Teens-Online: a Game Theory-Based Collaborative Platform for Privacy Education
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Teens-Online: a Game Theory-Based Collaborative Platform for Privacy Education Rita Yusri 1
& Adel
Abusitta 2 & Esma Aïmeur 1
Accepted: 30 September 2020/ # International Artificial Intelligence in Education Society 2020
Abstract Nowadays, privacy education plays an important role in teenagers’ lives. Since this domain is strongly linked to their social life, it is preferable to provide a collaborative learning environment that teaches privacy, and at the same time, allows students to share knowledge, to interact with each other, to solve quizzes collaboratively and to discuss privacy issues and situations. To this end, we propose “Teens-online”, a collaborative e-learning platform for privacy awareness. The curriculum provided in this platform is based on the International Competency Framework on Privacy Education. Moreover, the proposed platform is equipped with a partner-matching mechanism based on matching game theory. This mechanism guarantees a stable student-student matching according to the student’s need (behavior and/or knowledge). Thus, mutual benefits will be attained by largely minimizing the chances of cooperating with incompatible students. Experimental results show that the average utility obtained by applying the proposed algorithm is much higher than the average utility obtained using other matching mechanisms. The results suggest that by adopting the proposed approach, each student can be paired with their optimal partners, which in turn can help them to engage more in learning activities. Keywords Collaborative learning. Game theory. Privacy education. E-learning. Stable
matching problem
* Rita Yusri [email protected] Adel Abusitta [email protected] Esma Aïmeur [email protected]
1
Department of Computer Science and Operations Research, University of Montreal, Montreal, Canada
2
School of Information Studies, McGill University, Montreal, Canada
International Journal of Artificial Intelligence in Education
Introduction In an era where Information Technology (IT) is advancing at an unprecedented rate, privacy issues take up a lot of space in our cyber life. This is due to the fact that peoples’ personal information has become a valuable commodity sought by many companies (Aïmeur et al. 2006). Moreover, it has become significantly more difficult for individuals to detect who is processing their data and for what purpose. Privacy issues are threatening, particularly young people, as they spend most of their time browsing websites and social networking sites online. Jim Greer, in his research (Anwar et al. 2006), mentioned the importance of privacy issue at early stages of elearning, and proposed a privacy-preserving reputation management system (RM) among co-learners (Anwar and Greer 2011) that considered the danger of using the virtual world without ethics as a moral panic that threatens young people (Greer 2016). Also, Aïmeur and Hage (2010) have discussed the challenges of e-learning privacy preserving, as they have been proposed a set of protocols in order to preser
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