Publications

AgileDBR: The Blending of Industry and Academic Practices

Authors: Genevieve Smith-Nunes

IEEE Technology and Society Magazine • 2025

This article introduces AgileDBR, a new/novel hybrid framework that integrates Agile project management with design-based research (DBR) to overcome challenges in both methodologies. Agile focuses on iterative cycles of planning, execution, and evaluation, while DBR, used in learning sciences, involves designing and testing interventions to address specific problems. The AgileDBR framework is applied in a case study within postgraduate computing education (PGCE), highlighting its advantages in transparency, scalability, and collaboration through processes, practices, and product (artefact). By aligning Agile's structured, time-bound iterations with DBR's systematic and flexible research process, AgileDBR proved particularly effective in responding to disruptions caused by COVID-19. The case study, for illustrative purposes, demonstrates AgileDBR's adaptability-supported by methodological tools like the Vision Research Canvas and Test and Learn Cards- to facilitate research pivots and enhanced documentation. The outcome of this study showcases the benefits of AgileDBR making the research process efficient, transparent, adaptable, and scalable through documented iterative collaborative project management processes, practices, and visual tools.

IEEE Brain Neuroethics Framework – Education

Authors: Genevieve Smith-Nunes; John, Shook; Uri, Hasson; Ankita, Moss; Deepak, Mewada

Neuroethics 2025, IEEE Brain • 2025

IEEE Brain Neuroethics Framework-Education. The Framework aims to provide essential ethical guidelines for the responsible use of neurotechnologies in educational contexts. This framework promotes transparency, accountability, and respect for learners' cognitive autonomy, ensuring that AI-driven neurotechnologies protect individuals’ rights, prioritize inclusive benefits, and do not perpetuate biases. It emphasises the need to account for the brain’s functional and morphological diversity across various learner populations, addressing the risk of a one-size fits all approach in educational settings.

Dancing with Synthetic Data: AI Educational Research using an AR Ballet

Authors: Genevieve Smith-Nunes and Alex Shaw

UK Academy for Information Systems (UKAIS) Annual Conference • 2025

Synthetic data (SD) is becoming an increasingly important tool in artificial intelligence (AI) research, particularly in domains where real-world data can be difficult or costly to obtain. In this research-in-progress paper, we explore the use of SD derived from brainwave and movement data to power an augmented reality (AR) episodic ballet experience. The goal of this WIP is to prompt discussions around the ethical use of body data in computing education through immersive technologies and to explore new technologies for teaching and learning within computing education. By leveraging SD rather than real user data, we aim to create an immersive AR experience that allows exploration of the relationship between physical movement, cognition, and artistic expression, while avoiding potential privacy and consent issues associated with the use of personal biometric data. Through this WIP, we investigate the technical challenges and opportunities in using SD to enable novel educational experiences, as well as the broader implications for the role of synthetic data in AI-powered educational research and applications. Our findings have the potential to inform best practices around the ethical development of data-driven educational technologies that respect individual privacy and autonomy.

Online Privacy, Young People, and Datafication: Different Perceptions About Online Privacy Across Antigua & Barbuda, Australia, Ghana, and Slovenia.

Authors: Farthing, R., Koren Ošljak, K., Akuetteh, T., Camacho, K., Smith-Nunes, G., & Zhao, J.

Social Media + Society • 2024

Children and young people’s online privacy is increasingly challenged by the datafication of the digital world, and this is an increasingly important area of policy concern. Understanding what young people understand online privacy to be, and what they want done to protect it, is key to creating effective and rights-realizing policy responses. This article explores young people’s perceptions across four countries and finds they have nuanced understandings about online privacy and clear, robust ideas about how to improve it. Context mattered, and their online privacy concerns and ideal protections were often informed by their socio-political context and awareness of and trust in datafication.

A Journey into Space-tial Computing: trials and tribulations of an episodic AR ballet

Authors: Genevieve Smith-Nunes and Alex Shaw

Immersive Learning Research Network (ILRN) Conference • 2024

A practical exploration of the immersive learning potential of developing a spatial computing and augmented reality (AR) episodic ballet experience. Discusses the challenges of translating industry development tools and practices to the computing classroom. Despite challenges in software tool choices and motion capture accuracy, the article envisions a future where immersive learning transcends traditional boundaries. It emphasises the crucial role of digital/data ethics education in computing and immersive education through biometric data and creative coding. This immersive learning journey's interdisciplinary fusion of technologies promises a transformative educational experience beyond conventional limits in the arts and classrooms

The 'future' of privacy: Youth-centric notions of privacy and surveillance around the world.

Authors: Farthing. R, Akuetteh, T., Katja, Osljak,K., Smith-Nunes, G, Comacho, K., and Zhao, J.

12th Annual Summit RightCon Costa Rica June 5-9 • 2023

What young people want to improve their online privacy - Datafication—Verb; “the process in which children’s actions online are pervasively recorded, tracked, aggregated, analysed, and exploited by online services in multiple waysthat include behavioural engineering, and monetisation” (Wang et al., 2022)

Raising Awareness of Data-ethics for PGCE Computing using Ballet and Biometrics as Narrative Tools: An AgileDBR Approach

Authors: Genevieve Smith-Nunes

Thesis (PhD) at the University of Cambridge • 2023

This thesis explores the issue of how creative computing practices can effectively enhance data-ethics awareness among trainee computing teachers and contribute to widening participation in computing education. To address these research objectives, a novel methodology called AgileDBR, which combines Agile and Design-Based Research (DBR), is introduced. This methodology overcomes the limitations of traditional DBR by providing transparency, scaffolding, more flexible routines, and more fluid structures.

(DC) AI-imagery - An immersive computational analysis

Authors: Genevieve Smith-Nunes

Immersive Learning Research Network (ILRN) 9th Annual Conference • 2023

AI-imagery a computational secondary analysis approach explores the potential of AI- imagery as a computational secondary analysis approach. This Doctoral Colloquim paper, it delves into the current status of AI art and its function at the intersection of technology and creativity, while considering its implications for post-humanism. The paper also examines how immersive learning can enhance the appreciation and understanding of AI art. Through a literature review and a case study example, this exhibition/paper aims to demonstrate how AI art can be used as a type of data analysis for educational research and immersive learning. By shedding light on the possibilities of AI-imagery explored via immersive space, this paper invites us to envision the future of creativity and the role that AI can play in shaping it.

It sets boundaries making your life personal and more comfortable’: Understanding young people's privacy needs and concerns

Authors: Farthing. R, Akuetteh, T., Katja, Osljak,K., Smith-Nunes, G, Comacho, K., and Zhao, J

IEEE technology and Society Magazine • 2023

Children and young people are prolific digital users, making up a third of the world’s online users [1] and engaging with the digital world in different and distinct ways. However, their unique understandings and perspectives are often not considered in debates and discussions around privacy and security [2]. This article outlines a youth-centric notion of digital privacy and guiding principles around privacy developed by young people from Antigua and Barbuda, Australia, Ghana, and Slovenia.

The Future of Antigua & Barbuda: Young people’s rights in the digital age

Authors: Farthing, R. Smith-Nunes, G. and Camacho, K

Ministry for Education of the Government of Antigua & Barbuda • 2023

This report draws on a series of workshops and surveys exploring young people’s privacy in particular. They were held in December 2022, funded by the Internet Society Foundation. Similar workshops were held in Ghana, Slovenia and Australia across 2022. Explores the opportunities and risks, through a child rights lens. Children and young people’s rights apply in the digital world equally

Age Appropriate Digital Services for Young People: Major Reforms

Authors: R. Farthing, K. Michael, R. Abbas and G. Smith-Nunes

IEEE Consumer Electronics Magazine • 2021

Young people's digital lives are bigger than they have ever been. This means that realizing young people's rights now requires a concerted focus on the digital world as well. Terms and Conditions (from Cookies Policies to Terms of Service) are an important part of young people's digital worlds because they set the “rules of engagement” between digital products and young service users. However important, these Terms and Conditions rarely recognize young people's rights, let alone uphold them. This article outlines some of the ways Terms and Conditions fail young people, and why this is problematic from moral, legal, and commercial perspectives. This suggests there is a critical need for Terms and Conditions that uphold rights, and that a Standard around Terms and Conditions may be an effective way of addressing this problem.

(DC) ME++ Data Ethics of biometrics through Ballet and AR

Authors: Genevieve Smith-Nunes and Alex Shaw

Immersive Learning Research Network (ILRN) 8th Annual Conference • 2022

This Doctoral Colloquium explores data ethics and biometric data through the development of an augmented reality (AR) classical ballet experience. This paper focuses on two areas: (i) The development and use of tool sets for motion capture and video extraction. (ii) On dancers’ understanding and experiences of the ‘body as a data artefact’ for the creation of motion graphic (3D rigged) characters of an AR experience. Questions: (1) Is there a difference in sense of self (identity) between the human and the virtual? (2) How does sharing your personal biometric data make you feel? (3) How can biometric and immersive development tools be used in the computing classroom and dance studios to raise awareness of data ethics?

IEEE Standard 2089-2021 (2021) Age-Appropriate Digital Services

Authors: Genevieve Smith-Nunes Working group member

IEEE Standard 2089-2021 • 2021

A set of processes by which organizations seek to make their services age appropriate is established in this standard. The growing desire of organizations to design digital products and services with children in mind and reflects their existing rights under the United Nations Convention on the Rights of the Child (the Convention) is supported by this standard. While different jurisdictions may have different laws and regulations in place, the best practice for designing digital services that impact directly or indirectly on children is offered by this standard. It sets out processes through the life cycle of development, delivery and distribution, that will help organizations ask the right relevant questions of their services, identify risks and opportunities by which to make their services age appropriate and take steps to mitigate risk and embed beneficial systems that support increased age appropriate engagement. One in three users online is under 18, which means that this standard has wide application

DataDrivenDance creative computing education and neuroethics explored through classical ballet and EEG data

Authors: Genevieve Smith-Nunes

Cambridge Computing Education Research Symposium. • 2020

Combining the traditions of classical ballet with the futurism of computing & biodata to develop new ways to understand our technological, ethical, & artistic future.

Computing Meets Classical Ballet

Authors: Genevieve Smith-Nunes

Hello World Magazine. • 2020

DrivenDance is where the worlds of classical ballet and computing collide. It was born out of my childhood love for ballet, coupled with my passion for computing. Why ballet you might ask? Ballet has many similar characteristics of a programming language. The precision of classical ballet,with set structures, routines, rules, and terminology, is akin to a programming language. DataDrivenDance links the analogue nature of classical ballet with digital and virtual concept representation achieved through data visualisation, dance, and digital technologies

PainByte: Chronic Pain and BioMedical Engineering Through the Lens of Classical Ballet and Virtual Reality

Authors: Smith-Nunes, G., Shaw, A. and Neale, C.,

In Proceedings of the Twelfth International Conference on Tangible, Embedded, and Embodied Interaction (pp. 493-497) • 2018

[pain]Byte is looks at the world of chronic pain. The invisible disability of spinal chronic pain which is manifested and represented through data driven dance (classical ballet) and virtual reality (VR). Enabling the non sufferer audience to 'see' the hidden nature and challenges of chronic pain linked to the benefits of biomedical engineering and implanted technology. The body as analogue represented through the digital of the wearables and the virtual in the VR experience. Humanising implanted technology and exposing the invisible nature of chronic pain for audiences. In our exhibit, people can watch the VR, interact with the biometric sensors and our single Kinect motion capture. A recording of the ballet will be projected.

The role of creative computing education in the context of green technologies and disaster preparedness - Antigua & Barbuda?

Authors: Genevieve Smith-Nunes

LCERS First London Computing Education Research Symposium. • 2018

Technology is rapidly reshaping the world we live in, and the nature of the global workforce. In the US for example, the tech sector employs 4% of the total workforce, with workers earning more than double the national average, and generates 8% of the national economy. But innate tech talent, amazing startup ideas, and natural innovators are not unique to Silicon Valley. The Caribbean region is facing some unique challenges from climate change that tech and innovation may play a key role in managing; our island states need to be ‘ahead of the curve’ in green tech to thrive into the future. The aim of this entry level certificate is to provide young people across the Caribbean with the access to tech and innovation skills and to ‘future proof’ their emerging careers and develop the much needed solutions to cope with, and redress, climate change, green technologies and awareness of digital civics.

[pain]Byte VR Storytelling and Classical Ballet

Authors: Smith-Nunes, G. and Neale, C.,

Proceeding of EVA London 2017 BCS, pp.415-419 • 2017

This initial stage paper focuses on the Virtual Reality (VR) experience of the [pain]Byte ballet. The live and VR experience debut October 1st 2017, as part of the Brighton digital festival. Specifically, the development of the VR environment to compliment live performance by using the same choreography to create an option capture element of the VR story telling experience. Reviewing Virtual & Alternative reality gaming & storytelling works and the use of VR for chronic pain management (Chen, Win). Does the VR experience compare to that of the live theatre for the audience?

Data network simulator with classical ballet

Authors: Smith-Nunes, G., Cook, P., Neale, C. and Golz, P

In Proceedings of the Conference on Electronic Visualisation and the Arts (pp. 70-75) • 2016

[data]storm, from readysaltedcode CIC, a data driven dance performance. The development of a social network simulator to demonstrate network growth and message propagation. The underpinning theory of piece stems from social network theory (SNT), graph theory, computer mediated communication (CMC) through to social information processing (SIP) and Computational Thinking (CT). The data visualisation is linked to the physical ballet movements of the dancers, they are a manifestation of the data. The data visualisations on screen link to the live dancers' performance patterns and modify to create the visuals and movements of data transmission across a network.

[arra]stre: a data-driven ballet.

Authors: Golz, P. and Smith-Nunes, G.,

. In Proceedings of the Conference on Electronic Visualisation and the Arts (pp. 90-91) • 2015

[arra]stre is a data-driven ballet performance that makes extensive use of visualisation with data generated from the choreography and dancers. Whilst visualisations of this kind are not uncommon in performance dance, what marks this work out is that the visualisation and choreography were treated as equal actors in the exploration of the theme rather than the visualisation either becoming the dominant character in the performance (with the dancers simply providing a trigger) or being completely passive - an echo of the movement.

Computing Programme of Study (PoS) Computing England 2012-2014

Authors: Genevieve Smith-Nunes, working group member

Computing at Schools (CAS) & Dept of Education, England • 2012-2014

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.