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End-user privacy is a well-defined problem in Social Networks such as Facebook. Users have stated concern for their privacy yet display behaviour to the contrary within the system; a phenomenon known as the privacy paradox. There is an assumption that high levels of concern for one's privacy should lead to a reluctance to disclose information and to an acceptance of highly protective measures within the network. Few works have studied this paradox in its entirety, each taking differing views of it and using a variety of measures. Furthermore, evidence for the paradox has been found between varying conceptual elements of it and hence, there is a need for a holistic study of this phenomenon in order to identify where the paradox manifests. This work implements a survey instrument aimed at examining if concern should be used as an indicator of intention and action as it is assumed in past literature. Results show that users of social networks desire a benchmark of privacy that is consistent across measures of concern. A survey instrument examining general statements of concern would appear to be inadequate in exploring the complex nature of privacy in social networks.

Research suggests that robotics can provide an engaging learning experience for learners with special educational needs. However, further work is required to explore the impact of robots within the classroom, particularly for learners with intellectual disabilities (ID). This paper seeks to further explore the potential effects of robots on such learners through examining engagement and goal achievement within teaching sessions. Eleven participants with ID were recruited from two countries to take part in the study using an ABAB design where the participants acted as their own controls. An appropriate learning goal for each participant was selected by the teacher and equivalent control sessions designed seeking to achieve the same learning goal but without the robot. Engagement, using eye‐gaze, learning goal achievement with and without help and goals not achieved provided the outcome measures from the sessions. This study found no significant difference between the robot and the control sessions for any of the outcome measures utilized suggesting robots are as effective as teaching tools as traditional methods. Through an increased sample size and a rigorously applied experimental protocol, this study provides new data and methodological considerations for further work based on the techniques applied in this study. Practitioner NotesWhat we already know about this topic Robots can encourage engagement in the learning process for students with intellectual disabilities. There is a lack of work examining the potential use of robots within formal learning. There is a lack of work utilizing experimental protocols to study the use of robots. What this paper adds Knowledge of the impact of robots on learner engagement using eye‐gaze as an outcome measure. Knowledge of the impact of robots on goal achievement in pursuit of structured learning objectives. Knowledge of the experimental protocol and suggestions for refinement of the outcome measures in future trials. Implications for practice and/or policy Robots can be as effective as traditional teaching methods in promoting engagement in learning for students with intellectual disabilities. Robots can be as effective as traditional teaching methods in the pursuit of learning goals for students with intellectual disabilities. The effect of robots on learning appears to be variable depending on individual learner characteristics.

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Privacy is a well-documented issue for research with end-users routinely disclosing large amounts of sensitive information about themselves. The privacy paradox, for example, suggests that users are concerned about their online privacy yet behave in opposition to such stated concern. One potential reason for this paradoxical behaviour is that privacy suffers from a secondary goal problem; that is, it is often not considered in conjunction with the primary motivation for using the system. Given that the User Interface (UI) provides the stimulus for interaction this paper proposes that it is ideally placed to remind users of their privacy and motivate them to consider their behaviour with more scrutiny. An experiment is implemented asking participants to sign-up to a social network by answering a series of questions to build their profiles. A treatment is designed based on the Theory of Planned Behaviour which posits that an individual's behaviour is influenced by their perception of how easy a particular action is to inform; hence, UI elements are designed aimed at aiding users in identifying sensitive information and motivating them to consider their privacy. Specifically, participants are given the opportunity to review their submitted information and make amendments; a privacy score is dynamically altered to make the goal of privacy protection more salient. Results from the treatment group are compared to a control. Findings suggest that participants within the treatment group disclosed less than those in the control with statistically significant results and there is evidence that user behaviour is influenced by a privacy goal oriented UI.