Supporting students in making informed data sharing decisions: from comprehension to consenting

Abstract

Whether deciding to participate in a study or gain access to online applications, research suggests that individuals often fail to understand the conditions they agree to when giving consent. Limited comprehension related to the risks of big data and habituation may contribute to consent being given in a manner that counters the best interests of individuals (i.e. a privacy paradox). Who is responsible for helping students learn to make informed decisions regarding the sharing of their data? We conducted a quasi-experimental study involving 127 undergraduate students. We explored the effects on study enrolment of supporting students in making informed data sharing decisions. Prior to reading the consent form for a study involving the evaluation of a collaborative learning application, one group of participants was primed to think about data sharing risks and evaluate their participation in terms of a harm-benefit decision whereas the other group was not. The primed group scored lower on a consent form comprehension quiz yet had higher enrolment rates and were more likely to cite trust as reasoning for enrolling in the study.