024: 6th Annual Symposium on HCI Education (EduCHI
'24)},
volume = {1},
publisher = {Association for Computing Machinery},
series = {EduCHI},
abstract = {Metacognition is vital for learning in general, and its value
for HCI educational practices warrants investigation. In
general, metacognitive awareness can help student designers
consider how their thought processes might influence their
design outputs. More specifically, it may also have relevance
for helping HCI students develop intercultural
competence—particularly when students interrogate their own
cultural biases and can reflect on the cultural implications of
their work. However, there are several challenges associated
with developing metacognitive skill in instructional settings,
and these may be exacerbated in intercultural settings. In this
paper, we share an account of how we engaged with students
participating in a study abroad experience, using daily
reflection sessions to encourage students to develop their
metacognitive awareness and intercultural competence while they
worked on digital civics projects in an unfamiliar cultural
setting. We describe the metacognitive strategies that we
identified within our students' reflections. Through our
narrative, we are able to highlight the intersecting roles that
digital civics design prompts, new cultural contexts, and
metacognitive questioning may play in how students develop and
express their intercultural learning.},
keywords = {Cross-Cultural Education, Design Education, Digital Civics, HCI Education, Reflection},
pubstate = {published},
tppubtype = {inproceedings}
}
Metacognition is vital for learning in general, and its value
for HCI educational practices warrants investigation. In
general, metacognitive awareness can help student designers
consider how their thought processes might influence their
design outputs. More specifically, it may also have relevance
for helping HCI students develop intercultural
competence—particularly when students interrogate their own
cultural biases and can reflect on the cultural implications of
their work. However, there are several challenges associated
with developing metacognitive skill in instructional settings,
and these may be exacerbated in intercultural settings. In this
paper, we share an account of how we engaged with students
participating in a study abroad experience, using daily
reflection sessions to encourage students to develop their
metacognitive awareness and intercultural competence while they
worked on digital civics projects in an unfamiliar cultural
setting. We describe the metacognitive strategies that we
identified within our students' reflections. Through our
narrative, we are able to highlight the intersecting roles that
digital civics design prompts, new cultural contexts, and
metacognitive questioning may play in how students develop and
express their intercultural learning.
for HCI educational practices warrants investigation. In
general, metacognitive awareness can help student designers
consider how their thought processes might influence their
design outputs. More specifically, it may also have relevance
for helping HCI students develop intercultural
competence—particularly when students interrogate their own
cultural biases and can reflect on the cultural implications of
their work. However, there are several challenges associated
with developing metacognitive skill in instructional settings,
and these may be exacerbated in intercultural settings. In this
paper, we share an account of how we engaged with students
participating in a study abroad experience, using daily
reflection sessions to encourage students to develop their
metacognitive awareness and intercultural competence while they
worked on digital civics projects in an unfamiliar cultural
setting. We describe the metacognitive strategies that we
identified within our students' reflections. Through our
narrative, we are able to highlight the intersecting roles that
digital civics design prompts, new cultural contexts, and
metacognitive questioning may play in how students develop and
express their intercultural learning.
Santos, Cristiana; Gunawan, Johanna; Gray, Colin; Bielova, Nataliia
SoK: Towards Collaborative Evidence Collection in Dark Patterns Enforcement Proceedings Article
In: 8th Workshop on Technology and Consumer Protection (ConPro '24), 2024.
Abstract | Links | BibTeX | Tags: Dark Patterns, Design Knowledge, Legal and Policy Perspectives, Regulation, Transdisciplinarity, UX Knowledge
@inproceedings{Santos2024-hg,
title = {SoK: Towards Collaborative Evidence Collection in Dark Patterns Enforcement},
author = {Cristiana Santos and Johanna Gunawan and Colin Gray and Nataliia Bielova},
url = {https://colingray.me/wp-content/uploads/2024/05/2024_Santosetal_ConPro_CollaborativeEvidenceDarkPatternsEnforcement.pdf},
year = {2024},
date = {2024-06-01},
urldate = {2024-06-01},
booktitle = {8th Workshop on Technology and Consumer Protection (ConPro
'24)},
abstract = {Dark patterns are manipulative, deceptive design practices
deployed in online services aimed at influencing the decisions
of users about their purchases, use of time, and disclosure of
personal data. Further efforts are needed in both scholarship
and enforcement to more effectively prevent the use of dark
patterns with deeper sharing of expertise across both fields,
but operationalizing such collaborations requires resolving
interdisciplinary differences. In this project, we examine
case-law and scholarly CS articles on dark patterns to directly
compare the investigatory and evidentiary methods used by courts
and scholars towards the purpose of improving collaboration
across both fields.},
keywords = {Dark Patterns, Design Knowledge, Legal and Policy Perspectives, Regulation, Transdisciplinarity, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
Dark patterns are manipulative, deceptive design practices
deployed in online services aimed at influencing the decisions
of users about their purchases, use of time, and disclosure of
personal data. Further efforts are needed in both scholarship
and enforcement to more effectively prevent the use of dark
patterns with deeper sharing of expertise across both fields,
but operationalizing such collaborations requires resolving
interdisciplinary differences. In this project, we examine
case-law and scholarly CS articles on dark patterns to directly
compare the investigatory and evidentiary methods used by courts
and scholars towards the purpose of improving collaboration
across both fields.
deployed in online services aimed at influencing the decisions
of users about their purchases, use of time, and disclosure of
personal data. Further efforts are needed in both scholarship
and enforcement to more effectively prevent the use of dark
patterns with deeper sharing of expertise across both fields,
but operationalizing such collaborations requires resolving
interdisciplinary differences. In this project, we examine
case-law and scholarly CS articles on dark patterns to directly
compare the investigatory and evidentiary methods used by courts
and scholars towards the purpose of improving collaboration
across both fields.
Gray, Colin M; Gunawan, Johanna; Schäfer, René; Bielova, Nataliia; Chamorro, Lorena Sánchez; Seaborn, Katie; Mildner, Thomas; Sandhaus, Hauke
Mobilizing Research and Regulatory Action on Dark Patterns and Deceptive Design Practices Proceedings Article Forthcoming
In: Extended Abstracts of the CHI Conference on Human Factors in Computing Systems (CHI EA '24), Forthcoming.
Links | BibTeX | Tags: Dark Patterns, Legal and Policy Perspectives, Regulation
@inproceedings{Gray2024-lo,
title = {Mobilizing Research and Regulatory Action on Dark Patterns and Deceptive Design Practices},
author = {Colin M Gray and Johanna Gunawan and René Schäfer and Nataliia Bielova and Lorena Sánchez Chamorro and Katie Seaborn and Thomas Mildner and Hauke Sandhaus},
url = {http://dx.doi.org/10.1145/3613905.3636310
https://colingray.me/wp-content/uploads/2023/12/2024_Grayetal_CHI_DarkPatternsWorkshop.pdf},
doi = {10.1145/3613905.3636310},
year = {2024},
date = {2024-05-01},
urldate = {2024-05-01},
booktitle = {Extended Abstracts of the CHI Conference on Human Factors in
Computing Systems (CHI EA '24)},
keywords = {Dark Patterns, Legal and Policy Perspectives, Regulation},
pubstate = {forthcoming},
tppubtype = {inproceedings}
}
Gray, Colin M; Obi, Ike; Chivukula, Shruthi Sai; Li, Ziqing; Carlock, Thomas; Will, Matthew; Pivonka, Anne C; Johns, Janna; Rigsbee, Brookley; Menon, Ambika R; Bharadwaj, Aayushi
Building an Ethics-Focused Action Plan: Roles, Process Moves, and Trajectories Proceedings Article Forthcoming
In: CHI'24: Proceedings of the 2024 CHI Conference on Human Factors in Computing Systems, ACM Press, Forthcoming.
Abstract | Links | BibTeX | Tags: Design Judgment, Design Knowledge, Design Methods, Design Theory, Ethics and Values, Practice-Led Research
@inproceedings{Gray2024-pt,
title = {Building an Ethics-Focused Action Plan: Roles, Process Moves, and Trajectories},
author = {Colin M Gray and Ike Obi and Shruthi Sai Chivukula and Ziqing Li and Thomas Carlock and Matthew Will and Anne C Pivonka and Janna Johns and Brookley Rigsbee and Ambika R Menon and Aayushi Bharadwaj},
url = {https://colingray.me/wp-content/uploads/2024/02/2024_Grayetal_CHI_EthicsFocusedActionPlan.pdf},
doi = {10.1145/3613904.3642302},
year = {2024},
date = {2024-05-01},
urldate = {2024-05-01},
booktitle = {CHI'24: Proceedings of the 2024 CHI Conference on Human
Factors in Computing Systems},
publisher = {ACM Press},
abstract = {Design and technology practitioners are increasingly aware of
the ethical impact of their work practices, desiring tools to
support their ethical awareness across a range of contexts. In
this paper, we report on findings from a series of co-design
workshops with technology and design practitioners that
supported their creation of a bespoke ethics-focused action
plan. Using a qualitative content analysis and thematic analysis
approach, we identified a range of roles and process moves that
practitioners employed and illustrate the interplay of these
elements of practitioners' instrumental judgment through a
series of three cases, which includes evolution of the action
plan itself, the ethical dilemmas or areas of support the action
plan was intended to support, and how the action plan represents
resonance for the practitioner that created it. We conclude with
implications for supporting ethics in socio-technical practice
and opportunities for the further development of ethics-focused
methods that are resonant with the realities of practice.},
keywords = {Design Judgment, Design Knowledge, Design Methods, Design Theory, Ethics and Values, Practice-Led Research},
pubstate = {forthcoming},
tppubtype = {inproceedings}
}
Design and technology practitioners are increasingly aware of
the ethical impact of their work practices, desiring tools to
support their ethical awareness across a range of contexts. In
this paper, we report on findings from a series of co-design
workshops with technology and design practitioners that
supported their creation of a bespoke ethics-focused action
plan. Using a qualitative content analysis and thematic analysis
approach, we identified a range of roles and process moves that
practitioners employed and illustrate the interplay of these
elements of practitioners' instrumental judgment through a
series of three cases, which includes evolution of the action
plan itself, the ethical dilemmas or areas of support the action
plan was intended to support, and how the action plan represents
resonance for the practitioner that created it. We conclude with
implications for supporting ethics in socio-technical practice
and opportunities for the further development of ethics-focused
methods that are resonant with the realities of practice.
the ethical impact of their work practices, desiring tools to
support their ethical awareness across a range of contexts. In
this paper, we report on findings from a series of co-design
workshops with technology and design practitioners that
supported their creation of a bespoke ethics-focused action
plan. Using a qualitative content analysis and thematic analysis
approach, we identified a range of roles and process moves that
practitioners employed and illustrate the interplay of these
elements of practitioners' instrumental judgment through a
series of three cases, which includes evolution of the action
plan itself, the ethical dilemmas or areas of support the action
plan was intended to support, and how the action plan represents
resonance for the practitioner that created it. We conclude with
implications for supporting ethics in socio-technical practice
and opportunities for the further development of ethics-focused
methods that are resonant with the realities of practice.
Gray, Colin M; Santos, Cristiana; Bielova, Nataliia; Mildner, Thomas
An Ontology of Dark Patterns Knowledge: Foundations, Definitions, and a Pathway for Shared Knowledge-Building Proceedings Article Forthcoming
In: CHI'24: Proceedings of the 2024 CHI Conference on Human Factors in Computing Systems, ACM Press, Forthcoming.
Abstract | Links | BibTeX | Tags: Dark Patterns, Legal and Policy Perspectives, Regulation
@inproceedings{Gray2023-yt,
title = {An Ontology of Dark Patterns Knowledge: Foundations, Definitions, and a Pathway for Shared Knowledge-Building},
author = {Colin M Gray and Cristiana Santos and Nataliia Bielova and Thomas Mildner},
url = {https://colingray.me/wp-content/uploads/2024/02/2024_Grayetal_CHI_OntologyDarkPatterns.pdf},
doi = {10.1145/3613904.3642436},
year = {2024},
date = {2024-05-01},
urldate = {2023-09-01},
booktitle = {CHI'24: Proceedings of the 2024 CHI Conference on Human
Factors in Computing Systems},
publisher = {ACM Press},
abstract = {Deceptive and coercive design practices are increasingly used by
companies to extract profit, harvest data, and limit consumer
choice. Dark patterns represent the most common contemporary
amalgamation of these problematic practices, connecting
designers, technologists, scholars, regulators, and legal
professionals in transdisciplinary dialogue. However, a lack of
universally accepted definitions across the academic,
legislative and regulatory space has likely limited the impact
that scholarship on dark patterns might have in supporting
sanctions and evolved design practices. In this paper, we seek
to support the development of a shared language of dark
patterns, harmonizing ten existing regulatory and academic
taxonomies of dark patterns and proposing a three-level ontology
with standardized definitions for 65 synthesized dark patterns
types across low-, meso-, and high-level patterns. We illustrate
how this ontology can support translational research and
regulatory action, including pathways to extend our initial
types through new empirical work and map across application
domains.},
keywords = {Dark Patterns, Legal and Policy Perspectives, Regulation},
pubstate = {forthcoming},
tppubtype = {inproceedings}
}
Deceptive and coercive design practices are increasingly used by
companies to extract profit, harvest data, and limit consumer
choice. Dark patterns represent the most common contemporary
amalgamation of these problematic practices, connecting
designers, technologists, scholars, regulators, and legal
professionals in transdisciplinary dialogue. However, a lack of
universally accepted definitions across the academic,
legislative and regulatory space has likely limited the impact
that scholarship on dark patterns might have in supporting
sanctions and evolved design practices. In this paper, we seek
to support the development of a shared language of dark
patterns, harmonizing ten existing regulatory and academic
taxonomies of dark patterns and proposing a three-level ontology
with standardized definitions for 65 synthesized dark patterns
types across low-, meso-, and high-level patterns. We illustrate
how this ontology can support translational research and
regulatory action, including pathways to extend our initial
types through new empirical work and map across application
domains.
companies to extract profit, harvest data, and limit consumer
choice. Dark patterns represent the most common contemporary
amalgamation of these problematic practices, connecting
designers, technologists, scholars, regulators, and legal
professionals in transdisciplinary dialogue. However, a lack of
universally accepted definitions across the academic,
legislative and regulatory space has likely limited the impact
that scholarship on dark patterns might have in supporting
sanctions and evolved design practices. In this paper, we seek
to support the development of a shared language of dark
patterns, harmonizing ten existing regulatory and academic
taxonomies of dark patterns and proposing a three-level ontology
with standardized definitions for 65 synthesized dark patterns
types across low-, meso-, and high-level patterns. We illustrate
how this ontology can support translational research and
regulatory action, including pathways to extend our initial
types through new empirical work and map across application
domains.
Mehta, Shikha; Chivukula, Shruthi Sai; Gray, Colin M; Gairola, Ritika
Anti-Heroes: An ethics-focused method for responsible designer intentions Unpublished
2024.
Abstract | Links | BibTeX | Tags: Design Methods, Ethics and Values, UX Practice
@unpublished{Mehta2024-ff,
title = {Anti-Heroes: An ethics-focused method for responsible designer intentions},
author = {Shikha Mehta and Shruthi Sai Chivukula and Colin M Gray and Ritika Gairola},
url = {http://arxiv.org/abs/2405.03674},
year = {2024},
date = {2024-05-01},
urldate = {2024-05-01},
journal = {arXiv [cs.HC]},
abstract = {HCI and design researchers have designed, adopted, and
customized a range of ethics-focused methods to inscribe
values and support ethical decision making in a design
process. In this work-in-progress, we add to this body of
resources, constructing a method that surfaces the designer's
intentions in an action-focused way, encouraging
consideration of both manipulative and value-centered roles.
Anti-Heroes is a card deck that allows a designer to
playfully take on pairs of manipulative (Anti-Hero) and
value-centered (Hero) roles during design
ideation/conceptualization, evaluation, and ethical dialogue.
The card deck includes twelve cards with Anti-Hero and Hero
faces, along with three action cards that include reflective
questions for different play modes. Alongside the creation of
the Anti-Hero card deck, we describe the evaluation and
iteration of the card deck through playtesting sessions with
four groups of three design students. We propose implications
of Anti-Heros for technology and design education and
practice.},
keywords = {Design Methods, Ethics and Values, UX Practice},
pubstate = {published},
tppubtype = {unpublished}
}
HCI and design researchers have designed, adopted, and
customized a range of ethics-focused methods to inscribe
values and support ethical decision making in a design
process. In this work-in-progress, we add to this body of
resources, constructing a method that surfaces the designer's
intentions in an action-focused way, encouraging
consideration of both manipulative and value-centered roles.
Anti-Heroes is a card deck that allows a designer to
playfully take on pairs of manipulative (Anti-Hero) and
value-centered (Hero) roles during design
ideation/conceptualization, evaluation, and ethical dialogue.
The card deck includes twelve cards with Anti-Hero and Hero
faces, along with three action cards that include reflective
questions for different play modes. Alongside the creation of
the Anti-Hero card deck, we describe the evaluation and
iteration of the card deck through playtesting sessions with
four groups of three design students. We propose implications
of Anti-Heros for technology and design education and
practice.
customized a range of ethics-focused methods to inscribe
values and support ethical decision making in a design
process. In this work-in-progress, we add to this body of
resources, constructing a method that surfaces the designer's
intentions in an action-focused way, encouraging
consideration of both manipulative and value-centered roles.
Anti-Heroes is a card deck that allows a designer to
playfully take on pairs of manipulative (Anti-Hero) and
value-centered (Hero) roles during design
ideation/conceptualization, evaluation, and ethical dialogue.
The card deck includes twelve cards with Anti-Hero and Hero
faces, along with three action cards that include reflective
questions for different play modes. Alongside the creation of
the Anti-Hero card deck, we describe the evaluation and
iteration of the card deck through playtesting sessions with
four groups of three design students. We propose implications
of Anti-Heros for technology and design education and
practice.
Boling, Elizabeth; Gray, Colin M
Anthony Cerise Book Section
In: Ertmer, Peggy A; Glazewski, Krista D; Koehler, Adrie A; Stefaniak, Jill E (Ed.): The ID CaseBook: Case Studies in Instructional Design, pp. 127–138, Routledge, New York, 2024, ISBN: 9781003354468.
Abstract | Links | BibTeX | Tags: Design Education, Instructional Design, Learning Experience (LX) Design, Studio Pedagogy, Transdisciplinary Education
@incollection{Boling2024-co,
title = {Anthony Cerise},
author = {Elizabeth Boling and Colin M Gray},
editor = {Peggy A Ertmer and Krista D Glazewski and Adrie A Koehler and Jill E Stefaniak},
url = {https://www.taylorfrancis.com/books/9781003354468/chapters/10.4324/9781003354468-12},
doi = {10.4324/9781003354468-12},
isbn = {9781003354468},
year = {2024},
date = {2024-04-01},
urldate = {2024-04-01},
booktitle = {The ID CaseBook: Case Studies in Instructional Design},
pages = {127–138},
publisher = {Routledge},
address = {New York},
abstract = {Hustling across campus at Mid-State University, Anthony Cerise,
an associate professor in the College of Education, juggles his
backpack, his morning coffee in a paper cup, and the agenda he
just printed for a meeting to which he hopes he will not be
late. His scarf is flapping across his face thanks to a stiff
fall breeze, blinding him off and on, but in a stroke of luck he
spots the campus bus in time to flag it down, only spilling a
little coffee as he does so. He sprints up the bus steps and
flops down on a worn vinyl seat just behind the driver, who sees
him on this route between the education and engineering
buildings often enough not to require his campus ID when he
boards. Good thing, too; he doesn't have a hand free to fish his
wallet out of his pocket. It was also fortunate that he caught
the bus, he thinks; it's important to arrive on time today
without having to sprint. This meeting is being held to discuss
issues with the IDP (or, as the dean always states in full, the
Integrated Design Program). Showing up disheveled, let alone
late, would not put him on the right foot. Sure, the program is
a big success—that's the problem, in fact; it has grown so
large and so quickly that he and his colleagues desperately need
to confer on where it is coming apart at the seams. But Anthony
is keenly aware of the tensions which have existed in the
program since the beginning, not to mention those between the
program and the administration right now. As the leader of the
faculty team which designs and implements the program, he works
to keep an even keel and to exude confidence on behalf of them
all. He'd like to maintain that presence. More than that, he
doesn't want to give Roger Went, head of the administrative
steering committee, any reason to carry back to the other deans
an impression that their current growing pains are any worse
than they really are. Despite the ballooning enrollments in IDP,
or perhaps because of them, Anthony knows there are those on
campus who wouldn't mind seeing this program shut down. It is
drawing enrollments away from other majors, including those
currently contributing to the multidisciplinary effort as
partners. Others, he suspects, are eyeing the program as a
candidate for moving online with outsourcing for recruitment and
program management, the idea being that if it is growing as a
campus program, it will surely be a moneymaker online. If he and
his fellow colleagues cannot handle their current growing pains,
he worries that the institutional support they need will be
withdrawn or that the program might be effectively taken out of
their hands.},
keywords = {Design Education, Instructional Design, Learning Experience (LX) Design, Studio Pedagogy, Transdisciplinary Education},
pubstate = {published},
tppubtype = {incollection}
}
Hustling across campus at Mid-State University, Anthony Cerise,
an associate professor in the College of Education, juggles his
backpack, his morning coffee in a paper cup, and the agenda he
just printed for a meeting to which he hopes he will not be
late. His scarf is flapping across his face thanks to a stiff
fall breeze, blinding him off and on, but in a stroke of luck he
spots the campus bus in time to flag it down, only spilling a
little coffee as he does so. He sprints up the bus steps and
flops down on a worn vinyl seat just behind the driver, who sees
him on this route between the education and engineering
buildings often enough not to require his campus ID when he
boards. Good thing, too; he doesn't have a hand free to fish his
wallet out of his pocket. It was also fortunate that he caught
the bus, he thinks; it's important to arrive on time today
without having to sprint. This meeting is being held to discuss
issues with the IDP (or, as the dean always states in full, the
Integrated Design Program). Showing up disheveled, let alone
late, would not put him on the right foot. Sure, the program is
a big success—that's the problem, in fact; it has grown so
large and so quickly that he and his colleagues desperately need
to confer on where it is coming apart at the seams. But Anthony
is keenly aware of the tensions which have existed in the
program since the beginning, not to mention those between the
program and the administration right now. As the leader of the
faculty team which designs and implements the program, he works
to keep an even keel and to exude confidence on behalf of them
all. He'd like to maintain that presence. More than that, he
doesn't want to give Roger Went, head of the administrative
steering committee, any reason to carry back to the other deans
an impression that their current growing pains are any worse
than they really are. Despite the ballooning enrollments in IDP,
or perhaps because of them, Anthony knows there are those on
campus who wouldn't mind seeing this program shut down. It is
drawing enrollments away from other majors, including those
currently contributing to the multidisciplinary effort as
partners. Others, he suspects, are eyeing the program as a
candidate for moving online with outsourcing for recruitment and
program management, the idea being that if it is growing as a
campus program, it will surely be a moneymaker online. If he and
his fellow colleagues cannot handle their current growing pains,
he worries that the institutional support they need will be
withdrawn or that the program might be effectively taken out of
their hands.
an associate professor in the College of Education, juggles his
backpack, his morning coffee in a paper cup, and the agenda he
just printed for a meeting to which he hopes he will not be
late. His scarf is flapping across his face thanks to a stiff
fall breeze, blinding him off and on, but in a stroke of luck he
spots the campus bus in time to flag it down, only spilling a
little coffee as he does so. He sprints up the bus steps and
flops down on a worn vinyl seat just behind the driver, who sees
him on this route between the education and engineering
buildings often enough not to require his campus ID when he
boards. Good thing, too; he doesn't have a hand free to fish his
wallet out of his pocket. It was also fortunate that he caught
the bus, he thinks; it's important to arrive on time today
without having to sprint. This meeting is being held to discuss
issues with the IDP (or, as the dean always states in full, the
Integrated Design Program). Showing up disheveled, let alone
late, would not put him on the right foot. Sure, the program is
a big success—that's the problem, in fact; it has grown so
large and so quickly that he and his colleagues desperately need
to confer on where it is coming apart at the seams. But Anthony
is keenly aware of the tensions which have existed in the
program since the beginning, not to mention those between the
program and the administration right now. As the leader of the
faculty team which designs and implements the program, he works
to keep an even keel and to exude confidence on behalf of them
all. He'd like to maintain that presence. More than that, he
doesn't want to give Roger Went, head of the administrative
steering committee, any reason to carry back to the other deans
an impression that their current growing pains are any worse
than they really are. Despite the ballooning enrollments in IDP,
or perhaps because of them, Anthony knows there are those on
campus who wouldn't mind seeing this program shut down. It is
drawing enrollments away from other majors, including those
currently contributing to the multidisciplinary effort as
partners. Others, he suspects, are eyeing the program as a
candidate for moving online with outsourcing for recruitment and
program management, the idea being that if it is growing as a
campus program, it will surely be a moneymaker online. If he and
his fellow colleagues cannot handle their current growing pains,
he worries that the institutional support they need will be
withdrawn or that the program might be effectively taken out of
their hands.
Pivonka, Anne C; Makary, Laura; Gray, Colin M
Organizing metaphors for design methods Journal Article
In: International Journal of Technology and Design Education, vol. 34, pp. 1859–1877, 2024, ISSN: 1573-1804.
Abstract | Links | BibTeX | Tags: Design Education, Design Knowledge, Design Methods, Ethics and Values, HCI Education, Studio Pedagogy
@article{Pivonka2024-st,
title = {Organizing metaphors for design methods},
author = {Anne C Pivonka and Laura Makary and Colin M Gray},
url = {https://doi.org/10.1007/s10798-024-09880-y},
doi = {10.1007/s10798-024-09880-y},
issn = {1573-1804},
year = {2024},
date = {2024-02-01},
urldate = {2024-02-01},
journal = {International Journal of Technology and Design Education},
volume = {34},
pages = {1859–1877},
abstract = {Design students must develop competence in a wide range of areas
in order to be successful in their future practice. Increasingly,
knowledge of design methods is used to frame both a designer's
repertoire and their overall facility as a designer. However,
there is little research on how students build cognitive schema
in relation to design methods or how these schema relate to
specific patterns of engagement as developing designers. In this
paper, we report a multiple case study, capturing the experiences
of four advanced undergraduate students enrolled in a User
Experience (UX) design program at a large research-intensive
institution. Through reflexive thematic analysis on our interview
study outcomes, we describe the wide variety of metaphors that
these students used to organize and frame their understanding of
design methods, including both principles they used to consider
methods as knowledge, and the ways in which they felt these
organizing principles impacted their practice of design. We
conclude with recommendations for further research on the uptake
of methods-focused competence in design education and practice.},
keywords = {Design Education, Design Knowledge, Design Methods, Ethics and Values, HCI Education, Studio Pedagogy},
pubstate = {published},
tppubtype = {article}
}
Design students must develop competence in a wide range of areas
in order to be successful in their future practice. Increasingly,
knowledge of design methods is used to frame both a designer's
repertoire and their overall facility as a designer. However,
there is little research on how students build cognitive schema
in relation to design methods or how these schema relate to
specific patterns of engagement as developing designers. In this
paper, we report a multiple case study, capturing the experiences
of four advanced undergraduate students enrolled in a User
Experience (UX) design program at a large research-intensive
institution. Through reflexive thematic analysis on our interview
study outcomes, we describe the wide variety of metaphors that
these students used to organize and frame their understanding of
design methods, including both principles they used to consider
methods as knowledge, and the ways in which they felt these
organizing principles impacted their practice of design. We
conclude with recommendations for further research on the uptake
of methods-focused competence in design education and practice.
in order to be successful in their future practice. Increasingly,
knowledge of design methods is used to frame both a designer's
repertoire and their overall facility as a designer. However,
there is little research on how students build cognitive schema
in relation to design methods or how these schema relate to
specific patterns of engagement as developing designers. In this
paper, we report a multiple case study, capturing the experiences
of four advanced undergraduate students enrolled in a User
Experience (UX) design program at a large research-intensive
institution. Through reflexive thematic analysis on our interview
study outcomes, we describe the wide variety of metaphors that
these students used to organize and frame their understanding of
design methods, including both principles they used to consider
methods as knowledge, and the ways in which they felt these
organizing principles impacted their practice of design. We
conclude with recommendations for further research on the uptake
of methods-focused competence in design education and practice.
Bielova, Nataliia; Santos, Cristiana; Gray, Colin M
Two worlds apart! Closing the gap between regulating EU consent and user studies Journal Article
In: Harvard Journal of Law & Technology, vol. 37, no. 3, pp. 1295–1333, 2024.
Abstract | BibTeX | Tags: Consent Banners, Dark Patterns, Legal and Policy Perspectives, Regulation, Research Methods, UX Knowledge
@article{Bielova2024-zr,
title = {Two worlds apart! Closing the gap between regulating EU consent and user studies},
author = {Nataliia Bielova and Cristiana Santos and Colin M Gray},
year = {2024},
date = {2024-01-01},
urldate = {2024-01-01},
journal = {Harvard Journal of Law & Technology},
volume = {37},
number = {3},
pages = {1295–1333},
abstract = {The EU ePrivacy Directive requires consent before using cookies
or other tracking technologies, while the EU General Data
Protection Regulation (``GDPR'') sets high-level and
principle-based requirements for such consent to be valid.
However, the translation of such requirements into concrete
design interfaces for consent banners is far from
straightforward. This situation has given rise to the use of
manipulative tactics in user experience (``UX''), commonly known
as dark patterns, which influence users' decision-making and may
violate the GDPR requirements for valid consent. To address this
problem, EU regulators aim to interpret GDPR requirements and to
limit the design space of consent banners within their
guidelines. Academic researchers from various disciplines address
the same problem by performing user studies to evaluate the
impact of design and dark patterns on users' decision making.
Regrettably, the guidelines and user studies rarely impact each
other. In this Essay, we collected and analyzed seventeen
official guidelines issued by EU regulators and the EU Data
Protection Board (``EDPB''), as well as eleven consent-focused
empirical user studies which we thoroughly studied from a User
Interface (``UI'') design perspective. We identified numerous
gaps between consent banner designs recommended by regulators and
those evaluated in user studies. By doing so, we contribute to
both the regulatory discourse and future user studies. We
pinpoint EU regulatory inconsistencies and provide actionable
recommendations for regulators. For academic scholars, we
synthesize insights on design elements discussed by regulators
requiring further user study evaluations. Finally, we recommend
that EDPB and EU regulators, alongside usability, Human-Computer
Interaction (``HCI''), and design researchers, engage in
transdisciplinary dialogue in order to close the gap between EU
guidelines and user studies.},
keywords = {Consent Banners, Dark Patterns, Legal and Policy Perspectives, Regulation, Research Methods, UX Knowledge},
pubstate = {published},
tppubtype = {article}
}
The EU ePrivacy Directive requires consent before using cookies
or other tracking technologies, while the EU General Data
Protection Regulation (``GDPR'') sets high-level and
principle-based requirements for such consent to be valid.
However, the translation of such requirements into concrete
design interfaces for consent banners is far from
straightforward. This situation has given rise to the use of
manipulative tactics in user experience (``UX''), commonly known
as dark patterns, which influence users' decision-making and may
violate the GDPR requirements for valid consent. To address this
problem, EU regulators aim to interpret GDPR requirements and to
limit the design space of consent banners within their
guidelines. Academic researchers from various disciplines address
the same problem by performing user studies to evaluate the
impact of design and dark patterns on users' decision making.
Regrettably, the guidelines and user studies rarely impact each
other. In this Essay, we collected and analyzed seventeen
official guidelines issued by EU regulators and the EU Data
Protection Board (``EDPB''), as well as eleven consent-focused
empirical user studies which we thoroughly studied from a User
Interface (``UI'') design perspective. We identified numerous
gaps between consent banner designs recommended by regulators and
those evaluated in user studies. By doing so, we contribute to
both the regulatory discourse and future user studies. We
pinpoint EU regulatory inconsistencies and provide actionable
recommendations for regulators. For academic scholars, we
synthesize insights on design elements discussed by regulators
requiring further user study evaluations. Finally, we recommend
that EDPB and EU regulators, alongside usability, Human-Computer
Interaction (``HCI''), and design researchers, engage in
transdisciplinary dialogue in order to close the gap between EU
guidelines and user studies.
or other tracking technologies, while the EU General Data
Protection Regulation (``GDPR'') sets high-level and
principle-based requirements for such consent to be valid.
However, the translation of such requirements into concrete
design interfaces for consent banners is far from
straightforward. This situation has given rise to the use of
manipulative tactics in user experience (``UX''), commonly known
as dark patterns, which influence users' decision-making and may
violate the GDPR requirements for valid consent. To address this
problem, EU regulators aim to interpret GDPR requirements and to
limit the design space of consent banners within their
guidelines. Academic researchers from various disciplines address
the same problem by performing user studies to evaluate the
impact of design and dark patterns on users' decision making.
Regrettably, the guidelines and user studies rarely impact each
other. In this Essay, we collected and analyzed seventeen
official guidelines issued by EU regulators and the EU Data
Protection Board (``EDPB''), as well as eleven consent-focused
empirical user studies which we thoroughly studied from a User
Interface (``UI'') design perspective. We identified numerous
gaps between consent banner designs recommended by regulators and
those evaluated in user studies. By doing so, we contribute to
both the regulatory discourse and future user studies. We
pinpoint EU regulatory inconsistencies and provide actionable
recommendations for regulators. For academic scholars, we
synthesize insights on design elements discussed by regulators
requiring further user study evaluations. Finally, we recommend
that EDPB and EU regulators, alongside usability, Human-Computer
Interaction (``HCI''), and design researchers, engage in
transdisciplinary dialogue in order to close the gap between EU
guidelines and user studies.
Feast, Luke; Christensen, Bo T; Krogh, Peter Gall; Gray, Colin M; Laursen., Linda Nhu
What is Responsible Design Education? Proceedings Article
In: textitProceedings of Relating Systems Thinking and Design, RSD13, Systemic Design Association, 2024.
Abstract | Links | BibTeX | Tags: Design Education, Design Theory, Ethics and Values, Transdisciplinary Education
@inproceedings{Feast2024-dc,
title = {What is Responsible Design Education?},
author = {Luke Feast and Bo T Christensen and Peter Gall Krogh and Colin M Gray and Linda Nhu Laursen.},
url = {https://rsdsymposium.org/a-cog-in-the-works/},
year = {2024},
date = {2024-01-01},
urldate = {2024-01-01},
booktitle = {textitProceedings of Relating Systems Thinking and Design,
RSD13},
publisher = {Systemic Design Association},
abstract = {From being an ideal, it has become imperative to act responsibly
in all matters in society. While responsible design is described
as responding to the needs of and challenges faced by society,
the understanding of what a responsible design education entails
is still unclear. In this paper, we investigate the scope and
meaning of “responsible design” in design education through a
mixed-methods study incorporating a scoping review and a
participatory workshop. The scoping review analysed 62 studies on
responsible design education covering dimensions including
ontology, outcomes, audience, assessment, content, and pedagogy.
The participatory workshop involved 12 design academics sorting
and discussing key quotes extracted from the literature. The
findings suggest responsible design education should develop
students’ ethical awareness and an understanding of design’s
systemic impacts. However, there is tension between prioritizing
user needs versus broader systemic effects and between ethical
reflection and technical production. The content may include
ecological literacy, stakeholder values, ethical frameworks, and
professional ethics. Pedagogy emphasizes real-world projects,
stakeholder collaboration, workshop activities exploring ethical
dilemmas, and scenario-based activities. We suggest that future
research should investigate institutional factors shaping social
accountability and develop tailored assessment frameworks.
Overall, the paper advances the understanding of responsible
design education to equip future designers to address complex
socio-ecological design challenges.},
keywords = {Design Education, Design Theory, Ethics and Values, Transdisciplinary Education},
pubstate = {published},
tppubtype = {inproceedings}
}
From being an ideal, it has become imperative to act responsibly
in all matters in society. While responsible design is described
as responding to the needs of and challenges faced by society,
the understanding of what a responsible design education entails
is still unclear. In this paper, we investigate the scope and
meaning of “responsible design” in design education through a
mixed-methods study incorporating a scoping review and a
participatory workshop. The scoping review analysed 62 studies on
responsible design education covering dimensions including
ontology, outcomes, audience, assessment, content, and pedagogy.
The participatory workshop involved 12 design academics sorting
and discussing key quotes extracted from the literature. The
findings suggest responsible design education should develop
students’ ethical awareness and an understanding of design’s
systemic impacts. However, there is tension between prioritizing
user needs versus broader systemic effects and between ethical
reflection and technical production. The content may include
ecological literacy, stakeholder values, ethical frameworks, and
professional ethics. Pedagogy emphasizes real-world projects,
stakeholder collaboration, workshop activities exploring ethical
dilemmas, and scenario-based activities. We suggest that future
research should investigate institutional factors shaping social
accountability and develop tailored assessment frameworks.
Overall, the paper advances the understanding of responsible
design education to equip future designers to address complex
socio-ecological design challenges.
in all matters in society. While responsible design is described
as responding to the needs of and challenges faced by society,
the understanding of what a responsible design education entails
is still unclear. In this paper, we investigate the scope and
meaning of “responsible design” in design education through a
mixed-methods study incorporating a scoping review and a
participatory workshop. The scoping review analysed 62 studies on
responsible design education covering dimensions including
ontology, outcomes, audience, assessment, content, and pedagogy.
The participatory workshop involved 12 design academics sorting
and discussing key quotes extracted from the literature. The
findings suggest responsible design education should develop
students’ ethical awareness and an understanding of design’s
systemic impacts. However, there is tension between prioritizing
user needs versus broader systemic effects and between ethical
reflection and technical production. The content may include
ecological literacy, stakeholder values, ethical frameworks, and
professional ethics. Pedagogy emphasizes real-world projects,
stakeholder collaboration, workshop activities exploring ethical
dilemmas, and scenario-based activities. We suggest that future
research should investigate institutional factors shaping social
accountability and develop tailored assessment frameworks.
Overall, the paper advances the understanding of responsible
design education to equip future designers to address complex
socio-ecological design challenges.
2023
Gray, Colin M
Instructional designers as ethical mediators Book Section
In: Moore, Stephanie L; Dousay, Tonia A (Ed.): Learning and Instructional Design Technology in the Mirror: Integrating Ethics and Social Responsibility into Research and Practice, 2023.
Abstract | Links | BibTeX | Tags: Ethics and Values, Instructional Design
@incollection{Gray2023-bd,
title = {Instructional designers as ethical mediators},
author = {Colin M Gray},
editor = {Stephanie L Moore and Tonia A Dousay},
url = {https://edtechbooks.org/applied_ethics_idt/ethical_mediators},
doi = {10.59668/270.13282},
year = {2023},
date = {2023-11-01},
urldate = {2023-11-01},
booktitle = {Learning and Instructional Design Technology in the Mirror:
Integrating Ethics and Social Responsibility into Research and
Practice},
abstract = {Instructional designers have been instrumental in shaping learning experiences for almost a century—contributing to perceptions of what instructional experiences should be considered valuable, worthwhile, and rigorous. However, instructional theories and models of instructional design practice have rarely considered the ethical role of the designer in creating equitable and inclusive futures. In this chapter, I use two vignettes of instructional design work framed by facial recognition technologies to locate ethical tensions between designers and learners, identifying opportunities to leverage the mediating role of the designer. I describe potential ways forward for researchers, educators, and students that reposition ethics at the core of the discipline.},
keywords = {Ethics and Values, Instructional Design},
pubstate = {published},
tppubtype = {incollection}
}
Instructional designers have been instrumental in shaping learning experiences for almost a century—contributing to perceptions of what instructional experiences should be considered valuable, worthwhile, and rigorous. However, instructional theories and models of instructional design practice have rarely considered the ethical role of the designer in creating equitable and inclusive futures. In this chapter, I use two vignettes of instructional design work framed by facial recognition technologies to locate ethical tensions between designers and learners, identifying opportunities to leverage the mediating role of the designer. I describe potential ways forward for researchers, educators, and students that reposition ethics at the core of the discipline.
Gray, Colin M; Boling, Elizabeth
Learning Experience Design in the light of design knowledge and philosophy Journal Article
In: The Journal of Applied Instructional Design, vol. 12, iss. 3, pp. 217–226, 2023.
Abstract | Links | BibTeX | Tags: Design Knowledge, Design Theory, Instructional Design, Learning Experience (LX) Design
@article{Gray2023-cv,
title = {Learning Experience Design in the light of design knowledge and philosophy},
author = {Colin M Gray and Elizabeth Boling},
url = {https://edtechbooks.org/jaid_12_3/LXD_design_knowledge_and_philosophy},
doi = {10.59668/515.12901},
year = {2023},
date = {2023-09-23},
urldate = {2023-01-01},
journal = {The Journal of Applied Instructional Design},
volume = {12},
issue = {3},
pages = {217–226},
publisher = {EdTech Books},
abstract = {Instructional design has been dominated by a philosophy focused
on efficiency, effectiveness, and appeal. Learning Experience
Design (LXD), emerging recently, offers a different set of
values with the potential to enhance and evolve the practice of
design for teaching and learning. Using the concepts of
knowledge and philosophy from the literature on design theory,
we challenge the notion that LXD is a discrete new field
separate from instructional design and instead identify LXD as
an alternate philosophy of design. We conclude with the
opportunity to recognize additional philosophies in the field
and consider the impacts of philosophy on knowledge-building
practices.},
keywords = {Design Knowledge, Design Theory, Instructional Design, Learning Experience (LX) Design},
pubstate = {published},
tppubtype = {article}
}
Instructional design has been dominated by a philosophy focused
on efficiency, effectiveness, and appeal. Learning Experience
Design (LXD), emerging recently, offers a different set of
values with the potential to enhance and evolve the practice of
design for teaching and learning. Using the concepts of
knowledge and philosophy from the literature on design theory,
we challenge the notion that LXD is a discrete new field
separate from instructional design and instead identify LXD as
an alternate philosophy of design. We conclude with the
opportunity to recognize additional philosophies in the field
and consider the impacts of philosophy on knowledge-building
practices.
on efficiency, effectiveness, and appeal. Learning Experience
Design (LXD), emerging recently, offers a different set of
values with the potential to enhance and evolve the practice of
design for teaching and learning. Using the concepts of
knowledge and philosophy from the literature on design theory,
we challenge the notion that LXD is a discrete new field
separate from instructional design and instead identify LXD as
an alternate philosophy of design. We conclude with the
opportunity to recognize additional philosophies in the field
and consider the impacts of philosophy on knowledge-building
practices.
Gray, Colin M; Mildner, Thomas; Bielova, Nataliia
Arxiv Preprint, 2023.
Abstract | Links | BibTeX | Tags: Dark Patterns, Ethics and Values, Legal and Policy Perspectives, Regulation, Research Methods
@unpublished{Gray2023-bs,
title = {Temporal Analysis of Dark Patterns: A Case Study of a User's Odyssey to Conquer Prime Membership Cancellation through the "Iliad Flow"},
author = {Colin M Gray and Thomas Mildner and Nataliia Bielova},
url = {http://arxiv.org/abs/2309.09635},
year = {2023},
date = {2023-09-01},
urldate = {2023-09-01},
abstract = {Dark patterns are ubiquitous in digital systems, impacting
users throughout their journeys on many popular apps and
websites. While substantial efforts from the research
community in the last five years have led to consolidated
taxonomies of dark patterns, including an emerging ontology,
most applications of these descriptors have been focused on
analysis of static images or as isolated pattern types. In
this paper, we present a case study of Amazon Prime's
``Iliad Flow'' to illustrate the interplay of dark patterns
across a user journey, grounded in insights from a US
Federal Trade Commission complaint against the company. We
use this case study to lay the groundwork for a methodology
of Temporal Analysis of Dark Patterns (TADP), including
considerations for characterization of individual dark
patterns across a user journey, combinatorial effects of
multiple dark patterns types, and implications for expert
detection and automated detection.},
howpublished = {Arxiv Preprint},
keywords = {Dark Patterns, Ethics and Values, Legal and Policy Perspectives, Regulation, Research Methods},
pubstate = {published},
tppubtype = {unpublished}
}
Dark patterns are ubiquitous in digital systems, impacting
users throughout their journeys on many popular apps and
websites. While substantial efforts from the research
community in the last five years have led to consolidated
taxonomies of dark patterns, including an emerging ontology,
most applications of these descriptors have been focused on
analysis of static images or as isolated pattern types. In
this paper, we present a case study of Amazon Prime's
``Iliad Flow'' to illustrate the interplay of dark patterns
across a user journey, grounded in insights from a US
Federal Trade Commission complaint against the company. We
use this case study to lay the groundwork for a methodology
of Temporal Analysis of Dark Patterns (TADP), including
considerations for characterization of individual dark
patterns across a user journey, combinatorial effects of
multiple dark patterns types, and implications for expert
detection and automated detection.
users throughout their journeys on many popular apps and
websites. While substantial efforts from the research
community in the last five years have led to consolidated
taxonomies of dark patterns, including an emerging ontology,
most applications of these descriptors have been focused on
analysis of static images or as isolated pattern types. In
this paper, we present a case study of Amazon Prime's
``Iliad Flow'' to illustrate the interplay of dark patterns
across a user journey, grounded in insights from a US
Federal Trade Commission complaint against the company. We
use this case study to lay the groundwork for a methodology
of Temporal Analysis of Dark Patterns (TADP), including
considerations for characterization of individual dark
patterns across a user journey, combinatorial effects of
multiple dark patterns types, and implications for expert
detection and automated detection.
Gray, Colin M; Santos, Cristiana; Bielova, Nataliia; Mildner, Thomas
Arxiv Preprint, 2023.
Abstract | Links | BibTeX | Tags: Dark Patterns, Ethics and Values, Legal and Policy Perspectives, Regulation
@unpublished{Gray2023-nv,
title = {An Ontology of Dark Patterns Knowledge: Foundations, Definitions, and a Pathway for Shared Knowledge-Building},
author = {Colin M Gray and Cristiana Santos and Nataliia Bielova and Thomas Mildner},
url = {http://arxiv.org/abs/2309.09640},
year = {2023},
date = {2023-09-01},
urldate = {2023-09-01},
abstract = {Deceptive and coercive design practices are increasingly
used by companies to extract profit, harvest data, and limit
consumer choice. Dark patterns represent the most common
contemporary amalgamation of these problematic practices,
connecting designers, technologists, scholars, regulators,
and legal professionals in transdisciplinary dialogue.
However, a lack of universally accepted definitions across
the academic, legislative and regulatory space has likely
limited the impact that scholarship on dark patterns might
have in supporting sanctions and evolved design practices.
In this paper, we seek to support the development of a
shared language of dark patterns, harmonizing ten existing
regulatory and academic taxonomies of dark patterns and
proposing a three-level ontology with standardized
definitions for 65 synthesized dark patterns types across
low-, meso-, and high-level patterns. We illustrate how this
ontology can support translational research and regulatory
action, including pathways to extend our initial types
through new empirical work and map across application
domains.},
howpublished = {Arxiv Preprint},
keywords = {Dark Patterns, Ethics and Values, Legal and Policy Perspectives, Regulation},
pubstate = {published},
tppubtype = {unpublished}
}
Deceptive and coercive design practices are increasingly
used by companies to extract profit, harvest data, and limit
consumer choice. Dark patterns represent the most common
contemporary amalgamation of these problematic practices,
connecting designers, technologists, scholars, regulators,
and legal professionals in transdisciplinary dialogue.
However, a lack of universally accepted definitions across
the academic, legislative and regulatory space has likely
limited the impact that scholarship on dark patterns might
have in supporting sanctions and evolved design practices.
In this paper, we seek to support the development of a
shared language of dark patterns, harmonizing ten existing
regulatory and academic taxonomies of dark patterns and
proposing a three-level ontology with standardized
definitions for 65 synthesized dark patterns types across
low-, meso-, and high-level patterns. We illustrate how this
ontology can support translational research and regulatory
action, including pathways to extend our initial types
through new empirical work and map across application
domains.
used by companies to extract profit, harvest data, and limit
consumer choice. Dark patterns represent the most common
contemporary amalgamation of these problematic practices,
connecting designers, technologists, scholars, regulators,
and legal professionals in transdisciplinary dialogue.
However, a lack of universally accepted definitions across
the academic, legislative and regulatory space has likely
limited the impact that scholarship on dark patterns might
have in supporting sanctions and evolved design practices.
In this paper, we seek to support the development of a
shared language of dark patterns, harmonizing ten existing
regulatory and academic taxonomies of dark patterns and
proposing a three-level ontology with standardized
definitions for 65 synthesized dark patterns types across
low-, meso-, and high-level patterns. We illustrate how this
ontology can support translational research and regulatory
action, including pathways to extend our initial types
through new empirical work and map across application
domains.
Lachheb, Ahmed; Abramenka-Lachheb, Victoria; Moore, Stephanie; Gray, Colin
The role of design ethics in maintaining students' privacy: A call to action to learning designers in higher education Journal Article
In: British journal of educational technology: journal of the Council for Educational Technology, vol. 54, iss. 6, pp. 1653-1670, 2023, ISSN: 0007-1013.
Abstract | Links | BibTeX | Tags: Dark Patterns, Ethics and Values, Instructional Design
@article{Lachheb2023-ys,
title = {The role of design ethics in maintaining students' privacy: A call to action to learning designers in higher education},
author = {Ahmed Lachheb and Victoria Abramenka-Lachheb and Stephanie Moore and Colin Gray},
url = {https://doi.org/10.1111/bjet.13382},
doi = {10.1111/bjet.13382},
issn = {0007-1013},
year = {2023},
date = {2023-08-01},
urldate = {2023-08-01},
journal = {British journal of educational technology: journal of the Council for Educational Technology},
volume = {54},
issue = {6},
pages = {1653-1670},
publisher = {John Wiley & Sons, Ltd},
abstract = {Maintaining students' privacy in higher education, an
integral aspect of learning design and technology integration,
is not only a matter of policy and law but also a matter of
design ethics. Similar to faculty educators, learning designers
in higher education play a vital role in maintaining students'
privacy by designing learning experiences that rely on online
technology integration. Like other professional designers, they
need to care for the humans they design for by not producing
designs that infringe on their privacy, thus, not causing harm.
Recognizing that widely used instructional design models are
silent on the topic and do not address ethical considerations
such as privacy, we focus this paper on how design ethics can be
leveraged by learning designers in higher education in a
practical manner, illustrated through authentic examples. We
highlight where the ethical responsibility of learning designers
comes into the foreground when maintaining students' privacy and
well-being, especially in online settings. We outline an
existing ethical decision-making framework and show how learning
designers can use it as a call to action to protect the students
they design for, strengthening their ethical design capacity.
Practitioner notes What is already known about this topic
Existing codes of ethical standards from well-known learning
design organizations call upon learning designers to protect
students' privacy without clear guidance on how to do so. Design
ethics within learning design is often discussed in abstract
ways with principles that are difficult to apply. Most, if not
all, design models that learning design professionals have
learned are either silent on design ethics and/or do not
consider ethics as a valid dimension, thus, making design ethics
mostly excluded from learning design graduate programs.
Practical means for engaging in ethical design practice are
scarce in the field. What this paper adds A call for learning
designers in higher education to maintain and protect students'
privacy and well-being, strengthening their ethical design
capacity. A demonstration of how to use a practical ethical
decision-making framework as a designerly tool in designing for
learning to maintain and protect students' privacy and
well-being. Authentic examples?in the form of vignettes?of
ethical dilemmas/issues that learning designers in higher
education could face, focused on students' privacy.
Methods?using a practical ethical decision-making framework?for
learning design professionals in higher education, grounded in
the philosophy of designers as the guarantors of designs, to be
employed to detect situations where students' privacy and best
interests are at risk. A demonstration of how learning designers
could make stellar design decisions in service to the students
they design for and not to the priorities of other design
stakeholders. Implications for practice and/or policy Higher
education programs/institutions that prepare/employ learning
designers ought to treat the topics of the designer's
responsibility and design ethics more explicitly and practically
as one of the means to maintain and protect students' privacy,
in addition to law and policies. Learning designers in higher
education ought to hold a powerful position in their
professional practice to maintain and protect students' privacy
and well-being, as an important aspect of their ethical design
responsibilities. Learning designers in higher education ought
to adopt a design thinking mindset in order to protect students'
privacy by (1) challenging ideas and assumptions regarding
technology integration in general and (2) detecting what is
known in User Experience (UX) design as "dark patterns" in
online course design.},
keywords = {Dark Patterns, Ethics and Values, Instructional Design},
pubstate = {published},
tppubtype = {article}
}
Maintaining students' privacy in higher education, an
integral aspect of learning design and technology integration,
is not only a matter of policy and law but also a matter of
design ethics. Similar to faculty educators, learning designers
in higher education play a vital role in maintaining students'
privacy by designing learning experiences that rely on online
technology integration. Like other professional designers, they
need to care for the humans they design for by not producing
designs that infringe on their privacy, thus, not causing harm.
Recognizing that widely used instructional design models are
silent on the topic and do not address ethical considerations
such as privacy, we focus this paper on how design ethics can be
leveraged by learning designers in higher education in a
practical manner, illustrated through authentic examples. We
highlight where the ethical responsibility of learning designers
comes into the foreground when maintaining students' privacy and
well-being, especially in online settings. We outline an
existing ethical decision-making framework and show how learning
designers can use it as a call to action to protect the students
they design for, strengthening their ethical design capacity.
Practitioner notes What is already known about this topic
Existing codes of ethical standards from well-known learning
design organizations call upon learning designers to protect
students' privacy without clear guidance on how to do so. Design
ethics within learning design is often discussed in abstract
ways with principles that are difficult to apply. Most, if not
all, design models that learning design professionals have
learned are either silent on design ethics and/or do not
consider ethics as a valid dimension, thus, making design ethics
mostly excluded from learning design graduate programs.
Practical means for engaging in ethical design practice are
scarce in the field. What this paper adds A call for learning
designers in higher education to maintain and protect students'
privacy and well-being, strengthening their ethical design
capacity. A demonstration of how to use a practical ethical
decision-making framework as a designerly tool in designing for
learning to maintain and protect students' privacy and
well-being. Authentic examples?in the form of vignettes?of
ethical dilemmas/issues that learning designers in higher
education could face, focused on students' privacy.
Methods?using a practical ethical decision-making framework?for
learning design professionals in higher education, grounded in
the philosophy of designers as the guarantors of designs, to be
employed to detect situations where students' privacy and best
interests are at risk. A demonstration of how learning designers
could make stellar design decisions in service to the students
they design for and not to the priorities of other design
stakeholders. Implications for practice and/or policy Higher
education programs/institutions that prepare/employ learning
designers ought to treat the topics of the designer's
responsibility and design ethics more explicitly and practically
as one of the means to maintain and protect students' privacy,
in addition to law and policies. Learning designers in higher
education ought to hold a powerful position in their
professional practice to maintain and protect students' privacy
and well-being, as an important aspect of their ethical design
responsibilities. Learning designers in higher education ought
to adopt a design thinking mindset in order to protect students'
privacy by (1) challenging ideas and assumptions regarding
technology integration in general and (2) detecting what is
known in User Experience (UX) design as "dark patterns" in
online course design.
integral aspect of learning design and technology integration,
is not only a matter of policy and law but also a matter of
design ethics. Similar to faculty educators, learning designers
in higher education play a vital role in maintaining students'
privacy by designing learning experiences that rely on online
technology integration. Like other professional designers, they
need to care for the humans they design for by not producing
designs that infringe on their privacy, thus, not causing harm.
Recognizing that widely used instructional design models are
silent on the topic and do not address ethical considerations
such as privacy, we focus this paper on how design ethics can be
leveraged by learning designers in higher education in a
practical manner, illustrated through authentic examples. We
highlight where the ethical responsibility of learning designers
comes into the foreground when maintaining students' privacy and
well-being, especially in online settings. We outline an
existing ethical decision-making framework and show how learning
designers can use it as a call to action to protect the students
they design for, strengthening their ethical design capacity.
Practitioner notes What is already known about this topic
Existing codes of ethical standards from well-known learning
design organizations call upon learning designers to protect
students' privacy without clear guidance on how to do so. Design
ethics within learning design is often discussed in abstract
ways with principles that are difficult to apply. Most, if not
all, design models that learning design professionals have
learned are either silent on design ethics and/or do not
consider ethics as a valid dimension, thus, making design ethics
mostly excluded from learning design graduate programs.
Practical means for engaging in ethical design practice are
scarce in the field. What this paper adds A call for learning
designers in higher education to maintain and protect students'
privacy and well-being, strengthening their ethical design
capacity. A demonstration of how to use a practical ethical
decision-making framework as a designerly tool in designing for
learning to maintain and protect students' privacy and
well-being. Authentic examples?in the form of vignettes?of
ethical dilemmas/issues that learning designers in higher
education could face, focused on students' privacy.
Methods?using a practical ethical decision-making framework?for
learning design professionals in higher education, grounded in
the philosophy of designers as the guarantors of designs, to be
employed to detect situations where students' privacy and best
interests are at risk. A demonstration of how learning designers
could make stellar design decisions in service to the students
they design for and not to the priorities of other design
stakeholders. Implications for practice and/or policy Higher
education programs/institutions that prepare/employ learning
designers ought to treat the topics of the designer's
responsibility and design ethics more explicitly and practically
as one of the means to maintain and protect students' privacy,
in addition to law and policies. Learning designers in higher
education ought to hold a powerful position in their
professional practice to maintain and protect students' privacy
and well-being, as an important aspect of their ethical design
responsibilities. Learning designers in higher education ought
to adopt a design thinking mindset in order to protect students'
privacy by (1) challenging ideas and assumptions regarding
technology integration in general and (2) detecting what is
known in User Experience (UX) design as "dark patterns" in
online course design.
Chivukula, Shruthi Sai; Obi, Ike; Carlock, Thomas; Gray, Colin M
Wrangling Ethical Design Complexity: Dilemmas, Tensions, and Situations Proceedings Article
In: Designing Interactive Systems Conference (DIS Companion '23), 2023.
Links | BibTeX | Tags: Design Knowledge, Ethics and Values, Practice-Led Research
@inproceedings{Chivukula2023-wj,
title = {Wrangling Ethical Design Complexity: Dilemmas, Tensions, and Situations},
author = {Shruthi Sai Chivukula and Ike Obi and Thomas Carlock and Colin M Gray},
url = {http://dx.doi.org/10.1145/3563703.3596632
https://colingray.me/wp-content/uploads/2023/05/2023_Chivukulaetal_DISPWIP_WranglingEthicalDesignComplexity.pdf},
doi = {10.1145/3563703.3596632},
year = {2023},
date = {2023-07-01},
urldate = {2023-07-01},
booktitle = {Designing Interactive Systems Conference (DIS Companion '23)},
keywords = {Design Knowledge, Ethics and Values, Practice-Led Research},
pubstate = {published},
tppubtype = {inproceedings}
}
Gray, Colin M; Chamorro, Lorena Sánchez; Obi, Ike; Duane, Ja-Nae
Mapping the Landscape of Dark Patterns Scholarship: A Systematic Literature Review Proceedings Article
In: Designing Interactive Systems Conference (DIS Companion '23), Ässociation for Computing Machinery, Pittsburgh, PA, USA, 2023.
Links | BibTeX | Tags: Dark Patterns, Legal and Policy Perspectives, Transdisciplinarity
@inproceedings{Gray2023-zc,
title = {Mapping the Landscape of Dark Patterns Scholarship: A Systematic Literature Review},
author = {Colin M Gray and Lorena Sánchez Chamorro and Ike Obi and Ja-Nae Duane},
url = {http://dx.doi.org/10.1145/3563703.3596635
https://colingray.me/wp-content/uploads/2023/05/2023_Grayetal_DISPWIP_DarkPatternsLandscape.pdf},
doi = {10.1145/3563703.3596635},
year = {2023},
date = {2023-07-01},
urldate = {2023-07-01},
booktitle = {Designing Interactive Systems Conference (DIS Companion
'23)},
volume = {1},
publisher = {Ässociation for Computing Machinery},
address = {Pittsburgh, PA, USA},
keywords = {Dark Patterns, Legal and Policy Perspectives, Transdisciplinarity},
pubstate = {published},
tppubtype = {inproceedings}
}
Gray, Colin M; Chivukula, Shruthi Sai; Carlock, Thomas; Li, Ziqing; Duane, Ja-Nae
Scaffolding Ethics-Focused Methods for Practice Resonance Best Paper Proceedings Article
In: DIS'23: Proceedings of the 2023 ACM Designing Interactive Systems Conference, 2023, (Awarded Best Paper, Top 1%).
Abstract | Links | BibTeX | Tags: Design Methods, Ethics and Values, Practice-Led Research
@inproceedings{Gray2023-ek,
title = {Scaffolding Ethics-Focused Methods for Practice Resonance},
author = {Colin M Gray and Shruthi Sai Chivukula and Thomas Carlock and Ziqing Li and Ja-Nae Duane},
url = {https://colingray.me/wp-content/uploads/2023/05/2023_Grayetal_DIS_ScaffoldingEthicFocusedMethodsResonance.pdf},
doi = {10.1145/3563657.3596111},
year = {2023},
date = {2023-07-01},
urldate = {2023-07-01},
booktitle = {DIS'23: Proceedings of the 2023 ACM Designing Interactive
Systems Conference},
abstract = {Numerous methods and tools have been proposed to motivate or
support ethical awareness in design practice. However, many
existing resources are not easily discoverable by practitioners.
One reason being that they are framed using language that is not
immediately accessible or resonant with the felt complexity of
everyday practice. In this paper, we propose a set of
empirically-supported ``intentions'' to frame practitioners'
selection of relevant ethics-focused methods based on interviews
with practitioners from a range of technology and design
professions, and then leverage these intentions in the design
and iterative evaluation of a website that allows practitioners
to identify supports for ethics-focused action in their work
context. Building on these findings, we propose a set of
heuristics to evaluate the practice resonance of resources to
support ethics-focused practice, laying the groundwork for
increased ecological resonance of ethics-focused methods and
method selection tools.},
note = {Awarded Best Paper, Top 1%},
keywords = {Design Methods, Ethics and Values, Practice-Led Research},
pubstate = {published},
tppubtype = {inproceedings}
}
Numerous methods and tools have been proposed to motivate or
support ethical awareness in design practice. However, many
existing resources are not easily discoverable by practitioners.
One reason being that they are framed using language that is not
immediately accessible or resonant with the felt complexity of
everyday practice. In this paper, we propose a set of
empirically-supported ``intentions'' to frame practitioners'
selection of relevant ethics-focused methods based on interviews
with practitioners from a range of technology and design
professions, and then leverage these intentions in the design
and iterative evaluation of a website that allows practitioners
to identify supports for ethics-focused action in their work
context. Building on these findings, we propose a set of
heuristics to evaluate the practice resonance of resources to
support ethics-focused practice, laying the groundwork for
increased ecological resonance of ethics-focused methods and
method selection tools.
support ethical awareness in design practice. However, many
existing resources are not easily discoverable by practitioners.
One reason being that they are framed using language that is not
immediately accessible or resonant with the felt complexity of
everyday practice. In this paper, we propose a set of
empirically-supported ``intentions'' to frame practitioners'
selection of relevant ethics-focused methods based on interviews
with practitioners from a range of technology and design
professions, and then leverage these intentions in the design
and iterative evaluation of a website that allows practitioners
to identify supports for ethics-focused action in their work
context. Building on these findings, we propose a set of
heuristics to evaluate the practice resonance of resources to
support ethics-focused practice, laying the groundwork for
increased ecological resonance of ethics-focused methods and
method selection tools.
Parsons, Paul C; Shukla, Prakash; Baigelenov, Ali; Gray, Colin M
Developing Framing Judgment Ability: Student Perceptions from a Graduate UX Design Program Proceedings Article
In: EduCHI 2023: 5th Annual Symposium on HCI Education (EduCHI '23), Hamburg, Germany, 2023.
Abstract | Links | BibTeX | Tags: Design Education, Design Judgment, Design Theory, HCI Education, Studio Pedagogy
@inproceedings{Parsons2023-op,
title = {Developing Framing Judgment Ability: Student Perceptions from a Graduate UX Design Program},
author = {Paul C Parsons and Prakash Shukla and Ali Baigelenov and Colin M Gray},
url = {http://dx.doi.org/10.1145/3587399.3587401
https://colingray.me/wp-content/uploads/2023/03/2023_Parsonsetal_EduCHI_FramingJudgmentAbility.pdf},
doi = {10.1145/3587399.3587401},
year = {2023},
date = {2023-04-28},
urldate = {2023-04-28},
booktitle = {EduCHI 2023: 5th Annual Symposium on HCI Education (EduCHI
'23)},
address = {Hamburg, Germany},
abstract = {Making framing judgments is at the heart of design. When faced
with complex, open-ended situations, designers need to exercise
good judgment to identify the core of the problem at hand and
set the boundaries of the conceptual space through which the
design process will unfold. While framing ability is broadly
recognized as important, the factors that contribute to its
development in educational settings are not well understood,
particularly in the context of HCI education. In this study, we
collected data from master's students in a UX design program at
several points in time across their program journey. We
interviewed 11 of these students in their final semester, having
them reflect on how their ability to make framing judgments has
evolved over time. We highlight pedagogical factors relevant for
the development of their framing ability as indicated by the
students. Our findings also highlight the impact of framing
ability on other design activities and personal design
philosophy.},
keywords = {Design Education, Design Judgment, Design Theory, HCI Education, Studio Pedagogy},
pubstate = {published},
tppubtype = {inproceedings}
}
Making framing judgments is at the heart of design. When faced
with complex, open-ended situations, designers need to exercise
good judgment to identify the core of the problem at hand and
set the boundaries of the conceptual space through which the
design process will unfold. While framing ability is broadly
recognized as important, the factors that contribute to its
development in educational settings are not well understood,
particularly in the context of HCI education. In this study, we
collected data from master's students in a UX design program at
several points in time across their program journey. We
interviewed 11 of these students in their final semester, having
them reflect on how their ability to make framing judgments has
evolved over time. We highlight pedagogical factors relevant for
the development of their framing ability as indicated by the
students. Our findings also highlight the impact of framing
ability on other design activities and personal design
philosophy.
with complex, open-ended situations, designers need to exercise
good judgment to identify the core of the problem at hand and
set the boundaries of the conceptual space through which the
design process will unfold. While framing ability is broadly
recognized as important, the factors that contribute to its
development in educational settings are not well understood,
particularly in the context of HCI education. In this study, we
collected data from master's students in a UX design program at
several points in time across their program journey. We
interviewed 11 of these students in their final semester, having
them reflect on how their ability to make framing judgments has
evolved over time. We highlight pedagogical factors relevant for
the development of their framing ability as indicated by the
students. Our findings also highlight the impact of framing
ability on other design activities and personal design
philosophy.
Gray, Colin M; Parsons, Paul C
Building Student Capacity to Engage with Design Methods Proceedings Article
In: EduCHI 2023: 5th Annual Symposium on HCI Education (EduCHI '23), Hamburg, Germany, 2023.
Abstract | Links | BibTeX | Tags: Design Education, Design Knowledge, Design Methods, HCI Education, Studio Pedagogy
@inproceedings{Gray_undated-nk,
title = {Building Student Capacity to Engage with Design Methods},
author = {Colin M Gray and Paul C Parsons},
url = {https://doi.org/10.1145/3587399.3587415
https://colingray.me/wp-content/uploads/2023/03/2023_GrayParsons_EduCHI_MasterclassDesignMethods.pdf},
doi = {10.1145/3587399.3587415},
year = {2023},
date = {2023-04-28},
urldate = {2023-04-28},
booktitle = {EduCHI 2023: 5th Annual Symposium on HCI Education
(EduCHI '23)},
address = {Hamburg, Germany},
abstract = {Knowledge of design methods is critical for careers in
User Experience (UX) design and other fields commonly
served by HCI programs. In this masterclass, we will seek
to bring together the knowledge contained in key texts
commonly used in HCI education and the evident pedagogical
challenges that underlie codified methods knowledge. Such
fundamental questions at this intersection include: What
kind of knowledge do methods contain? How do students
learn about methods? and How do we know when students have
sufficient knowledge of methods to continue engaging in
adaptation, use, and creation in the future? We will
collaboratively address these questions, laying the
groundwork for participants to consider the following
issues in their own curriculum.},
keywords = {Design Education, Design Knowledge, Design Methods, HCI Education, Studio Pedagogy},
pubstate = {published},
tppubtype = {inproceedings}
}
Knowledge of design methods is critical for careers in
User Experience (UX) design and other fields commonly
served by HCI programs. In this masterclass, we will seek
to bring together the knowledge contained in key texts
commonly used in HCI education and the evident pedagogical
challenges that underlie codified methods knowledge. Such
fundamental questions at this intersection include: What
kind of knowledge do methods contain? How do students
learn about methods? and How do we know when students have
sufficient knowledge of methods to continue engaging in
adaptation, use, and creation in the future? We will
collaboratively address these questions, laying the
groundwork for participants to consider the following
issues in their own curriculum.
User Experience (UX) design and other fields commonly
served by HCI programs. In this masterclass, we will seek
to bring together the knowledge contained in key texts
commonly used in HCI education and the evident pedagogical
challenges that underlie codified methods knowledge. Such
fundamental questions at this intersection include: What
kind of knowledge do methods contain? How do students
learn about methods? and How do we know when students have
sufficient knowledge of methods to continue engaging in
adaptation, use, and creation in the future? We will
collaboratively address these questions, laying the
groundwork for participants to consider the following
issues in their own curriculum.
Gray, Colin M; Santos, Cristiana; Tong, Nicole; Mildner, Thomas; Rossi, Arianna; Gunawan, Johanna; Sinders, Caroline
Dark Patterns and the Emerging Threats of Deceptive Design Practices Proceedings Article
In: Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems (CHI EA '23), 2023.
Abstract | Links | BibTeX | Tags: Dark Patterns, Ethics and Values, Legal and Policy Perspectives, Transdisciplinarity
@inproceedings{Gray2023-kq,
title = {Dark Patterns and the Emerging Threats of Deceptive Design Practices},
author = {Colin M Gray and Cristiana Santos and Nicole Tong and Thomas Mildner and Arianna Rossi and Johanna Gunawan and Caroline Sinders},
url = {https://colingray.me/wp-content/uploads/2023/02/2023_CHI_SIG_DarkPattersDeceptiveDesign.pdf
http://dx.doi.org/10.1145/3544549.3583173},
doi = {10.1145/3544549.3583173},
year = {2023},
date = {2023-04-01},
urldate = {2023-04-01},
booktitle = {Extended Abstracts of the 2023 CHI Conference on Human Factors
in Computing Systems (CHI EA '23)},
abstract = {Growth hacking, particularly within the spectre of surveillance
capitalism, has led to the widespread use of deceptive,
manipulative, and coercive design techniques in the last decade.
These challenges exist at the intersection of many diferent
technology professions that are rapidly evolving and
``shapeshifting'' their design practices to confront emerging
regulation. A wide range of scholars have increasingly addressed
these challenges through the label ``dark patterns,'' describing
the content of deceptive and coercive design practices, the
ubiquity of these patterns in contemporary digital systems, and
the impact of emerging regulatory and legislative action on the
presence of dark patterns. Building on this convergent and
trans-disciplinary research area, the aims of this SIG are to:
1) Provide an opportunity for researchers and practitioners to
address methodologies for detecting, characterizing, and
regulating dark patterns; 2) Identify opportunities for
additional empirical work to characterize and demonstrate harms
related to dark patterns; and 3) Aid in convergence among HCI,
design, computational, regulatory, and legal perspectives on
dark patterns. These goals will enable an
internationally-diverse, engaged, and impactful research
community to address the threats of dark patterns on digital
systems.},
keywords = {Dark Patterns, Ethics and Values, Legal and Policy Perspectives, Transdisciplinarity},
pubstate = {published},
tppubtype = {inproceedings}
}
Growth hacking, particularly within the spectre of surveillance
capitalism, has led to the widespread use of deceptive,
manipulative, and coercive design techniques in the last decade.
These challenges exist at the intersection of many diferent
technology professions that are rapidly evolving and
``shapeshifting'' their design practices to confront emerging
regulation. A wide range of scholars have increasingly addressed
these challenges through the label ``dark patterns,'' describing
the content of deceptive and coercive design practices, the
ubiquity of these patterns in contemporary digital systems, and
the impact of emerging regulatory and legislative action on the
presence of dark patterns. Building on this convergent and
trans-disciplinary research area, the aims of this SIG are to:
1) Provide an opportunity for researchers and practitioners to
address methodologies for detecting, characterizing, and
regulating dark patterns; 2) Identify opportunities for
additional empirical work to characterize and demonstrate harms
related to dark patterns; and 3) Aid in convergence among HCI,
design, computational, regulatory, and legal perspectives on
dark patterns. These goals will enable an
internationally-diverse, engaged, and impactful research
community to address the threats of dark patterns on digital
systems.
capitalism, has led to the widespread use of deceptive,
manipulative, and coercive design techniques in the last decade.
These challenges exist at the intersection of many diferent
technology professions that are rapidly evolving and
``shapeshifting'' their design practices to confront emerging
regulation. A wide range of scholars have increasingly addressed
these challenges through the label ``dark patterns,'' describing
the content of deceptive and coercive design practices, the
ubiquity of these patterns in contemporary digital systems, and
the impact of emerging regulatory and legislative action on the
presence of dark patterns. Building on this convergent and
trans-disciplinary research area, the aims of this SIG are to:
1) Provide an opportunity for researchers and practitioners to
address methodologies for detecting, characterizing, and
regulating dark patterns; 2) Identify opportunities for
additional empirical work to characterize and demonstrate harms
related to dark patterns; and 3) Aid in convergence among HCI,
design, computational, regulatory, and legal perspectives on
dark patterns. These goals will enable an
internationally-diverse, engaged, and impactful research
community to address the threats of dark patterns on digital
systems.
Gray, Colin M; Chivukula, Shruthi Sai; Bongard-Blanchy, Kerstin; Mathur, Arunesh; Gunawan, Johanna; Schaffner, Brennan
Emerging Transdisciplinary Perspectives to Confront Dark Patterns Proceedings Article
In: Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems (CHI EA '23), 2023.
Abstract | Links | BibTeX | Tags: Dark Patterns, Ethics and Values, Legal and Policy Perspectives, Transdisciplinarity
@inproceedings{Gray2023-wg,
title = {Emerging Transdisciplinary Perspectives to Confront Dark Patterns},
author = {Colin M Gray and Shruthi Sai Chivukula and Kerstin Bongard-Blanchy and Arunesh Mathur and Johanna Gunawan and Brennan Schaffner},
url = {https://colingray.me/wp-content/uploads/2023/02/2023_CHI_Panel_TransdisciplinaryDarkPatterns.pdf
http://dx.doi.org/10.1145/3544549.3583745},
doi = {10.1145/3544549.3583745},
year = {2023},
date = {2023-04-01},
urldate = {2023-04-01},
booktitle = {Extended Abstracts of the 2023 CHI Conference on Human Factors
in Computing Systems (CHI EA '23)},
abstract = {Technology ethics is increasingly at the forefront of
human-computer interaction scholarship, with increasing
visibility not only to end users of technology, but also
regulators, technology practitioners, and platforms. The notion
of ``dark patterns'' has emerged as one common framing of
technology manipulation, describing instances where
psychological or perceptual tricks are used to decrease user
agency and autonomy. In this panel, we have assembled a group of
highly diverse early-career scholars that have built a
transdisciplinary approach to scholarship on dark patterns,
engaging with a range of socio-technical approaches and
perspectives. Panelists will discuss their methodological
approaches, key research questions to be considered in this
emerging area of scholarship, and necessary connections between
and among disciplinary perspectives to engage with the diverse
constituencies that frame the creation, use, and impacts of dark
patterns.},
keywords = {Dark Patterns, Ethics and Values, Legal and Policy Perspectives, Transdisciplinarity},
pubstate = {published},
tppubtype = {inproceedings}
}
Technology ethics is increasingly at the forefront of
human-computer interaction scholarship, with increasing
visibility not only to end users of technology, but also
regulators, technology practitioners, and platforms. The notion
of ``dark patterns'' has emerged as one common framing of
technology manipulation, describing instances where
psychological or perceptual tricks are used to decrease user
agency and autonomy. In this panel, we have assembled a group of
highly diverse early-career scholars that have built a
transdisciplinary approach to scholarship on dark patterns,
engaging with a range of socio-technical approaches and
perspectives. Panelists will discuss their methodological
approaches, key research questions to be considered in this
emerging area of scholarship, and necessary connections between
and among disciplinary perspectives to engage with the diverse
constituencies that frame the creation, use, and impacts of dark
patterns.
human-computer interaction scholarship, with increasing
visibility not only to end users of technology, but also
regulators, technology practitioners, and platforms. The notion
of ``dark patterns'' has emerged as one common framing of
technology manipulation, describing instances where
psychological or perceptual tricks are used to decrease user
agency and autonomy. In this panel, we have assembled a group of
highly diverse early-career scholars that have built a
transdisciplinary approach to scholarship on dark patterns,
engaging with a range of socio-technical approaches and
perspectives. Panelists will discuss their methodological
approaches, key research questions to be considered in this
emerging area of scholarship, and necessary connections between
and among disciplinary perspectives to engage with the diverse
constituencies that frame the creation, use, and impacts of dark
patterns.
Gray, Colin M; MacDonald, Craig M; Lallemand, Carine; Oleson, Alannah; Carter, Anna R L; St-Cyr, Olivier; Pitt, Caroline
EduCHI 2023: 5th Annual Symposium on HCI Education Proceedings Article
In: Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems (CHI EA '23), 2023.
Abstract | Links | BibTeX | Tags: Cross-Cultural Education, Design Education
@inproceedings{Gray2023-cm,
title = {EduCHI 2023: 5th Annual Symposium on HCI Education},
author = {Colin M Gray and Craig M MacDonald and Carine Lallemand and Alannah Oleson and Anna R L Carter and Olivier St-Cyr and Caroline Pitt},
url = {https://colingray.me/wp-content/uploads/2023/02/2023_Grayetal_CHI_EduCHI.pdf
http://dx.doi.org/10.1145/3544549.3573790},
doi = {10.1145/3544549.3573790},
year = {2023},
date = {2023-04-01},
urldate = {2023-04-01},
booktitle = {Extended Abstracts of the 2023 CHI Conference on Human Factors
in Computing Systems (CHI EA '23)},
abstract = {EduCHI 2023 will bring together an international community of
scholars, practitioners, and researchers to shape the future of
Human-Computer Interaction (HCI) education. Held as part of the
CHI 2023 conference, the one-day symposium will feature
interactive discussions about HCI educational research,
pedagogical innovations, teaching practices, and current and
future challenges facing HCI educators. In addition to providing
a platform to share pedagogical strategies and continue to build
a scholarly knowledge base for HCI education, EduCHI 2023 will
also provide opportunities for HCI educators to learn new
instructional strategies and deepen their pedagogical knowledge.},
keywords = {Cross-Cultural Education, Design Education},
pubstate = {published},
tppubtype = {inproceedings}
}
EduCHI 2023 will bring together an international community of
scholars, practitioners, and researchers to shape the future of
Human-Computer Interaction (HCI) education. Held as part of the
CHI 2023 conference, the one-day symposium will feature
interactive discussions about HCI educational research,
pedagogical innovations, teaching practices, and current and
future challenges facing HCI educators. In addition to providing
a platform to share pedagogical strategies and continue to build
a scholarly knowledge base for HCI education, EduCHI 2023 will
also provide opportunities for HCI educators to learn new
instructional strategies and deepen their pedagogical knowledge.
scholars, practitioners, and researchers to shape the future of
Human-Computer Interaction (HCI) education. Held as part of the
CHI 2023 conference, the one-day symposium will feature
interactive discussions about HCI educational research,
pedagogical innovations, teaching practices, and current and
future challenges facing HCI educators. In addition to providing
a platform to share pedagogical strategies and continue to build
a scholarly knowledge base for HCI education, EduCHI 2023 will
also provide opportunities for HCI educators to learn new
instructional strategies and deepen their pedagogical knowledge.
Gray, Colin M; Santos, Cristiana; Bielova, Nataliia
Towards a Preliminary Ontology of Dark Patterns Knowledge Proceedings Article
In: Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems (CHI EA '23), 2023.
Abstract | Links | BibTeX | Tags: Dark Patterns, Ethics and Values, Regulation, Transdisciplinarity
@inproceedings{Gray2023-ds,
title = {Towards a Preliminary Ontology of Dark Patterns Knowledge},
author = {Colin M Gray and Cristiana Santos and Nataliia Bielova},
url = {http://dx.doi.org/10.1145/3544549.3585676
https://colingray.me/wp-content/uploads/2023/03/2023_GraySantosBielova_CHIBLW_OntologyDarkPatterns.pdf},
doi = {10.1145/3544549.3585676},
year = {2023},
date = {2023-01-01},
urldate = {2023-01-01},
booktitle = {Extended Abstracts of the 2023 CHI Conference on Human Factors
in Computing Systems (CHI EA '23)},
abstract = {Deceptive design practices are increasingly used by companies to
extract profit, harvest data, and limit consumer choice. Dark
patterns represent the most common contemporary amalgamation of
these problematic practices, connecting designers,
technologists, scholars, regulators, and legal professionals in
transdisciplinary dialogue. However, a lack of universally
accepted definitions across the academic, legislative and
regulatory space has likely limited the impact that scholarship
on dark patterns might have in supporting sanctions and evolved
design practices. In this late breaking work, we seek to
harmonize regulatory and academic taxonomies of dark patterns,
proposing a preliminary three-level ontology to create a shared
language that supports translational research and regulatory
action. We identify potential directions for scholarship and
social impact building upon this ontology.},
keywords = {Dark Patterns, Ethics and Values, Regulation, Transdisciplinarity},
pubstate = {published},
tppubtype = {inproceedings}
}
Deceptive design practices are increasingly used by companies to
extract profit, harvest data, and limit consumer choice. Dark
patterns represent the most common contemporary amalgamation of
these problematic practices, connecting designers,
technologists, scholars, regulators, and legal professionals in
transdisciplinary dialogue. However, a lack of universally
accepted definitions across the academic, legislative and
regulatory space has likely limited the impact that scholarship
on dark patterns might have in supporting sanctions and evolved
design practices. In this late breaking work, we seek to
harmonize regulatory and academic taxonomies of dark patterns,
proposing a preliminary three-level ontology to create a shared
language that supports translational research and regulatory
action. We identify potential directions for scholarship and
social impact building upon this ontology.
extract profit, harvest data, and limit consumer choice. Dark
patterns represent the most common contemporary amalgamation of
these problematic practices, connecting designers,
technologists, scholars, regulators, and legal professionals in
transdisciplinary dialogue. However, a lack of universally
accepted definitions across the academic, legislative and
regulatory space has likely limited the impact that scholarship
on dark patterns might have in supporting sanctions and evolved
design practices. In this late breaking work, we seek to
harmonize regulatory and academic taxonomies of dark patterns,
proposing a preliminary three-level ontology to create a shared
language that supports translational research and regulatory
action. We identify potential directions for scholarship and
social impact building upon this ontology.
Gray, Colin M; Exter, Marisa E
A Design Sprint Towards a Four-Year Curriculum in Transdisciplinary Studies Journal Article
In: International Journal of Designs for Learning, vol. 14, no. 1, pp. 70–87, 2023.
Abstract | Links | BibTeX | Tags: Design Case, Design Education, Instructional Design, Learning Experience (LX) Design, Transdisciplinarity, UX Knowledge
@article{Gray2023-ns,
title = {A Design Sprint Towards a Four-Year Curriculum in Transdisciplinary Studies},
author = {Colin M Gray and Marisa E Exter},
url = {https://doi.org/10.14434/ijdl.v14i1.35194
https://colingray.me/wp-content/uploads/2023/03/2023_GrayExter_IJDL_DesignSprintTransdisciplinary.pdf},
doi = {10.14434/ijdl.v14i1.35194},
year = {2023},
date = {2023-01-01},
urldate = {2023-01-01},
journal = {International Journal of Designs for Learning},
volume = {14},
number = {1},
pages = {70--87},
abstract = {In this design case, we describe our design process that resulted
in recommendations for a four-year undergraduate curriculum in
transdisciplinary studies. The case is centered on a fast-paced,
two-week design ``sprint'' undertaken by the two authors, which
involved consolidating and synthesizing program evaluation data
and course designs from the three previous years of a novel
undergraduate transdisciplinary degree program, creating design
blueprints that outlined program-level objectives, and
identifying recommendations for future course-level design. In
the process of completing these hand-off materials for the
incoming team of instruc- tors, we had to work through
substantial ambiguity, balanc- ing the needs of identified
learner personas, the capabilities of existing instructional team
members, and the end goal of producing students that had a
flexible, personal transdis- ciplinary identity. This case
describes the design activities we used, the instances of failure
that precipitated our design sprint, the instructional and
institutional constraints we faced, the blueprints for future
instructional design we created on the course and program level,
and the ultimate failure of the degree program we sought to
support.},
keywords = {Design Case, Design Education, Instructional Design, Learning Experience (LX) Design, Transdisciplinarity, UX Knowledge},
pubstate = {published},
tppubtype = {article}
}
In this design case, we describe our design process that resulted
in recommendations for a four-year undergraduate curriculum in
transdisciplinary studies. The case is centered on a fast-paced,
two-week design ``sprint'' undertaken by the two authors, which
involved consolidating and synthesizing program evaluation data
and course designs from the three previous years of a novel
undergraduate transdisciplinary degree program, creating design
blueprints that outlined program-level objectives, and
identifying recommendations for future course-level design. In
the process of completing these hand-off materials for the
incoming team of instruc- tors, we had to work through
substantial ambiguity, balanc- ing the needs of identified
learner personas, the capabilities of existing instructional team
members, and the end goal of producing students that had a
flexible, personal transdis- ciplinary identity. This case
describes the design activities we used, the instances of failure
that precipitated our design sprint, the instructional and
institutional constraints we faced, the blueprints for future
instructional design we created on the course and program level,
and the ultimate failure of the degree program we sought to
support.
in recommendations for a four-year undergraduate curriculum in
transdisciplinary studies. The case is centered on a fast-paced,
two-week design ``sprint'' undertaken by the two authors, which
involved consolidating and synthesizing program evaluation data
and course designs from the three previous years of a novel
undergraduate transdisciplinary degree program, creating design
blueprints that outlined program-level objectives, and
identifying recommendations for future course-level design. In
the process of completing these hand-off materials for the
incoming team of instruc- tors, we had to work through
substantial ambiguity, balanc- ing the needs of identified
learner personas, the capabilities of existing instructional team
members, and the end goal of producing students that had a
flexible, personal transdis- ciplinary identity. This case
describes the design activities we used, the instances of failure
that precipitated our design sprint, the instructional and
institutional constraints we faced, the blueprints for future
instructional design we created on the course and program level,
and the ultimate failure of the degree program we sought to
support.
Gray, Colin M; Williams, Rua M; Parsons, Paul C; Toombs, Austin L; Westbrook, Abbee
Trajectories of Student Engagement with Social Justice-Informed Design Work Book Section
In: Hokanson, Brad; Exter, Marisa; Schmidt, Matthew M; Tawfik, Andrew A (Ed.): Toward Inclusive Learning Design: Social Justice, Equity, and Community, pp. 289–301, Springer Nature Switzerland, Cham, 2023, ISSN: 2625-0012.
Abstract | Links | BibTeX | Tags: Critical Theory, Design Education, Digital Civics, Ethics and Values, HCI Education, Studio Pedagogy, UX Practice
@incollection{Gray2023-sf,
title = {Trajectories of Student Engagement with Social Justice-Informed Design Work},
author = {Colin M Gray and Rua M Williams and Paul C Parsons and Austin L Toombs and Abbee Westbrook},
editor = {Brad Hokanson and Marisa Exter and Matthew M Schmidt and Andrew A Tawfik},
url = {https://doi.org/10.1007/978-3-031-37697-9_22},
doi = {10.1007/978-3-031-37697-9_22},
issn = {2625-0012},
year = {2023},
date = {2023-01-01},
urldate = {2023-01-01},
booktitle = {Toward Inclusive Learning Design: Social Justice, Equity, and
Community},
pages = {289–301},
publisher = {Springer Nature Switzerland},
address = {Cham},
abstract = {Designers are increasingly interested in using methodologies
that foreground the politics of design, moving beyond
product-centered notions of work that are common even within
human-centered design traditions. In this paper, we document the
experiences of undergraduate UX design students as they used a
digital civics approach to support local community needs. We
highlight how students sought to frame their design work and
outcomes, describing successful and unsuccessful trajectories of
engagement with social justice principles.},
keywords = {Critical Theory, Design Education, Digital Civics, Ethics and Values, HCI Education, Studio Pedagogy, UX Practice},
pubstate = {published},
tppubtype = {incollection}
}
Designers are increasingly interested in using methodologies
that foreground the politics of design, moving beyond
product-centered notions of work that are common even within
human-centered design traditions. In this paper, we document the
experiences of undergraduate UX design students as they used a
digital civics approach to support local community needs. We
highlight how students sought to frame their design work and
outcomes, describing successful and unsuccessful trajectories of
engagement with social justice principles.
that foreground the politics of design, moving beyond
product-centered notions of work that are common even within
human-centered design traditions. In this paper, we document the
experiences of undergraduate UX design students as they used a
digital civics approach to support local community needs. We
highlight how students sought to frame their design work and
outcomes, describing successful and unsuccessful trajectories of
engagement with social justice principles.
2022
Goffe, Louis; Chivukula, Shruthi Sai; Bowyer, Alex; Bowen, Simon; Toombs, Austin L; Gray, Colin M
Web Augmentation for Well-Being: the Human-Centred Design of a Takeaway Food Ordering Digital Platform Journal Article
In: Interacting with computers, pp. iwac015, 2022, ISSN: 0953-5438.
Abstract | Links | BibTeX | Tags:
@article{Goffe2022-wn,
title = {Web Augmentation for Well-Being: the Human-Centred Design of
a Takeaway Food Ordering Digital Platform},
author = {Louis Goffe and Shruthi Sai Chivukula and Alex Bowyer and Simon Bowen and Austin L Toombs and Colin M Gray},
url = {https://academic.oup.com/iwc/advance-article/doi/10.1093/iwc/iwac015/6609536},
doi = {10.1093/iwc/iwac015},
issn = {0953-5438},
year = {2022},
date = {2022-07-01},
journal = {Interacting with computers},
pages = {iwac015},
publisher = {Öxford University Press"},
abstract = {Äbstract. Online services have become increasingly centralized,
drawing on notions of the `platform economy' to focus on
ecosystem value rather than user value."},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Äbstract. Online services have become increasingly centralized,
drawing on notions of the `platform economy' to focus on
ecosystem value rather than user value."
drawing on notions of the `platform economy' to focus on
ecosystem value rather than user value."
Gray, Colin M
Critical Pedagogy and the Pluriversal Design Studio Proceedings Article
In: Proceedings of the Design Research Society, Design Research Society, 2022.
Abstract | Links | BibTeX | Tags: Critical Pedagogy, Design Education, Design Knowledge, Ethics and Values
@inproceedings{Gray2022-kn,
title = {Critical Pedagogy and the Pluriversal Design Studio},
author = {Colin M Gray},
url = {http://dx.doi.org/10.21606/drs.2022.238
https://colingray.me/wp-content/uploads/2022/04/2022_Gray_DRS_CriticalPedagogyPluriversalDesignStudio.pdf},
doi = {10.21606/drs.2022.238},
year = {2022},
date = {2022-06-01},
urldate = {2022-06-01},
booktitle = {Proceedings of the Design Research Society},
publisher = {Design Research Society},
abstract = {Studio learning is central to the teaching of design. However,
the disruption of the COVID-19 pandemic, alongside emerging and
historic critiques of studio pedagogy, creates a space for
critical engagement with the present and potential futures of
design education in studio. In this paper, I outline historic
critiques of studio pedagogy, drawing primarily from critical
pedagogy literature to frame issues relating to disempowerment,
student agency, and monolithic representations of the student
role and student development. I build upon this critical
foundation to re-imagine studio practices as pluriversal,
recognizing the challenges and opportunities of bridging
epistemological and ontological differences and facilitating the
potential for pluralism in design curricula, our student
experiences, and the future of design professions.},
keywords = {Critical Pedagogy, Design Education, Design Knowledge, Ethics and Values},
pubstate = {published},
tppubtype = {inproceedings}
}
Studio learning is central to the teaching of design. However,
the disruption of the COVID-19 pandemic, alongside emerging and
historic critiques of studio pedagogy, creates a space for
critical engagement with the present and potential futures of
design education in studio. In this paper, I outline historic
critiques of studio pedagogy, drawing primarily from critical
pedagogy literature to frame issues relating to disempowerment,
student agency, and monolithic representations of the student
role and student development. I build upon this critical
foundation to re-imagine studio practices as pluriversal,
recognizing the challenges and opportunities of bridging
epistemological and ontological differences and facilitating the
potential for pluralism in design curricula, our student
experiences, and the future of design professions.
the disruption of the COVID-19 pandemic, alongside emerging and
historic critiques of studio pedagogy, creates a space for
critical engagement with the present and potential futures of
design education in studio. In this paper, I outline historic
critiques of studio pedagogy, drawing primarily from critical
pedagogy literature to frame issues relating to disempowerment,
student agency, and monolithic representations of the student
role and student development. I build upon this critical
foundation to re-imagine studio practices as pluriversal,
recognizing the challenges and opportunities of bridging
epistemological and ontological differences and facilitating the
potential for pluralism in design curricula, our student
experiences, and the future of design professions.
Gray, Colin M; Liu, Wei; Xin, Xin; Chin, Daniel; Marks, Jacqueline; Bunting, Sadie; Anglin, Jerry; Hutzel, Becky; Kokate, Samruddhi; Yang, Yushu
Defamiliarization and Intercultural Learning in Cross-Cultural HCI Education Proceedings Article
In: EduCHI'22: 4th Annual Symposium on HCI Education, 2022.
Abstract | Links | BibTeX | Tags: Cross-Cultural Education, Design Education, Design Knowledge, Design Methods, Design Theory, HCI Education, UX Knowledge
@inproceedings{Gray2022-es,
title = {Defamiliarization and Intercultural Learning in Cross-Cultural HCI Education},
author = {Colin M Gray and Wei Liu and Xin Xin and Daniel Chin and Jacqueline Marks and Sadie Bunting and Jerry Anglin and Becky Hutzel and Samruddhi Kokate and Yushu Yang},
url = {https://colingray.me/wp-content/uploads/2022/04/2022_Grayetal_EduCHI_DefamiliarizationInterculturalLearning.pdf},
year = {2022},
date = {2022-04-01},
urldate = {2022-04-01},
booktitle = {EduCHI'22: 4th Annual Symposium on HCI Education},
abstract = {HCI and UX work is increasingly global, and students have the
potential to benefit from building their globalization
competence. However, little research has described the unique
opportunities and challenges of intercultural project work in
the context of HCI education, including the ways in which design
knowledge is leveraged in a cross-cultural setting. In this
research paper, we describe the experiences of a Collaborative
Online International Learning (COIL) project team with
participants from China and the United States as they worked to
identify design opportunities to create ``charmful''
semi-autonomous driving experiences for the Chinese market.
Through our analysis of focus groups, synchronous group
meetings, and artifacts created over one academic semester, we
describe how students engaged design knowledge through the lens
of culture and identify strategies that the teams used to
constructively defamiliarize their understanding of the design
context and potential outcomes. We conclude with opportunities
and challenges in coordinating cross-cultural design work and
describe new ways in which defamiliarization might be a
productive lens to acknowledge and build upon cultural
knowledge.},
keywords = {Cross-Cultural Education, Design Education, Design Knowledge, Design Methods, Design Theory, HCI Education, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
HCI and UX work is increasingly global, and students have the
potential to benefit from building their globalization
competence. However, little research has described the unique
opportunities and challenges of intercultural project work in
the context of HCI education, including the ways in which design
knowledge is leveraged in a cross-cultural setting. In this
research paper, we describe the experiences of a Collaborative
Online International Learning (COIL) project team with
participants from China and the United States as they worked to
identify design opportunities to create ``charmful''
semi-autonomous driving experiences for the Chinese market.
Through our analysis of focus groups, synchronous group
meetings, and artifacts created over one academic semester, we
describe how students engaged design knowledge through the lens
of culture and identify strategies that the teams used to
constructively defamiliarize their understanding of the design
context and potential outcomes. We conclude with opportunities
and challenges in coordinating cross-cultural design work and
describe new ways in which defamiliarization might be a
productive lens to acknowledge and build upon cultural
knowledge.
potential to benefit from building their globalization
competence. However, little research has described the unique
opportunities and challenges of intercultural project work in
the context of HCI education, including the ways in which design
knowledge is leveraged in a cross-cultural setting. In this
research paper, we describe the experiences of a Collaborative
Online International Learning (COIL) project team with
participants from China and the United States as they worked to
identify design opportunities to create ``charmful''
semi-autonomous driving experiences for the Chinese market.
Through our analysis of focus groups, synchronous group
meetings, and artifacts created over one academic semester, we
describe how students engaged design knowledge through the lens
of culture and identify strategies that the teams used to
constructively defamiliarize their understanding of the design
context and potential outcomes. We conclude with opportunities
and challenges in coordinating cross-cultural design work and
describe new ways in which defamiliarization might be a
productive lens to acknowledge and build upon cultural
knowledge.
Pivonka, Anne; Makary, Laura; Gray, Colin M
Organizing Metaphors for Design Methods in Intermediate HCI Education Proceedings Article
In: EduCHI'22: 4th Annual Symposium on HCI Education, 2022.
Abstract | Links | BibTeX | Tags: Design Education, Design Knowledge, Design Methods, HCI Education, Studio Pedagogy, UX Knowledge
@inproceedings{Pivonka2022-nm,
title = {Organizing Metaphors for Design Methods in Intermediate HCI Education},
author = {Anne Pivonka and Laura Makary and Colin M Gray},
url = {https://colingray.me/wp-content/uploads/2022/04/2022_PivonkaMakaryGray_EduCHI_OrganizingMetaphorsDesignMethods.pdf},
year = {2022},
date = {2022-04-01},
urldate = {2022-04-01},
booktitle = {EduCHI'22: 4th Annual Symposium on HCI Education},
abstract = {Design students must develop competence in a wide range of areas
in order to be successful in their future practice.
Increasingly, knowledge of design methods is used to frame both
a designer's repertoire and their overall facility as a
designer. However, there is little research on how students
build cognitive schema in relation to design methods or how
these schema relate to specific epistemological patterns of
engagement. In this research paper, we report a multiple case
study, capturing the experiences of four advanced undergraduate
UX design students at a large research-intensive institution.
Through an interview study and subsequent analysis, we describe
the wide variety of organizing metaphors that these students
used to frame their understanding and performance of design
methods, including both principles they used to consider methods
as knowledge, and the ways in which these organizing principles
impacted their practice of design. We conclude with
recommendations for further research on the uptake of
methods-focused competence in HCI education and practice.},
keywords = {Design Education, Design Knowledge, Design Methods, HCI Education, Studio Pedagogy, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
Design students must develop competence in a wide range of areas
in order to be successful in their future practice.
Increasingly, knowledge of design methods is used to frame both
a designer's repertoire and their overall facility as a
designer. However, there is little research on how students
build cognitive schema in relation to design methods or how
these schema relate to specific epistemological patterns of
engagement. In this research paper, we report a multiple case
study, capturing the experiences of four advanced undergraduate
UX design students at a large research-intensive institution.
Through an interview study and subsequent analysis, we describe
the wide variety of organizing metaphors that these students
used to frame their understanding and performance of design
methods, including both principles they used to consider methods
as knowledge, and the ways in which these organizing principles
impacted their practice of design. We conclude with
recommendations for further research on the uptake of
methods-focused competence in HCI education and practice.
in order to be successful in their future practice.
Increasingly, knowledge of design methods is used to frame both
a designer's repertoire and their overall facility as a
designer. However, there is little research on how students
build cognitive schema in relation to design methods or how
these schema relate to specific epistemological patterns of
engagement. In this research paper, we report a multiple case
study, capturing the experiences of four advanced undergraduate
UX design students at a large research-intensive institution.
Through an interview study and subsequent analysis, we describe
the wide variety of organizing metaphors that these students
used to frame their understanding and performance of design
methods, including both principles they used to consider methods
as knowledge, and the ways in which these organizing principles
impacted their practice of design. We conclude with
recommendations for further research on the uptake of
methods-focused competence in HCI education and practice.
Parsons, Paul C; Gray, Colin M
Separating Grading and Feedback in UX Design Studios Proceedings Article
In: EduCHI'22: 4th Annual Symposium on HCI Education, 2022.
Abstract | Links | BibTeX | Tags: Design Education, Design Theory, HCI Education, Instructional Design, Reflection, Studio Pedagogy, UX Knowledge
@inproceedings{Parsons2022-ow,
title = {Separating Grading and Feedback in UX Design Studios},
author = {Paul C Parsons and Colin M Gray},
url = {https://colingray.me/wp-content/uploads/2022/04/2022_ParsonsGray_EduCHI_SeparatingGradingandFeedback.pdf},
year = {2022},
date = {2022-04-01},
urldate = {2022-04-01},
booktitle = {EduCHI'22: 4th Annual Symposium on HCI Education},
abstract = {Assessment and feedback are central tasks in most instructional
settings, and the reception of feedback by students is generally
regarded as an essential part of the learning process [18, 22].
Despite the centrality and importance of feedback, there is
increasing evidence that traditional feedback practices are not
effective [6, 37]. Among several known challenges to
implementing effective feedback is the entanglement of feedback
with assessment (i.e., grading), which has become so strong in
many instances that they are effectively conjoined [37]. This
integration is routine and often assumed uncritically, and it
can lead to several problems for the student experience. While
both assessment and feedback have important functions, they are
distinct, and their conflation can obscure the important role
that each has for the teacher and student. In this `teachable
moment' paper, we describe some known problems with assessment
and feedback, the value of disentangling them, and several
strategies we have taken to improve the feedback process across
a series of UX design courses at a large research university."},
keywords = {Design Education, Design Theory, HCI Education, Instructional Design, Reflection, Studio Pedagogy, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
Assessment and feedback are central tasks in most instructional
settings, and the reception of feedback by students is generally
regarded as an essential part of the learning process [18, 22].
Despite the centrality and importance of feedback, there is
increasing evidence that traditional feedback practices are not
effective [6, 37]. Among several known challenges to
implementing effective feedback is the entanglement of feedback
with assessment (i.e., grading), which has become so strong in
many instances that they are effectively conjoined [37]. This
integration is routine and often assumed uncritically, and it
can lead to several problems for the student experience. While
both assessment and feedback have important functions, they are
distinct, and their conflation can obscure the important role
that each has for the teacher and student. In this `teachable
moment' paper, we describe some known problems with assessment
and feedback, the value of disentangling them, and several
strategies we have taken to improve the feedback process across
a series of UX design courses at a large research university."
settings, and the reception of feedback by students is generally
regarded as an essential part of the learning process [18, 22].
Despite the centrality and importance of feedback, there is
increasing evidence that traditional feedback practices are not
effective [6, 37]. Among several known challenges to
implementing effective feedback is the entanglement of feedback
with assessment (i.e., grading), which has become so strong in
many instances that they are effectively conjoined [37]. This
integration is routine and often assumed uncritically, and it
can lead to several problems for the student experience. While
both assessment and feedback have important functions, they are
distinct, and their conflation can obscure the important role
that each has for the teacher and student. In this `teachable
moment' paper, we describe some known problems with assessment
and feedback, the value of disentangling them, and several
strategies we have taken to improve the feedback process across
a series of UX design courses at a large research university."