iBuddy体验:一种基于数字模拟的方法,以提高中学生的隐私意识
Luca Botturi1, Tiffany Fioroni1, Chiara Beretta1
1Scuola universitaria professionale della Svizzera italiana, Manno, Switzerland.
概括
由于隐私悖论,隐私教育可能具有挑战性. 该iBuddy模拟有效地提高了意识,并促进学生的隐私安全行为,导致中期变化.
科学领域:
- 数字教育 数字教育
- 提高网络安全意识
- 教学设计指令设计.
背景情况:
- 隐私是数字社会的关键问题.
- 隐私教育面临着用户意识与行动的悖论.
- 隐私悖论强调了隐私的重要性与保护行为之间的差距.
研究的目的:
- 设计和开发iBuddy,一个基于模拟的会议,以解决隐私悖论.
- 增强中学和高等教育学生 (11-12岁) 的数字隐私意识.
- 通过引人入胜的教育技术,促进采用隐私安全行为.
主要方法:
- 根据研究证据开发了iBuddy,这是一个基于研究证据的模块化汇报的叙事模拟.
- 采用基于证据的协作教学设计和数字技术.
- 使用会议后调查 (N=978) 和后续调查 (N=124) 评估iBuddy.
主要成果:
- 发现iBuddy会话具有吸引力和有效性.
- 模拟有助于学生的中期行为变化.
- 结果支持基于模拟的方法在解决隐私悖论方面的有效性.
结论:
- iBuddy提供了一种新的,基于证据的隐私教育方法.
- 基于模拟的学习可以弥合隐私意识和行动之间的差距.
- 数字技术可以有效地用于培养年轻用户的隐私安全行为.
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