Social media platforms are deeply embedded in teenagers’ daily lives, shaping their identities, relationships, and leisure time while introducing risks such as social pressure, harmful content, and addiction. While attention capture mechanisms and dark patterns are increasingly recognized as contributors to the harm these platforms perpetuate, teenagers’ own experiences of harm remain underexplored. In this study, we report on analysis of eight interviews with participants aged 12–17, revealing how their desire to be a “normal teen” shapes their lives, how they experience and interpret harms, and how ecologies of use influence mitigation strategies. Our findings reveal that teenagers frequently attribute responsibility to themselves or other teens rather than the designed affordances of the platform. We contribute a detailed account of potential behavioral and attentional harms that further situates “what counts as harm” within contemporary technology governance debates, emphasizing the need for design alternatives that balance safety, agency, and meaningful engagement.

Research on dark patterns has grown rapidly, but challenges remain in situating these practices within broader socio-technical, legal, and design contexts. In this essay, I introduce the concept of the “dark patterns knowledge stack” as a new way of synthesizing evidence about manipulative, coercive, and deceptive design practices. Inspired by Alexander’s notion of pattern language, I demonstrate how the knowledge stack aligns multiple layers of analysis and evidence—from interfaces and user characteristics to the socio-technical landscape and user intentions—revealing how manipulative practices interrelate across scales, are perpetuated through key business metrics, and evolve over time. Use of the knowledge stack is demonstrated through two case studies, followed by provocations for scholars, regulators, and practitioners to work together to more effectively identify harms, negotiate accountability, and chart pathways for more just and transparent digital systems.

Anti-Hero Card Deck with Hero Counterparts and Action Cards.

As deceptive design practices proliferate on technology platforms and increasingly threaten user agency and well-being, concerned online communities are using social media platforms to discuss and challenge these unethical practices. In this paper, we conducted a case study analysis of two subreddits, r/privacy and r/assholedesign, to investigate the kinds of ethical concerns expressed within both subreddits, the strategies employed to express those concerns, the goals participants hoped to achieve through participation, and the community infrastructure these communities created to support their collective action against technology manipulation. Our findings show that posts on these subreddits employ different strategies to discuss ethical and value-related issues, revealing instances where community members engage in ethics ''by other means''-raising attention to problematic practices, identifying workarounds, and encouraging activism. The findings also showed that members of both communities transformed individual frustrations with technology manipulation into collective ethical action, involving value contestation and interaction criticism of problematic technology artifacts mediated by the socio-technical community infrastructure they designed to support these objectives. We conclude by highlighting opportunities for CSCW scholars to further encourage user engagement with technology ethics concepts by considering the role of community infrastructure and the different rhetoric of ethics that express different combinations of values and desired outcomes.

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.

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 six co-creation workshops with 26 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 and design students with professional experience employed and illustrate the interplay of these elements that impacted the creation of their action plan and revealed aspects of their ethical design complexity. We conclude with implications for supporting ethics in socio-technical practice and opportunities for the further development of methods that support ethical engagement and are resonant with the realities of practice.

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, practitioner, 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 64 synthesized dark pattern types across low-, meso-, and high-level patterns. We illustrate how this ontology can support translational research and regulatory action, including transdisciplinary pathways to extend our initial types through new empirical work across application and technology domains.

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, and are often framed using language that is not accessible or resonant with everyday practice. In this paper, we present three complementary strands of work with the goal of increasing the ability of design and technology practitioners to locate and activate methods to support ethically-focused work practices. We first constructed 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. We then leveraged these intentions in the design and iterative evaluation of a website that supports practitioners in identifying opportunities for ethics-focused action. Building on these findings, we propose a set of design considerations to evaluate the practice resonance of resources in supporting ethics-focused practice, laying the groundwork for increased ecological resonance of ethics-focused methods and method selection tools.

HCI and STS researchers have previously described the ethical complexity of practice, drawing together aspects of organizational complexity, design knowledge, and ethical frameworks. Building on this work, we investigate the identity claims and beliefs that impact practitioners’ ability to recognize and act upon ethical concerns in a range of technology-focused disciplines. In this paper, we report results from an interview study with 12 practitioners, identifying and describing their identity claims related to ethical awareness and action. We conducted a critically-focused thematic analysis to identify eight distinct claims representing roles relating to learning, educating, following policies, feeling a sense of responsibility, being a member of a profession, a translator, an activist, and deliberative. Based on our findings, we demonstrate how the claims foreground building competence in relation to ethical practice. We highlight the dynamic interplay among these claims and point towards implications for identity work in socio-technical contexts.

User engagement with data privacy and security through consent banners has become a ubiquitous part of interacting with internet services. While previous work has addressed consent banners from either interaction design, legal, and ethics-focused perspectives, little research addresses the connections among multiple disciplinary approaches, including tensions and opportunities that transcend disciplinary boundaries. In this paper, we draw together perspectives and commentary from HCI, design, privacy and data protection, and legal research communities, using the language and strategies of “dark patterns” to perform an interaction criticism reading of three different types of consent banners. Our analysis builds upon designer, interface, user, and social context lenses to raise tensions and synergies that arise together in complex, contingent, and conflicting ways in the act of designing consent banners. We conclude with opportunities for transdisciplinary dialogue across legal, ethical, computer science, and interactive systems scholarship to translate matters of ethical concern into public policy.

In conjunction with the increasing ubiquity of technology, computing educators have identified the need for pedagogical engagement with ethical awareness and moral reasoning. Typical approaches to incorporating ethics in computing curricula have focused primarily on abstract methods, principles, or paradigms of ethical reasoning, with relatively little focus on examining and developing students’ pragmatic awareness of ethics as grounded in their everyday work practices. In this paper, we identify and describe computing students’ negotiation of values as they engage in authentic design problems through a lab protocol study. We collected data from four groups of three students each, with each group including participants from either undergraduate User Experience Design students, Industrial Engineering students, or a mix of both. We used a thematic analysis approach to identify the roles that students took on to address the design prompt. Through our analysis, we found that the students took on a variety of “dark” roles that resulted in manipulation of the user and prioritization of stakeholder needs over user needs, with a focus either on building solutions or building rationale for design decisions. We found these roles to actively propagate through design discourses, impacting other designers in ways that frequently reinforced unethical decision making. Even when students were aware of ethical concerns based on their educational training, this awareness did not consistently result in ethically-sound decisions. These findings indicate the need for additional ethical supports to inform everyday computing practice, including means of actively identifying and balancing negative societal impacts of design decisions. The roles we have identified may productively support the development of pragmatically-focused ethical training in computing education, while adding more precision to future analysis of computing student discourses and outputs.

Abstract Online services have become increasingly centralized, drawing on notions of the ‘platform economy’ to focus on ecosystem value rather than user value. In parallel, there have been efforts by developers to augment these platforms, empowering platform users in the process. We explored a 12-month participatory-action project, focusing on redesigning portions of Just Eat, an online aggregator for takeaway food ordering, building upon theoretical perspectives from public health and Digital Civics. We document our experiences in identifying user behaviours and motivations across multiple design workshops, including the design of a web-augmentation–based template to disrupt platform provider behaviours, empower service users and increase individual agency. Through this case study, we identify opportunities and mechanisms for platform modification, linking augmentation to adversarial design with outcomes that have the potential to improve the well-being of platform users.

Online creative communities are increasingly a space for marginalized groups to build solidarity and engage in activist work, encouraging the exploration and articulation of intersectionally-marginalized identities through processes of creative production. One such context for creative production includes community-driven sites such as Archive of Our Own, which by their design are intended to leverage and effectively support voices that are marginalized on other social platforms. In this paper, we build upon work on creative production and fan communities to further describe the work of fanart and fanzine collectives. We share the results of 1) an interview study with fanzine producers and 2) a two month remote co-design study where we further explored fanzine culture and the potential of future archival support. We used a range of qualitative methods to investigate themes of activism co-production in relation to the fanzine work of these producers, seeking to identify characteristic barriers and opportunities for community support as these artists seek to promote their work, encourage the co-production of work with other artists, and navigate the constantly shifting legal landscape associated with fanart. We conclude with implications for creative community support that amplify marginalized voices and facilitate archival work at the intersection of visual art, folksonomy, and legality.

Scholars have previously described how online communities engage in particular discourses and forms of argumentation. In parallel, HCI and STS researchers have described discourses surrounding ethics and values and their role in shaping design processes and outcomes. However, little work has addressed the intersection of ethical concern and the discourses of non-expert users. In this paper, we describe the argumentation strategies used by Redditors on the subreddit 'r/assholedesign' as they discuss ethically problematic design artifacts. We used content and sequence analysis methods to identify the building blocks of ethical argumentation in this online community, including ethical positioning when raising issues of concern, identification of potential remedies to the original design artifact or issues of concern, and means of extending or negating these elements. Through this analysis, we reveal the breadth of ethical argumentation strategies used "in-the-wild" by non-experts, resulting in an increased awareness of the capacity of community members to engage in "everyday ethics" regardless of specific ethics training. We describe future opportunities to connect these ethical argumentation strategies with design practices, education, and methods.

Manipulation defines many of our experiences as a consumer, including subtle nudges and overt advertising campaigns that seek to gain our attention and money. With the advent of digital services that can continuously optimize online experiences to favor stakeholder requirements, increasingly designers and developers make use of "dark patterns"-forms of manipulation that prey on human psychology-to encourage certain behaviors and discourage others in ways that present unequal value to the end user. In this paper, we provide an account of end user perceptions of manipulation that builds on and extends notions of dark patterns. We report on the results of a survey of users conducted in English and Mandarin Chinese (n=169), including follow-up interviews from nine survey respondents. We used a card sorting method to support thematic analysis of responses from each cultural context, identifying both qualitatively-supported insights to describe end users' felt experiences of manipulative products and a continuum of manipulation. We further support this analysis through a descriptive analysis of survey results and the presentation of examples from the interviews. We conclude with implications for future research, considerations for public policy, and guidance on how to further empower and give users autonomy in their experiences with digital services.

Design practitioners are increasingly engaged in describing ethical complexity in their everyday work, exemplified by concepts such as "dark patterns" and "dark UX." In parallel, researchers have shown how interactions and discourses in online communities allow access to the various dimensions of design complexity in practice. In this paper, we conducted a content analysis of the subreddit "/r/assholedesign," identifying how users on Reddit engage in conversation about ethical concerns. We identify what types of artifacts are shared, and the salient ethical concerns that community members link with "asshole" behaviors. Based on our analysis, we propose properties that describe "asshole designers," both distinct and in relation to dark patterns, and point towards an anthropomorphization of ethics that foregrounds the inscription of designer's values into designed outcomes. We conclude with opportunities for further engagement with ethical complexity in online and offline contexts, stimulating ethics-focused conversations among social media users and design practitioners.

Design culture is increasingly present within organizations, especially with the rise of UX as a profession. Yet there are often disconnects between the development of a design philosophy and its translation in practice. Students preparing for UX careers are positioned in a liminal space between their educational experience and future practice, and are actively working to build a bridge between their developing philosophy of design and the translation of that philosophy when faced with the complexity of design practice. In this study, we interviewed ten students and practitioners educated within design-oriented HCI programs, focusing on their design philosophy and evaluating how their philosophical beliefs were shaped in practice. Building on prior work on flows of competence, we thematically analyzed these interviews, identifying the philosophical beliefs of these designers and their trajectories of development, adoption, or suppression in industry. We identify opportunities for enhancements to UX educational practices and future research on design complexity in industry contexts.

HCI researchers are increasingly interested in describing the complexity of design practice, including ethical, organizational, and societal concerns. Recent studies have identified individual practitioners as key actors in driving the design process and culture within their respective organizations, and we build upon these efforts to reveal practitioner concerns regarding ethics on their own terms. In this paper, we report on the results of an interview study with eleven UX practitioners, capturing their experiences that highlight dimensions of design practice that impact ethical awareness and action. Using a bottom-up thematic analysis, we identified five dimensions of design complexity that influence ethical outcomes and span individual, collaborative, and methodological framing of UX activity. Based on these findings, we propose a set of implications for the creation of ethically-centered design methods that resonate with this complexity and inform the education of future UX practitioners.

New parents often experience significant stress as they take on new roles and responsibilities. Stress management and mental wellbeing are two areas in which personal informatics (PI) research has gained attention, and there is an opportunity to investigate how parenting stress can be mitigated through PI practices. In this paper, we present the results of a co-designed technology probe study through which we deployed individualized self-trackers with new parents. We investigate the stress management topics new parents are interested in tracking and how — and with what goals---they engage in self-directed PI practices. Our findings indicate that PI practices can potentially enable parents to: re-discover positive aspects of their everyday lives; identify better-suited stress management strategies; and facilitate spousal communication about shared responsibilities. We discuss how self-tracking experiences for the mental wellness of parents can be better designed.

HCI scholarship is increasingly concerned with the ethical impact of socio-technical systems. Current theoretically driven approaches that engage with ethics generally prescribe only abstract approaches by which designers might consider values in the design process. However, there is little guidance on methods that promote value discovery, which might lead to more specific examples of relevant values in specific design contexts. In this paper, we elaborate a method for value discovery, identifying how values impact the designer's decision making. We demonstrate the use of this method, called Ethicography, in describing value discovery and use throughout the design process. We present analysis of design activity by user experience (UX) design students in two lab protocol conditions, describing specific human values that designers considered for each task, and visualizing the interplay of these values. We identify opportunities for further research, using the Ethicograph method to illustrate value discovery and translation into design solutions.

HCI scholars have become increasingly interested in describing the complex nature of UX practice. In parallel, HCI and STS scholars have sought to describe the ethical and value-laden relationship between designers and design outcomes. However, little research describes the ethical engagement of UX practitioners as a form of design complexity, including the multiple mediating factors that impact ethical awareness and decision-making. In this paper, we use a practice-led approach to describe ethical complexity, presenting three varied cases of UX practitioners based onin situ observations and interviews. In each case, we describe salient factors relating to ethical mediation, including organizational practices, self-driven ethical principles, and unique characteristics of specific projects the practitioner is engaged in. Using the concept of mediation from activity theory, we provide a rich account of practitioners' ethical decision making. We propose future work on ethical awareness and design education based on the concept of ethical mediation.

The contours of user experience (UX) design practice have been shaped by a diverse array of practitioners and disciplines, resulting in a diffuse and decentralized body of UX-specific disciplinary knowledge. The rapidly shifting space that UX knowledge occupies, in conjunction with a long-existing research-practice gap, presents unique challenges and opportunities to UX educators and aspiring UX designers. In this paper, we analyzed a corpus of question and answer communication on UX Stack Exchange using a practice-led approach, identifying and documenting practitioners' conceptions of UX knowledge over a nine year period. Specifically, we used natural language processing techniques and qualitative content analysis to identify a disciplinary vocabulary invoked by UX designers in this online community, as well as conceptual trajectories spanning over nine years which could shed light on the evolution of UX practice. We further describe the implications of our findings for HCI research and UX education.

Mobile application designers use onboarding task flows to help first time users learn and engage with key application functionality. Although some guidelines for designing onboarding flows have been offered by practitioners, a systematic, research-informed approach is needed. In this paper, we present the creation of a method for designing mobile application onboarding experiences. We used the minimalist instruction framework to engage twelve university students in an iterative set of design and evaluation activities. Participants interacted with a physical prototype of an educational badging mobile application through a semi-structured exploration and reflection activity, bookended by structured mini-interviews. We found that this method facilitated engagement with participants' meaning-making processes, resulting in useful design insights and the creation of an onboarding task flow. Research opportunities for integrating instructional design and learning approaches in HCI in the context of onboarding are considered.

Interest in critical scholarship that engages with the complexity of user experience (UX) practice is rapidly expanding, yet the vocabulary for describing and assessing criticality in practice is currently lacking. In this paper, we outline and explore the limits of a specific ethical phenomenon known as "dark patterns," where user value is supplanted in favor of shareholder value. We assembled a corpus of examples of practitioner-identified dark patterns and performed a content analysis to determine the ethical concerns contained in these examples. This analysis revealed a wide range of ethical issues raised by practitioners that were frequently conflated under the umbrella term of dark patterns, while also underscoring a shared concern that UX designers could easily become complicit in manipulative or unreasonably persuasive practices. We conclude with implications for the education and practice of UX designers, and a proposal for broadening research on the ethics of user experience.

One of the many challenges of becoming a parent is the shift in one's social life. As HCI researchers have begun to investigate the intersection of sociotechnical system design and parenthood, they have also sought to understand how parents' social lives can be best supported. We build on these strands of research through a qualitative study with new parents regarding the role of digital technologies in their social lives as they transition to parenthood. We demonstrate how sociotechnical systems are entangled in the ways new parents manage their relationships, build (or resist building) new friendships and ad hoc support systems, and navigate the vulnerabilities of parenthood. We discuss how systems designed for new parents can better support the vulnerabilities they internalize, the diverse friendships they desire, and the logistical challenges they experience. We conclude with recommendations for future design and research in this area.

The occupational landscape of the digital economy is rapidly changing, resulting in the emergence of multidisciplinary occupations. Emerging occupations such as user experience (UX) design are in high demand, but these occupations lack clear boundaries and have yet to develop into a profession with a specified, coherent body of knowledge. While traditional occupations such as medicine and law successfully claimed their professional jurisdiction and high social power and status long before the Internet, how do these emerging occupations work towards professionalization, particularly as they are increasingly supported by and through online communities? In this paper, we investigate an online UX community to understand how UX practitioners specify their occupational knowledge and professional boundaries. Using this case as an example and provocation, we discuss how online communities support the emergence of new occupations and may play an indispensable role in modern day patterns of professionalization.

CSCW scholarship has previously addressed how professionals use digital technologies for learning and communication, but limited attention has been paid to professional self-disclosure on social media. Acts of self-disclosure-intentionally revealing personal information to others-are often considered beneficial for communication and formation of relationships, and describing the role of disclosure in professional communication is important to advance CSCW research that focuses on occupations or organizational settings. In this paper, we present a mixed-methods study of professional self-disclosure in an online community focused on user experience design (UX), documenting how acts of self-disclosure may support professional development. We found that self-disclosure was frequently used as an effective rhetorical and content-focused strategy to provoke discussions and request assistance with the goal of developing or maintaining professional competence. Through the identification of these self-disclosure strategies, we discuss professional self-disclosure in relation to professional identity development in online communities.

The rapid growth of the UX profession has led to an increased need for qualified practitioners and a proliferation of UX educational programs offered in both academia and industry. In this note, we present the design and initial evaluation of a new studio-based undergraduate program in UX--the first of its kind at a large, research-intensive US university. The program includes several curricular innovations, such as an integrated studio pedagogy in which six topical strands are interwoven across two types of studios. These studios are interconnected and span five semesters of the undergraduate experience. We present the curriculum model and the foundational principles that informed its design. We describe the two types of studios and their interconnection, and present early evaluation data showing that students are building valuable skills. The program described in this note provides a trailblazing model for UX pedagogy at the undergraduate level.

Critique is an important component of creative work in design education and practice, through which individuals can solicit advice and obtain feedback on their work. Face-to-face critique in offline settings such as design studios has been well-documented and theorized. However, little is known about unstructured distributed critique in online creative communities where people share and critique each other's work, and how these practices might resemble or differ from studio critique. In this paper, we use mixed-methods to examine distributed critique practices in a UX-focused online creative community on Reddit. We found that distributed critique resembles studio critique categorically, but differs qualitatively. While studio critique often focuses on depth, distributed critique often revolved around collective sensemaking, through which creative workers engaged in iteratively interpreting, defining, and refining the artifact and their process. We discuss the relationship between distributed critique and socio-technical systems and identify implications for future research.

There has been increasing interest in the work practices of user experience (UX) designers, particularly in relation to approaches that support adoption of human-centered principles in corporate environments. This paper addresses the ways in which UX designers conceive of methods that support their practice, and the methods they consider necessary as a baseline competency for beginning user experience designers. Interviews were conducted with practitioners in a range of companies, with differing levels of expertise and educational backgrounds represented. Interviewees were asked about their use of design methods in practice, and the methods they considered to be core of their practice; in addition, they were asked what set of methods would be vital for beginning designers joining their company. Based on these interviews, I evaluate practitioner conceptions of design methods, proposing an appropriation-oriented mindset that drives the use of tool knowledge, supporting designers' practice in a variety of corporate contexts. Opportunities are considered for future research in the study of UX practice and training of students in human-computer interaction programs.

UX and design culture are beginning to dominate corporate priorities, but despite the current hype there is often a disconnect between the organizational efficiencies desired by executives and the knowledge of how UX can or should address these issues. This exploratory study addresses this space by reframing the concept of competence in UX to include the flow of competence between individual designers and the companies in which they work. Our reframing resulted in a preliminary schema based on interviews conducted with six design practitioners, which allows this flow to be traced in a performative way on the part of individuals and groups over time. We then trace this flow of individual and organizational competence through three case studies of UX adoption. Opportunities for use of this preliminary schema as a generative, rhetorical tool for HCI researchers to further interrogate UX adoption are considered, including accounting for factors that affect adoption.

There has been an ongoing conversation about the role and relationship of theory and practice in the HCI community. This paper explores this relationship privileging a practice perspective through a tentative model, which describes a "bubble-up" of ideas from practice to inform research and theory development, and an accompanying "trickle-down" of theory into practice. Interviews were conducted with interaction designers, which included a description of their use of design methods in practice, and their knowledge and use of two common design methods-affinity diagramming and the concept of affordance. Based on these interviews, potential relationships between theory and practice are explored through this model. Disseminating agents already common in HCI practice are addressed as possible mechanisms for the research community to understand practice more completely. Opportunities for future research, based on the use of the tentative model in a generative way, are considered.

There has been increasing interest in the adoption of UX within corporate environments, and what competencies translate into effective UX design. This paper addresses the space between pedagogy and UX practice through the lens of competence, with the goal of understanding how students are initiated into the practice community, how their perception of competence shifts over time, and what factors influence this shift. A 12-week longitudinal data collection, including surveys and interviews, documents this shift, with participants beginning internships and full-time positions in UX. Students and early professionals were asked to assess their level of competence and factors that influenced competence. A co-construction of identity between the designer and their environment is proposed, with a variety of factors relating to tool and representational knowledge, complexity, and corporate culture influencing perceptions of competence in UX over time. Opportunities for future research, particularly in building an understanding of competency in UX based on this preliminary framing of early UX practice are addressed.