Research shows that people's use of computers and mobile phones is often characterized by a privacy paradox: Their self-reported concerns about their online privacy appear to be in contradiction with their often careless online behaviors. Earlier research into the privacy paradox has a number of caveats. Most studies focus on intentions rather than behavior and the influence of technical knowledge, privacy awareness, and financial resources is not systematically ruled out. This study therefore tests the privacy paradox under extreme circumstances, focusing on actual behavior and eliminating the effects of a lack of technical knowledge, privacy awareness, and financial resources. We designed an experiment on the downloading and usage of a mobile phone app among technically savvy students, giving them sufficient money to buy a paid-for app. Results suggest that neither technical knowledge and privacy awareness nor financial considerations affect the paradoxical behavior observed in users in general. Technically-skilled and financially independent users risked potential privacy intrusions despite their awareness of potential risks. In their considerations for selecting and downloading an app, privacy aspects did not play a significant role; functionality, app design, and costs appeared to outweigh privacy concerns.

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We report on an educational experiment where computer science students perform empirical research into the human factor in cyber security. Most courses restrict students to work in a lab environment,but we encouraged our students to conduct a realistic experiment with real -world subjects. The students wrote a research proposal that had to be approved by the IRB. They then executed the proposal, collecting and analysing the data. Finally the students wrote and presented a paper a student conference. The main method of assessment is by peer review. After teaching the course for six years, we report on the exciting ideas our students came up wi th, and on the lessons we learned in teaching the course. The main conclusions are (a) offering complete freedom to choose research topics inspires students to design creative projects, (b) working with real subjects creates a stimulating learning experience, and (c) peer-review is a useful assessment tool .@en