The influence of students’ knowledge on security towards their behavior with security risks within the context of Saudi Arabia

Information Security Awareness (ISA) is a considerable break in the wall of information security. People may show different level of awareness for security threats based on their knowledge, behavior and culture. In Saudi, studies showed that employees are less aware to security risks due to lack of knowledge and the demand culture. This paper presents the influence of students’ knowledge on their behavior with security risks particularly those are personally related to them such as risks of guessable passwords, email attachments, junk email, pirated software and hacking. This paper selected students from two Universities from the East of kingdom of Saudi Arabia

Web users’ knowledge and their behavior towards security threats and vulnerabilities

Most of web users today are university students. They become more familiar with Information Security (IS) because it is a taught course in the university curriculum. However, there are many students whose level of awareness on this subject is still not enough considering the occurrence of security risks and their frequent usage of the internet. Many studies have been conducted to assess students and to raise their level of IS awareness. This study concerns about students' knowledge and their behaviour or action towards IS. This study investigates whether students' knowledge influence positively over their cultural habits of ignoring things in IS environment. This study inspects students' knowledge about risks that face them daily particularly when they deal with their emails, social network accounts, software downloading and installing and public network. This study selected students from two universities from the eastern part of Saudi Arabia (Dammam and King Faisal University). The results of this study confirmed the research questions and indicate that students' knowledge and culture is associated with their behaviour. Students with more knowledge of IS are less exposed to security risks

Ethical communication in IT project from an Islamic perspective

Abstract—Interactive communication morals distinguish it from other methods of interaction morals by focused point for the association among information technology project team members. Official communications design is not focused in a minor portion of the information technology projects, and neither writing performance reports nor having a system of control over lessons learned frequent practices within organization. When the communication is not at the best relationship, interpersonal communication at all levels moves into another form of communicative interaction. The major objective of this paper is to identify the communicational obstacles and its impact on the information technology projects and suggest the best possible solution for these obstacles from the Islamic perspective. We assume that the knowledge that we pass through this paper would be beneficial for the future IT project

Students’ intention to use emotion-aware virtual learning environment: Does a lecturer’s interaction make a difference?

Purpose: This study explored students' perspective of using emotion aware Vertual Learning Environment (VLE) in Malaysia's higher education institutions. The purpose is to investigate the relationships among dimensions of Technology Readiness Index (TRI), attitude, intention to use VLE, and lecturer interaction. The outcomes concerned the emotions involved in the educational process of Malaysia's higher education institutions. Methodology: Quantitative data were collected via an online survey from 260 students. An empirical analysis was then conducted using structural equation modelling (Smart PLS) in two phases: (1) examining the direct effect of students' attitude on VLE adoption intention and (2) examining the indirect effect of constructs using lecturer interaction as a mediator. Findings: The findings revealed a significant mediating role of lecturer interaction on the relationship between attitude and intention to use VLE across the student cohort. Inhibitors, such as insecurity and discomfort, were less significant in affecting students' attitude towards emotion aware VLE. The results indicate that students are motivated to use VLE when lecturers understand their emotions and react accordingly. Significance: This is one of the studies pertaining to emotions in VLE and lecturer interaction in higher education institutions. The results facilitate an understanding of the pedagogical role of lecturer interaction as a practical learning motivation. It is of particular interest to curriculum and e-learning stakeholders looking to improve students' interactions with the VLE systems. Apart from extending the current literature, this study has significant practical implications for education management in higher learning institutions

Students' intention to use emotion-aware virtual learning environment: does a lecturer's interaction make a difference?

Purpose: This study explored students’ perspective of using emotion-aware Vertual Learning Environment (VLE) in Malaysia’s higher education institutions. The purpose is to investigate the relationships among dimensions of Technology Readiness Index (TRI), attitude, intention to use VLE, and lecturer interaction. The outcomes concerned the emotions involved in the educational process of Malaysia’s higher education institutions. Methodology: Quantitative data were collected via an online survey from 260 students. An empirical analysis was then conducted using structural equation modelling (Smart PLS) in two phases: (1) examining the direct effect of students’ attitude on VLE adoption intention and (2) examining the indirect effect of constructs using lecturer interaction as a mediator. Findings: The findings revealed a significant mediating role of lecturer interaction on the relationship between attitude and intention to use VLE across the student cohort. Inhibitors, such as insecurity and discomfort, were less significant in affecting students’ attitude towards emotion-aware VLE. The results indicate that students are motivated to use VLE when lecturers understand their emotions and react accordingly. Significance: This is one of the studies pertaining to emotions in VLE and lecturer interaction in higher education institutions. The results facilitate an understanding of the pedagogical role of lecturer interaction as a practical learning motivation. It is of particular interest to curriculum and e-learning stakeholders looking to improve students’ interactions with the VLE systems. Apart from extending the current literature, this study has significant practical implications for education management in higher learning institutions