Cyber threats are one of the main concerns in this growing technology epoch. To tackle this issue, highly skilled and motivated cybersecurity professionals are increasingly in demand to prevent, detect, respond to, or even mitigate the effects of such threats. However, the world faces a workforce shortage of qualified cybersecurity professionals and practitioners. To address this dilemma, several cybersecurity educational programs have been introduced, such as specialized cybersecurity courses in computer science graduate programs. With the increasing demand, different cybersecurity courses are introduced at the high school level, undergraduate computer science and information systems programs, and even at the government level. Due to the peculiar nature of cybersecurity, educational institutions face many issues when designing a curriculum or cybersecurity activities. In this paper, we study existing cybersecurity curriculum approaches and activities. We also present case studies on cybersecurity education around the globe.
{"title":"Cybersecurity activities for education and curriculum design: A survey","authors":"Muhusina Ismail , Nisha Thorakkattu Madathil , Meera Alalawi , Saed Alrabaee , Mohammad Al Bataineh , Suhib Melhem , Djedjiga Mouheb","doi":"10.1016/j.chbr.2024.100501","DOIUrl":"10.1016/j.chbr.2024.100501","url":null,"abstract":"<div><div>Cyber threats are one of the main concerns in this growing technology epoch. To tackle this issue, highly skilled and motivated cybersecurity professionals are increasingly in demand to prevent, detect, respond to, or even mitigate the effects of such threats. However, the world faces a workforce shortage of qualified cybersecurity professionals and practitioners. To address this dilemma, several cybersecurity educational programs have been introduced, such as specialized cybersecurity courses in computer science graduate programs. With the increasing demand, different cybersecurity courses are introduced at the high school level, undergraduate computer science and information systems programs, and even at the government level. Due to the peculiar nature of cybersecurity, educational institutions face many issues when designing a curriculum or cybersecurity activities. In this paper, we study existing cybersecurity curriculum approaches and activities. We also present case studies on cybersecurity education around the globe.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"16 ","pages":"Article 100501"},"PeriodicalIF":4.9,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142527171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-05DOI: 10.1016/j.chbr.2024.100500
Susan Hindman, Rachel King, Antonina Pereira
Executive function (EF) is a set of higher order cognitive processes through which learning and everyday goals are realised. They comprise the fundamental building blocks of how we plan, execute, monitor and regulate tasks, and impact our cognitive, socioemotional and behavioural responses. An important question to consider is how we can support children to develop effective EF skills through motivating and age-appropriate training. Virtual reality (VR) offers an interesting avenue to enhance motivation due to the experience of presence and immersion, however, whether children experience presence and immersion similarly to adults is unknown and could impact the educational utility of VR over other media. In order to understand whether VR is suitable for an educational setting we must understand the experience of key stakeholders, such as school-aged children and adults that will be facilitating use in the educational context. Therefore, the current study aims to understand the experience of key stakeholders using EF training delivered in a VR environment, to enable reflection on the feasibility and usability of the technology. This study aimed to explore the qualitative experiences of 8 primary school-aged children, 5 teachers and 13 training teaching assistants, after playing an EF training game, Koji's Quest, on a VR head mounted display. Firstly we found that most teachers and trainee teachers gave good ratings of usability, but in their subjective descriptions of use focused on hedonic experiences, whereas, children focused on pragmatic experiences. Results also indicate that adults may favour ‘being’ definitions of presence, whereas child participants appear to incorporate both ‘being’ and ‘doing’ definitions into their accounts. This research has implications for how VR based EF training can be maximised within an educational setting.
{"title":"Virtual reality based executive function training in schools: The experience of primary school-aged children, teachers and training teaching assistants","authors":"Susan Hindman, Rachel King, Antonina Pereira","doi":"10.1016/j.chbr.2024.100500","DOIUrl":"10.1016/j.chbr.2024.100500","url":null,"abstract":"<div><div>Executive function (EF) is a set of higher order cognitive processes through which learning and everyday goals are realised. They comprise the fundamental building blocks of how we plan, execute, monitor and regulate tasks, and impact our cognitive, socioemotional and behavioural responses. An important question to consider is how we can support children to develop effective EF skills through motivating and age-appropriate training. Virtual reality (VR) offers an interesting avenue to enhance motivation due to the experience of presence and immersion, however, whether children experience presence and immersion similarly to adults is unknown and could impact the educational utility of VR over other media. In order to understand whether VR is suitable for an educational setting we must understand the experience of key stakeholders, such as school-aged children and adults that will be facilitating use in the educational context. Therefore, the current study aims to understand the experience of key stakeholders using EF training delivered in a VR environment, to enable reflection on the feasibility and usability of the technology. This study aimed to explore the qualitative experiences of 8 primary school-aged children, 5 teachers and 13 training teaching assistants, after playing an EF training game, Koji's Quest, on a VR head mounted display. Firstly we found that most teachers and trainee teachers gave good ratings of usability, but in their subjective descriptions of use focused on hedonic experiences, whereas, children focused on pragmatic experiences. Results also indicate that adults may favour ‘being’ definitions of presence, whereas child participants appear to incorporate both ‘being’ and ‘doing’ definitions into their accounts. This research has implications for how VR based EF training can be maximised within an educational setting.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"16 ","pages":"Article 100500"},"PeriodicalIF":4.9,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-05DOI: 10.1016/j.chbr.2024.100503
Celeste Cantú Alejandro, David Güemes-Castorena
Emerging technologies challenge organizations by introducing information systems that transform processes and introduce a series of risks and uncertainties for stakeholders. These conditions make trust and distrust important in the adoption and implementation of technology. Most of the trust in Information Systems literature has focused on building the constructs of trust and distrust between an artifact and the final user, but there is a gap in the analysis of changes in trust and distrust beliefs and their possible coexistence across time. This case study illustrates how trust and distrust manifest across a mobile health monitoring system implementation: the attitudes, objects of trust/distrust, and the changes they exhibit across four stages. The results point at the objects of trust/distrust corresponding to the technology frames that shift during the implementation from an artifact-centric to a more encompassing technology involving other users, programmers, and themselves. The actual technology use leads to changes in perceived risks and expectations, which are fed by the interaction of all users with the system. Behaviors are shaped by coexisting trust and distrust in technology beliefs, which usually compensate for the elements of the technology they distrust. The study concludes that the coexistence of trust and distrust in technology is a constantly shifting phenomenon, leading to a complex yet stabilized use of technology.
{"title":"Trust and distrust coexistence and change in the adoption of an emerging technology in organizations","authors":"Celeste Cantú Alejandro, David Güemes-Castorena","doi":"10.1016/j.chbr.2024.100503","DOIUrl":"10.1016/j.chbr.2024.100503","url":null,"abstract":"<div><div>Emerging technologies challenge organizations by introducing information systems that transform processes and introduce a series of risks and uncertainties for stakeholders. These conditions make trust and distrust important in the adoption and implementation of technology. Most of the trust in Information Systems literature has focused on building the constructs of trust and distrust between an artifact and the final user, but there is a gap in the analysis of changes in trust and distrust beliefs and their possible coexistence across time. This case study illustrates how trust and distrust manifest across a mobile health monitoring system implementation: the attitudes, objects of trust/distrust, and the changes they exhibit across four stages. The results point at the objects of trust/distrust corresponding to the technology frames that shift during the implementation from an artifact-centric to a more encompassing technology involving other users, programmers, and themselves. The actual technology use leads to changes in perceived risks and expectations, which are fed by the interaction of all users with the system. Behaviors are shaped by coexisting trust and distrust in technology beliefs, which usually compensate for the elements of the technology they distrust. The study concludes that the coexistence of trust and distrust in technology is a constantly shifting phenomenon, leading to a complex yet stabilized use of technology.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"16 ","pages":"Article 100503"},"PeriodicalIF":4.9,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-05DOI: 10.1016/j.chbr.2024.100502
Meilan Hu, Shu Fen Diong, K.T.A. Sandeeshwara Kasturiratna, Andree Hartanto
With increased computer usage amongst midlife and older adults, concerns are emerging with regards to the potential adverse health effects of computer use given the sedentary habits it may encourage. The current study aims to investigate the relationship between computer use and cardiovascular risk in midlife and older adults. From the National Survey of Midlife Development in the United States II: Biomarker Project (2004–2009) and the National Survey of Midlife Development in the United States (MIDUS II), 2004–2006, we examined five cardiovascular risk biomarkers—high-density lipoprotein (HDL) cholesterol, low-density lipoprotein (LDL) cholesterol, triglycerides, interleukin-6, and C-reactive protein—in relation to self-reported general computer use frequency and computer use at work frequency. Our results show that general computer use frequency and computer use at work frequency were not significant predictors of any of the five cardiovascular risk biomarkers—HDL cholesterol, LDL cholesterol, triglycerides, interleukin-6, and C-reactive protein. However, our exploratory analysis showed that employment status significantly moderated the relationship between general computer use frequency and LDL cholesterol. Our study highlights the importance of a more nuanced approach to understanding the health implications of computer use and sedentary behaviour in general.
随着中老年人越来越多地使用电脑，人们开始担心使用电脑可能会对健康产生不利影响，因为电脑可能会鼓励人们养成久坐不动的习惯。本研究旨在调查中老年人使用电脑与心血管风险之间的关系。通过美国全国中年发展调查 II：生物标志物项目（2004-2009 年）和美国全国中年发展调查 II（2004-2006 年），我们研究了五种心血管风险生物标志物--高密度脂蛋白（HDL）胆固醇、低密度脂蛋白（LDL）胆固醇、甘油三酯、白细胞介素-6 和 C 反应蛋白--与自我报告的一般电脑使用频率和工作时电脑使用频率的关系。我们的研究结果表明，一般电脑使用频率和工作时使用电脑的频率对五种心血管风险生物标志物--高密度脂蛋白胆固醇、低密度脂蛋白胆固醇、甘油三酯、白细胞介素-6 和 C 反应蛋白中的任何一种都没有显著的预测作用。不过，我们的探索性分析表明，就业状况在很大程度上调节了一般电脑使用频率与低密度脂蛋白胆固醇之间的关系。我们的研究强调了采用更细致的方法来了解电脑使用和一般久坐行为对健康的影响的重要性。
{"title":"Computer use and cardiovascular risk biomarkers in midlife and older adults","authors":"Meilan Hu, Shu Fen Diong, K.T.A. Sandeeshwara Kasturiratna, Andree Hartanto","doi":"10.1016/j.chbr.2024.100502","DOIUrl":"10.1016/j.chbr.2024.100502","url":null,"abstract":"<div><div>With increased computer usage amongst midlife and older adults, concerns are emerging with regards to the potential adverse health effects of computer use given the sedentary habits it may encourage. The current study aims to investigate the relationship between computer use and cardiovascular risk in midlife and older adults. From the National Survey of Midlife Development in the United States II: Biomarker Project (2004–2009) and the National Survey of Midlife Development in the United States (MIDUS II), 2004–2006, we examined five cardiovascular risk biomarkers—high-density lipoprotein (HDL) cholesterol, low-density lipoprotein (LDL) cholesterol, triglycerides, interleukin-6, and C-reactive protein—in relation to self-reported general computer use frequency and computer use at work frequency. Our results show that general computer use frequency and computer use at work frequency were not significant predictors of any of the five cardiovascular risk biomarkers—HDL cholesterol, LDL cholesterol, triglycerides, interleukin-6, and C-reactive protein. However, our exploratory analysis showed that employment status significantly moderated the relationship between general computer use frequency and LDL cholesterol. Our study highlights the importance of a more nuanced approach to understanding the health implications of computer use and sedentary behaviour in general.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"16 ","pages":"Article 100502"},"PeriodicalIF":4.9,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-05DOI: 10.1016/j.chbr.2024.100504
Christian Bäcklund , Daniel Eriksson Sörman , Hanna M. Gavelin , Zsolt Demetrovics , Orsolya Király , Jessica K. Ljungberg
The increasing interest in digital games and the reasons behind their popularity worldwide warrants further psychometric investigation of motivation factors for engagement in digital games. The present study aimed to validate the Motives for Online Gaming Questionnaire (MOGQ) in a Swedish sample and compare the associations between the seven motivational factors and gaming disorder symptoms across the American Psychiatric Association and World Health Organization diagnostic frameworks. Furthermore, considering the utility of more concise psychological measures, a 14-item version of the MOGQ was developed (MOGQ-14). A sample of 678 Swedish video game players (68.4% men, 29.7% women, and 1.9% other, Mage = 29.5 years, range 15–66) were included in the analyses after participating in an online survey. The analyses revealed that the Swedish version of the MOGQ had good psychometric properties. All MOGQ factors showed good reliability (McDonald's omega), and all intercorrelations among the MOGQ dimensions were consistent with previous findings. The results showed that, on average, men reported higher gaming motivations concerning competition than women. The relationships between six gaming motivation factors (social, escape, competition, coping, skill development, fantasy) and gaming disorder symptoms were consistent with previous research. Findings indicated that the relationship between motivations (escape and recreation) and gaming disorder symptoms varied across APA and WHO diagnostic frameworks, depending on the motivation scale used (MOGQ or MOGQ-14). Recreation significantly differed in its relationship with symptoms when using MOGQ, and the MOGQ-14 showed larger effect sizes in the WHO framework for escape and recreation motivations.
{"title":"Validating the Motives for Online Gaming Questionnaire (MOGQ) within the WHO and APA gaming disorder symptoms frameworks","authors":"Christian Bäcklund , Daniel Eriksson Sörman , Hanna M. Gavelin , Zsolt Demetrovics , Orsolya Király , Jessica K. Ljungberg","doi":"10.1016/j.chbr.2024.100504","DOIUrl":"10.1016/j.chbr.2024.100504","url":null,"abstract":"<div><div>The increasing interest in digital games and the reasons behind their popularity worldwide warrants further psychometric investigation of motivation factors for engagement in digital games. The present study aimed to validate the Motives for Online Gaming Questionnaire (MOGQ) in a Swedish sample and compare the associations between the seven motivational factors and gaming disorder symptoms across the American Psychiatric Association and World Health Organization diagnostic frameworks. Furthermore, considering the utility of more concise psychological measures, a 14-item version of the MOGQ was developed (MOGQ-14). A sample of 678 Swedish video game players (68.4% men, 29.7% women, and 1.9% other, M<sub>age</sub> = 29.5 years, range 15–66) were included in the analyses after participating in an online survey. The analyses revealed that the Swedish version of the MOGQ had good psychometric properties. All MOGQ factors showed good reliability (McDonald's omega), and all intercorrelations among the MOGQ dimensions were consistent with previous findings. The results showed that, on average, men reported higher gaming motivations concerning competition than women. The relationships between six gaming motivation factors (social, escape, competition, coping, skill development, fantasy) and gaming disorder symptoms were consistent with previous research. Findings indicated that the relationship between motivations (escape and recreation) and gaming disorder symptoms varied across APA and WHO diagnostic frameworks, depending on the motivation scale used (MOGQ or MOGQ-14). Recreation significantly differed in its relationship with symptoms when using MOGQ, and the MOGQ-14 showed larger effect sizes in the WHO framework for escape and recreation motivations.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"16 ","pages":"Article 100504"},"PeriodicalIF":4.9,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142527170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The rapid growth of the media industry, particularly social media, has enhanced interaction and information sharing but has also led to harmful uses of cyberspace, such as cyberbullying. This phenomenon, primarily affecting adolescents, involves repeated harm through electronic devices in forms like abusive or aggressive text messages, inappropriate videos, and identity theft. The present study utilizes the Scopus database to analyze 5201 publications on cyberbullying from 1999 to 2023. Using various bibliometric network methods for analysis such as networks, citation, co-citation, collaboration, and keyword co-occurrence networks, along with intellectual structure maps, we identified key contributors and publications from this field.
The study identifies significant growth in scientific output over the years, with prominent contributors like Michelle F. Wright, Heidi Vandebosch, and Rosario Ortega-Ruiz, and key journals including Computers in Human behavior, International Journal of Environmental Research and Public Health, and Journal of Interpersonal Violence. The United States leads research production, with substantial collaboration among American institutions, followed by Canada and the United Kingdom. This study recognizes social media, gender, and online abuse as key topics well-explored in studies on cyberbullying. However, further investigation is required in fields such as cyber dating violence and harassment, along with the associated challenges faced by sexual minorities. Our results show a growing research interest among academics in understanding the various aspects of cyberbullying in recent years.
媒体行业，尤其是社交媒体的快速发展加强了互动和信息共享，但也导致了网络空间的有害使用，如网络欺凌。这种现象主要影响青少年，涉及通过电子设备以辱骂或攻击性短信、不当视频和身份盗用等形式反复造成伤害。本研究利用 Scopus 数据库分析了 1999 年至 2023 年期间有关网络欺凌的 5201 篇出版物。通过使用各种文献计量学网络分析方法，如网络、引文、共引、合作和关键词共现网络，以及知识结构图，我们确定了该领域的主要贡献者和出版物。研究发现，这些年来科学产出显著增长，主要贡献者包括米歇尔-F-赖特（Michelle F. Wright）、海蒂-万德博什（Heidi Vandebosch）和罗萨里奥-奥尔特加-鲁伊斯（Rosario Ortega-Ruiz），主要期刊包括《人类行为中的计算机》（Computers in Human behavior）、《国际环境研究与公共卫生期刊》（International Journal of Environmental Research and Public Health）和《人际暴力期刊》（Journal of Interpersonal Violence）。美国的研究成果居首位，美国机构之间开展了大量合作，其次是加拿大和英国。本研究认为，社交媒体、性别和在线虐待是网络欺凌研究中探讨较多的关键主题。然而，网络约会暴力和骚扰以及性少数群体面临的相关挑战等领域还需要进一步调查。我们的研究结果表明，近年来学术界对了解网络欺凌各个方面的研究兴趣日益浓厚。
{"title":"Global research trends on cyberbullying: A bibliometric study","authors":"Arti Singh , Abderahman Rejeb , Hunnar Nangru , Smriti Pathak","doi":"10.1016/j.chbr.2024.100499","DOIUrl":"10.1016/j.chbr.2024.100499","url":null,"abstract":"<div><div>The rapid growth of the media industry, particularly social media, has enhanced interaction and information sharing but has also led to harmful uses of cyberspace, such as cyberbullying. This phenomenon, primarily affecting adolescents, involves repeated harm through electronic devices in forms like abusive or aggressive text messages, inappropriate videos, and identity theft. The present study utilizes the Scopus database to analyze 5201 publications on cyberbullying from 1999 to 2023. Using various bibliometric network methods for analysis such as networks, citation, co-citation, collaboration, and keyword co-occurrence networks, along with intellectual structure maps, we identified key contributors and publications from this field.</div><div>The study identifies significant growth in scientific output over the years, with prominent contributors like Michelle F. Wright, Heidi Vandebosch, and Rosario Ortega-Ruiz, and key journals including <em>Computers in Human behavior</em>, <em>International Journal of Environmental Research and Public Health,</em> and <em>Journal of Interpersonal Violence.</em> The United States leads research production, with substantial collaboration among American institutions, followed by Canada and the United Kingdom. This study recognizes social media, gender, and online abuse as key topics well-explored in studies on cyberbullying. However, further investigation is required in fields such as cyber dating violence and harassment, along with the associated challenges faced by sexual minorities. Our results show a growing research interest among academics in understanding the various aspects of cyberbullying in recent years.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"16 ","pages":"Article 100499"},"PeriodicalIF":4.9,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-30DOI: 10.1016/j.chbr.2024.100491
Anass Bayaga
This study explores the nexus of gamification, artificial intelligence (AI), and mathematics cognition. Sample size of 71 responded in an intervention using game-based learning (GBL) approach. The purpose of designing the GBL was to enhance computational thinking and mathematical skills. The research employed multigroup partial least squares structural equation modelling (MGA-PLS-SEM) and artificial neural networks (ANN) through multilayer perceptron (MLP) as data analysis technique. The findings showed significant positive influence on class engagement, attitudes toward mathematics, as well as student performance. The analysis also revealed gender-related variations, which affirmed the model's consistency across diverse groups. The study validated the hypothesis and consequently advocated for the transformative potential of gamification, in preparation of 21st-century learners for AI-driven digital landscape. The implications are to ensure the integration of gamified elements into educational strategies, benefiting educators, curriculum developers, and policymakers resonating strongly for educators, curriculum developers, and policymakers.
{"title":"Enhancing M Enhancing mathematics problem-solving skills in AI-driven environment: Integrated SEM-neural network approach","authors":"Anass Bayaga","doi":"10.1016/j.chbr.2024.100491","DOIUrl":"10.1016/j.chbr.2024.100491","url":null,"abstract":"<div><div>This study explores the nexus of gamification, artificial intelligence (AI), and mathematics cognition. Sample size of 71 responded in an intervention using game-based learning (GBL) approach. The purpose of designing the GBL was to enhance computational thinking and mathematical skills. The research employed multigroup partial least squares structural equation modelling (MGA-PLS-SEM) and artificial neural networks (ANN) through multilayer perceptron (MLP) as data analysis technique. The findings showed significant positive influence on class engagement, attitudes toward mathematics, as well as student performance. The analysis also revealed gender-related variations, which affirmed the model's consistency across diverse groups. The study validated the hypothesis and consequently advocated for the transformative potential of gamification, in preparation of 21st-century learners for AI-driven digital landscape. The implications are to ensure the integration of gamified elements into educational strategies, benefiting educators, curriculum developers, and policymakers resonating strongly for educators, curriculum developers, and policymakers.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"16 ","pages":"Article 100491"},"PeriodicalIF":4.9,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142357308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-29DOI: 10.1016/j.chbr.2024.100495
Siddharth Gulati , Joe McDonagh , Sonia Sousa , David Lamas
Trust in human–computer interaction (HCI) has been studied from multiple angles using a variety of theoretical frameworks. However, there is no comprehensive overview of these frameworks in the literature. We conducted a systematic literature review of 47 studies to establish a body of knowledge on trust frameworks in HCI. We found that 22 studies used theories from diverse fields such as psychology, economics, and communication to study trust formation and development. Our review highlights the challenge of capturing the dynamic nature of trust in HCI, given the complex interplay of multiple underlying factors. We also identify significant gaps in the current body of literature, highlighting the scarcity of standardized, empirically validated instruments for trust measurement. To address these issues, we propose avenues for future research, both theoretical and empirical. Furthermore, we emphasize the imperative of advancing new methods to capture better the multi-dimensional nature of trust. Our review contributes to broadening the discourse on trust in HCI, stimulating further inquiry and offering valuable insights for future research and practice.
{"title":"Trust models and theories in human–computer interaction: A systematic literature review","authors":"Siddharth Gulati , Joe McDonagh , Sonia Sousa , David Lamas","doi":"10.1016/j.chbr.2024.100495","DOIUrl":"10.1016/j.chbr.2024.100495","url":null,"abstract":"<div><div>Trust in human–computer interaction (HCI) has been studied from multiple angles using a variety of theoretical frameworks. However, there is no comprehensive overview of these frameworks in the literature. We conducted a systematic literature review of 47 studies to establish a body of knowledge on trust frameworks in HCI. We found that 22 studies used theories from diverse fields such as psychology, economics, and communication to study trust formation and development. Our review highlights the challenge of capturing the dynamic nature of trust in HCI, given the complex interplay of multiple underlying factors. We also identify significant gaps in the current body of literature, highlighting the scarcity of standardized, empirically validated instruments for trust measurement. To address these issues, we propose avenues for future research, both theoretical and empirical. Furthermore, we emphasize the imperative of advancing new methods to capture better the multi-dimensional nature of trust. Our review contributes to broadening the discourse on trust in HCI, stimulating further inquiry and offering valuable insights for future research and practice.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"16 ","pages":"Article 100495"},"PeriodicalIF":4.9,"publicationDate":"2024-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142433184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-28DOI: 10.1016/j.chbr.2024.100494
Maik Beege, Christopher Hug, Josef Nerb
The rapid development of AI in the recent years has triggered numerous discussions in the education sector since it offers numerous opportunities, but also challenges. This study addresses one context in which AI might become a relevant tool for different purposes: German secondary education. This study therefore examines the extent to which STEM teachers in German secondary education assess the benefits but also the risks of ChatGPT and how this influences the future use of AI in an educational context. As part of a questionnaire study, 102 STEM teachers were investigated. The current and future use of ChatGPT and various teacher variables were recorded with questionnaires based on classifications of researchers as well as political institutions. Relationships between the variables were explored using a path model investigating hypotheses regarding the affect heuristic, perceived risks and benefits as well as effects on teaching quality. In general, AI is still used relatively rarely, but future usage expectations are high compared to current usage. Results further revealed that perceived competence and benefits of ChatGPT have a positive influence on the use and intention to use it. Perceived risks and concerns have no significant influence on the usefulness of ChatGPT in the classroom, indicating that STEM teachers use AI in the classroom despite potential concerns and perceived risks. Additionally, perceived benefits and risks are negatively associated with each other, indicating that teachers rely on an affect heuristic when judging the usefulness of AI technology in the classroom.
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Pub Date : 2024-09-28DOI: 10.1016/j.chbr.2024.100498
Claudia Moscoso , Roya Morad , Andreas Oksvold , Olav Dimmen , Jo Skjermo , Kristoffer Tangrand
Sustainability processes aim to include citizens as it is their behaviour and use of the cities that will play a pivotal role in achieving sustainable communities. Yet, active participation of citizens can be challenging, mostly due to lack of information about the topic. Augmented Reality (AR) has been identified as a useful tool to provide information to people, yet it is unclear whether its use can contribute to achieve citizen engagement in sustainability. The present study explores whether the use of AR can increase people's understanding of sustainable architecture topics, thus increasing their interest and engagement. An experimental pilot study was designed, using a self-developed AR application (app). The AR app presented information on how different façade materials of a Sports Hall building in Oslo might impact the CO2-emissions. Two aspects were evaluated in the study: the technical aspect (related to the use of the AR tool), and the sustainability aspects (related to the users' engagement in sustainable architecture). Both aspects were evaluated via subjective assessments (i.e. how user-friendly, useful, realistic and satisfactory the app is evaluated for the technical aspects, and how users understand, get interested and engaged in sustainability aspects). In addition, possible effects of reported gender and professional background (experts vs non-experts) on the subjective evaluations were evaluated. The pilot study included 27 participants, who evaluated the AR tool using a Likert-scale to rate both the technical and the sustainability aspects. The statistical results showed that there were no significant differences between males and females or between experts and non-experts in the technical evaluation of the AR tool nor the evaluation of environmental interest. The results also showed positive correlations between the positive technical experience of the AR tool with the increment of understanding, engagement and interest of the users in sustainability. The findings show advancement in understanding the potential of the use of AR as a practical tool for increasing users' interest and engaging them into the creation of more sustainable communities.
可持续发展进程旨在将公民纳入其中，因为公民的行为和对城市的使用将在实现可持续社区方面发挥关键作用。然而，公民的积极参与可能具有挑战性，主要原因是缺乏相关信息。增强现实（AR）已被认为是向人们提供信息的有用工具，但其使用是否有助于实现公民参与可持续发展还不清楚。本研究探讨了 AR 的使用是否能增加人们对可持续建筑主题的了解，从而提高他们的兴趣和参与度。我们设计了一项实验性试点研究，使用的是自主开发的 AR 应用程序（App）。该 AR 应用程序介绍了奥斯陆体育馆建筑的不同外墙材料可能对二氧化碳排放产生的影响。该研究对两个方面进行了评估：技术方面（与 AR 工具的使用有关）和可持续性方面（与用户对可持续建筑的参与有关）。这两个方面都是通过主观评估进行评价的（即应用程序在技术方面的用户友好性、实用性、现实性和令人满意程度，以及用户对可持续发展方面的理解、兴趣和参与程度）。此外，还评估了性别和专业背景（专家与非专家）对主观评价可能产生的影响。试点研究包括 27 名参与者，他们使用李克特量表对 AR 工具的技术和可持续性方面进行了评价。统计结果表明，在对 AR 工具的技术评价和环境兴趣评价方面，男性和女性之间、专家和非专家之间没有明显差异。结果还显示，用户对 AR 工具的积极技术体验与他们对可持续发展的理解、参与度和兴趣的提高之间存在正相关。研究结果表明，将 AR 作为一种实用工具来提高用户的兴趣，并让他们参与到创建更可持续的社区中来，在理解其使用潜力方面取得了进展。
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