Browsing by Subject "Autonomy"

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HCI driving alienation: autonomy and involvement as blind spots in digital ethics
(2024) Jungtäubl, Marc; Zirnig, Christopher; Ruiner, Caroline
The ongoing development and adoption of digital technologies such as AI in business brings ethical concerns and challenges. Main topics are the design of digital technologies, their tasks, and competencies in organizational practice, and their collaboration with humans. Previous guidelines on digital ethics mainly consider technological aspects such as the nondiscriminatory design of AI, its transparency, and technically constrained (distributed) agency as priorities in AI systems, leaving the consideration of the human factor and the implementation of ethical guidelines in organizational practice unclear. We analyze the relationship between human–computer interaction (HCI), autonomy, and worker involvement with its impact on the experience of alienation at work for workers. We argue that the consideration of autonomy and worker involvement is crucial for HCI. Based on a quantitative empirical study of 1989 workers in Germany, the analysis shows that when worker involvement is high, the effect of HCI use on alienation decreases. The study results contribute to the understanding of the use of digital technologies with regard to worker involvement, reveal a blind spot in widespread ethical debates about AI, and have practical implications with regard to digital ethics in organizational practice.
Participation in the classroom as a basis for democracy education? A conceptual analysis of the concept of student participation
(2023) Heid, Helmut; Jüttler, Michael; Kärner, Tobias
In our conceptual analysis, we focus on the concept of student participation and argue for a differentiated consideration of the same. To this end, we elaborate on constituent elements and first address the definitional understanding of the concept considered as well as the participation postulate. Furthermore, we name and discuss possible purposes and qualities of participatory practice and we give an overview of the established conceptualization of participation by means of a stage model and the interdependence of autonomy and heteronomy expressed in this model. We then address participatory fields in the classroom, concrete practices of participatory decision-making, prerequisites and implications of participatory classroom practices, and possible scopes of participatory influence.