A Comparative Study in the Effectiveness of Interactive E-books to Teach Children Online Privacy and Security
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Notice bibliographique
Résumé
The purpose of this study was to evaluate whether interactive e-books could as effectively teach online privacy and security to children ages 7 through 10 in Maryland, Virginia, and Maine as to Canadian children. The research replicated a study performed in Canada (Zhang-Kennedy & Chiasson, 2016), to see if the effects are the same. The study also investigated the persistence of the privacy models held by Canadian children identified prior to the COVID-19 pandemic, which had informed the design of the interactive e-book, amongst children in the Eastern Coast region of the United States. Fifteen parent and children pairs completed the study, which included a device criteria questionnaire, usability evaluations, a pre-privacy knowledge assessment before co-reading session, and a post-privacy knowledge assessment after a ten-minute distractor. Data analysis was conducted for all 15 parent-child pairs. During initial synthesis it became evident that the design of the interactive e-book was not suitable for children aged 10, which confirmed the intention of the original Canadian researcher to target young children aged 7 through 9. Therefore, results for two child participants aged 10 were excluded for the analysis that evaluated the e-book’s effectiveness, but their results were included in the analysis for the persistence of privacy models. Children in the study showed an increase in comprehension of online security and improvement on safety conscious behavior similar to the study involving Canadian children. However, children in the United States had less positive experiences with the interactive e-book than children in the Canadian study. Three mental models of privacy were found to have persisted amongst the child participants in the United States: ‘to be alone’, ‘to hide secrets/special things’, ‘to keep things to yourself’. One model did not persist after reading the e-book: ‘to not talk to strangers’ but evolved into ‘don’t trust strangers’. One new model was identified, ‘don’t let anyone see you’. Additionally, the study identified some of the ways that children’s mental models of the world were impacted by the COVID-19 pandemic. Ultimately, the goal is to provide further empirical evidence and insight to inform the design of better cybersecurity tools for young children.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,003 | 0,003 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle