Evaluating the Use of Hypothetical 'Would You Rather' Scenarios to Discuss Privacy and Security Concepts with Children

Abstract

Children are exposed to technology at home and school at very young ages, often using family mobile devices and educational apps. It is therefore critical that they begin learning about privacy and security concepts during their elementary school years, rather than waiting until they are older. Such skills will help children navigate an increasingly connected world and develop agency over their personal data, online interactions, and online security. In this paper, we explore how a simple technique---a ''Would Your Rather'' (WYR) game involving hypothetical privacy and security scenarios---can support children in working through the nuances of these types of situations and how educators can leverage this approach to support children's privacy and security learning. We conducted three focus groups with 21 children aged 7-12 using the WYR activity and interviewed 13 elementary school teachers about the use of WYR for facilitating privacy and security learning. We found that WYR provided a meaningful opportunity for children to assess privacy and security risks, consider some of the social and emotional aspects of privacy and security dilemmas, and assert their agency in a manner typically unavailable to children in an adult-centric society. Teachers highlighted connections between privacy and security dilemmas and children's social and emotional learning and offered additional insights about using this WYR technique in and beyond their classrooms. Based on these findings, we highlight four opportunities for using WYR to support children in engaging with privacy and security concepts from an early age.