Purpose of social networking use and victimisation: Are there any differences between university students and those not in HE?

Benson, Vladlena; Saridakis, George; Tennakoon, Hemamali

doi:10.1016/j.chb.2014.11.034

Cited by 31 publications

(22 citation statements)

References 35 publications

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“…This result conflicts with a previous study which argued that the level of education is not significantly related to phishing victimisation [12]. But most importantly, when comparing university students with people from outside higher education institutions [44], both behave in a similar way in social networks. Yet, students have been found to be less likely to fall victim to cyber-attacks.…”

Section: Findings and Discussioncontrasting

confidence: 56%

User characteristics that influence judgment of social engineering attacks in social networks

Albladi

Weir

2018

Hum. Cent. Comput. Inf. Sci.

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Social engineering is a growing source of information security concern. Exploits appear to evolve, with increasing levels of sophistication, in order to target multiple victims. Despite increased concern with this risk, there has been little research activity focused upon social engineering in the potentially rich hunting ground of social networks. In this setting, factors that influence users’ proficiency in threat detection need to be understood if we are to build a profile of susceptible users, develop suitable advice and training programs, and generally help address this issue for those individuals most likely to become targets of social engineering in social networks. To this end, the present study proposes and validates a user-centric framework based on four perspectives: socio-psychological, habitual, socio-emotional, and perceptual. Previous research tends to rely on selected aspects of these perspectives and has not combined them into a single model for a more cohesive understanding of user’s susceptibility.

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Section: Findings and Discussioncontrasting

confidence: 56%

User characteristics that influence judgment of social engineering attacks in social networks

Albladi

Weir

2018

Hum. Cent. Comput. Inf. Sci.

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“…Thus, users can search for people that are able to provide particular information, help them to find it, or transfer knowledge to other people (Ray, 2014;Schouten, 2011). Facebook, in particular, is a source that is easily accessible and also simple to use, and is often employed by students to ask questions about studies and to study interactively (Benson et al, 2015;Gregory et al, 2014;Hussain, 2012). Highly popular media are also those that enable Internet users to express themselves on a specific topic in the form of the written word, oral expression, taking and collecting photos or recording videos, for example, Twitter, YouTube, Instagram, Pinterest, and also to use the information placed there by other users (Hamid et al, 2015;Munguatosha et al, 2011;Nakagawa and Arzubiaga, 2014;Schouten, 2011;Ward, 2006).…”

Section: Literature Overviewmentioning

confidence: 99%

Social Media and Higher Education – An International Perspective

Bartosik‐Purgat¹,

Filimon²,

Calli³

2017

Economics &Amp; Sociology

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This study explores the use of social media in higher education with a particular focus on the role of cultural and socioeconomic differences. The dataset, built on surveyed respondents from China, Poland, Spain, Turkey and United States, was analysed using quantitative techniques that allowed us to test various hypotheses. Findings show that the use of social media for educational purposes is determined by socio-demographic variables (gender, age, education level) that returned different social media users' profiles across countries. Overall, the results indicate that social media is a useful tool of communication between teachers and students but that national cultural differences must be taken into account in the design of subjects and teaching materials used by teachers in the digital environment. From another point of view, the results related with the cultural differences and the socioeconomic determinants may give insight to the marketers in the promotion of education related products such as books, language schools, degree and certificate programs in social media.

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“…A variety of some other studies have also been reported on the usage of social media to positively support student education and their learning process (Ainin, Naqshbandi, Moghavvemi, & Jaafar, 2015; Al-Rahmi & Zeki, 2016; Junco, Heiberger, & Loken, 2011; Tarantino, McDonough, & Hua, 2013). Social media’s easy accessibility, direct interface, and other convenient capabilities have provided it with a highly deserved place in the current landscape of science and technology (Benson, Saridakis, & Tennakoon, 2015). Besides this, previous studies call for more research to examine how social media is perceived and accepted by students for education and learning purposes (Shittu, Madarsha Basha, & Ahmad, 2011; Raaij & Schepers, 2008), as many issues are still unexamined.…”

Section: Introductionmentioning

confidence: 99%

Usage of Social Media Tools for Collaborative Learning: The Effect on Learning Success With the Moderating Role of Cyberbullying

Sarwar

Zulfiqar

Aziz

et al. 2018

Journal of Educational Computing Research

107

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The adoption level of emerging web technologies is rapidly growing in educational settings. Given the widespread popularity of social media, it has become essential to understand and adopt social media sites to develop future educational plans as well as deploy current course material on new technologies. This article addresses the issue of perception and usage of social media from the perspective of student collaborative learning and learner performance by incorporating the Technology Acceptance Model and Constructivism Theory about collaborative learning. By analyzing the results using a Structure Equation Modeling technique, this study found that perceived usefulness, perceived ease of use, and perceived enjoyment all have a significant positive relationship with social media usage. The results indicate that social media serves as a dynamic tool to expedite the development of learning environments by encouraging cooperation and communication among students which reinforce their learning behavior and performance. However, it was found that a negative relationship exists between perceived enjoyment and collaborative learning. Cyberbullying as a moderator was found to be a dampening factor in the positive relationship between collaborative learning and learner performance.

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Purpose of social networking use and victimisation: Are there any differences between university students and those not in HE?

Abstract: Abstract

Cited by 31 publications

References 35 publications

User characteristics that influence judgment of social engineering attacks in social networks

User characteristics that influence judgment of social engineering attacks in social networks

Social Media and Higher Education – An International Perspective

Usage of Social Media Tools for Collaborative Learning: The Effect on Learning Success With the Moderating Role of Cyberbullying

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