PSYC FPX 4210 assessment 2

Abstract

Cybersecurity vulnerabilities have become a norm in this globalized era, having greatly affected organizations and industries by intruding into sensitive information. The more technology grows, the greater the susceptibility to cyber-attacks, and as such, human-computer interfaces and their covalent association need to be scrutinized closely. This essay explores two studies and approaches focused on human behavior and traits pertaining to cybersecurity education.

Introduction

The emergence of technology and the use of the internet by 58% of the world’s population (Clement, 2019) have led to the development of the cyberpsychology field. This cross-disciplinary science examines the psychological mechanisms of technologically connected human action, from cyborgs, AI, and virtual reality (Atrill et al., 2019). With an emphasis on multiple theoretical approaches and applications, cyberpsychology has implications in education, healthcare, workforce, and security. The article draws attention to the revolutionary impact of technological intimacy on human behavior and perception.

Psychological Perspectives in Cybersecurity

Since cybersecurity has a direct effect on everyday life, the psychological side of the cyber world is a primary concern. Insecurity and data breaches are much to be feared, with hackers breaching different online applications. Psychologists, in tandem with IT experts, are responsible for detecting hackers and making predictions about their actions. This paper considers two studies conducted on research: one on gamifying cybersecurity training and the other on subjective habit formation as it pertains to cybersecurity.

Analysis 1: Successful Gamification of Cybersecurity Training

Steen and Deeleman (2021) research explores whether a serious game can enhance Theory of Planned Behavior (Azjen, 1991) scores concerning cybersecurity. The study, with 258 participants, illustrates that serious games have a positive effect on self-reported TPB scores. The results show improved scores for attitudes, perceived behavior control intentions, and behavior in comparison to non-cybersecurity games. The study highlights the power of serious gamification in training cybersecurity.

Analysis 2: Exploring Workers’ Subjective Experiences of Habit Formation in Cybersecurity: A Qualitative Survey

Collins and Hinds (2021) explore workplace cybersecurity habits using a qualitative online survey. The research presents themes that span developing habits, growing habits, and organizational factors. Though the research is limited in that it had a modest sample and no control group, it indicates that interventions rooted in habits can be effective in cultivating workplace cybersecurity behaviors.

Critique and Recommendations

The article combines Social Identity Theory and Social Learning Theory to provide insight into the similarity of in-group membership and the development of habits. Suggestions are to use these theories to increase the effectiveness of cybersecurity training, taking into account threats of distinctiveness, and correcting cognitive biases that lead to human mistakes in cybersecurity attacks.

Conclusion

Cyberpsychology is a useful perspective to grasp the complex interconnection among psychology and technology. Psychology and cybersecurity need to cooperate to develop successful policies and software to fight cybercrime. Interdisciplinary research is the need of the hour to facilitate a cyber-safe world.

PSYC FPX 4210 Assessment 2 Research Methodologies 

Attrill-Smith. (2019). The Oxford Handbook of Cyberpsychology. Oxford University Press. Bandura, A. (1977). Social Learning theory. Prentice-Hall. Branscombe, N. R., Wann, D. L., Noel, J. G., & Coleman, J. (1993). In-group or out-group extemity: Importance of the threatened social identity. Personality and Social Psychology Bulletin, 19(4), 381–388. https://doi.org/10.1177/0146167293194003

Collins, E. I. M., & Hinds, J. (2021). Exploring workers’ subjective experiences of habit formation in cybersecurity: A qualitative survey. Cyberpsychology, Behavior, and Social Networking, 24(9), 599–604. https://doi.org/10.1089/cyber.2020.0631

Durbin, S. (2022, January 16). 10 cognitive biases that can derail cybersecurity programs. Security Magazine RSS. https://www.securitymagazine.com/articles/96918-10-cognitive-biases-that-can-derail-cybersecu

rity-programs Ho, et al., (2010). The mediate effect of trust on Organizational Online Knowledge Sharing: An empirical study. International Journal of Information Technology & Decision Making, 09(04), 625–644. https://doi.org/10.1142/s0219622010003981

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McLeod, S. A. (2016).

PSYC FPX 4210 Assessment 2 Research Methodologies 

Bandura – social learning theory. Simply Psychology. www.simplypsychology.org/bandura.html

Norman, K. L. (2017). Cyberpsychology: An introduction to human-computer interaction. Cambridge University Press.

The Qualitative Data Analysis & Research Software. ATLAS.ti. https://atlasti.com/

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Self-reported computer criminal behavior: A psychological analysis. Digital Investigation, 3, 116–120. https://doi.org/10.1016/j.diin.2006.06.002

Spears, R., Doosje, B., & Ellemers, N. (1997).

Self-stereotyping when group status and distinctiveness are threatened: The influence of group identification. Personality and Social Psychology Bulletin, 23(5), 538–553. https://doi.org/10.1177/0146167297235009 Tajfel, H., & Turner, J. C. (2004).

The social identity theory of intergroup behavior. Political Psychology, 276–293. https://doi.org/10.4324/9780203505984-16