{"title":"Correcting overconfidence in online privacy: experimenting with an educational game","authors":"Kristyn L. Karl, Yu-Li Tao","doi":"10.1080/1369118X.2023.2166360","DOIUrl":null,"url":null,"abstract":"ABSTRACT Widespread use of the Internet means that online privacy, or how to protect one’s private information while engaging in online activity, has become a concern for many individuals. Research has investigated people’s online privacy experience, including online privacy attitudes, confidence, and behaviors. However, not much attention has been paid to how online privacy confidence could be misperceived and how educational tools can correct such overconfidence. Guided by the protection motivation theory, this research examines online privacy confidence and is composed of two studies: Study 1 reveals that online users misrepresent their online knowledge and may have overconfidence as a result. Inspired by this finding and previous research, Study 2 avoids self-reported measures of online knowledge and instead directly evaluates online privacy knowledge (using OPLIS) and its impact on online privacy confidence. Using a survey experiment, we find playing an online privacy educational game increases confidence overall and, importantly, corrects overconfidence. Despite this, we do not find any evidence that correction leads to increased information-seeking. The findings shed light on what online users themselves and organizations, such as universities, industry, and government agencies, can do to better educate individuals about online privacy while calling attention to the need for continued research regarding the underlying mechanisms and downstream behavioral consequences.","PeriodicalId":48335,"journal":{"name":"Information Communication & Society","volume":"26 1","pages":"990 - 1007"},"PeriodicalIF":4.2000,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Information Communication & Society","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1080/1369118X.2023.2166360","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"COMMUNICATION","Score":null,"Total":0}
引用次数: 0
Abstract
ABSTRACT Widespread use of the Internet means that online privacy, or how to protect one’s private information while engaging in online activity, has become a concern for many individuals. Research has investigated people’s online privacy experience, including online privacy attitudes, confidence, and behaviors. However, not much attention has been paid to how online privacy confidence could be misperceived and how educational tools can correct such overconfidence. Guided by the protection motivation theory, this research examines online privacy confidence and is composed of two studies: Study 1 reveals that online users misrepresent their online knowledge and may have overconfidence as a result. Inspired by this finding and previous research, Study 2 avoids self-reported measures of online knowledge and instead directly evaluates online privacy knowledge (using OPLIS) and its impact on online privacy confidence. Using a survey experiment, we find playing an online privacy educational game increases confidence overall and, importantly, corrects overconfidence. Despite this, we do not find any evidence that correction leads to increased information-seeking. The findings shed light on what online users themselves and organizations, such as universities, industry, and government agencies, can do to better educate individuals about online privacy while calling attention to the need for continued research regarding the underlying mechanisms and downstream behavioral consequences.
期刊介绍：
Drawing together the most current work upon the social, economic, and cultural impact of the emerging properties of the new information and communications technologies, this journal positions itself at the centre of contemporary debates about the information age. Information, Communication & Society (iCS) transcends cultural and geographical boundaries as it explores a diverse range of issues relating to the development and application of information and communications technologies (ICTs), asking such questions as: -What are the new and evolving forms of social software? What direction will these forms take? -ICTs facilitating globalization and how might this affect conceptions of local identity, ethnic differences, and regional sub-cultures? -Are ICTs leading to an age of electronic surveillance and social control? What are the implications for policing criminal activity, citizen privacy and public expression? -How are ICTs affecting daily life and social structures such as the family, work and organization, commerce and business, education, health care, and leisure activities? -To what extent do the virtual worlds constructed using ICTs impact on the construction of objects, spaces, and entities in the material world? iCS analyses such questions from a global, interdisciplinary perspective in contributions of the very highest quality from scholars and practitioners in the social sciences, gender and cultural studies, communication and media studies, as well as in the information and computer sciences.
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