Teaching with an Interactive E-book to Improve Children's Online Privacy Knowledge

© {Zhang-Kennedy, Chiasson, | ACM} {2016}. This is the author's version of the work. It is posted here for your personal use. Not for redistribution. The definitive Version of Record was published in { Proceedings of the The 15th International Conference on Interaction Design and Children},https://doi.org/10.1145/2930674.2935984 .We designed the Cyberheroes interactive e-book and conducted a preliminary user study to test its effectiveness in educating children aged 7 to 9 about online privacy risks. Children and parents found the book to be fun and engaging. Our study included pre and post interviews and knowledge assessment. It showed that the interactive e-book successfully improved children's understanding of privacy risks while exhibiting excellent retention in knowledge after one week

THE EFFECTIVENESS OF INTERACTIVE E-BOOKS IN THE DEVELOPMENT OF SCIENTIFIC CONCEPTS DURING "SCIENCE COURSE" AND ITS RELATION TO THE DIFFERENCE OF COGNITIVE STYLE (VERBAL/VISUAL) IN STUDENTS

The present study aims at measuring the effect of the interactive book design on the development of scientific concepts and its relation to the difference of the cognitive (verbal/ conceptual) method of science students in the ninth grade. This study is to determine the relationship between the growth of scientific concepts among students with the cognitive and verbal approach. There are differences in this growth according to the cognitive method. This study's significance is the importance of considering students' characteristics in their cognitive approaches in applying and integrating technology in education. The study results indicate that there are statistically significant differences in the development of scientific concepts among students. The differences in their cognitive methods were verbal or conceptual. The conceptual students were more developed than the verbal students. The results also indicate that the e-book has a significant impact on developing these concepts among students with a cognitive approach compared to their cognitive peers. This is because the interactive e-book did not consider the verbal students' characteristics as much as they perceived the design's visual students' characteristics. It is recommended to research the need to pay attention to the variable method of knowledge when designing interactive e-books to be more valuable to cover a larger segment of students with different cognitive methods. It is necessary to identify the cognitive techniques of students to take care of educational applications. That will help them according to their strategies to expand the recruitment of interactive electronic books in science and conduct More rigorous studies in cognitive methods and link them to modern technological innovations. Article visualizations

Children's data and privacy online: growing up in a digital age: an evidence review

Children’s autonomy and dignity as actors in the world depends on both their freedom to engage and their freedom from undue persuasion or influence. In a digital age in which many everyday actions generate data – whether given by digital actors, observable from digital traces, or inferred by others, whether human or algorithmic – the relation between privacy and data online is becoming highly complex. This in turn sets a significant media literacy challenge for children (and their parents and teachers) as they try to understand and engage critically with the digital environment. With growing concerns over children’s privacy and the commercial uses of their data, it is vital that children’s understandings of the digital environment, their digital skills and their capacity to consent are taken into account in designing services, regulation and policy. Using systematic evidence mapping, we reviewed the existing knowledge on children’s data and privacy online, identified research gaps and outlined areas of potential policy and practice developmen