Abstract

Modern technologies increasingly make use of personal data to provide better services. Technologies using biometric data for identity and authorship verification in the context of e-assessment are a case in point. Previous studies in e-health described a privacy paradox in relation to consent to personal data use: even when people consider protection of their personal data important, they consent fairly readily to personal data use. However, the new European Data Protection Regulation (GDPR) assumes that people give free and informed consent. In the context of e-assessment, this study investigates students’ attitudes towards personal data sharing for identity and authorship verification purposes with the aim of optimising informed consent practice. Students with special educational needs or disabilities (SEND) were included as a specific target group because they may feel more dependent on e-assessment. The findings suggest that a privacy paradox exists in the context of e-assessment as well. Furthermore, the results indicate that students are more reluctant to share video recordings of their face than other personal data. Finally, our results confirm the effect found in previous studies on e-health: those feeling a stronger need for technologies, in this case SEND students, are more inclined to consent to personal data use. Implications for informed consent practice are discussed.
Original languageEnglish
Title of host publicationTechnology Enhanced Assessment
Subtitle of host publication21st International Conference, TEA 2018, Amsterdam, The Netherlands, December 10–11, 2018, Revised Selected Papers
EditorsSilvester Draaijer , Desirée Joosten-ten Brinke , Eric Ras
Place of PublicationCham
PublisherSpringer
Pages16-26
ISBN (Electronic)978-3-030-25264-9
ISBN (Print)978-3-030-25263-2
DOIs
Publication statusPublished - 13 Jul 2019
EventTEA 2018 Technology Enhanced Assessment Conference - Amsterdam, Netherlands
Duration: 10 Dec 201811 Dec 2018

Publication series

NameCommunications in Computer and Information Science (CCIS)
PublisherSpringer, Cham
Volume1014
ISSN (Print)1865-0929
ISSN (Electronic)1865-0937

Conference

ConferenceTEA 2018 Technology Enhanced Assessment Conference
CountryNetherlands
CityAmsterdam
Period10/12/1811/12/18

Fingerprint

personal data
privacy
student
special educational needs
disability
data protection
video recording
target group
health
regulation

Keywords

  • Informed Consent
  • Personal Data
  • Sensitive Data
  • e-Assessment
  • Decision-making
  • Privacy

Cite this

Muravyeva, E., Janssen, J., Dirkx, K., & Specht, M. (2019). Students’ Attitudes Towards Personal Data Sharing in the Context of e-Assessment: Informed Consent or Privacy Paradox? In S. D., D. J. B., & E. R. (Eds.), Technology Enhanced Assessment: 21st International Conference, TEA 2018, Amsterdam, The Netherlands, December 10–11, 2018, Revised Selected Papers (pp. 16-26). (Communications in Computer and Information Science (CCIS); Vol. 1014). Cham: Springer. https://doi.org/10.1007/978-3-030-25264-9_2
Muravyeva, Ekaterina ; Janssen, José ; Dirkx, Kim ; Specht, Marcus. / Students’ Attitudes Towards Personal Data Sharing in the Context of e-Assessment: Informed Consent or Privacy Paradox?. Technology Enhanced Assessment: 21st International Conference, TEA 2018, Amsterdam, The Netherlands, December 10–11, 2018, Revised Selected Papers. editor / Silvester Draaijer ; Desirée Joosten-ten Brinke ; Eric Ras. Cham : Springer, 2019. pp. 16-26 (Communications in Computer and Information Science (CCIS)).
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title = "Students’ Attitudes Towards Personal Data Sharing in the Context of e-Assessment: Informed Consent or Privacy Paradox?",
abstract = "Modern technologies increasingly make use of personal data to provide better services. Technologies using biometric data for identity and authorship verification in the context of e-assessment are a case in point. Previous studies in e-health described a privacy paradox in relation to consent to personal data use: even when people consider protection of their personal data important, they consent fairly readily to personal data use. However, the new European Data Protection Regulation (GDPR) assumes that people give free and informed consent. In the context of e-assessment, this study investigates students’ attitudes towards personal data sharing for identity and authorship verification purposes with the aim of optimising informed consent practice. Students with special educational needs or disabilities (SEND) were included as a specific target group because they may feel more dependent on e-assessment. The findings suggest that a privacy paradox exists in the context of e-assessment as well. Furthermore, the results indicate that students are more reluctant to share video recordings of their face than other personal data. Finally, our results confirm the effect found in previous studies on e-health: those feeling a stronger need for technologies, in this case SEND students, are more inclined to consent to personal data use. Implications for informed consent practice are discussed.",
keywords = "Informed Consent, Personal Data, Sensitive Data, e-Assessment, Decision-making, Privacy",
author = "Ekaterina Muravyeva and Jos{\'e} Janssen and Kim Dirkx and Marcus Specht",
year = "2019",
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Muravyeva, E, Janssen, J, Dirkx, K & Specht, M 2019, Students’ Attitudes Towards Personal Data Sharing in the Context of e-Assessment: Informed Consent or Privacy Paradox? in SD, DJB & ER (eds), Technology Enhanced Assessment: 21st International Conference, TEA 2018, Amsterdam, The Netherlands, December 10–11, 2018, Revised Selected Papers. Communications in Computer and Information Science (CCIS), vol. 1014, Springer, Cham, pp. 16-26, TEA 2018 Technology Enhanced Assessment Conference, Amsterdam, Netherlands, 10/12/18. https://doi.org/10.1007/978-3-030-25264-9_2

Students’ Attitudes Towards Personal Data Sharing in the Context of e-Assessment: Informed Consent or Privacy Paradox? / Muravyeva, Ekaterina; Janssen, José; Dirkx, Kim; Specht, Marcus.

Technology Enhanced Assessment: 21st International Conference, TEA 2018, Amsterdam, The Netherlands, December 10–11, 2018, Revised Selected Papers. ed. / Silvester Draaijer; Desirée Joosten-ten Brinke; Eric Ras. Cham : Springer, 2019. p. 16-26 (Communications in Computer and Information Science (CCIS); Vol. 1014).

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

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N2 - Modern technologies increasingly make use of personal data to provide better services. Technologies using biometric data for identity and authorship verification in the context of e-assessment are a case in point. Previous studies in e-health described a privacy paradox in relation to consent to personal data use: even when people consider protection of their personal data important, they consent fairly readily to personal data use. However, the new European Data Protection Regulation (GDPR) assumes that people give free and informed consent. In the context of e-assessment, this study investigates students’ attitudes towards personal data sharing for identity and authorship verification purposes with the aim of optimising informed consent practice. Students with special educational needs or disabilities (SEND) were included as a specific target group because they may feel more dependent on e-assessment. The findings suggest that a privacy paradox exists in the context of e-assessment as well. Furthermore, the results indicate that students are more reluctant to share video recordings of their face than other personal data. Finally, our results confirm the effect found in previous studies on e-health: those feeling a stronger need for technologies, in this case SEND students, are more inclined to consent to personal data use. Implications for informed consent practice are discussed.

AB - Modern technologies increasingly make use of personal data to provide better services. Technologies using biometric data for identity and authorship verification in the context of e-assessment are a case in point. Previous studies in e-health described a privacy paradox in relation to consent to personal data use: even when people consider protection of their personal data important, they consent fairly readily to personal data use. However, the new European Data Protection Regulation (GDPR) assumes that people give free and informed consent. In the context of e-assessment, this study investigates students’ attitudes towards personal data sharing for identity and authorship verification purposes with the aim of optimising informed consent practice. Students with special educational needs or disabilities (SEND) were included as a specific target group because they may feel more dependent on e-assessment. The findings suggest that a privacy paradox exists in the context of e-assessment as well. Furthermore, the results indicate that students are more reluctant to share video recordings of their face than other personal data. Finally, our results confirm the effect found in previous studies on e-health: those feeling a stronger need for technologies, in this case SEND students, are more inclined to consent to personal data use. Implications for informed consent practice are discussed.

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Muravyeva E, Janssen J, Dirkx K, Specht M. Students’ Attitudes Towards Personal Data Sharing in the Context of e-Assessment: Informed Consent or Privacy Paradox? In SD, DJB, ER, editors, Technology Enhanced Assessment: 21st International Conference, TEA 2018, Amsterdam, The Netherlands, December 10–11, 2018, Revised Selected Papers. Cham: Springer. 2019. p. 16-26. (Communications in Computer and Information Science (CCIS)). https://doi.org/10.1007/978-3-030-25264-9_2