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As the metaverse grows with the advances of new technologies, a number of researchers have raised the concern on the privacy of motion data in virtual reality (VR). It is becoming clear that motion data can reveal essential information of people, such as user identification. However, the fundamental problems about what types of motion data, how to process, and on what ranges of VR applications are still underexplored. This work summarizes the work of motion data privacy on these aspects from both the fields of VR and data privacy. Our results demonstrate that researchers from both fields have recognized the importance of the problem, while there are differences due to the focused problems. A variety of VR studies have been used for user identification, and the results are affected by the application types and ranges of involved actions. We also review the biometrics work from related fields including the behaviors of keystrokes and waist as well as data of skeleton, face and fingerprint. At the end, we discuss our findings and suggest future work to protect the privacy of motion data. 

This study highlights the potential of using comic-based digital storytelling as an instructional strategy for digital safety education. Guided by the multimodal literacy theory, the study employs character analysis and biterm topic modeling to identify prevalent themes within the curated Pixton comics of 20 students. The study revealed digital footprint, netiquette, and privacy as key themes in student's comics. Comic characters represented students' self-inserts and revealed expressions of their understanding of the topics. 

Digital safety involves protecting oneself, and one’s personal information to mitigate the risks that are inherently associated with using digital technologies. This study employed a multi-method design to explore 26 in-service and pre-service elementary teacher experiences from attending a professional development on digital safety and facilitating a digital safety immersion summer camp. Data was collected through pre- and post-test assessments, surveys, and interviews. Findings from knowledge assessments indicate no significant difference in pre- and post-test assessment. However, elementary teachers displayed high motivation, valuing the critical need for ongoing digital safety education and opportunities for collaboration and self-reflection from the survey and interviews. Teacher challenges included teaching students from different backgrounds with varied expectations and engaging the learners. This study provides recommendations for teacher professional development and has implications for designing teacher professional development on digital safety and for administrators to offer support on digital safety topics amidst the challenges the teachers discussed. 

Digital Safety refers to the knowledge and skills needed for the intentional protection of users in the digital environment. With children having access to digital devices at a young age, it has become essential for them to be educated on how to be safe in the digital world. Through a week-long summer camp on digital safety, elementary-age learners were introduced to four topics (digital identity and digital footprint, cyberbullying, netiquette, and digital security and privacy). This study found that the digital safety immersion camp was beneficial to elementary school learners based on the achievement, attitude, and behavior data that were collected. Posttest scores were statistically significant from the pre-test. Cyberbullying topic had the highest pre- and post-knowledge, whereas netiquette and online behavior, and digital security and privacy had comparatively lesser scores. Students demonstrated positive attitudes in the post-camp survey and they also included several lessons learned from the camp in the Pixton comic strip, which they created as the final project from the camp. The findings from this study contribute to the current literature on preparing elementary school students’ knowledge and skills related to digital safety and have implications for students, teachers, administrators, and parents.