Design and development practitioners such as those in game development often have difficulty comprehending and adhering to the European General Data Protection Regulation (GDPR), especially when designing in a private sensitive way. Inadequate understanding of how to apply the GDPR in the game development process can lead to one of two consequences: 1. inadvertently violating the GDPR with sizeable fines as potential penalties; or 2. avoiding the use of user data entirely. In this paper, we present our work on designing and evaluating the “GDPR Pitstop tool”, a gamified questionnaire developed to empower game developers and designers to increase legal awareness of GDPR laws in a relatable and accessible manner. The GDPR Pitstop tool was developed with a user-centered approach and in close contact with stakeholders, including practitioners from game development, legal experts and communication and design experts. Three design choices worked for this target group: 1. Careful crafting of the language of the questions; 2. a flexible structure; and 3. a playful design. By combining these three elements into the GDPR Pitstop tool, GDPR awareness within the gaming industry can be improved upon and game developers and designers can be empowered to use user data in a GDPR compliant manner. Additionally, this approach can be scaled to confront other tricky issues faced by design professionals such as privacy by design.
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This paper argues online privacy controls are based on a transactional model of privacy, leading to a collective myth of consensual data practices. It proposes an alternative based on the notion of privacy coordination as an alternative vision and realizing this vision as a grand challenge in Ethical UX
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Smart speakers are heralded to make everyday life more convenient in households around the world. These voice-activated devices have become part of intimate domestic contexts in which users interact with platforms.This chapter presents a dualstudy investigating the privacy perceptions of smart speaker users and non-users. Data collected in in-depth interviews and focus groups with Dutch users and non-users show that they make sense of privacy risks through imagined sociotechnical affordances. Imagined affordances emerge with the interplay between user expectations, technologies, and designer intentions. Affordances like controllability, assistance, conversation, linkability, recordability, and locatability are associated with privacy considerations. Viewing this observation in the light of privacy calculus theory, we provide insights into how users’ positive experiences of the control over and assistance in the home offered by smart speakers outweighs privacy concerns. On the contrary, non-users reject the devices because of fears that recordability and locatability would breach the privacy of their homes by tapping data to platform companies. Our findings emphasize the dynamic nature of privacy calculus considerations and how these interact with imagined affordances; establishing a contrast between rational and emotional responses relating to smart speaker use.Emotions play a pivotal role in adoption considerations whereby respondents balance fears of unknown malicious actors against trust in platform companies.This study paves the way for further research that examines how surveillance in the home is becoming increasingly normalized by smart technologies.
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Following the rationale of the current EU legal framework protecting personal data, children are entitled to the same privacy and data protection rights as adults. However, the child, because of his physical and mental immaturity, needs special safeguards and care, including appropriate legal protection. In the online environment, children are less likely to make any checks or judgments before entering personal information. Therefore, this paper presents an analysis of the extent to which EU regulation can ensure children’s online privacy and data protection.
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Data collected from fitness trackers worn by employees could be very useful for businesses. The sharing of this data with employers is already a well-established practice in the United States, and companies in Europe are showing an interest in the introduction of such devices among their workforces. Our argument is that employers processing their employees’ fitness trackers data is unlikely to be lawful under the General Data Protection Regulation (GDPR). Wearable fitness trackers, such as Fitbit and AppleWatch devices, collate intimate data about the wearer’s location, sleep and heart rate. As a result, we consider that they not only represent a novel threat to the privacy and autonomy of the wearer, but that the data gathered constitutes ‘health data’ regulated by Article 9. Processing health data, including, in our view, fitness tracking data, is prohibited unless one of the specified conditions in the GDPR applies. After examining a number of legitimate bases which employers can rely on, we conclude that the data processing practices considered do not comply with the principle of lawfulness that is central to the GDPR regime. We suggest alternative schema by which wearable fitness trackers could be integrated into an organization to support healthy habits amongst employees, but in a manner that respects the data privacy of the individual wearer.
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This investigation explores relations between 1) a theory of human cognition, called Embodied Cognition, 2) the design of interactive systems and 3) the practice of ‘creative group meetings’ (of which the so-called ‘brainstorm’ is perhaps the best-known example). The investigation is one of Research-through-Design (Overbeeke et al., 2006). This means that, together with students and external stakeholders, I designed two interactive prototypes. Both systems contain a ‘mix’ of both physical and digital forms. Both are designed to be tools in creative meeting sessions, or brainstorms. The tools are meant to form a natural, element in the physical meeting space. The function of these devices is to support the formation of shared insight: that is, the tools should support the process by which participants together, during the activity, get a better grip on the design challenge that they are faced with. Over a series of iterations I reflected on the design process and outcome, and investigated how users interacted with the prototypes.
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In this project we take a look at the laws and regulations surrounding data collection using sensors in assistive technology and the literature on concerns of people about this technology. We also look into the Smart Teddy device and how it operates. An analysis required by the General Data Protection Regulation (GDPR) [5] will reveal the risks in terms of privacy and security in this project and how to mitigate them. https://nl.linkedin.com/in/haniers
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In this paper we explore the influence of the physical and social environment (the design space) son the formation of shared understanding in multidisciplinary design teams. We concentrate on the creative design meeting as a microenvironment for studying processes of design communication. Our applied research context entails the design of mixed physical–digital interactive systems supporting design meetings. Informed by theories of embodiment that have recently gained interest in cognitive science, we focus on the role of interactive “traces,” representational artifacts both created and used by participants as scaffolds for creating shared understanding. Our research through design approach resulted in two prototypes that form two concrete proposals of how the environment may scaffold shared understanding in design meetings. In several user studies we observed users working with our systems in natural contexts. Our analysis reveals how an ensemble of ongoing social as well as physical interactions, scaffolded by the interactive environment, grounds the formation of shared understanding in teams. We discuss implications for designing collaborative tools and for design communication theory in general.
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Design education has a nuanced relationship with examples. Although they are considered useful teaching tools, their use is often restricted to illustrating the design theories and principles around which the curriculum is structured. In contrast, professional designers view examples as autonomous entities and use them to initiate a critical dialogue with their current problem space. Therefore, students should be facilitated in cultivating their own repertoire of solutions and learn to initiate conversations between existing solutions and design challenges to gain a better understanding of the problem space and generate new designs. This paper outlines a small-scale experiment conducted with master's students in Applied Data Science at Utrecht University who took a course on designing recommender system interfaces. The students were provided with a set of examples of recommender interface designs as their main instructional tool. They could use this set to curate their own solution repertoire. As a result, the majority of the participants' work displayed more diverse designs, and they used design patterns distilled from those examples generatively, developing innovative designs. Based on this case study, we tentatively conclude that a design curriculum built around examples, complemented by theories, could be advantageous, as long as special attention is given to helping students initiate fruitful iterations between their challenges and a set of solutions.
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