Duration: 9:31 | Published: April 11, 2024
Episode Summary
There’s no question that the internet has long replaced traditional hangouts (anyone remember malls?), especially for kids. So much of what they encounter online is often toxic, misleading, or simply wrong.
Social media has transformed how people connect, learn, and build communities, all of which can be positive and affirming. But it has also introduced new challenges, from cyberbullying and misinformation to scams and online harassment.
Dominic DiFranzo, assistant professor of computer science and engineering, and his team develop technologies that teach digital literacy in realistic but risk-free environments. One platform they’ve developed called Social Media TestDrive allows middle school students to practice recognizing and responding to cyberbullying.
The team launched Social Media TestDrive in 2019, and since then, has partnered with Common Sense Media to adapt the platform into the organization’s K-12 digital literacy curriculum. To date, more than 1 million kids have used it.
“They can make mistakes,” says Dominic. “They can try things out, and it doesn’t go to the real internet. It gives them that hands-on experience, without the real consequences.”
He and his team are also developing tools to help older adults identify online scams and fraud, and they’re exploring how artificial intelligence could serve as a digital coach, helping users recognize troubling content and respond thoughtfully before harm occurs.
In this episode, Dominic emphasizes that improving online safety isn’t just about technology. It’s about understanding human behavior and designing systems that are more respectful, trustworthy, and resilient, and that empower people to make better decisions.
“The online world is the real world,” he says. “It has real effects.”
Key Moments
- 00:06 — Meet Dominic DiFranzo and his research on online communities
- 01:46 — Growing up online and discovering computer science
- 02:50 — Why he shifted toward human-computer interaction
- 03:41 — The problem with attention-driven social media
- 04:41 — Rethinking social media through prosocial design
- 05:14 — Teaching digital literacy with Social Media TestDrive
- 05:47 — Helping students recognize cyberbullying
- 07:23 — Protecting older adults from online scams
- 07:41 — How AI could coach safer online behavior
- 08:27 — Why making the internet safer matters
Featured Quotes
"The online world is the real world. It has real effects." — Dominic DiFranzo
"What would social media look like if it wasn’t just attention only?" — Dominic DiFranzo
"We need to understand better how to make these spaces safer." — Dominic DiFranzo
Full Transcript
Transcript is auto-generated and lightly edited for clarity.
Host-Christine Fennessy (00:06):
Welcome to Rossin Connection, a podcast about all things Lehigh engineering. Coming to you from the P.C. Rossin College of Engineering and Applied Science at Lehigh University. It's a show for students, alumni, faculty and staff, current, former and future, and for anyone interested in the many creative ways the engineers are solving the world's problems. For today's episode, we're featuring Dominic DiFranzo. He's an assistant professor in the Department of Computer Science and Engineering. Growing up, Dominic spent a lot of time on the internet and today he's devoted his research to making online spaces safer for kids, for older adults, for all of us, thanks for listening. In some ways, Dominic DiFranzo has been in academia his whole life. He was born in Bakersfield, California, a place he says, whose claim to fame is
Welcome to Rossin Connection, a podcast about all things Lehigh engineering. Coming to you from the P.C. Rossin College of Engineering and Applied Science at Lehigh University. It's a show for students, alumni, faculty and staff, current, former and future, and for anyone interested in the many creative ways the engineers are solving the world's problems. For today's episode, we're featuring Dominic DiFranzo. He's an assistant professor in the Department of Computer Science and Engineering. Growing up, Dominic spent a lot of time on the internet and today he's devoted his research to making online spaces safer for kids, for older adults, for all of us, thanks for listening. In some ways, Dominic DiFranzo has been in academia his whole life. He was born in Bakersfield, California, a place he says, whose claim to fame is
Dominic DiFranzo (01:11):
Where the Grapes of Wrath took place, which hasn't changed a whole lot since then. If you've read any Steinbeck
Where the Grapes of Wrath took place, which hasn't changed a whole lot since then. If you've read any Steinbeck
Host-Christine Fennessy (01:17):
Both of his parents were academics and they eventually moved east as a kid. He spent a lot of time just running around the campus of Rensselaer Polytechnic Institute in Troy, New York. He didn't think about it then, but it was a great place to grow up.
Both of his parents were academics and they eventually moved east as a kid. He spent a lot of time just running around the campus of Rensselaer Polytechnic Institute in Troy, New York. He didn't think about it then, but it was a great place to grow up.
Dominic DiFranzo (01:32):
Looking back, seeing, you know, kids that were Muslim or or Jewish or from Africa or from other places for that, like it just got exposure to a whole bunch of cultures and religions and concepts and ideas.
Looking back, seeing, you know, kids that were Muslim or or Jewish or from Africa or from other places for that, like it just got exposure to a whole bunch of cultures and religions and concepts and ideas.
Host-Christine Fennessy (01:42):
But when he wasn't ripping around the campus, he was hanging out on the internet.
But when he wasn't ripping around the campus, he was hanging out on the internet.
Dominic DiFranzo (01:46):
You know, I spent a lot of my childhood online more than I probably should have.
You know, I spent a lot of my childhood online more than I probably should have.
Host-Christine Fennessy (01:49):
Dominic had a lot of interests, but he didn't always have someone to share them with.
Dominic had a lot of interests, but he didn't always have someone to share them with.
Dominic DiFranzo (01:55):
I was really into Japanese anime or like sci-fi stories and stuff, and there wasn't a lot of people around me that were into that. But online I could find hundreds, you know, maybe even thousands of people that were like really into these nerdy things that I was into. He
I was really into Japanese anime or like sci-fi stories and stuff, and there wasn't a lot of people around me that were into that. But online I could find hundreds, you know, maybe even thousands of people that were like really into these nerdy things that I was into. He
Host-Christine Fennessy (02:08):
Was also fascinated by the internet itself, specifically the technology behind it. So it wasn't too long before he started programming and found out he was pretty good at it, but as a future career, computer science had to beat out another passion.
Was also fascinated by the internet itself, specifically the technology behind it. So it wasn't too long before he started programming and found out he was pretty good at it, but as a future career, computer science had to beat out another passion.
Dominic DiFranzo (02:23):
I originally was thinking of going to film school, um, I've been really in the, the filmmaking and and writing, so I was really, it was dangerously close to going to that
I originally was thinking of going to film school, um, I've been really in the, the filmmaking and and writing, so I was really, it was dangerously close to going to that
Host-Christine Fennessy (02:32):
In the end, economics prevailed. He knew it would be tough getting a job in the film industry. Dominic got his PhD at Rensselaer Polytechnic Institute where he focused on data science. That work got him interested in how and why people did what they did online.
In the end, economics prevailed. He knew it would be tough getting a job in the film industry. Dominic got his PhD at Rensselaer Polytechnic Institute where he focused on data science. That work got him interested in how and why people did what they did online.
Dominic DiFranzo (02:50):
This was around the time where like citizen science was starting to get really big, and so kind of the key part of making those work isn't so much the technical system, but like getting people to actually do something. And so I was really interested in motivation.
This was around the time where like citizen science was starting to get really big, and so kind of the key part of making those work isn't so much the technical system, but like getting people to actually do something. And so I was really interested in motivation.
Host-Christine Fennessy (03:03):
He shifted his focus to human computer interaction and design. He wanted to understand both how people build online communities and the issues that arose from those communities. Things like cyberbullying, misinformation, and other antisocial behaviors. He went to Cornell University as a postdoc in their department of communications and worked in their social media lab. It was the perfect place to apply his technical and design skills to things people actually use. He says that because social media is built around getting eyeballs on ads, there isn't always the incentive to curb bad behavior.
He shifted his focus to human computer interaction and design. He wanted to understand both how people build online communities and the issues that arose from those communities. Things like cyberbullying, misinformation, and other antisocial behaviors. He went to Cornell University as a postdoc in their department of communications and worked in their social media lab. It was the perfect place to apply his technical and design skills to things people actually use. He says that because social media is built around getting eyeballs on ads, there isn't always the incentive to curb bad behavior.
Dominic DiFranzo (03:41):
The whole design around that is attention and yeah, you know, great positive content that might get some attention, but oh, someone really yelling and screaming and saying racist, disgusting, sexist things. That gets a lot of attention as well. And these platforms at the end of the day don't really care, attention's attention.
The whole design around that is attention and yeah, you know, great positive content that might get some attention, but oh, someone really yelling and screaming and saying racist, disgusting, sexist things. That gets a lot of attention as well. And these platforms at the end of the day don't really care, attention's attention.
Host-Christine Fennessy (03:57):
He started wondering
He started wondering
Dominic DiFranzo (03:59):
What would social media look like if it wasn't just attention only if we had other design motives in mind.
What would social media look like if it wasn't just attention only if we had other design motives in mind.
Host-Christine Fennessy (04:05):
Dominic came to Lehigh in 2019 and while he had interviewed at a number of universities and colleges, Lehigh stood out.
Dominic came to Lehigh in 2019 and while he had interviewed at a number of universities and colleges, Lehigh stood out.
Dominic DiFranzo (04:13):
I really liked the mix of, you know, focus on teaching and focus on research. It wasn't all one or the other,
I really liked the mix of, you know, focus on teaching and focus on research. It wasn't all one or the other,
Host-Christine Fennessy (04:19):
And that balance attracted him. The university also had
And that balance attracted him. The university also had
Dominic DiFranzo (04:23):
A computer science department that was open and valued human-centered computing, which is uh, you not an rare thing.
A computer science department that was open and valued human-centered computing, which is uh, you not an rare thing.
Host-Christine Fennessy (04:32):
His lab is called the Social Design Lab, and he and his team focus on three areas. The first is prosocial design
His lab is called the Social Design Lab, and he and his team focus on three areas. The first is prosocial design
Dominic DiFranzo (04:41):
Is there a way to like redesign or rethink what social media is or could be with different design goals, not just any type of attention, but more pro-social attention or more pro-social interactions or things like that.
Is there a way to like redesign or rethink what social media is or could be with different design goals, not just any type of attention, but more pro-social attention or more pro-social interactions or things like that.
Host-Christine Fennessy (04:53):
Their second focus area is on building the tools that ultimately help them do their research, like online systems that simulate social media platforms. Their third research area uses those tools to improve digital literacy in older adults and in kids.
Their second focus area is on building the tools that ultimately help them do their research, like online systems that simulate social media platforms. Their third research area uses those tools to improve digital literacy in older adults and in kids.
Dominic DiFranzo (05:14):
We've built a platform called Social Media Test Drive that's had over a million middle school students use this. They kinda learn digital literacy topics by simulating a social media platform. They can make mistakes, they can try things out, and it's not real, and everything they do is fake. It doesn't really go to the real internet, and so it kind of gives them that hands-on experience, but none of the real consequences of that, and we've built a lot of online lessons and things inside of that environment.
We've built a platform called Social Media Test Drive that's had over a million middle school students use this. They kinda learn digital literacy topics by simulating a social media platform. They can make mistakes, they can try things out, and it's not real, and everything they do is fake. It doesn't really go to the real internet, and so it kind of gives them that hands-on experience, but none of the real consequences of that, and we've built a lot of online lessons and things inside of that environment.
Host-Christine Fennessy (05:39):
Here's how one of those lessons and social media test drive might work. First, students learn about terms like cyberbullying.
Here's how one of those lessons and social media test drive might work. First, students learn about terms like cyberbullying.
Dominic DiFranzo (05:47):
What is cyberbullying? What counts as cyberbullying? Who's a cyberbully? What are some of the things that they might do? Why might they do this?
What is cyberbullying? What counts as cyberbullying? Who's a cyberbully? What are some of the things that they might do? Why might they do this?
Host-Christine Fennessy (05:53):
Then they'll see examples of comments or posts that represent cyberbullying and learn how they could respond.
Then they'll see examples of comments or posts that represent cyberbullying and learn how they could respond.
Dominic DiFranzo (06:00):
We literally guide you through the ways of intervening. So we might be telling the student, Hey, here's an example of a cyberbully post. Why don't you try flagging it? You could write a friendly comment to the victim. You could write a comment to the bully saying, we don't appreciate that. That's not nice. You could give positive feedback to the victim and tell 'em that they're not alone, that everything's okay, you know, so there's different ways of intervening.
We literally guide you through the ways of intervening. So we might be telling the student, Hey, here's an example of a cyberbully post. Why don't you try flagging it? You could write a friendly comment to the victim. You could write a comment to the bully saying, we don't appreciate that. That's not nice. You could give positive feedback to the victim and tell 'em that they're not alone, that everything's okay, you know, so there's different ways of intervening.
Host-Christine Fennessy (06:22):
Social media test drive looks pretty much like any other social media platform. You can post stuff, you can like stuff, you can comment, so after students learn what cyber bullying is, what it looks like and how they could react to it, it's time for them to navigate the site on their own,.
Social media test drive looks pretty much like any other social media platform. You can post stuff, you can like stuff, you can comment, so after students learn what cyber bullying is, what it looks like and how they could react to it, it's time for them to navigate the site on their own,.
Dominic DiFranzo (06:40):
And we don't tell them anything. We just say, Hey, here's a newsfeed. There might be some bullying examples in here, but you can do whatever you want. We've taught you what cyber bullying looks like. We've taught you the ways of addressing it. Now you're to, you're in this free play section. You do whatever it is you want inside of here.
And we don't tell them anything. We just say, Hey, here's a newsfeed. There might be some bullying examples in here, but you can do whatever you want. We've taught you what cyber bullying looks like. We've taught you the ways of addressing it. Now you're to, you're in this free play section. You do whatever it is you want inside of here.
Host-Christine Fennessy (06:53):
The kids hang out on the site for a while and then answer questions about their experience.
The kids hang out on the site for a while and then answer questions about their experience.
Dominic DiFranzo (06:58):
We say, okay, well now that you've finished playing around here, did you notice, these three bullying messages that were embedded inside that feed you just saw? Did you notice those? If so, what did you do? Did you flag it? Did you like it? Did you comment? What might you do in the future? If you were to see something like this? What would it be like if these message were directed towards you? So we kind of, you know, try to take some of these things to try to apply that back to their own life and how they might apply that lesson to their own experience.
We say, okay, well now that you've finished playing around here, did you notice, these three bullying messages that were embedded inside that feed you just saw? Did you notice those? If so, what did you do? Did you flag it? Did you like it? Did you comment? What might you do in the future? If you were to see something like this? What would it be like if these message were directed towards you? So we kind of, you know, try to take some of these things to try to apply that back to their own life and how they might apply that lesson to their own experience.
Host-Christine Fennessy (07:23):
Dominic and his team are building a similar platform called DART. It stands for Deception Awareness Resilience Training, and it's for older adults.
Dominic and his team are building a similar platform called DART. It stands for Deception Awareness Resilience Training, and it's for older adults.
Dominic DiFranzo (07:32):
To really kind of gear them around online scams and fraud and identity theft in the population that's most targeted for those types of scams.
To really kind of gear them around online scams and fraud and identity theft in the population that's most targeted for those types of scams.
Host-Christine Fennessy (07:41):
They're also researching new artificial intelligence systems that could potentially alert users to content that sounds a little troubling. They might be apps or plugins. So say you're on Instagram and you see something that doesn't sound right, a little bot could pop up and guide you on how to respond, so
They're also researching new artificial intelligence systems that could potentially alert users to content that sounds a little troubling. They might be apps or plugins. So say you're on Instagram and you see something that doesn't sound right, a little bot could pop up and guide you on how to respond, so
Dominic DiFranzo (08:00):
It might spot something troubling that you're seeing online and say, Hey, something else is going here. Would you like to role play about this? Would you like to intervene? How would you like to intervene? What are some of the strategies about that? Would you like to practice that with me? Would you like to kind of role play around with that?
It might spot something troubling that you're seeing online and say, Hey, something else is going here. Would you like to role play about this? Would you like to intervene? How would you like to intervene? What are some of the strategies about that? Would you like to practice that with me? Would you like to kind of role play around with that?
Host-Christine Fennessy (08:15):
Dominic knows that no matter how hard he works, the internet is never going to become a truly safe place, but he does believe it can become a better place.
Dominic knows that no matter how hard he works, the internet is never going to become a truly safe place, but he does believe it can become a better place.
Dominic DiFranzo (08:27):
We're seeing more and more that the stuff that takes place online isn't a separate world. The online world is the real world. It has real effects. It reflects what we're actually doing, and we need to understand better how to make these spaces better, how to make them safer, how to make them more prosocial, how to educate people on what to do for these type of things.
We're seeing more and more that the stuff that takes place online isn't a separate world. The online world is the real world. It has real effects. It reflects what we're actually doing, and we need to understand better how to make these spaces better, how to make them safer, how to make them more prosocial, how to educate people on what to do for these type of things.
Host-Christine Fennessy (08:52):
That's it for today's show. Thanks so much to Dominic for sharing his research. For more information about all the academic programs at the P.C. Rossin College of Engineering and Applied Science, and to find our show, head to engineering.lehigh.edu. Music in this episode is by Blue Dot Sessions. You can send us story suggestions or feedback on X at Rossin podcast. I'm your host and producer, Christine Fennessy. See you next time.
That's it for today's show. Thanks so much to Dominic for sharing his research. For more information about all the academic programs at the P.C. Rossin College of Engineering and Applied Science, and to find our show, head to engineering.lehigh.edu. Music in this episode is by Blue Dot Sessions. You can send us story suggestions or feedback on X at Rossin podcast. I'm your host and producer, Christine Fennessy. See you next time.
About the Guest
Dominic DiFranzo is an assistant professor in Lehigh University’s Department of Computer Science and Engineering, where he directs the Social Design Lab. His research combines human-computer interaction, social computing, and artificial intelligence to design technologies that improve digital literacy, reduce harmful online behavior, and create safer online communities for people of all ages.
Episode Details
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