Making the invisible visible: Youth designs for teaching about technological and algorithmic bias

Abstract

Youth are being exposed to technological and algorithmic bias daily, even if they are not using devices themselves. Drawing from a series of cooperative inquiry co-design sessions with youth designers (ages 8 to 13), this paper investigates how youth who have been introduced to these biases design learning experiences about technological and algorithmic bias for their peers. After having more covert biases revealed to them, when designing to teach peers about technological bias, the youth focused on ways to make the invisible visible using four methods: highlighting or explaining a bias, utilizing an adaptive technology, engaging learners in experiential or interactive learning, and modeling how to have conversations about technological and algorithmic biases. These methods provide a basis on which learning experiences about technological and algorithmic biases can be built to ensure these biases are made visible to the youth they are affecting.