Abstract
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.
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Capellan, K., Condado, M., Morais, I., Morreale, P. (2020). Analyzing Cybersecurity Understanding Using a Brain Computer Interface. In: Moallem, A. (eds) HCI for Cybersecurity, Privacy and Trust. HCII 2020. Lecture Notes in Computer Science(), vol 12210. Springer, Cham. https://doi.org/10.1007/978-3-030-50309-3_7
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