Edularp (educational live-action role play) has been used as an educational method in several subjects but not in formal computer science education (CSE) and formal digital literacy education (DLE). This paper answers the question “How can edularp be used in CSE and DLE?” on the basis of a unique mixed-methods approach. We report on, first, our online survey and, second, on our approach of research through co-design, which we carried out together with eleven in-service and pre-service teachers of CSE and DLE. We identified several potential topics and skills that could be worked on through edularps in CSE or DLE. With this we deliver insights for future edularp designers, as well as for education specialists. Furthermore, we describe six edularp prototypes which were one of the results of our research through the co-design process. We also reflect on our research through co-design in regard of empowerment, its benefits and its challenges.

Dark patterns are malicious UI design strategies that nudge users towards decisions going against their best interests. To create technical countermeasures against them, dark patterns must be automatically detectable. While researchers have devised algorithms to detect some patterns automatically, there has only been little work to use obtained results to technically counter the effects of dark patterns when users face them on their devices.

As anti-phishing games emerge as a scalable, motivational and effective approach to anti-phishing education for non-professional end-users, problems arise due to the missing relevance of a games' content and context. If a game presents examples unknown or without relevance to the user, the learning potential is limited as users have no point of reference. To provide more meaningful, relevant game content to users, we propose a personalization pipeline for data collection, content generation and delivery for anti-phishing learning games.