# Experiential Transformation in Privacy Behavior: A New Framework for Privacy Behavior Enhancement
## 3 Theoretical Background
### Practical Assessments  
Practical assessments encompass evaluation methodologies or exercises that necessitate individuals to exhibit their knowledge, skills, and competences through tangible tasks, real-life applications, or hands-on activities. The purpose of these assessments is to evaluate an individual's capacity to apply theoretical knowledge in real-world scenarios, effectively solve issues, and successfully execute tasks that are pertinent to a specific field or subject [74]. Numerous strategies have been suggested within the realm of Information and Communication Technology (ICT) to alter privacy-related behaviors. These approaches encompass gamification techniques, privacy quizzes [75], and privacy simulators [76, 77]. Practical evaluations adhere to [PERSON]'s renowned statement, which posits that the acquisition of skills is achieved via the active engagement in the respective activities. The concept of gamification for privacy behavior entails the incorporation of game-like components, such as incentives, obstacles, and rivalry, with the aim of motivating individuals to embrace and sustain privacy-oriented conduct in their digital engagements and online undertakings [75]. The process entails the utilization of game design principles to effectively engage and inspire users in making well-informed decisions pertaining to the safeguarding of their personal information, cybersecurity procedures, and compliance with privacy rules and regulations. In recent years, numerous approaches have been proposed or adopted. [PERSON] et al. [78] assert the possibility of gamification as a means to safeguard user privacy. The authors posit that the implementation of gamification holdspotential in the realm of privacy education, as it may effectively inform users about privacy concerns, motivate them to adopt privacy-conscious behaviors, and enhance the appeal of privacy-protective features. In a separate instance, scholars conducted a study examining the utilization of game-based learning (GBL) in the context of information security (IS) and privacy education and awareness [79]. The authors suggest that game-based learning (GBL) possesses the capacity to serve as a viable method for instructing information systems (IS) and privacy principles, owing to its ability to captivate learners, foster interactivity, and stimulate motivation. Respectively, the work of [PERSON] and [PERSON] also supported these evidences [80]. In a separate study, the authors assert that game-based learning is a proficient method for educating individuals in technological domains, while also providing ample learning prospects for diverse target populations. The researchers asserted that the utilization of gamification in virtual reality escape rooms has the potential to enhance users' awareness of privacy matters [81]. On the contrary, gamification can also be utilized for evil purposes. Several studies suggest that the implementation of gamification carries inherent risks to user privacy. These risks include the possible exploitation of users' privacy, unauthorized collection of personal data, and the tracking of their online activities without their explicit authorization [82]. In an additional study [83], researchers discovered that individuals utilizing gamified services have a higher propensity to disclose personal information compared to those utilizing non-gamified services. The authors believe that the reason behind this phenomenon is the potential for gamification to induce cognitive absorption, thereby hindering users' capacity to make logical judgments regarding privacy. Additional strategies that have been employed to alter privacy-related behaviors include the utilization of privacy simulators and privacy quizzes. Privacy simulators are software tools or systems that have been specifically designed to replicate and represent different facets of data privacy. These simulators are commonly used for teaching, testing, or research reasons.