Shorter Texts, Less Scrolling, More Visual Support for Younger

Learners: Low-Threshold GDPR Conform Registration Form with

Double Opt-In for the Learning Management System Moodle

Tina John

and Stephanie Wullf

Institute for Interactive Systems, Technische Hochschule, Mönkhofer Weg 239, Lübeck, Germany

Institute for Social and Organisational Pedagogy, University of Hildesheim, Universitätsplatz 1, Hildesheim, Germany

Keywords: Opt-In, Double-Opt-In, Wizard Form, Progressive Form, Age Dependency, LMS, Moodle, Low-Threshold

Access.

Abstract: Access to learning platforms must be as low-threshold as possible for all interested parties in order to make

learning on eLearning platforms attractive for everyone, even those with few digital skills. The native General

Data Protection Regulation (GDPR)-compliant registration process of the Moodle learning management

system has been optimised for low-threshold access to the Onlinecampus Pflege a mobile learning offering

for teaching digital skills for nursing professions. GDPR compliance goes hand in hand with a lot of text and

confirmations in the opt-in and double opt-in process. The evaluation of a GDPR-compliant registration form

for registering on the learning platform has shown that a progressive form for experienced native German-

speaking participants with an average age of 44.5 years is perceived as low-threshold and target group-

appropriate for accessing the platform. Data collected using the thinking-aloud method however revealed

usability problems for participants who are in their first and second year of training. For these much younger

participants, the registration process was designed to be low-threshold using a wizard form with a plain text

password option, little immediately visible text and the graphic representation of the double opt-in process.

1 INTRODUCTION

In the age of digital transformation, the integration of

innovative teaching and learning methods in nursing

education is playing an increasingly important role.

Against this background, the Onlinecampus Pflege

(Online Campus Care) is becoming particularly

relevant as a mobile learning offer for teaching digital

skills for nursing professions. Through the use and

target group-oriented further development of a

Moodle instance, not only tailor-made learning

content is developed, but also low-threshold

accessibility for a broad target group is ensured

(Wullf et al., 2022).

The perception of low-threshold depends on the

existing digital skills of the target group. The target

group for which the Moodle instance Onlinecampus

Pflege is being developed includes both nurses with

advanced digital skills and those who are still at the

beginning of their digital competence development.

Currently, there is a lack of anchoring the

teaching of digital skills in the nursing school

curriculum, so that a common basic level of these

competencies for the target group cannot be assumed.

This fact necessitates the need for individualized

competence development in the field of digital skills.

Independent learning in learning management

systems such as Moodle offers the opportunity to do

so.

The use of all platform functions of the developed

Moodle instance requires a personal registration and

thus goes hand in hand with the data collection of user

data. The processing and use of personal data in the

European Union (EU) is subject to the General Data

Protection Regulation (GDPR). "[...] the General

Data Protection Regulation (EU) 2016/679 (GDPR)

came into effect in 2018, superseding the 1995 Data

Protection Directive as the overarching dictate on all

European data." (Andrew & Baker, 2021)

The GDPR-compliant design of access requires

the initiative of the user and thus already requires

certain digital skills, which, however, are very

heterogeneous in the target group.

Under the research question (RQ) given below,

the article describes the strategic development of the

design of access to the platform, which pursues the

396

John, T. and Wullf, S.

Shorter Texts, Less Scrolling, More Visual Support for Younger Learners: Low-Threshold GDPR Conform Registration Form with Double Opt-In for the Learning Management System Moodle.

DOI: 10.5220/0012635700003693

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 16th International Conference on Computer Supported Education (CSEDU 2024) - Volume 1, pages 396-403

ISBN: 978-989-758-697-2; ISSN: 2184-5026

goal of ensuring low-threshold access already during

registration on the platform and thus for the

development of skills in the learning opportunities for

the heterogeneous target group of nursing

professionals.

RQ: How Can a GDPR-Compliant Personal

Registration Be Designed to Be Perceived as Low-

Threshold by the Heterogeneous Target Group of

Professional Caregivers?

On the one hand, the implementation is based on the

results of repeated quantitative and qualitative

evaluations of the entire platform in various

development and testing phases. Above all, however,

it is based on think-aloud technique data that could be

obtained in teaching and learning events in which the

registration process was personally guided.

2 CONCEPTS, TECHNIQUES &

RELATED WORK

2.1 GDPR Compliance

Danezis et al. (2014) describe the requirements of the

GDPR for the collection, processing and use of

personal data and propose design patterns for the

technical implementation with the following

strategies:

 Strategy #1: MINIMISE

 Strategy #2: HIDE

 Strategy #3: SEPARATE

 Strategy #4: AGGREGATE

 Strategy #5: INFORM

 Strategy #6: CONTROL

 Strategy #7: ENFORCE

 Strategy #8: DEMONSTRATE

Strategy #5 goes hand in hand with the demand

for transparency and openness. To protect personal

rights, the GDPR requires users to be informed about

all aspects of data collection, processing, and storage.

Clear and comprehensible information must be

provided, including the purpose of the data

processing, the legal basis, the storage period, and the

potential recipients of the data.

Strategy #6 enables the user to decide based on

the information whether the data collection,

processing, and storage are desired or individually

acceptable. The user's consent to the processing of

their data must be voluntary, specific, informed, and

unambiguous. (EU Parliament and Council of the

European Union, 2016). "[...] while in several

countries outside Europe processing of personal data

is permitted unless it is explicitly forbidden, in the EU

processing is usually forbidden unless there is an

explicit permission, e.g. by the individual's consent or

by statutory provisions." Danezis et al. (2014, p. 8)

2.2 Opt-In and Double Opt-In

The double opt-in procedure is characterized by the

fact that users must first receive a confirmation e-mail

after signing up for a service. This confirmation e-

mail contains a link or code that the user must actively

confirm before gaining access to the desired service.

This additional level of verification is used to verify

the user's identity and ensure that they intend to sign

up for the service.

The double opt-in process is a popular and

commonly used method to make web forms GDPR

compliant. Nevertheless, the procedure is not self-

explanatory, requires a certain amount of effort and

an understanding of the process. A graphic

representation of the double opt-in procedure may

help to inform the user about it see Section 6,

(Strzyzewski & Karpa-Tovar, 2019).

In contrast to the double opt-in, the opt-in process

allows users to simply confirm information by

actively ticking a box or clicking a button. This

method assumes a certain level of trust, as the

authenticity of the information provided is not

verified by a separate confirmation step.

2.3 Progressive and Wizard Data

Collection Forms

HTML forms are a fundamental element of web

development. They allow users to send information to

web servers. In the early days of the web, HTML

forms were relatively simple. They consisted of a

series of fields where users could enter text, numbers,

or other data. Choosing the right type of form depends

on the requirements of each use case. For simple

forms, progressive forms are usually sufficient. For

complex forms, wizard forms may be a better choice.

Purin, B. & Ricci, E. (2008) implemented a form

with identical content in both versions. However, they

attribute the slightly stronger preference of the wizard

over the progressive form to the subjective

experiences of the participants and objectively do not

recognize any advantage of the wizard over the

"traditional" form.

Shorter Texts, Less Scrolling, More Visual Support for Younger Learners: Low-Threshold GDPR Conform Registration Form with Double

Opt-In for the Learning Management System Moodle

397

2.3.1 Progressive Forms

In progressive forms, the HTML fields are

traditionally arranged in a linear order, and the user

must fill in all the fields before submitting the form.

Progressive forms have a few advantages. They

are easy to understand and use, and they can be used

for a variety of tasks. However, they also have some

drawbacks. They can be frustrating for users with

long or complex forms, and they can lead to errors if

users forget or fill in fields incorrectly.

2.3.2 Wizard Forms

In recent years, wizard forms have become

increasingly popular. Wizard forms are a type of form

that guides users through a series of steps. In each

step, the user is presented with only a limited number

of fields that are relevant to each step. This can help

reduce the complexity of the form and avoid errors.

Wizard forms have some advantages over

progressive forms. They tend to be easier to understand

and use, and they can lead to a higher level of usability.

However, they also have some drawbacks. They can be

less flexible for complex forms, and they can lead to a

longer form completion time.

3 METHODOLOGY

The LMS Moodle “supports GDPR through the

Policies plugin and Data privacy plugin in the

standard distribution [since] Moodle 3.5” (Moodle

documentation).

The native implementation of the registration

form in the LMS Moodle embeds the input surface for

new registrations on the login page, where already

registered users can log in. The actual data collection

may be preceded by different terms of use.

Natively, the data collection registration form is a

progressive form. It holds a manageable amount of

data entry fields, which include, but are not limited to,

field. The password field is not repeated. Therefore,

there is no verification of the password by re-entering,

nor can the password be displayed in plain text.

3.1 Data Collection for Platform Access

3.1.1 Inform

As a web-based learning platform, the Onlinecampus

Pflege uses technically necessary cookies. In addition,

server log data is transmitted by the browser and the

learning offer also contains content from third-party

companies that have their own terms of use. To be able

to optimally design the learning offer, usage data from

the log files of the learning platform are evaluated. The

data is pseudonymised for analyses.

All this information is GDPR-compliant,

comprehensible and detailed (Strategy #5).

Acknowledgment and consent will need to be

obtained (Strategy #6). „The choice of how consent is

collected can take several approaches. The GDPR

does not define the form or format in which the

information should be provided.“ (Almeida and

Monteiro, 2021, p. 6)

3.1.2 Collect Data

Registration forms should ask for only those personal

data that are strictly necessary for the specific purpose

of processing to comply with the principle of data

minimization (EU Parliament and Council of the

European Union, 2016).

In line with the principle of data minimization

(Strategy #1), but still enabling the development and

use of a customizable platform, the data collection

includes eight pieces of information that the LMS

natively requests, including the user account

password, five additional details on personal data and

one each on the personalization of the platform and

the event setting (if the registration is part of a

learning event and thus not on one's own initiative).

In total, up to 15 entries are made.

3.1.3 Authentication

The information for authentication, in this case the e-

mail address, is personal data. According to the GDPR,

the processing and use of the GDPR requires explicit

consent as described above. The use of the e-mail

address as a contact address to which data can be

transmitted requires the active and verifiable consent

of the e-mail account holder in a double opt-in process.

3.2 Initial Platform Testing

In the first platform testing phase, a Moodle instance

with several learning units was made freely available

to practice partners and interested parties for testing

over three months. Access to the platform was realized

via self-registration. At the beginning of the trial phase,

practice partners received an online introduction in

which registration and learning on the platform were

presented. The recording of the introductory event has

been made available as an on-demand offer on the

project website so that interested parties can also find

out more during the current trial period.

CSEDU 2024 - 16th International Conference on Computer Supported Education

398

3.2.1 Implementation of the Registration

Procedure

In the first phase of testing the platform, the native

with the GDPR, a short text of 780 characters on 14

lines is displayed in the maximum screen width of the

form (one third of the platform width) before the input

surface for creating a new account is visible. At this

point, the user is already informed and can voluntarily

decide whether registration is an option.

Figure 1: Registration form and process of the first

approach with initial policy (top left), an example of one of

the policies (top right), and some of the registration form

entries (bottom) and the end of the form (bottom right).

With the voluntary decision, the opt-in procedure

first obtains consent to terms of use, the use of

cookies and third-party providers in separate

information texts. For this purpose, the corresponding

texts (each approx. 1500 characters on approx. 12

lines full of platform width) are displayed for viewing

and an input is necessary to be able to continue.

Seven more fields are added to the native

progressive form. With the form confirmation (opt-

in), the consent to the use of the e-mail address and

the user data in the double opt-in procedure is given.

3.2.2 Evaluation

As described in detail in Möller et al. (2023) the

evaluation was based on questionnaires already tested

in other projects, adapted to the current platform in

terms of the format of the learning materials and the

target group. It was divided into four categories,

including the respondents' willingness to use

technology. To assess the subjective usability of the

learning platform, the 10-item SUS (System Usability

Scale) was integrated into the evaluation as a

standardized instrument (Brooke, 1996).

The results of the questionnaire evaluations of 38

participants in Möller et al. (2023) show a low-

threshold access to the platform. The information

from the questionnaire on the readiness to use

technology was well within the positive range. The

average age of the participants was 44.5 years and

they had several years of nursing experience.

Qualitative data, which could be collected by

three focus groups with a total of 7 interviews from

the participant cohort, confirm the results of the

quantitative analysis. The registration process itself

was not negatively evaluated by the questionnaires or

interviews, nor by thinking-aloud experiences with

accompanied registrations.

3.3 Second Platform Testing

In the second platform testing phase, the learning

platform was expanded to include additional

functions and learning content. The platform was still

freely accessible to practice partners from the first

trial phase, but also to new practice partners and

interested parties. A reintroduction did not take place.

3.3.1 Implementation of the Registration

Procedure

The registration procedure was maintained

unchanged from the first platform trial due to the

positive results from the evaluation and focus groups.

Shorter Texts, Less Scrolling, More Visual Support for Younger Learners: Low-Threshold GDPR Conform Registration Form with Double

Opt-In for the Learning Management System Moodle

399

3.3.2 Evaluation

The qualitative analysis of the evaluation is still

pending. However, the second trial was accompanied

by teaching and learning events, whereby the

thinking-aloud method was used to gain early

knowledge for short-term adjustments to the

platform. The platform was actively presented in

nursing schools as part of the class. Participants

logged on to the platform during the event and

provided direct feedback that the thinking-aloud

technique data provides.

The participants are in their first and second year

of training. The average age of the participants is

much younger than in the first trial phase (average 22

years). In contrast to the first test, a high degree of

diversity can be derived from the given personal

information, especially from the information on the

mother tongue.

In the described cohort of about 40 participants,

the registration process was described as very

difficult. Common problems were the inappropriate

password when logging in after registration. As

described above, the native login form does not

require password verification and does not provide a

clear text view of the password, so users must be sure

that the password is spelled correctly when entering

it. The registration itself is perceived as long.

Participants uttered phrases such as:

"that's too much text",

"You have to scroll so much!"

"What do I do with the e-mail?"

"Where do we go from here?"

The texts were perceived as too long to read. The

technical handling of the long texts also caused

problems. The double opt-in procedure was not

understood.

3.4 Short-Term Intervention Within

the Second Platform Testing Phase

To advance the development of the platform, short-

term interventions that fix program errors and

strengthen the readiness for use have already been

implemented within the individual testing phases.

Problems with the registration process lowers the

willingness to participate and have been tried to fix.

3.4.1 Implementation of the Registration

Procedure

The native login process has been fundamentally

changed (see Figure 2). The progressive form has

been replaced by a five-step wizard form. The form

only asks for semantically related information per

page. The wizard itself immediately provides a

graphical view of each step to be completed. In this

way, the double opt-in procedure is also displayed

graphically and is followed by the graphical

representation of the five steps of the wizard. It shows

what the users need to do once they have completed the

Figure 2: Registration form wizard of the intervention with

toggle-able initial policy (top left), an example of one of the

toggle-able policies (top right), the first wizard step with

clear text password ability, visualisation of the wizard steps

and the double opt-in process visualisation (bottom left) and

the wizard’s final step with information of missing entries

(bottom right).

CSEDU 2024 - 16th International Conference on Computer Supported Education

400

form, namely complete the registration by clicking on

the confirmation link in the e-mail that is subsequently

sent (Strzyzewski & Karpa-Tovar, 2019).

All policy texts have been reworded in such a way

that the most important points can be found

summarized at the beginning of the text. In this way,

the text can be collapsed in parts and expanded if

additional information is needed. In doing so, it was

important to ensure that the texts continued to be

perceived as GDPR-compliant.

The user password field has been updated to

include the option of plain text view.

3.4.2 Technical Implementation

Especially for the implementation of the wizard, a

child theme of the Moodle theme used, which

determines the design, had to be created (John, 2023).

Since the Moodle instance of the Onlinecampus

Pflege already uses a child theme, a grand-child

theme had to be created accordingly. In this theme,

the available templates of the Moodle native policies

have been supplemented by the toggle buttons as an

HTML DOM and the theme css has been extended

according to the necessary functionality.

The additional DOM elements and the dynamics

of the wizard form were implemented via Javascript,

AMD modules and necessary css.

3.4.3 Evaluation

This intervention in the ongoing trial, like the entire

second testing phase, cannot yet be substantiated with

quantitative data. However, initial thinking-aloud

data from other courses with also about 40

participants in their first and second year of training

already show a very positive effect, as the following

statement sums up:

"I've never been so easily registered anywhere."

4 RESULTS & DISCUSSION

Kwon et al. (2023, p. 7) emphasize the usability

challenges for GDPR compliance for users: „The

process for users to exercise data rights is generally

considered to have poor usability. [...] Numerous

studies have concluded that […] policies are typically

too verbose and complex for the average person, as

evidenced by various readability metrics, including

word count and Flesch scores.“ The same is

confirmed by Tsohou et al. (2020).

Surprisingly, the registration procedure in the first

testing phase was not criticized at all. The length of

the policy texts was accepted without comment. The

double opt-in procedure was also not named as a

problem. The latter can possibly be explained by the

introductory event to the Onlinecampus Pflege, in

which the procedure was presented. However, new

registrations did not only take place at the beginning

of the trial phase, but throughout the entire trial

period. The high level of technical readiness of the

participants in the first test phase could promote an

understanding of the procedure. The average age of

the participants in the first test phase was 44.5 years.

It was only the results of the thinking-aloud data

collection in the teaching and learning events with

much younger participant in the second testing phase

that revealed problems in the GDPR-compliant

registration procedure.

A surprising finding is that younger participants

expressed problems understanding the double opt-in

process. Double opt-in is very widespread because it

is indirectly required by law. According to the

German Federal Statistical Office's statistics on

internet activities for private purposes by age, the

younger age groups up to 44 years old are more likely

to participate in social networks than the age groups

over 44 years old (Statistisches Bundesamt (Destatis),

2020). The double opt-in procedure is usually used to

expected that younger people would have more or the

same experience of it as the older ones. However,

single sign-on is now being used more and more.

Single sign-on is as procedure, where a double opt-in

process is used once for an authentication. This

authentication can then be used for multiple services,

including social networks. Therefore, the younger

participants may lack the experience equally.

The implementation of the registration form in the

wizard shows the different steps of the registration

and also visualizes the steps of the double opt-in

procedure that follows. According to the first

collected thinking-aloud data after the intervention, it

seems to provide an understanding of the procedure.

In Moodle’s native progressive form, the information

about the subsequent double opt-in process is

completely missing. In this respect, it can only be

derived from the experience with other registration

processes in web forms without explanation as in the

videos.

The perception of the policy texts as too long is to

be expected for the young participants. On the one

hand, the texts are quite long and therefore less user-

friendly. On the other hand, the young participants are

more influenced by modern digital media, which

require only short attention, compared to the older

ones. Tsohou et al. (2020) points out that policy texts

Shorter Texts, Less Scrolling, More Visual Support for Younger Learners: Low-Threshold GDPR Conform Registration Form with Double

Opt-In for the Learning Management System Moodle

401

are not really read. The content of the texts

themselves was not criticized. Either because they

were easy to read, or they weren't read at all. The

intervention measure of displaying the information in

full as required but always presenting it in a short

form makes it possible to skip the texts quickly,

whereby less scrolling increases usability, but the

complete information still remains available. The

platform also provides the opt-out option required by

the GDPR, so that consents can be withdrawn

retrospectively.

While the lack of double entry of the password

was not a problem in the first trial, it was detected as

a problem in the second testing phase with the much

younger participants. The reason for this could be that

the young, more digitally native participants already

rely so much on various security measures in online

forms that they do not pay much attention to the

correctness of the entry. In the older cohort,

awareness of the need for correct input is likely to be

greater. The readiness for technology is collected in

the context of the evaluation via the questionnaire

data collection so that this data could not be used for

the teaching and learning events. The lack of

willingness of the young participants to use

technology may be the cause of the different results.

Doubling the number of input fields of Moodle’s

native progressive registration form increases the

complexity of the form. Multiple pieces of

information require not only a higher effort of data

entry but also a higher navigation effort in the form

of scrolling. In the five-step wizard form, there is a

certain amount of navigation effort by clicking

through the stages. Nevertheless, clicking is not as

annoying as scrolling.

The results lead to the question of why the native

user password is not checked by repeated entry. The

progressive nature is due to the basic information

provided by the learning management system. With a

small number of eight inputs, a wizard is too complex.

However, the lack of password verification cannot be

explained, but does not seem to have posed such

major problems so far, as was observed for the young,

rather diverse participants in the second testing phase

of the Onlinecampus Pflege in the thinking-aloud data

collection.

Although the evaluation results of the second

testing phase are still pending, first experiences with

the younger learners in teaching and learning events

show that the wizard form with shorter texts, less

scrolling, more visual support and the plain text

availability of the password is perceived as low-

threshold.

Future work was to compare the two

implementations of the registration form once again

in a targeted manner. Based on the experience of this

study, it is expected that the wizard form will be

preferred to the progressive form, both subjectively

and objectively, in contrast to Purin & Ricci (2008).

The reason for this is that, in addition to the

restructuring of the content, other features have been

implemented in the wizard form, the absence of

which is criticised, but the presence of which should

not be distracting.

Access to learning platforms must be kept as low-

threshold as possible for all interested parties. The

accompaniment via demonstration videos can help to

make the last hurdles surmountable.

5 CONCLUSION

Sign-up procedures for registering on platforms are

common. In Europe, these forms are subject to the

GDPR. This is accompanied by the additional effort

for the user to read information in text form and to

actively give consent to the recorded agreements and

notices in opt-in and double opt-in procedures. Since

this effort already requires digital skills, which cannot

be taken for granted, the procedures must be kept as

short and simple as possible.

There is a distinction between progressive forms,

which collect all the necessary information in a list,

and wizards, which record the entries step by step. For

the younger participants in the Onlinecampus Pflege,

the registration process is perceived as simple with

the wizard implementation, which graphically

supports the steps up to the double opt-in procedure,

with text parts that can be shown and hidden for the

policy texts and the plain text option for the password,

which was not the case for the progressive form with

the long texts.

Problems were solved that could only be

uncovered by the thinking-aloud data collection

method. This data collection therefore proves to be a

favorable method for usability tests.

ACKNOWLEDGEMENTS

This study was funded by Federal Ministry of Education

and Research funding guideline INVITE (grant number

21INVI09)

CSEDU 2024 - 16th International Conference on Computer Supported Education

402

REFERENCES

Almeida, F. and Monteiro, J. A. (2021). Exploring the

Effects of GDPR on the User Experience. Journal of

Information Systems Engineering and Management,

6(3), em0140. https://doi.org/10.21601/jisem/10957

Andrew, J., Baker, M. (2021). The General Data Protection

Regulation in the Age of Surveillance Capitalism.

Journal of Business Ethics 168, 565–578.

https://doi.org/10.1007/s10551-019-04239-z

Brooke, J. (1996). SUS: A "quick and dirty" usability scale.

In P. W. Jordan, B. Thomas, B. A. Weerdmeester, & A.

L. McClelland (Eds.), Usability Evaluation in Industry.

Taylor and Francis, London.

Danezis, G., Domingo-Ferrer, J., Hansen, M., Hoepman, J.,

Métayer, D.L., Tirtea, R., & Schiffner, S. (2014).

Privacy and Data Protection by Design - from policy to

engineering. ArXiv, abs/1501.03726.

EU Parliament and Council of the European Union (2016).

Verordnung (EU) 2016/679 des Europäischen

Parlaments und des Rates vom 27. April 2016 zum

Schutz natürlicher Personen bei der Verarbeitung

personenbezogener Daten, zum freien Datenverkehr

und zur Aufhebung der Richtlinie 95/46/EG

(Datenschutz-Grundverordnung). ABl. L 119 vom

4.5.2016, S. 1–88.

John, T. (2023). moodle-theme_learnr_oncapflege_child.

https://github.com/tinjohn/moodle-

theme_learnr_oncapflege_child.

Kwon, Y., Corren, E., Garrido, G.M., Hoofnagle, C., &

Song, D. (2023). SoK: The Gap Between Data Rights

Ideals and Reality. ArXiv, abs/2312.01511.

Moodle documentation: https://docs.moodle.org/403/en/

Privacy_laws_and_Moodle.

Möller, A. L., John, T., Borcherding, G., Pengel, J., Wullf,

S., Janneck, M., Hülsken-Giesler, M., Meißner, A.

(2023): Onlinecampus Pflege: Gute Pflege mit digitaler

Unterstützung ermöglichen. Das Weiterbildungs-

angebot für digitale Kompetenzen in der beruflichen

Pflege. In: Boll, S. et al. (Hrsg.): Zukunft der Pflege.

Tagungsband der 6. Clusterkonferenz 2023.

Oldenburg. S. 39-43.

Neyer, F., Felber, J., & Gebhardt, C. (2012). Entwicklung

und Validierung einer Kurzskala zur Erfassung von

Technikbereitschaft. Diagnostica, 58, 87-99.

Purin, B. & Ricci, E. (2008) User-centered Design of a

PHR: Traditional Web Forms vs. Wizard Forms.

Medicine 2.0, 33-33.

Statistisches Bundesamt (Destatis) (2020). Internet-

aktivitäten zu privaten Zwecken nach Alter. In:

https://www.destatis.de/DE/Themen/Gesellschaft-Um

welt/Einkommen-Konsum-Lebensbedingungen/IT-Nu

tzung/Tabellen/nutzung-internet-privatezwecke-alter-

mz-ikt.html.

Tsohou, A., Magkos, E., Mouratidis, H., Chrysoloras, G.,

Piras, L., Pavlidis, M., Debussche, J., Rotoloni, M. and

Gallego-Nicasio Crespo, B. (2020). Privacy, security,

legal and technology acceptance elicited and

consolidated requirements for a GDPR compliance

platform. Information and Computer Security, Vol. 28

No. 4, pp. 531-553. https://doi.org/10.1108/ICS-01-

2020-0002

Strzyzewski, Frank & Karpa-Tovar, Charlotte. (2019).

Generierung von qualifizierten E-Mail-Adressen: 111

Taktiken für mehr Erfolg im E-Mail-Marketing.

https://doi.org/10.1007/978-3-658-26755-1

Wullf, S., Borcherding, G., Pengel J., Meißner, A. &

Hülsken-Giesler, M. (2022). Onlinecampus Pflege: Für

kompetenten Umgang mit digitalen Technologien in

der beruflichen Pflege qualifizieren. Zeitschrift für

Sozialmanagement 20/1, 131–138.

Shorter Texts, Less Scrolling, More Visual Support for Younger Learners: Low-Threshold GDPR Conform Registration Form with Double

Opt-In for the Learning Management System Moodle

403