Botturi Luca, Fioroni Tiffany, Beretta Chiara, Andreoletti Davide, Ferrari Alessandro, Cardoso Felipe, Picco-Schwendener Anna, Marazza Suzanna, Giordano Silvia
Scuola universitaria professionale della Svizzera italiana, Manno, Switzerland.
Università della Svizzera italiana, Lugano, Switzerland.
Educ Technol Res Dev. 2024;72(2):973-996. doi: 10.1007/s11423-023-10309-x. Epub 2023 Nov 6.
Privacy is a central issue in the digitalization of society and directly concerns all Internet users. Privacy education is part of the picture of a more just digital society: it aims at making users more aware of the importance of their data and of the technical and financial tools and processes that involve their personal data. Nonetheless, privacy education is confronted with a paradox: while people perceive the importance of privacy, they seldom take action to actually protect their personal data. iBuddy is a narrative simulation-based session inspired by research evidence about the privacy paradox and aims to (a) enhancing awareness and (b) promoting the uptake of privacy-safe behaviors for secondary and higher students (age range 11-20). The paper presents the design and development of the simulation and of the following modular debriefing, as a case study in evidence-based collaborative instructional design and in the instructional used of digital technology. The evaluation of iBuddy, which combined a post-session satisfaction and perceived learning survey ( = 978) and a follow-up survey ( = 124), provides insights in the novel domain of privacy education. Results suggests that iBuddy sessions are engaging, effective and conducive to medium-term behavioral change, thus indirectly confirming the design assumptions about how to tackle the privacy paradox through a simulation-based approach.
隐私是社会数字化中的一个核心问题，直接关乎所有互联网用户。隐私教育是更公正的数字社会图景的一部分：其目的是让用户更加意识到自身数据的重要性，以及涉及他们个人数据的技术和金融工具及流程的重要性。尽管如此，隐私教育面临着一个悖论：虽然人们意识到隐私的重要性，但他们很少采取行动实际保护自己的个人数据。iBuddy是一个基于叙事模拟的课程，灵感来自于关于隐私悖论的研究证据，旨在（a）提高意识，以及（b）促进初中和高中学生（年龄范围为11至20岁）采取隐私安全行为。本文介绍了该模拟以及后续模块化汇报的设计与开发，作为基于证据的协作教学设计以及数字技术教学应用方面的一个案例研究。对iBuddy的评估结合了课程后的满意度和感知学习调查（n = 978）以及一项后续调查（n = 124），为隐私教育这一全新领域提供了见解。结果表明，iBuddy课程具有吸引力、效果良好且有助于中期行为改变，从而间接证实了关于如何通过基于模拟的方法解决隐私悖论的设计假设。
