New consent management platforms (CMPs) have been introduced to the web to conform with the EU's General Data Protection Regulation, particularly its stronger requirements for consent when companies collect and process users personal data. This work analyses the most prevalent CMP designs and measures their effect on people's consent choices. First, we scraped the designs of the five most popular CMPs on the top 10,000 websites in the UK (n=680). We found that dark patterns and implied consent are ubiquitous; only 11.7% meet the minimal requirements we set based on European law. Second, we conducted a field experiment with 40 participants to investigate how the eight most common designs affect consent rates. We found that notification style (banner or barrier) has no effect; removing the opt-out button from the first page increases consent by 22-23 percentage points; and providing more granular controls on the first page decreases consent by 8-20 percentage points. This study provides an empirical basis for the necessary regulatory action to enforce the GDPR, in particular the possibility of focusing on the centralised, third-party CMP services as an efficient way to increase compliance.

The aim of this research is to investigate the role of social networks in computer science education. The Internet shows great potential for enhancing collaboration between people and the role of social software has become increasingly relevant in recent years. This research focuses on analyzing the role that social networks play in students' learning experiences. The construction of students' social networks, the evolution of these networks, and their effects on the students' learning experience in a university environment are examined.

The aim of this research was to understand what affects people's privacy preferences in smartphone apps. We ran a fourweek study in the wild with 34 participants. Participants were asked to answer questions, which were used to gather information about their personal context and to measure their privacy preferences, by varying app name and the purpose of data collection.Our results show that participants shared the most when no information about data access or purpose was given, and shared the least when both of these details were specified. When just one of either purpose or the requesting app was shown, participants shared less when just the purpose was specified than when just the app name was given.We found that the predominant factor affecting users' choices was the purpose for data access. In our study the purpose varied from being not specified, to vague, to being very specific. Participants were more willing to disclose data when no purpose was specified. When a vague purpose was shown, participants became more privacy-aware and were less willing to disclose their information. When specific purposes were shown, participants were more willing to disclose, provided the purpose for requesting the information appeared to be beneficial to them, while participants shared the least when the purpose for data access was solely beneficial to developers.

The aim of this research is to investigate the role of social networks in computer science education. The Internet shows great potential for enhancing collaboration between people and the role of social software has become increasingly relevant in recent years. This research focuses on analyzing the role that social networks play in students' learning experiences. The construction of students' social networks, the evolution of these networks, and their effects on the students' learning experience in a university environment are examined.