Abstract While the public claim concern for their privacy, they frequently appear to overlook it. This disparity between concern and behaviour is known as the Privacy Paradox. Such issues are particularly prevalent on wearable devices. These products can store personal data, such as text messages and contact details. However, owners rarely use protective features. Educational games can be effective in encouraging changes in behaviour. Therefore, we developed the first privacy game for (Android) Wear OS watches. 10 participants used smartwatches for two months, allowing their high-level settings to be monitored. Five individuals were randomly assigned to our treatment group, and they played a dynamically-customised privacy-themed game. To minimise confounding variables, the other five received the same app but lacking the privacy topic. The treatment group improved their protection, with their usage of screen locks significantly increasing ( p = 0.043). In contrast, 80 of the control group continued to never restrict their settings. After the posttest phase, we evaluated behavioural rationale through semi-structured interviews. Privacy concerns became more nuanced in the treatment group, with opinions aligning with behaviour. Actions appeared influenced primarily by three factors: convenience, privacy salience and data sensitivity. This is the first smartwatch game to encourage privacy-protective behaviour.
Nudging' has become a popular approach to encourage protection @cite_73 . Wang2014 augmented Facebook to highlight the audience of a person's posts. Through their six-week trial, they found unintended disclosures were decreased. Although temporarily influential, behaviour can revert when nudges are removed @cite_68 . This approach differs from techniques within serious games. Nudging modifies the choice architecture to encourage certain decisions. In contrast, serious games seek to instil lessons through education and positive reinforcement @cite_39 . Since intrinsic motivation can be highly persuasive @cite_71 , the latter approach might prove more persistent.
@cite_68 @cite_73 @cite_71 @cite_39
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Social Network Sites (SNSs) offer a plethora of privacy controls, but users rarely exploit all of these mechanisms, nor do they do so in the same manner. We demonstrate that SNS users instead adhere to one of a small set of distinct privacy management strategies that are partially related to their level of privacy feature awareness. Using advanced Factor Analysis methods on the self-reported privacy behaviors and feature awareness of 308 Facebook users, we extrapolate six distinct privacy management strategies, including: Privacy Maximizers, Selective Sharers, Privacy Balancers, Self-Censors, Time Savers Consumers, and Privacy Minimalists and six classes of privacy proficiency based on feature awareness, ranging from Novices to Experts. We then cluster users on these dimensions to form six distinct behavioral profiles of privacy management strategies and six awareness profiles for privacy proficiency. We further analyze these privacy profiles to suggest opportunities for training and education, interface redesign, and new approaches for personalized privacy recommendations. We show that Facebook users' privacy behaviors and awareness are multi-dimensional.Feature awareness is a significant predictor of Facebook users' privacy behaviors.Six unique user profiles emerged to reveal different privacy management strategies.Six privacy proficiency profiles emerged from the dimensions of feature awareness.The privacy profiles can be used to personalize user education and nudging. Intrinsic and extrinsic types of motivation have been widely studied, and the distinction between them has shed important light on both developmental and educational practices. In this review we revisit the classic definitions of intrinsic and extrinsic motivation in light of contemporary research and theory. Intrinsic motivation remains an important construct, reflecting the natural human propensity to learn and assimilate. However, extrinsic motivation is argued to vary considerably in its relative autonomy and thus can either reflect external control or true self-regulation. The relations of both classes of motives to basic human needs for autonomy, competence and relatedness are discussed. ≈ 2000 Academic Press To be motivated means to be moved to do something. A person who feels no impetus or inspiration to act is thus characterized as unmotivated, whereas someone who is energized or activated toward an end is considered motivated. Most everyone who works or plays with others is, accordingly, concerned with motivation, facing the question of how much motivation those others, or oneself, has for a task, and practitioners of all types face the perennial task of fostering more versus less motivation in those around them. Most theories of motivation reflect these concerns by viewing motivation as a unitary phenomenon, one that varies from very little motivation to act to a great deal of it. Yet, even brief reflection suggests that motivation is hardly a unitary phenomenon. People have not only different amounts, but also different kinds of motivation. That is, they vary not only in level of motivation (i.e., how much motivation), but also in the orientation of that motivation (i.e., what type of motivation). Orientation of motivation concerns the underlying attitudes and goals that give rise to action—that is, it concerns the why of actions. As an example, a student can be highly motivated to do homework out of curiosity and interest or, alternatively, because he or she wants to procure the approval of a teacher or parent. A student could be motivated This paper examines the literature on computer games and serious games in regard to the potential positive impacts of gaming on users aged 14 years or above, especially with respect to learning, skill enhancement and engagement. Search terms identified 129 papers reporting empirical evidence about the impacts and outcomes of computer games and serious games with respect to learning and engagement and a multidimensional approach to categorizing games was developed. The findings revealed that playing computer games is linked to a range of perceptual, cognitive, behavioural, affective and motivational impacts and outcomes. The most frequently occurring outcomes and impacts were knowledge acquisition content understanding and affective and motivational outcomes. The range of indicators and measures used in the included papers are discussed, together with methodological limitations and recommendations for further work in this area.