TY - GEN
T1 - Analyzing cybersecurity understanding using a brain computer interface
AU - Capellan, Kingberli
AU - Condado, Manuel
AU - Morais, Isabel
AU - Morreale, Patricia
N1 - Publisher Copyright:
© Springer Nature Switzerland AG 2020.
PY - 2020
Y1 - 2020
N2 - Widespread internet device use is simultaneously increasing individual cybersecurity risk. Individual awareness of cybersecurity risk must begin early, in high school and with a curriculum that engages the student’s interest in a highly technical topic. The research project presented here explores the best way to teach cybersecurity to high school students to accomplish these goals. Researchers developed and delivered cybersecurity lectures to the students weekly, observing that each lecture and activity caused a different reaction and interest level depending on the way the topic was approached. Results from this research show the best way to engage students in cybersecurity education topics, as measured by assessment using a brain computer interface (BCI). A curriculum with eight topics was prepared, with selected subjects providing an entry point for different learning styles. Active learning activities and student outcomes show the validity of this approach, as do pre- and post-survey assessments. The results from this work can be used to further develop appropriate engaging cybersecurity education, while reducing student stress.
AB - Widespread internet device use is simultaneously increasing individual cybersecurity risk. Individual awareness of cybersecurity risk must begin early, in high school and with a curriculum that engages the student’s interest in a highly technical topic. The research project presented here explores the best way to teach cybersecurity to high school students to accomplish these goals. Researchers developed and delivered cybersecurity lectures to the students weekly, observing that each lecture and activity caused a different reaction and interest level depending on the way the topic was approached. Results from this research show the best way to engage students in cybersecurity education topics, as measured by assessment using a brain computer interface (BCI). A curriculum with eight topics was prepared, with selected subjects providing an entry point for different learning styles. Active learning activities and student outcomes show the validity of this approach, as do pre- and post-survey assessments. The results from this work can be used to further develop appropriate engaging cybersecurity education, while reducing student stress.
KW - Brain computer interface
KW - Cybersecurity
KW - Human computer interaction
UR - http://www.scopus.com/inward/record.url?scp=85088743205&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-50309-3_7
DO - 10.1007/978-3-030-50309-3_7
M3 - Conference contribution
AN - SCOPUS:85088743205
SN - 9783030503086
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 92
EP - 104
BT - HCI for Cybersecurity, Privacy and Trust - 2nd International Conference, HCI-CPT 2020, Held as Part of the 22nd HCI International Conference, HCII 2020, Proceedings
A2 - Moallem, Abbas
PB - Springer
T2 - 2nd International Conference on HCI for Cybersecurity, Privacy and Trust, HCI-CPT 2020, held as part of the 22nd International Conference on Human-Computer Interaction, HCII 2020
Y2 - 19 July 2020 through 24 July 2020
ER -