**Table 8.**

*Instructional design approaches.*

**13**

its development.

*Gamification: A Necessary Element for Designing Privacy Training Programs*

Based on [34], the main aim is to identify which the learners are and the priorities of each curriculum. Afterwards, the assessment framework should be developed, which, significantly, includes the selection of tasks, tests and quizzes. The last phase concerns the creation of the learning activities, considering that the context should engage users on educating. The ASSURE model, published in 2019 [35], named after its phases, as the ADDIE model. The described parts are the a) analyzation of learners' characteristics b) definition of objectives, c) selection and design of learning materials and strategies d) employment of technologies and learning media e) implementation of the material and f) the evaluation and revision of the

In [36], similar steps with the above models, have been identified. The main difference is identified on the separation of some phases, which previously were presented as the step one. In particular, the identification of needs, the definition and documentation of the objectives, the analyzation of learners and contexts are the four distinct steps in this approach. Similarly, the development of assessment instruments, instructional strategy and materials concern the three next phases. Afterwards, the aim is to evaluate the product in order to revise it, based on the results of the evaluation and finally, to design and re-evaluate the product.

The repetition of the assessment process is recommended in order to improve more

An equivalent approach has been published in 2015 by [37], where the first parts concern the identification of the instructional program, purposes, users' needs and context of program. Next, the already defined program has to be planned and developed in order to be implemented. As it is suggested in most of the instructional models, the evaluation process is needed in order to improve it based on the assessment results. The recommended approach in 2011 [38], is relative to the first one of the above described models. This approach consists of six steps, where at first the same identifications about the users' needs, characteristics, learning objectives and materials are included. Next, the design and application of the material, based on the previous analyzations, are described. The last step is the evaluation of the material based on the recorded feedback. In 2007 [39], Hrvoje Stančić et al. presented general steps, which should be implemented for developing the instructional simulation approaches. In this work, the first step is to identify the scope of the program and therefore, to record the needed information, e.g. development timeframe, in order to design the conceptual model of the program. The design of the program and the examination of each validity are

Based on the described models, several steps with similarities are identified. Most of them include the definition of objectives, users' needs, concept of program and instructional materials during the first phases. Afterwards, the design phase is included where the interface and the context of the program is illustrated in order to be developed. The developed programed is implemented, where users interact with it. In order for the system to be improved, it is crucial to record users' feedback. Thus, an evaluation stage is needed, where the evaluation criteria are specifically defined. Few differences have been recorded among the models. For instance, one difference that could be mentioned concerns the model ARCS, which focuses more on motivating users, so as to be educated. Furthermore, one of them, i.e. the ARCS+G model [33], is totally different, since its concept is not only to develop an educational product, but also to gamify it by incorporating game elements during

Such approaches should be enhanced and as it was aforementioned, it could be interesting and useful to be combined with gamification attributes in order for, by implementing them, attractive training programs to be developed. Gamification has

*DOI: http://dx.doi.org/10.5772/intechopen.97420*

program.

the final product.

considered as the final steps.

#### *Gamification: A Necessary Element for Designing Privacy Training Programs DOI: http://dx.doi.org/10.5772/intechopen.97420*

*The Role of Gamification in Software Development Lifecycle*

Chapter

Google

**12**

**Instructional Design Approaches**

**Publication** An ASSURE-Model Instructional Design Based

2019

Instructional design

1.Analyze learners

2.State standards and objectives

3.Select strategies, technology, media and materials

4.Utilize technology, media and materials.

5.Require learner participations

6.Evaluate and revise

1.Formulation of the problem

2.Collection of the information and construction of the

conceptual model

3.Checking the validity of the conceptual model

4.Model programming

5.Checking the validity of the programmed model

6.Design, conduction and analysis of the simulation

Documentation and presentation of the simulation

10

on Active Learning Strategies and its Effect for 1st

Intermediate Student's Higher Order Thinking Skills

in Teaching Science Text Book

(Sami Hameed Kadhim Al-Khattat et al.)

Simulation Models in Education

2007

Simulation Model for

e-learning

(Hrvoje Stančić et al.)

Total number of studies

**Table 8.**

*Instructional design approaches.*

**Year**

**Target**

**Context**

**Type of** 

**Database**

**publication**

Journal

Google

Based on [34], the main aim is to identify which the learners are and the priorities of each curriculum. Afterwards, the assessment framework should be developed, which, significantly, includes the selection of tasks, tests and quizzes. The last phase concerns the creation of the learning activities, considering that the context should engage users on educating. The ASSURE model, published in 2019 [35], named after its phases, as the ADDIE model. The described parts are the a) analyzation of learners' characteristics b) definition of objectives, c) selection and design of learning materials and strategies d) employment of technologies and learning media e) implementation of the material and f) the evaluation and revision of the program.

In [36], similar steps with the above models, have been identified. The main difference is identified on the separation of some phases, which previously were presented as the step one. In particular, the identification of needs, the definition and documentation of the objectives, the analyzation of learners and contexts are the four distinct steps in this approach. Similarly, the development of assessment instruments, instructional strategy and materials concern the three next phases. Afterwards, the aim is to evaluate the product in order to revise it, based on the results of the evaluation and finally, to design and re-evaluate the product. The repetition of the assessment process is recommended in order to improve more the final product.

An equivalent approach has been published in 2015 by [37], where the first parts concern the identification of the instructional program, purposes, users' needs and context of program. Next, the already defined program has to be planned and developed in order to be implemented. As it is suggested in most of the instructional models, the evaluation process is needed in order to improve it based on the assessment results. The recommended approach in 2011 [38], is relative to the first one of the above described models. This approach consists of six steps, where at first the same identifications about the users' needs, characteristics, learning objectives and materials are included. Next, the design and application of the material, based on the previous analyzations, are described. The last step is the evaluation of the material based on the recorded feedback. In 2007 [39], Hrvoje Stančić et al. presented general steps, which should be implemented for developing the instructional simulation approaches. In this work, the first step is to identify the scope of the program and therefore, to record the needed information, e.g. development timeframe, in order to design the conceptual model of the program. The design of the program and the examination of each validity are considered as the final steps.

Based on the described models, several steps with similarities are identified. Most of them include the definition of objectives, users' needs, concept of program and instructional materials during the first phases. Afterwards, the design phase is included where the interface and the context of the program is illustrated in order to be developed. The developed programed is implemented, where users interact with it. In order for the system to be improved, it is crucial to record users' feedback. Thus, an evaluation stage is needed, where the evaluation criteria are specifically defined. Few differences have been recorded among the models. For instance, one difference that could be mentioned concerns the model ARCS, which focuses more on motivating users, so as to be educated. Furthermore, one of them, i.e. the ARCS+G model [33], is totally different, since its concept is not only to develop an educational product, but also to gamify it by incorporating game elements during its development.

Such approaches should be enhanced and as it was aforementioned, it could be interesting and useful to be combined with gamification attributes in order for, by implementing them, attractive training programs to be developed. Gamification has been mostly utilized as a tool for designing gamified educational programs. Various of such programs have been recorded in previous literature [40, 41] offering a more entertaining educational process and users are more engaged to be trained on several issues. Despite the usefulness of gamification in education domain, its report in educational models is missing. A correlation could be defined among these elements and the processes of instructional models, based on the concept of each element and the aim of each process. Thus, game elements will be included in each step of a model and not only in the design phases as it is customary, according to the gamification models.

#### **5.2 Privacy awareness topics**

According to the results, recorded during the search for the RQ2, several privacy topics have been identified, which could be considered during designing educational programs for increasing users' awareness on privacy issues. Based on their concept, they were classified into four main categories, as presented in **Table 9**. Landau [42] recommends that users could be educated on privacy social aspects, i.e. privacy regulations and laws, psychology and economics. Specifically, regarding law issues on information privacy, it would be interesting for users to be trained on the existing privacy regulations, on how data has to be protected by each type of organization based on these regulations, and on which rights the privacy policies have been based [42].

Additionally, more technical subjects are suggested, which could be used for example in order to educate software developers on designing tools, which analyze security and privacy concepts in systems or on developing privacy and security aware services [42]. Furthermore, one subject concerns the anonymization tools, e.g. k-anonymity, while others relative to anonymity – one of the privacy requirements –, concern security issues, cryptography technique and privacy techniques. In general, for users is important to be aware on the "Privacy by Design" philosophy, since they will be able to understand either the importance of protecting their privacy or to recognize what is needed to be implemented to ensure privacy protection [43]. Privacy threats is another issue on which users would be educated, as it is useful to be aware on possible threats in order to be able to protect their personal information while using each type of technology.

Besides them, a sequence of questions has been recorded, recommended as possible topics for privacy awareness. First of all, the audience of an educational program would be interested to know what privacy means and its importance, why it should be aware on privacy issues [44] in order to be able to understand more specified issues. Such issues could be the type of data that should be protected, the way of organizing data, the importance of saving and backing up critical data and the protocols of sharing data [45]. Another privacy awareness topic could be to learn how data can be controlled in order to avoid possible attacks [46]. As, frequently, new products are provided by organizations, the education on privacy issues which arise with new services would be useful for users, as they will be able to identify them while using technologies [43].

While many organizations restore data, individuals should be informed about their rights, which data are used, by whom and the reason of each use. In a similar way, organizations should be aware on their responsibilities regarding the collection, processing and sharing of this users' data [47]. Further to this, responsible departments of an organization could be educated on strategies regarding the training of the staff on protecting security and privacy in order the education process to be more effective [48]. Additionally, they could be

**15**

**Table 9.**

*Gamification: A Necessary Element for Designing Privacy Training Programs*

Privacy law in commercial practice, health information, and communications Privacy and data protection, including the international aspects of this

Anonymization tools (pseudonymity, Tor, k-anonymity, and differential privacy) and attacks on and failures

*DOI: http://dx.doi.org/10.5772/intechopen.97420*

Psychology (including human–computer interaction)

What are the consequences of not being #PrivacyAware? Why should I care about privacy if I have nothing to hide?

Rights that individuals have regarding their personal data

Organization's responsibilities when collecting and processing personal data

How to identify the privacy issues that can arise with new products or services

The responsibilities organizations have when sharing data internally, externally, and across borders

What are the best tactics for educating staff about their roles in and the importance of privacy and data

What should organizations look out for to make sure their vendors and partners are privacy aware?

Wouldn't we all be better off if all information was always recorded and visible?

**Law issues on information privacy** Development of privacy within the law

Regulatory frameworks for privacy **Technical issues on information privacy**

What data needs to be protected?

How to dispose of data no longer needed The importance of backing up critical data Differences between privacy and security

Minimize What Data You Collect and Release

Understand the "Privacy by Design" philosophy

How to label data How to organize data Protocols on sharing data

Trust

security?

*Privacy awareness topics.*

Controlling Data Access

Cryptography Anonymity Security

Privacy techniques

of those tools Privacy threats **General issues** Why privacy?

**Privacy's social aspects**

Law Regulation Economics

