# How to Influence Privacy Behavior Using Cognitive Theory and Respective Determinant Factors
## 1 Introduction
Traditional learning approaches that could be used to promote privacy behaviors, such as lectures, textbooks, and exams have long been the foundation of education systems around the world. However, these approaches have inherent limitations that impede a learner's holistic development. According to many researchers [16, 17, 18], one of the limitations of traditional learning approaches is passive learning. Traditional learning frequently encourages passive knowledge acquisition, in which students are passive recipients of information rather than active participants in the learning process. Students' engagement, critical thinking, and problem-solving abilities are hampered by this approach. Another limitation is the lack of practical application. Traditional learning methods frequently focus on theoretical concepts that are disconnected from real-world applications. This gap between theory and practice can impede a student's ability to apply classroom knowledge and skills in real-world situations. Further, traditional learning relies heavily on memorization and short-term retention, resulting in limited long-term recall and understanding. A student's ability to connect concepts and apply knowledge in different contexts is hampered by the emphasis on memorization rather than deep comprehension. Additionally, traditional learning approaches typically take a one-size-fits-all approach, assuming that all students learn in the same way and at the same pace. Individual differences in learning styles, preferences, and strengths are ignored, potentially leading to disengagement and poor learning outcomes. Educators and researchers [18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29] have advocated for the incorporation of experiential learning methods to address the limitations of traditional learning approaches. Experiential learning is defined as the process whereby knowledge is created through the transformation of experience [21]. Experiential learning involves learners in hands-on experiences, reflection, and active experimentation, and it provides several advantages. First, experiential learning encourages active participation and personal involvement, allowing students to make direct connections between theoretical concepts and real-life experiences. This participation fosters a deeper understanding as well as a sense of relevance and applicability. Also, experiential learning allows learners to develop practical skills through participation in real-world scenarios, simulations, and problem-solving activities, which improves students' abilities to apply their knowledge and skills in real-world situations, preparing them for real-life challenges. Finally, experiential learning promotes deep comprehension and meaningful learning by actively engaging learners in real-life contexts, resulting in improved retention and the transfer of knowledge and skills to novel situations. Thus, in this paper, we propose the use of experiential methods and practices to promote privacy-protective behaviors, taking into account the antecedents of privacy behavior. We identify methodologies and practices that are followed in the fields of philosophy, psychology, and sociology to influence someone's behavior using experiential methods. We argue that this can lay the groundwork for empirically examining how to guide ICT users' existing privacy behaviors to become more privacy-protective. To the best of our knowledge, this is the first research that is trying to encapsulate experiential learning methods and target the modification of users' privacy behaviors. In summary, our paper addresses the following research questions:  
Research Question 1: what empirical methods and practices have been followed in other fields, such as philosophy or psychology, to influence human behavior via experiential techniques and could be used in the field of information privacy towards enabling privacy-protective behaviors? Research Question 2: how can we influence privacy behavior determinant factors to guide ICT users' privacy behaviors using experiential methods?