Social network services (SNS) are an integral part of adolescents' lives, whether it's for socialising, learning, entertainment or information. Many media education initiatives therefore address these platforms. They focus on their socio-economic context of production (e.g., attention economy, data collection), shared content (e.g., misinformation, algorithms, body image), or security issues (e.g., personal data, cyberbullying, image rights). In contrast, the role, design, and effects of their interfaces often escape attention and pedagogical interventions.

Yet, interfaces promote certain representations and behaviours by structuring the display and defining what can and cannot be done. Additionally, the perceived ease of use and attractive features of SNS interfaces (e.g., notifications, infinite scroll, autoplay) raise concerns about their potential to capture attention and contribute to problematic attachments or addiction.

This paper aims to address this gap by exploring the role and impact of SNS interfaces. Empirical insights from focus groups with Belgian adolescents (13-18yo) shed light on their perceptions and experiences. A practical framework for integrating SNS interfaces into media education is also presented, based on the initial tests and results of an educational activity. Through speculative design and experiential learning, participants imagine alternative SNS interfaces to foster reflexive thinking and critical engagement with existing platforms.

In conclusion, this paper advocates for a renewed focus on interfaces in media education to empower adolescents to better understand the design of digital spaces and navigate them more critically.

Authors:
Caroline Robbeets, UCLouvain, Belgium
Jerry Jacques, UCLouvain, Belgium

About the Presenter(s)
Ms Caroline Robbeets is a University Doctoral Student at UCLouvain in Belgium

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