**Acknowledgements**

*The Role of Gamification in Software Development Lifecycle*

between entities [47].

awareness on such issues.

**6. Conclusions**

trained on how to recognize that employees are aware on the taught material [48]. By satisfying such issues, trust among users and organizations can be increased. Trust would be also an important subject within educational programs in order to highlight the importance of creating a straightforward relation

Concluding various privacy topics could be considered while designing an educational programs. This process would be useful for individuals due to the difficulty of understanding in depth the importance of privacy and the way of protecting personal data. For instance, a combination between the results of these research questions could concern the model ARCS+G and the consequences of not being privacy-aware. The provision of an attractive interaction environment in relation to the provision of privacy violation examples could be an interesting educational process for users. Such combinations could be achieved, considering the above described results, in order to have privacy-aware users who will be able to protect themselves. Various instructional methods are offered and in their processes the identification of objectives and users' needs are included. The protection of users' privacy consists a crucial objective to be considered during designing such services. Concluding, these findings could be useful for experts of designing educational methods. Specifically, the provision of an instructional model whose purpose is to create privacy awareness training programs would be helpful to increase users'

The education of users on privacy issues is crucial in order for them to be able to protect their personal information by several possible threats. Thus, privacy awareness programs need to be developed. As privacy is a complex concept for users, attractive environments would support a more effective educational process. This could be achieved by incorporating game elements into instructional methods for privacy issues. However, it has been noticed that gamification has been used more as tool for creating gamified applications on several domains than as a concept included in such methods. Thus, in this work, the gamification features are explained to highlight its importance of considering them in these methods. Further to this, all the offered instructional models recorded in previous literature are presented. Additionally, privacy awareness topics were summarized and explained. For the presentation of these results, a literature review was conducted based on two research questions. The implemented methods are explained in detail and as it is already mentioned, the PRISMA method was used. According to the search terms, many publications were resulted, but considering the eligibility criteria, many of them were excluded. Several educational frameworks were recorded with many similarities, such as the design or the evaluation phase, but some of them differ, since their concept focuses on a specific research area. For instance, one of them incorporates the gamification method in order to develop a gamified instructional model. Similarly, a sequence of privacy issues was mentioned and described, e.g. the importance of protecting personal data and be a privacy-aware user. These results could be considered either for the development of a method, whose aim is to create gamified privacy training programs or for extending one of these methods incorporating gamification features and including a privacy awareness topic. In each case, the provision of such programs is important and useful, so that users to be able to protect themselves through a more effective and engaging way, as

many technologies are used for the completion of various tasks.

**16**

The research work was supported by the Hellenic Foundation for Research and Innovation (HFRI) under the HFRI PhD Fellowship grant (Fellowship Number: 671).
