No abstract

The weakness of knowledge-based authentication systems, such as passwords and Personal Identification Numbers (PINs), is well known, and reflects an uneasy compromise between security and human memory constraints. Research has been undertaken for some years now into the feasibility of graphical authentication mechanisms in the hope that these will provide a more secure and memorable alternative. The graphical approach substitutes the exact recall of alphanumeric codes with the recognition of previously learnt pictures, a skill at which humans are remarkably proficient. So far, little attention has been devoted to usability and initial research has failed to conclusively establish significant memory improvement. This paper reports two user studies comparing several implementations of the graphical approach with PINs. Results demonstrate that pictures can be a solution to some problems relating to traditional knowledge-based authentication but that they are not a simple panacea, since a poor design can eliminate the picture superiority effect in memory. The paper concludes by discussing the potential of the graphical approach and providing guidelines for developers contemplating using these mechanisms.

The pandemic and subsequent ‘lockdowns’ dramatically changed the educational landscape of higher education institutions. Before-COVID-19, traditional universities had choices in pedagogical practice, which included a variety of teaching delivery modes. Overnight, a single mode of delivery became the only option for traditional higher education institutions. All services migrated to digital platforms, leading to a period of “emergency eLearning”. The full impact of this sudden shift to digital platforms on all cohorts of students is still unclear. A measure of disruption to the normal student learning experience, especially for those attending traditional universities, was inevitable. Moreover, this disruption was varied depending on the University’s country and the country’s lockdown logistics. This international, comparative, quantitative research project investigated and explored higher education students’ perceptions of emergency eLearning during the COVID-19 pandemic. Experiences of students at universities in three countries were evaluated in terms of four dimensions: (1) home learning environment, (2) engagement, (3) participation preference, and (4) impact on learning skills. The research revealed significant differences between the participating universities students’ experiences. The most important differences were in the ‘home learning environment’, followed by ‘engagement’ and the perception of ‘impact on learning skills’. The differences in the ‘home learning environment’ can be attributed to the differing economic and digital development of the surveyed countries: South Africa, Wales, and Hungary. Finally, different cultural backgrounds suggest a noticeable difference in student engagement, participation, and learning skills.

This article considers the nature of e-mail from the recipient's perspective-what the seemingly free and easy communication really costs the recipient. Information gathered by electronic monitoring software is shown to be at odds with the results of an online survey of e-mail users' perceptions of their e-mail experience-users drastically underestimate the disruptive effects of e-mail. The conclusion is that the constant monitoring of e-mail actually reduces productivity and that there is a need for increased power, control, and awareness on the part of the e-mail recipient to ensure that e-mail remains a tool rather than a tyrant. It is necesssary to alert the user of the true cost of e-mail alerts.