Ethical Considerations

会議の名前
CHI 2025
Development of the Critical Reflection and Agency in Computing Index
要旨

As computing's societal impact grows, so does the need for computing students to recognize and address the ethical and sociotechnical implications of their work. While there are efforts to integrate ethics into computing curricula, we lack a standardized tool to measure those efforts, specifically, students' attitudes towards ethical reflection and their ability to effect change. This paper introduces the novel framework of Critically Conscious Computing and reports on the development and content validation of the Critical Reflection and Agency in Computing Index, a novel instrument designed to assess undergraduate computing students' attitudes towards practicing critically conscious computing. The resulting index is a theoretically grounded, expert-reviewed tool to support research and practice in computing ethics education. This enables researchers and educators to gain insights into students' perspectives, inform the design of targeted ethics interventions, and measure the effectiveness of computing ethics education initiatives.

受賞
Honorable Mention
著者
Aadarsh Padiyath
University of Michigan, Ann Arbor, Michigan, United States
Mark Guzdial
University of Michigan, Ann Arbor, Michigan, United States
Barbara J.. Ericson
University of Michigan, Ann Arbor, Michigan, United States
DOI

10.1145/3706598.3713189

論文URL

https://dl.acm.org/doi/10.1145/3706598.3713189

動画
Design Courts: Workshops for Exploring Emerging Technology Ethics
要旨

Although it is now well recognized that HCI must take a greater account of ethics there is little consensus about which ethical systems are most appropriate or how to incorporate them into the design process. In this paper, we contribute a Design Court workshop method where opposing legal and ethical arguments are set against one another in the form of a mock trial. We describe how we structured and enacted these workshops by combining legal thought experiments and design fiction. The paper reports findings from three Design Courts where a fictional device is the subject of litigation. These court disputations focused on issues of privacy, reciprocity and intent in rich and nuanced debate. We argue that Design Courts may be a useful method for engaging competing ethical standpoints through contested dialogue.

著者
Namrata Primlani
Northumbria University, Newcastle, United Kingdom
Mark Blythe
Northumbria University, Newcastle, United Kingdom
Justin Marshall
Northumbria University, Newcastle upon Tyne, United Kingdom
DOI

10.1145/3706598.3713774

論文URL

https://dl.acm.org/doi/10.1145/3706598.3713774

動画
A Feminist Care Ethics Toolkit for Community-Based Design: Bridging Theory and Practice
要旨

Existing ethics frameworks for participatory engagement in HCI often 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 refined a toolkit embodying the underlying principles of feminist care ethics through workshops with participants working in academic 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 complex ethical landscapes in participatory engagements, together or independently.

受賞
Honorable Mention
著者
Ana O. Henriques
University of Lisbon, Lisbon, Portugal
Anna R. L.. Carter
Northumbria University, Newcastle Upon Tyne, United Kingdom
Beatriz Severes
Interactive Technologies Institute, LARSyS, University of Lisbon, Lisbon, Portugal
Reem Talhouk
Northumbria University, Newcastle upon Tyne, United Kingdom
Angelika Strohmayer
Northumbria University, Newcastle upon Tyne, United Kingdom
Ana Cristina Pires
Instituto Superior Técnico, Universidade de Lisboa, Portugal
Colin M.. Gray
Indiana University, Bloomington, Indiana, United States
Kyle Montague
Northumbria University, Newcastle upon Tyne, United Kingdom
Hugo Nicolau
University of Lisbon, Lisbon, Portugal
DOI

10.1145/3706598.3713950

論文URL

https://dl.acm.org/doi/10.1145/3706598.3713950

動画
Friction in Processual Ethics: Reconfiguring Ethical Relations in Interdisciplinary Research
要旨

Friction -- disagreement and breakdown -- is an omnipresent aspect of conducting interdisciplinary research yet is rarely presented in formal research reporting. We analyse a performance-led research process where professional dancers with different disabilities explored how to improvise with an industrial robot, with the support of an interdisciplinary team of human-computer and human-robot interaction researchers. We focus on one site of friction in our research process; how to dance -- safely -- with robots? By presenting our research process, we exemplify the different ways in which we encountered this friction and how we reconfigured the research process around it. We contribute five ways in which we arrived at a generative ethical outcome, which may be helpful in productively engaging with friction in interdisciplinary collaboration.

著者
Rachael Garrett
KTH Royal Institute of Technology, Stockholm, Sweden
Patrick Robert. Brundell
University of Nottingham, Nottingham, Nottinghamshire, United Kingdom
Simon D. Castle-Green
University of Nottingham, Nottingham, Nottinghamshire, United Kingdom
Kathleen Hawkins
Coventry University, Coventry, United Kingdom
Paul Tennent
University of Nottingham , Nottingham, United Kingdom
Feng Zhou
the University of Nottingham, Nottingham, United Kingdom
Airi Lampinen
Stockholm University, Stockholm, Sweden
Kristina Höök
KTH Royal Institute of Technology, Stockholm, Sweden
Steven David. Benford
University of Nottingham, Nottingham, United Kingdom
DOI

10.1145/3706598.3714123

論文URL

https://dl.acm.org/doi/10.1145/3706598.3714123

動画
Meaningful Engagement, Ethical Care, and Design Opportunities: An Ethnographic Study on Social Activities in Long-term Care
要旨

Social activities in long-term care homes help promote residents’ wellbeing, but their effectiveness depends on residents’ engagement. To identify design opportunities for promoting meaningful engagement, we conducted an ethnographic study on organised activities in an Australian aged care home. We observed staff fostered engagement by initiating conversations, weaving residents’ backgrounds into interactions, and adapting activities to residents’ varying abilities. However, challenges included new staff members’ unfamiliarity with residents, multi-tasking, and insufficient support to engage excluded residents. Using a care ethics lens that includes relational, situated and empathetic features of care, we show that meaningful engagement is shaped by the ethical care practices embedded in staff-resident interactions and highlight opportunities for technologies to mitigate barriers hindering staff from providing ethical care in existing activities. These opportunities include: collecting and recording residents’ interests, providing conversation prompts, enhancing activity inclusiveness, and reducing language and cultural barriers.

著者
Shuai Yuan
School of Computing and Information Systems, Melbourne, VIC, Australia
Simon Coghlan
University of Melbourne, Melbourne, Victoria, Australia
Reeva Lederman
The University of Melbourne, Victoria, Australia
Jenny Waycott
The University of Melbourne, Melbourne, Australia
DOI

10.1145/3706598.3713755

論文URL

https://dl.acm.org/doi/10.1145/3706598.3713755

動画
"Why do we do this?": Moral Stress and the Affective Experience of Ethics in Practice
要旨

A plethora of toolkits, checklists, and workshops have been developed to bridge the well-documented gap between AI ethics principles and practice. Yet little is known about effects of such interventions on practitioners. We conducted an ethnographic investigation in a major European city organization that developed and works to integrate an ethics toolkit into city operations. We find that the integration of ethics tools by technical teams destabilises their boundaries, roles, and mandates around responsibilities and decisions. This lead to emotional discomfort and feelings of vulnerability, which neither toolkit designers nor the organization had accounted for. We leverage the concept of moral stress to argue that this affective experience is a core challenge to the successful integration of ethics tools in technical practice. Even in this best case scenario, organisational structures were not able to deal with moral stress that resulted from attempts to implement responsible technology development practices.

著者
Sonja Rattay
Copenhagen University, Copenhagen, Denmark
Ville Vakkuri
University of Vaasa, Vaasa, Finland
Marco C. Rozendaal
Delft University of Technology, Delft, South-Holland, Netherlands
Irina Shklovski
University of Copenhagen, Copenhagen, Denmark
DOI

10.1145/3706598.3713264

論文URL

https://dl.acm.org/doi/10.1145/3706598.3713264

動画
Ethical Reflexivity Canvas: Resourcing Ethical Sensitivity for HCI Educators
要旨

Integrating ethics education in human-computer interaction (HCI) programs is critical to training responsible industry practitioners. Yet, there is a lack of practical educator-focused resources, which facilitate reflection on personal approaches to ethics education. We conducted a series of nine generative participatory workshops with 15 educators to explore, design and seek feedback on the Ethics Reflexivity Canvas as a pedagogical resource. The canvas makes the educator and learner positionality explicit to develop ethical sensitivity, sensitise and situate a pedagogical plan, and iterate and adapt over time. However, our findings suggest that educators experience tensions, depending on their pedagogical approach. We contribute insight on how resources can align with education work in HCI, help educators reflect on a plurality of approaches to ethics, use accessible language to stimulate curiosity towards ethics, and provide scaffolding to operationalize collaborative and personal exploration.

受賞
Honorable Mention
著者
Naseem Ahmadpour
The University of Sydney, Sydney, NSW, Australia
Ajit G.. Pillai
The university of Sydney, Sydney, NSW, Australia
Wendy Qi Zhang
Sydney School of Architecture, Design and Planning, The University of Sydney, Sydney, NSW, Australia
Lian Loke
The University of Sydney, Sydney, Australia
Thida Sachathep
The University of Sydney, Sydney, NSW, Australia
Zhaohua Zhou
The University of Sydney, Sydney, NSW, Australia
Phillip Gough
The University of Sydney, Sydney, NSW, Australia
DOI

10.1145/3706598.3713574

論文URL

https://dl.acm.org/doi/10.1145/3706598.3713574

動画