Algorithmic Awareness Among Computing Science Students: Exploring Perspectives on Responsible Design and Use of Social Media

Abstract

Computational literacy and awareness have emerged as significant public and academic concerns. Implementing robust algorithm systems on social communication platforms may have positive and negative consequences on all age groups in society, particularly on the most frequent users, young adults. While more research, education, and policy work on algorithmic implications are urgently needed, this study focused on identifying patterns of awareness about the issue among computing science students, a unique group of individuals who are both young adult consumers and future designers of the system. It specifically investigated how their awareness might impact their behavior in ways that lead to more positive outcomes when utilizing social media. It also investigated how they perceive recent education and training patterns regarding responsible algorithm design while learning to design such platforms. It gathered a significant dataset from relevant literature reviews and qualitative interviews, analyzed it with a qualitative data analysis approach, and tested the findings against various sociological theories and practices. Most of the young adults interviewed are aware of the effects of algorithms and tend not to use social media actively to avoid its harmful effects. However, they argue that the institutions and agencies responsible for the platforms' existence must do their part to address the issue. The process begins with educational institutions developing curricula for computing science programs to ensure that when those students learn to design algorithms, they learn to do it responsibly and for all other students to raise algorithmic awareness. Followed by employers acting under their social obligations, and most importantly, the government intervening by enacting rules and regulations to make the changes happen.