Abstract
Learners can experience content disorientation in web based learning modules. The security injection modules developed by Towson University have increased students’ secure coding awareness and ability to apply secure coding principles, but feedback from instructors indicate that students tend to skim or skip the module contents and proceed directly to the laboratory assignment. In this paper, we describe the factors that cause cognitive overload in hypertext readers and address the pertinent issues and describe the process we used to enhance the effectiveness of the modules. Security Injections 2.0 incorporates principles of segmentation - breaking large module content into smaller sections and presenting each section one at a time, dialoguing - answering questions and receiving corrective or explanatory feedback, and controlling - reading and learning content at learners own pace. Segmentation, dialoguing, and controlling engage learners and retain concepts. Pilot study results indicate 77 % of the students scored above 70 % in concept retention assessment.
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© 2014 Institute for Computer Sciences, Social Informatics and Telecommunications Engineering
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Raina, S., Kaza, S., Taylor, B. (2014). Segmented and Interactive Modules for Teaching Secure Coding: A Pilot Study. In: Vincenti, G., Bucciero, A., Vaz de Carvalho, C. (eds) E-Learning, E-Education, and Online Training. eLEOT 2014. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, vol 138. Springer, Cham. https://doi.org/10.1007/978-3-319-13293-8_18
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DOI: https://doi.org/10.1007/978-3-319-13293-8_18
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