{"id":28636,"date":"2023-10-23T10:05:37","date_gmt":"2023-10-23T08:05:37","guid":{"rendered":"https:\/\/media-and-learning.eu\/?p=28636"},"modified":"2023-11-08T11:00:35","modified_gmt":"2023-11-08T10:00:35","slug":"the-how-matters-evaluating-different-video-types-for-cybersecurity-moocs","status":"publish","type":"post","link":"https:\/\/media-and-learning.eu\/subject\/av-technologies\/the-how-matters-evaluating-different-video-types-for-cybersecurity-moocs\/","title":{"rendered":"The \u201cHow \u201c matters: evaluating different video types for cybersecurity MOOCs"},"content":{"rendered":"\n<p>by <strong>Daniel K\u00f6hler<\/strong>, Hasso Plattner Institute, Germany.<\/p>\n\n\n\n<p>Do you recall the last time you learned something from an online video? Results of our study indicate that the video type you might have watched can influence <em>how<\/em> and what you learned from it. In cybersecurity, our results show differing performance between recall and transfer tasks of learners after watching different types of videos covering the same content.<\/p>\n\n\n\n<p>Over the past years, the popularity of online (video-) based education has been rising tremendously. Educational content is available on almost all topics and fields in online platforms. What does, however, differentiate a good video from a bad one? Various kinds of educational formats have been researched in the past years. Traditional videos featuring <em>Presenters with Slides<\/em> or Interviews have often primarily been found in (academic) online courses. In contrast, more modern <em>Explainer<\/em>-style videos are usually observed on platforms like YouTube. While differences between, e.g., learner engagement between different video types, previous research has seldomly looked at the impact of different types towards different types of tasks presented to the learners.<\/p>\n\n\n\n<p>In the context of cybersecurity awareness education, we revisited the investigation of the impact of different video types on learning outcomes across three different types of tasks. Cybersecurity awareness can be learned and understood across three different levels: (1) <strong>Knowledge<\/strong> of the risks present in the digital world, (2) Understanding <strong>Protective<\/strong> mechanisms and how they are applied, and (3) Adjusting one\u2019s <strong>Behavior<\/strong> accordingly. In a study with more than 1,500 participants, we investigated three different video types and their impact on learning across the three dimensions of cybersecurity awareness.<\/p>\n\n\n\n<p>Our study was conducted alongside a free cybersecurity Massive Open Online Course (MOOC) run in October of 2022 on openHPI, an online educational platform. After completing a pretest to baseline participants\u2019 level of knowledge, they were randomized into either of three study groups, each being shown a different type of video:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Presenter with slides<\/li>\n\n\n\n<li>Interview without slides<\/li>\n\n\n\n<li>Animation with voiceover<\/li>\n<\/ul>\n\n\n\n<p>To ensure the study\u2019s validity, the content of all videos needed to be as identical as possible. As the animation video was integrated from an external resource, we built the slides for the first variant based on this animation. The interview was later conducted using the same slides as orientation for the topics of the discussion. Still, it covered a few additional aspects the interviewees encountered during the recording.<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"941\" height=\"147\" src=\"https:\/\/media-and-learning.eu\/files\/2023\/10\/2023-THM-mla-figure-1-video-types.png\" alt=\"\" class=\"wp-image-28640\" srcset=\"https:\/\/media-and-learning.eu\/files\/2023\/10\/2023-THM-mla-figure-1-video-types.png 941w, https:\/\/media-and-learning.eu\/files\/2023\/10\/2023-THM-mla-figure-1-video-types-300x47.png 300w, https:\/\/media-and-learning.eu\/files\/2023\/10\/2023-THM-mla-figure-1-video-types-768x120.png 768w, https:\/\/media-and-learning.eu\/files\/2023\/10\/2023-THM-mla-figure-1-video-types-370x58.png 370w, https:\/\/media-and-learning.eu\/files\/2023\/10\/2023-THM-mla-figure-1-video-types-270x42.png 270w, https:\/\/media-and-learning.eu\/files\/2023\/10\/2023-THM-mla-figure-1-video-types-570x89.png 570w, https:\/\/media-and-learning.eu\/files\/2023\/10\/2023-THM-mla-figure-1-video-types-740x116.png 740w\" sizes=\"auto, (max-width: 941px) 100vw, 941px\" \/><\/figure>\n\n\n\n<p class=\"has-small-font-size\"><em>Figure 1 Screenshots of the three video types, left to right: <strong>Presenter and Slides, Interview, Animation<\/strong><\/em><\/p>\n\n\n\n<p>We did not observe any differences between the later assigned groups in the pretests for knowledge. This was expected as we randomized the groups. After consuming the videos, we prepared three different tasks for learners. All learners were distributed to two separate exercises. One in which they were asked to recall <strong>Knowledge<\/strong> obtainable during the videos. In the second task, the other group of learners was tasked with categorizing four emails into <em>phishing<\/em> or <em>not phishing<\/em> to test the skill of <strong>Protection<\/strong>. Finally, as the third task, those learners who enrolled in a phishing test were sent up to three phishing emails for them to identify.<\/p>\n\n\n\n<p>When comparing the performances of the three study groups, it became apparent that for the <strong>Knowledge<\/strong>, learners who had watched the <strong>Presenter with slides<\/strong> performed significantly better than their peers, as confirmed by statistical tests. For the exercises targeting learners\u2019 <strong>Protection<\/strong> skills, however, those who had watched the <strong>Animation <\/strong>performed significantly better than their peers. However, the skills targeted with both exercises had to be put into practice in our phishing exercise. Across three months, we sent enrolled learners up to three phishing emails, which they had to identify correctly and, in turn, ignore or delete. For our participants, we tracked interaction with the phishing content in the stages of <em>Email Opened,<\/em> <em>Phishing Link Clicked<\/em>, and <em>Data Submitted<\/em> on our phishing webpage. Learners who had previously watched the <strong>Animation<\/strong> videos reacted best to the phishing emails, with only 34% of them opening the phishing mail, while from the other two groups, 41% (<strong>Interview<\/strong>) and 47% (<strong>Slides<\/strong>) opened the emails.<\/p>\n\n\n\n<p>Our results indicate different learning outcomes achieved by different video types. While videos with <strong>Slides<\/strong> help learners remember and recite knowledge, other more interactive video types, such as <strong>Animations<\/strong>, help them better prepare for in-world situations in which the knowledge has to be applied to practice. With that observation, we want to motivate educators to rethink if and why they opt for a specific video type. Variation in presentation means has already proven beneficial for learner interest. It can be used to define the learning outcomes further.<\/p>\n\n\n\n<div class=\"wp-block-media-text is-stacked-on-mobile\" style=\"grid-template-columns:29% auto\"><figure class=\"wp-block-media-text__media\"><img loading=\"lazy\" decoding=\"async\" width=\"960\" height=\"961\" src=\"https:\/\/media-and-learning.eu\/files\/2023\/10\/daniel-profilepicture.jpeg\" alt=\"\" class=\"wp-image-28637 size-full\" srcset=\"https:\/\/media-and-learning.eu\/files\/2023\/10\/daniel-profilepicture.jpeg 960w, https:\/\/media-and-learning.eu\/files\/2023\/10\/daniel-profilepicture-300x300.jpeg 300w, https:\/\/media-and-learning.eu\/files\/2023\/10\/daniel-profilepicture-125x125.jpeg 125w, https:\/\/media-and-learning.eu\/files\/2023\/10\/daniel-profilepicture-768x769.jpeg 768w, https:\/\/media-and-learning.eu\/files\/2023\/10\/daniel-profilepicture-370x370.jpeg 370w, https:\/\/media-and-learning.eu\/files\/2023\/10\/daniel-profilepicture-270x270.jpeg 270w, https:\/\/media-and-learning.eu\/files\/2023\/10\/daniel-profilepicture-570x571.jpeg 570w, https:\/\/media-and-learning.eu\/files\/2023\/10\/daniel-profilepicture-740x741.jpeg 740w\" sizes=\"auto, (max-width: 960px) 100vw, 960px\" \/><\/figure><div class=\"wp-block-media-text__content\">\n<p class=\"has-large-font-size\">Author<\/p>\n\n\n\n<a href=\"https:\/\/content.media-and-learning.eu\/node\/4236\/lightbox2\" target=\"_blank\" data-lity><strong><strong>Daniel K\u00f6hler<\/strong><\/strong><\/a>, Hasso Plattner Institute, Germany<\/p>\n<\/div><\/div>\n\n\n\n<p><em>Editor\u2019s note: This article has been inspired and adapted from:&nbsp; K\u00f6hler, D., P\u00fcnter, W., Meinel, C. (2023). <a href=\"https:\/\/link.springer.com\/chapter\/10.1007\/978-3-031-42682-7_11#chapter-info\" data-type=\"link\" data-id=\"https:\/\/link.springer.com\/chapter\/10.1007\/978-3-031-42682-7_11#chapter-info\">T<\/a><a href=\"https:\/\/link.springer.com\/chapter\/10.1007\/978-3-031-42682-7_11#chapter-info\" data-type=\"link\" data-id=\"https:\/\/link.springer.com\/chapter\/10.1007\/978-3-031-42682-7_11#chapter-info\" target=\"_blank\" rel=\"noreferrer noopener\">he \u201cHow\u201d Matters: Evaluating Different Video Types for&nbsp;Cybersecurity MOOCs<\/a>. In: Viberg, O., Jivet, I., Mu\u00f1oz-Merino, P., Perifanou, M., Papathoma, T. (eds) Responsive and Sustainable Educational Futures. EC-TEL 2023. Lecture Notes in Computer Science, vol 14200. Springer, Cham. https:\/\/doi.org\/10.1007\/978-3-031-42682-7_11<\/em><\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>by Daniel K\u00f6hler, Hasso Plattner Institute, Germany. Do you recall the last time you learned something from an online video? Results of our study indicate that the video type you might have watched can influence how and what you learned from it. In cybersecurity, our results show differing performance between recall and transfer tasks of [&hellip;]<\/p>\n","protected":false},"author":4,"featured_media":28658,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_mo_disable_npp":"","footnotes":""},"categories":[270,4,275],"tags":[],"class_list":["post-28636","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-av-technologies","category-featured-articles","category-higher-education"],"featured_image_src":"https:\/\/media-and-learning.eu\/files\/2023\/10\/bigstock-Concept-Of-Online-Education-M-470875925.jpg","author_info":{"display_name":"Dovile Dudenaite","author_link":"https:\/\/media-and-learning.eu\/author\/dovile-dudenaite\/"},"_links":{"self":[{"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/posts\/28636","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/comments?post=28636"}],"version-history":[{"count":28,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/posts\/28636\/revisions"}],"predecessor-version":[{"id":29680,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/posts\/28636\/revisions\/29680"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/media\/28658"}],"wp:attachment":[{"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/media?parent=28636"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/categories?post=28636"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/tags?post=28636"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}