We evaluate the amount and nature of self-disclosure in two versions of a 400-level computing ethics course focusing on discrimination and surveillance. The study involved 30 participants enrolled in two identical course offerings, taught by the same pair of instructors, but delivered in different formats: online versus in-person. Our analysis concentrated on the extent and contents of self-disclosure by both students and instructors. By using both quantitative and qualitative methods, we observed a higher prevalence of self-disclosure by both students and instructors in the online section. Notably, an analysis of demographic data revealed that minority group members were particularly active in self-disclosure in both formats. Overall, our findings suggest that an online setting may be more effective for delivering computing ethics courses where a primary goal is increasing open discussion and self-disclosure among participants.

In this paper, we explore the impact of task-specific prompt assistants for text-to-image generative AI tools through a user study. Participants were asked to recreate a dress with SDXL using either a prompt assistant tailored to the dress design, or, no assistant at all. A detailed analysis of the results and feedback suggests that for this specific task, a tailored assistant improves result satisfaction and accuracy. This style of assistant helps users focus on the task by providing a detailed, visual and organized approach to describing the object—enabling faster production times and more accurate descriptions with less ambiguity.