Integrating Family Privacy Education and Informal Learning Spaces: Characteristics, Challenges and Design Opportunities

Abstract

Children face increasing privacy risks and the need to navigate complex choices, while privacy education is not sufficient due to limited education scope and family involvement. We advocate for informal learning spaces (ILS) as a pioneering channel for familybased privacy education, given their established role in holistic technology and digital literacy education, which specifically targets family groups. In this paper, we conducted an interview study with five families to understand revealing current approaches to privacy education and engagement with ILS for family-based learning. Our findings highlight ILS's trans-formative potential in family privacy education, considering existing practices and challenges. We discuss the reason for family-based privacy education in ILS and identify potential design opportunities. Additionally, we outline our future work, which involves expanding participant involvement and conducting co-design activities with family groups to create design prototypes.