`I make up a silly name'

Zhao, Jun; Wang, Ge; Dally, Carys; Slovák, Petr; Childs, Julian H.; Max, Van Klee,; Shadbolt, Nigel

doi:10.1145/3290605.3300336

Cited by 68 publications

(17 citation statements)

References 59 publications

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“…Privacy policies in child and parenting apps are variable in terms of both presence and readability. Thus, the data tracking and commercialisation practices of apps, and their associated risks, are generally unknown to children and adults alike29–31—challenging the value of the dominant ‘notice and consent’ privacy framework of the information age. Digital literacy skills-building may mitigate some risks to users and, in the case of children, such programmes have been developed 29.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, the data tracking and commercialisation practices of apps, and their associated risks, are generally unknown to children and adults alike29–31—challenging the value of the dominant ‘notice and consent’ privacy framework of the information age. Digital literacy skills-building may mitigate some risks to users and, in the case of children, such programmes have been developed 29. However, lower socioeconomic status, as well as age and gender, may be associated with lower digital literacy,31 suggesting that equitable access to literacy training remains elusive.…”

Section: Discussionmentioning

confidence: 99%

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Data handling practices and commercial features of apps related to children: a scoping review of content analyses

et al. 2022

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BackgroundChild interaction (including via parent proxy) with mobile apps is common, generating concern about children’s privacy and vulnerability to advertising and other commercial interests. Researchers have conducted numerous app content evaluations, but there is less attention to data sharing or commercial practices.ObjectiveThis scoping review of commercial app evaluation studies describes the nature of such evaluations, including assessments of data privacy, data security and app-based advertising.MethodsWe searched Scopus, PubMed, Embase and ACM Digital Library (2005–2020). We included studies that evaluated the properties of apps available through commercial app stores and targeted children, parents of a child (0–18 years) or expectant parents. Data extracted and synthesised were study and app user characteristics, and app privacy, data sharing, security, advertisement and in-app purchase elements.ResultsWe included 34 studies; less than half (n=15; 44.1%) evaluated data privacy and security elements and half (n=17; 50.0%) assessed app commercial features. Common issues included frequent data sharing or lax security measures, including permission requests and third-party data transmissions. In-app purchase options and advertisements were common and involved manipulative delivery methods and content that is potentially harmful to child health.ConclusionsResearch related to the data handling and the commercial features of apps that may transmit children’s data is preliminary and has not kept pace with the rapid expansion and evolution of mobile app development. Critical examinations of these app aspects are needed to elucidate risks and inform regulations aimed at protecting children’s privacy and well-being.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Data handling practices and commercial features of apps related to children: a scoping review of content analyses

et al. 2022

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“…Yet, digital environments do not currently provide those visual cues, and school settings may centrally control privacy and security or aggregate student data for use and analysis. If technology adopters and users do not currently see whether personal information is being collected or shared, or with how many entities the information is shared, they may lack an understanding of digital data literacy 4 (Walker et al, 2016; Walker & Kiesler, 2017; Zhao et al, 2019).…”

Section: Research Frameworkmentioning

confidence: 99%

Compulsory technology adoption and adaptation in education: A looming student privacy problem

Walker

Bodendorf

Kiesler

et al. 2023

Journal of Consumer Affairs

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Educational settings worldwide have a significant impact on the early use of digital devices and online media by children. Therefore, schools' educational technology (EdTech) adoption decisions may lead to long-term repercussions for students and society. The authors explore how schools make technology decisions on behalf of their students, focusing on the ways that privacy and data security are considered in technology adoption decisions and use. Adaptationlevel theory helps to illustrate the growing dependence on technology in compulsory educational settings, the convenience of adopting digital tools, and the risks to children that result as they use and adapt to technology. Analysis of in-depth interviews and text analysis of public state reports indicate that confusion between information technology and EdTech consequentially leads to a "privacy-security chasm." Findings highlight privacy-security challenges in K-12 school districts and the growing need to understand student privacy protection as part of children's digital well-being.

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“…We excluded studies that 1. were not available (e.g., Luckin et al, 2001); 2. examined adults or higher education learners only (e.g., Dechand et al, 2019); 3. examined only internet user aspects, including internet usage/behavior studies (e.g., Chaudron et al, 2015;Johnson, 2010) and large-scale internet use surveys (e.g., Šmahel et al, 2020); 4. examined threat models (e.g., Zhang-Kennedy et al, 2016), data literacy and privacy risks studies (e.g., Zhao et al, 2019;Bowler et al, 2017;see Livingstone et al, 2019); 5. examined information behavior, including mental models of search engines or processes (e.g., Holman, 2011); 6. examined conceptions about individual computers or embedded devices only (e.g., Rücker & Pinkwart, 2018).…”

Section: Search Process Inclusion/exclusion Criteriamentioning

confidence: 99%

‘The internet is in the satellites!’: A systematic review of 3–15-year-olds’ conceptions about the internet

et al. 2023

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Children aged 3–15 frequently use internet-enabled technologies for leisure and educational purposes, yet they have limited knowledge about how the internet works. Literature also indicates that children possess varied and often contradictory internet-related ideas, which have not yet been systematized. This systematic review, drawing from 27 mixed-methods and qualitative studies (N = 2,214) from the last two decades (2002 – 2022), organizes these ideas through a thematic analysis with a specific focus on the age when individual child conceptions start to appear at the earliest. The findings are interpreted through the lenses of a Vygotskian framework. The results highlight 60 conceptions concerning general perceptions of the internet, internet infrastructure, and dataflow. Children appear to understand the internet primarily through their personal experiences. Perception of the internet as online activities is dominant in younger children, but also present among older ones. Children in all age groups are confused about what Wi-Fi really is; some equate it to the internet, others to the ‘Wi-Fi box’ (Wi-Fi router). The most knowledgeable older children view the internet as a global network with a complex internal, but only vaguely understood, structure. Typical reasoning among older children about the internet’s structure includes satellites, central computers or central towers. Only expert children know about distributed, server-like storage. These results imply that children at the K-8 level need to be familiarized gradually with how the internet works, but teaching them this topic may prove to be challenging. This review also highlights the limitations of existing literature and presents suggestions for future research and designing technology-based curricula.

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`I make up a silly name'

Cited by 68 publications

References 59 publications

Data handling practices and commercial features of apps related to children: a scoping review of content analyses

Data handling practices and commercial features of apps related to children: a scoping review of content analyses

Compulsory technology adoption and adaptation in education: A looming student privacy problem

‘The internet is in the satellites!’: A systematic review of 3–15-year-olds’ conceptions about the internet

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