Empowering Teens in Metaverse Cybersecurity: A Culturally Responsive, Participatory Design Approach (Poster 38)

• In Event: AERA Poster Session Wednesday 10:50 a.m.
  In Poster Session: Inclusive and Culturally Responsive Designs for Learning Environments

Abstract

This research investigates an afterschool program in the mid-Atlantic, where marginalized teenagers co-design a metaverse cybersecurity curriculum. The metaverse, a collective virtual reality (VR) space, poses risks such as cyberbullying, impersonation, phishing, privacy violations, piracy, and inappropriate content, necessitating cybersecurity education. Using participatory design (PD), the study engages youth in developing cybersecurity stories, enhancing their engagement and ownership. Culturally responsive pedagogy (CRP) integrates students' identities to address systemic inequities. Findings suggest culturally-relevant discussions improve understanding and participation. This study demonstrates PD and CRP's effectiveness in engaging marginalized youth in cybersecurity education, emphasizing culturally aligned STEM practices. Future steps include collecting experimental data, developing additional stories, and disseminating methods of creating collaborative learning environments and metaverse cybersecurity curriculum for teens.

Authors

• Kristin Chisholm, University of Delaware

• Sotheara Veng, University of Delaware

• Syed-Ali Asif, University of Delaware

• Yiqin Cao, University of Delaware

• Chien-Chung Shen, University of Delaware

• Teomara Rutherford, University of Delaware