Analyzing the impact of experiential pedagogy in teaching socio-cybersecurity: cybersecurity across the curriculum
Journal of Computing Sciences in Colleges(2019)
Abstract
This paper presents results from efforts to integrate cybersecurity into social science courses, for the purposes of improving the cybersecurity awareness of non-computer science students. The instruction was delivered through socio-cybersecurity modules. A quasi-experimental methodology which included pre-tests, delivery of the modules, and then post-tests was the source of the primary data. Paired t-test was used to analyze the data. Qualitative data was also collected form students' discussions, after the experiential exercises. The infusion targeted a 200-level Social Problems class across two semesters.
The paired T-Test results showed significant mean differences for two of the eight concepts taught in the Password Module, as there was a significant difference across pre- and post-test conditions for the use of special characters t(22)=-3.33, p=0.003; and for vulnerability of weak passwords t(22)=2.47, p=0.022. Additionally, one of the six concepts taught in the Phishing module demonstrated significant mean difference, as students believed that most scammers worked alone and not in organizations t(25)=3.07, p=0.005. Based on the outcome it was demonstrated that sociology students could benefit more from experiential learning, using laboratory settings rather than a lecture-only format.
MoreTranslated text
Key words
experiential pedagogy,teaching,socio-cybersecurity
AI Read Science
Must-Reading Tree
Example
![](https://originalfileserver.aminer.cn/sys/aminer/pubs/mrt_preview.jpeg)
Generate MRT to find the research sequence of this paper
Chat Paper
Summary is being generated by the instructions you defined