The benefits, deriving from utilizing new Information and Communication Technologies (ICTs), such as Internet of Things or cloud computing, raise at the same time several privacy risks and concerns for users. Despite the fact that users’ inability to protect their privacy has been recognized, hence users do not get involved in processes for enhancing their awareness on such issues. However, in order to protect their fundamental right of privacy and to manage it in a practical way when using ICT, privacy literacy is crucial. Users should be trained on privacy issues through appropriate educational programs. Specifically, the development of instructional simulation programs could be of great importance. Relevant methodologies for the development of such services have been recorded in previous literature. Since the concept of training is advanced by creating attractive interaction environments, the educational privacy process could be also more efficient. Towards this, the implementation of game elements serves that purpose, contributing to the design of gameful educational programs. However, despite its benefits, gamification has been noticed to be used more as a tool rather than a concept which could be included in instructional methods. Thus, in this work, gamification features are explained to highlight their importance along with the recorded in the literature educational methods and privacy awareness issues.
{"title":"Gamification: A Necessary Element for Designing Privacy Training Programs","authors":"Aikaterini-Georgia Mavroeidi, Angeliki Kitsiou, Christos Kalloniatis","doi":"10.5772/INTECHOPEN.97420","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.97420","url":null,"abstract":"The benefits, deriving from utilizing new Information and Communication Technologies (ICTs), such as Internet of Things or cloud computing, raise at the same time several privacy risks and concerns for users. Despite the fact that users’ inability to protect their privacy has been recognized, hence users do not get involved in processes for enhancing their awareness on such issues. However, in order to protect their fundamental right of privacy and to manage it in a practical way when using ICT, privacy literacy is crucial. Users should be trained on privacy issues through appropriate educational programs. Specifically, the development of instructional simulation programs could be of great importance. Relevant methodologies for the development of such services have been recorded in previous literature. Since the concept of training is advanced by creating attractive interaction environments, the educational privacy process could be also more efficient. Towards this, the implementation of game elements serves that purpose, contributing to the design of gameful educational programs. However, despite its benefits, gamification has been noticed to be used more as a tool rather than a concept which could be included in instructional methods. Thus, in this work, gamification features are explained to highlight their importance along with the recorded in the literature educational methods and privacy awareness issues.","PeriodicalId":127094,"journal":{"name":"The Role of Gamification in Software Development Lifecycle [Working Title]","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131488872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-30DOI: 10.5772/INTECHOPEN.95430
Rui Silva, Ricardo Gouveia Rodrigues, Carmem Leal
The general objective of this article is to analyze the impacts of a gamified resource created (Accountingame) as learning tools to teach the curricular unit of Accounting. Theory of Planned Behaviour was used to investigate social factors such as Social Influence, Recognition and Reciprocal Benefits, which are predictors of Attitude to use this kind of game like a learning accounting tool. The relevance of this study is due to the lack of empirical studies that analyze the application, viability, and effectiveness of gamified resources in the teaching areas of knowledge, such as Accounting. The game was used by students of Accounting (n = 816) for the first time in the scope of Higher Education in Portugal in the academic year 2018/2019. Results of this research suggest the importance of these resources to increase Attitude, Continued Use Intention and Intention to Word of Mouth related to Games Based Learning as an effective method of support for the learning process of accounting students. We believe that this study can be a contributor to researchers in this area to understand why the study of Accounting is genuinely challenging for students. This research will be enabling managers of Higher Education Institutions, professors and other educational agents to decide on the best strategies to use in order to increase student involvement in Accounting learning.
{"title":"Social Factors Influence on Accounting Students Attitude to Use Games Based Learning","authors":"Rui Silva, Ricardo Gouveia Rodrigues, Carmem Leal","doi":"10.5772/INTECHOPEN.95430","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.95430","url":null,"abstract":"The general objective of this article is to analyze the impacts of a gamified resource created (Accountingame) as learning tools to teach the curricular unit of Accounting. Theory of Planned Behaviour was used to investigate social factors such as Social Influence, Recognition and Reciprocal Benefits, which are predictors of Attitude to use this kind of game like a learning accounting tool. The relevance of this study is due to the lack of empirical studies that analyze the application, viability, and effectiveness of gamified resources in the teaching areas of knowledge, such as Accounting. The game was used by students of Accounting (n = 816) for the first time in the scope of Higher Education in Portugal in the academic year 2018/2019. Results of this research suggest the importance of these resources to increase Attitude, Continued Use Intention and Intention to Word of Mouth related to Games Based Learning as an effective method of support for the learning process of accounting students. We believe that this study can be a contributor to researchers in this area to understand why the study of Accounting is genuinely challenging for students. This research will be enabling managers of Higher Education Institutions, professors and other educational agents to decide on the best strategies to use in order to increase student involvement in Accounting learning.","PeriodicalId":127094,"journal":{"name":"The Role of Gamification in Software Development Lifecycle [Working Title]","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125886019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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