Stratford School of Interaction Design and Business
http://hdl.handle.net/10012/17629
2024-03-28T19:49:14Z
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Geo-Phisher: The Design and Evaluation of Information Visualizations about Internet Phishing Trends
http://hdl.handle.net/10012/18101
Geo-Phisher: The Design and Evaluation of Information Visualizations about Internet Phishing Trends
Zhang-Kennedy, Leah; Fares, Elias; Chiasson, Sonia; Biddle, Robert
We designed an information visualization about phishing trends and phishing prevention for the general public to examine the effects of interactivity on information finding, user perceptions and security behaviour intentions, and effectiveness of learning. In an user study (N = 30) with two experimental conditions (HI - high interactivity, and LO - low interactivity control condition), the results show that the HI interactivity condition supported more accurate information finding, resulted in greater perceived interactivity and perceived knowledge than the LO interactivity condition, but did not affect attitudes toward the visualization and security behaviour intentions for proactive awareness. Furthermore, the HI interactivity condition led to greater learning effects and a deeper understanding towards phishing prevention than the control condition.
© 2016 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works
2016-06-01T00:00:00Z
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Password Advice Shouldn't Be Boring: Visualizing Password Guessing Attacks
http://hdl.handle.net/10012/18100
Password Advice Shouldn't Be Boring: Visualizing Password Guessing Attacks
Zhang-Kennedy, Leah; Chiasson, Sonia; Biddle, Robert
Users are susceptible to password guessing attacks when they create weak passwords. Despite an abundance of text-based password advice, it appears insufficient to help home users create strong memorable passwords. We propose that users would be empowered to make better password choices if they understood how password guessing attacks work through visual communication. We created three infographic posters and an online educational comic to help users to learn about the threats. We conducted two studies to assess their effectiveness. All four methods led to superior learning outcomes than the text- alone approach. Our pre-test questionnaires also highlighted that users’ understanding of password guessing attacks is limited to a “target” mental model. One week after viewing our materials, the majority of users created strong sample passwords, and correctly described all three attacks: targeted, dictionary, and brute-force.
© 2013 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.
2013-09-01T00:00:00Z
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Cyberheroes: The Design and Evaluation of an Interactive Ebook to Educate Children about Online Privacy
http://hdl.handle.net/10012/18099
Cyberheroes: The Design and Evaluation of an Interactive Ebook to Educate Children about Online Privacy
Zhang-Kennedy, Leah; Abdelaziz, Yomna; Chiasson, Sonia
We designed an educational interactive ebook called Cyberheroes and evaluated it to assess its effectiveness at increasing children’s online privacy knowledge and behaviour, and supporting child-parent privacy-related discussions. We con- ducted a user study with 22 children (aged 7 to 9) and 22 parents that included usability evaluations and privacy knowledge and behaviour assessments with children pre/post-reading and 1-week later. Cyberheroes considerably increased children’s online privacy knowledge and reported privacy behaviour, and led to superior 1-week knowledge retention compared to the text-only control. Fur- thermore, Cyberheroes facilitated longer child-parent privacy discussions during co-reading than the control. Children and parents found Cyberheroes engag- ing, easy to use, and easy to learn. We discuss our interactive ebook’s role in children’s acquisition, retention, and transfer of knowledge, and the role that in- teractivity, previous knowledge, and parental guidance play in children’s online privacy education.
The final publication is available at Elsevier via http://dx.doi.org/10.1016/j.ijcci.2017.05.001. © 2017. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/
2017-07-01T00:00:00Z
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The Role of Instructional Design in Persuasion: A Comics Approach for Improving Cybersecurity
http://hdl.handle.net/10012/18098
The Role of Instructional Design in Persuasion: A Comics Approach for Improving Cybersecurity
Zhang-Kennedy, Leah; Chiasson, Sonia; Biddle, Robert
Although computer security technologies are the first line of defence to secure users, their success is dependent on individuals’ behaviour. It is therefore necessary to persuade users to practice good computer security. Our interview analysis of users’ conceptualization of security password guessing attacks, antivirus protection, and mobile online privacy shows that poor understanding of security threats influences users’ motivation and ability to practice safe behaviours. We designed and developed an online interactive comic series called Secure Comics based on instructional design principles to address this problem. An eye-tracking experiment suggests that the graphical and interactive components of the comics direct users’ attention and facilitate comprehension of the information. In our evaluations of Secure Comics, results from several user studies show that the comics improve understanding and motivate positive changes in security management behaviour. We discuss the implication of the findings to better understand the role of instructional design and persuasion in education technology
This is an Accepted Manuscript of an article published by Taylor & Francis in International journal of human-computer interaction on 2016-03-03, available online: http://www.tandfonline.com/10.1080/10447318.2016.1136177.
2016-03-01T00:00:00Z