Exploration of Factors That Influence Information Security Education

  • Authors

    • Ahmed Ali Otman Gouni
    • Amna Saad
    • Siti Haryani Shaikh Ali
    2018-11-26
    https://doi.org/10.14419/ijet.v7i4.29.21850
  • Effective factors, information security education, knowledge retention, memory structure

  • The improvement of knowledge is very important in information security domain. due to its positive effect on users’ information security education. It is acknowledged that security education is playing a vital role to mitigate the risk of information security incidents and breaches that faced by users through their ordinary life. Although several approaches have been proposed in information security education, yet these threats continue to increase. To assist the effort of information security education, this research explores the effective factors that have been used in the approaches of information security education, investigates the gaps, and hence, proposes new factors that can help to developing an effective approach to information security education.

  • References

    1. [1] S. Aurigemma and T. Mattson, "Privilege or procedure: Evaluating the effect of employee status on intent to comply with socially interactive information security threats and controls," Computers & Security, vol. 66, pp. 218-234, 2017.

      [2] N. Kortjan and R. Von Solms, "A conceptual framework for cyber-security awareness and education in SA," South African Computer Journal, vol. 52, no. 1, pp. 29-41, 2014.

      [3] N. Gcaza et al., "A general morphological analysis: delineating a cyber-security culture," Information & Computer Security, vol. 25, no. 3, pp. 259-278, 2017.

      [4] S. Purkait, "Phishing counter measures and their effectiveness–literature review," Information Management & Computer Security, vol. 20, no. 5, pp. 382-420, 2012.

      [5] N. S. Safa, R. Von Solms, and S. Furnell, "Information security policy compliance model in organizations," computers & security, vol. 56, pp. 70-82, 2016.

      [6] M. E. Whitman and H. J. Mattord, Management of Information Security. Cengage Learning, 2013, pp: 189-190.

      [7] E. Amankwa, M. Loock, and E. Kritzinger, "Enhancing information security education and awareness: Proposed characteristics for a model," in Information Security and Cyber Forensics (InfoSec), 2015 Second International Conference on, 2015, pp. 72-77: IEEE.

      [8] L. J. Diaz, M. C. Anderson, J. T. Wolak, and D. Opderbeck, "The Risks and Liability of Governing Board Members to Address Cyber Security Risks in Higher Education," JC & UL, vol. 43, p. 49, 2017

      [9] H. A. Majid, M. A. Majid, M. I. Ibrahim, W. N. S. W. Manan, and M. R. Ramli, "Investigation of security awareness on e-learning system among lecturers and students in Higher Education Institution," in Computer, Communications, and Control Technology (I4CT), 2015 International Conference on, 2015, pp. 216-220: IEEE.

      [10] M. Mogale, M. Gerber, M. Carroll, and R. von Solms, "Information Security Assurance Model (ISAM) for an Examination Paper Preparation Process," in Information Security for South Africa (ISSA), 2014, 2014, pp. 1-10: IEEE.

      [11] Y. Ning, D. Gao, X. Shen, Q. Ye, H. Cai, and J. Guo, "Designing a Training Program for Information Security Literacy of Undergraduates Based on Ubiquitous Learning," in Educational Innovation through Technology (EITT), 2014 International Conference of, 2014, pp. 197-204: IEEE.

      [12] S. Abraham, "Exploring the effectiveness of information security training and persuasive messages," University at Albany. Department of Information Science, 2012.

      [13] S. K. Sharma and J. Sefchek, "Teaching information systems security courses: A hands-on approach," Computers & Security, vol. 26, no. 4, pp. 290-299, 2007.

      [14] J. H. Byrne, Learning and memory: a comprehensive reference (no. v.4). Elsevier, 2008.

      [15] U. Hasson, J. Chen, and C. J. Honey, "Hierarchical process memory: memory as an integral component of information processing," Trends in cognitive sciences, vol. 19, no. 6, pp. 304-313, 2015.

      [16] W. S. Terry, Learning and memory: Basic principles, processes, and procedures. Psychology Press, 2015, pp: 204-208.

      [17] S. B. Moro, S. Cutini, M. L. Ursini, M. Ferrari, and V. Quaresima, "Prefrontal cortex activation during story encoding/retrieval: a multi-channel functional near-infrared spectroscopy study," Frontiers in human neuroscience, vol. 7, 2013.

      [18] J. J. LaRocque, A. S. Eichenbaum, M. J. Starrett, N. S. Rose, S. M. Emrich, and B. R. Postle, "The short-and long-term fates of memory items retained outside the focus of attention," Memory & cognition, vol. 43, no. 3, pp. 453-468, 2015.

      [19] N. An, S.-Y. Sun, X.-G. Zhao, and Z.-G. Hou, "Remember like humans: Visual tracking with cognitive psychological memory model," International Journal of Advanced Robotic Systems, vol. 14, no. 1, p. 1729881417692313, 2017.

      [20] E. Berry, A. Waterman, A. Baddeley, G. Hitch, and R. Allen, "The limits of visual working memory in children: exploring prioritization and recency effects with sequential presentation," Developmental psychology, 2017.

      [21] K. Oberauer, S. Farrell, C. Jarrold, and S. Lewandowsky, "What limits working memory capacity?," Psychological bulletin, vol. 142, no. 7, p. 758, 2016.

      [22] L. Wang, X. Zhao, Y. Si, L. Cao, and Y. Liu, "Context-Associative Hierarchical Memory Model for Human Activity Recognition and Prediction," IEEE Transactions on Multimedia, vol. 19, no. 3, pp. 646-659, 2017.

      [23] P. Tomporowski, D. M. Pendleton, and B. A. McCullick, "Varieties of learning and developmental theories of memory," Physical Activity and Educational Achievement: Insights from Exercise Neuroscience, p. 9, 2017.

      [24] L. R. Squire and A. J. Dede, "Conscious and unconscious memory systems," Cold Spring Harbor perspectives in biology, vol. 7, no. 3, p. a021667, 2015.

      [25] D. E. Hannula, J. D. Ryan, and D. E. Warren, "Beyond Long-Term Declarative Memory: Evaluating Hippocampal Contributions to Unconscious Memory Expression, Perception, and Short-Term Retention," in The Hippocampus from Cells to Systems: Springer, 2017, pp. 281-336.

      [26] F. N. Ahmad, M. Moscovitch, and W. E. Hockley, "Effects of varying presentation time on long-term recognition memory for scenes: Verbatim and gist representations," Memory & cognition, vol. 45, no. 3, pp. 390-403, 2017.

      [27] V. F. Reyna, "A new intuitionism: Meaning, memory, and development in fuzzy-trace theory," Judgment and decision making, vol. 7, no. 3, p. 332, 2012.

      [28] S. Lutz and W. Huitt, "Information processing and memory: Theory and applications," Educational Psychology Interactive, pp. 1-17, 2003.

      [29] S. D. Sorden, "The cognitive theory of multimedia learning," Handbook of educational theories, p. 1, 2012.

      [30] A. Baddeley, "Working memory: theories, models, and controversies," Annual review of psychology, vol. 63, pp. 1-29, 2012.

      [31] R. E. Mayer, "Applying the science of learning to medical education," Medical education, vol. 44, no. 6, pp. 543-549, 2010.

      [32] Ã. Lukács, F. Kemény, J. A. Lum, and M. T. Ullman, "Learning and Overnight Retention in Declarative Memory in Specific Language Impairment," PloS one, vol. 12, no. 1, p. e0169474, 2017.

  • Downloads

  • How to Cite

    Gouni, A. A. O., Saad, A., & Ali, S. H. S. (2018). Exploration of Factors That Influence Information Security Education. International Journal of Engineering & Technology, 7(4.29), 84-88. https://doi.org/10.14419/ijet.v7i4.29.21850