Investigating the Role of Multibiometric Authentication in Professional Certification E-exams

E-learning has grown to such an extent that paper-based testing is being replaced by computer-based testing also known as e-exams. Because these e-exams can be delivered outside of the traditional proctored environment, additional authentication measures must be employed in order to offer similar authentication assurance as found in proctored, Paper-Based Testing (PBT). In this study, we extended the body of knowledge in e-learning research by comparing e-exam scores and durations of three separate groups of e-exam takers using different authentication methods: Online Using Username/Password (OLUP), In-Testing Proctored Center (ITPC), and Online Proctored with Multibiometrics (OPMB). The aim was to better understand the role as well as the possible effect of continuous and dynamic multibiometric authentication on professional certification e-exam scores and durations. Our results indicated that group affiliation, i.e. type of authentication methods, had no significant effect on differences among e-exam scores and durations. While there was a clear path of increased mean e-exam score as authentication method was relaxed, it was evident from the analysis that these were not statistically significant,probably due to the limited sample size. Age was found to have a significant effect on e-exam scores where younger participants were found to have higher e-exam scores and lower e-exam durations than older participants. Gender was not found to have a significant effect on e-exam scores nor durations. This study’s results can help organizations better understand the role, possible effect, and potential application of continuous and dynamic multibiometric authentication as a justifiable approach when compared with the more common authentication approach ofUser Identifier (UID) and password, both in professional certification e-exams as well as in an online environment

Assessing the Value of E-Learning Systems

Assessing the Value of E-Learning Systems provides an extensive literature review pulling theories from the field of information systems, psychology and cognitive sciences, distance and online learning, as well as marketing and decision sciences. This book provides empirical evidence for the power of measuring value in the context of e-learning systems. Assessing the Value of E-Learning Systems offers a set of benchmarking tools, such as the Value-Satisfaction grids and LeVIS index, to help administrators of e-learning programs realize the key effective characteristics of their program. The book concludes with a “cook book” guidelines approach on how to implement the proposed theory and tools in the reader\u27s own e-learning program.https://nsuworks.nova.edu/gscis_facbooks/1000/thumbnail.jp

The Role of User Computer Self-Efficacy, Cybersecurity Countermeasures Awareness, and Cybersecurity Skills Influence on Computer Misuse

Cybersecurity threats and vulnerabilities are causing substantial financial losses for governments and organizations all over the world. Intentional and unintentional users’ misuse of information systems (IS) resources represents 50% to 75% of cybersecurity threats. Computer Crime and Security Survey revealed that nearly 60% of security breaches occurred from inside the organization by authorized users. Computer users are deemed as one of the weakest links in the IS security chain. In this study, we examined the effect of user computer self-efficacy (CSE), cybersecurity countermeasures awareness (CCA), and cybersecurity skills (CS) on users’ computer misuse intention (CMI) at a government agency. Our results show that the factor of users’ awareness of computer monitoring (UAC-M) and cybersecurity initiative skill (CIS) were significant contributors to CMI. UAC-M and CSE were significant contributors to cybersecurity computing skill (CCS). Users’ awareness of security policy (UAS-P) was a significant contributor to cybersecurity action skill (CAS). However, CSE had no direct influence on misuse behavior. We conclude the paper with discussion about the results along with suggestions for future research