2016
Moreno-Fernandez, MM.; Blanco, F.; Garaizar, Pablo; Matute, Helena
Fighting phishing: Improving users’ awareness about electronic fraud by discriminative training. Journal Article
In: vol. 69, pp. 421-436, 2016.
Abstract | Links | BibTeX | Tags: Discrimination learning, Easy-to-hard effect, human-computer interaction, internet security, Phishing, Visual discrimination
@article{Moreno-Fernandez2016b,
title = {Fighting phishing: Improving users’ awareness about electronic fraud by discriminative training.},
author = {MM. Moreno-Fernandez and F. Blanco and Pablo Garaizar and Helena Matute},
url = {https://home/learninglabdeust/public_html.sciencedirect.com/science/article/pii/S074756321630872X},
doi = {10.1016/j.chb.2016.12.044},
year = {2016},
date = {2016-12-19},
volume = {69},
pages = {421-436},
abstract = {Phishing is a form of electronic fraud in which attackers attempt to steal sensitive information by posing as a legitimate entity. To maintain the attack unnoticed, phishers typically use fake sites that accurately mimic real ones. However, there are usually subtle visual discrepancies between these spoof sites and their legitimate counterparts that may help Internet users to identify their deceptive nature. Among all the potential visual cues, we choose to focus on typography, because it is often hard for phishers to use exactly the same font as in the original website. Thus, Experiment 1 assessed the effectiveness of visual discrimination training to help people detect typographical discrepancies between fake and legitimate websites. Results showed higher sensitivity to differences when undergraduate students were previously trained with easier versions of the discrimination task (i.e., involving more noticeable differences in typography) than when they were trained with the difficult target discrimination from the start (easy-to-hard effect). These results were replicated with a broader and more representative sample of anonymous Internet users in Experiment 2. Implications for the design of strategies to prevent electronic fraud are discussed.
},
keywords = {Discrimination learning, Easy-to-hard effect, human-computer interaction, internet security, Phishing, Visual discrimination},
pubstate = {published},
tppubtype = {article}
}
Phishing is a form of electronic fraud in which attackers attempt to steal sensitive information by posing as a legitimate entity. To maintain the attack unnoticed, phishers typically use fake sites that accurately mimic real ones. However, there are usually subtle visual discrepancies between these spoof sites and their legitimate counterparts that may help Internet users to identify their deceptive nature. Among all the potential visual cues, we choose to focus on typography, because it is often hard for phishers to use exactly the same font as in the original website. Thus, Experiment 1 assessed the effectiveness of visual discrimination training to help people detect typographical discrepancies between fake and legitimate websites. Results showed higher sensitivity to differences when undergraduate students were previously trained with easier versions of the discrimination task (i.e., involving more noticeable differences in typography) than when they were trained with the difficult target discrimination from the start (easy-to-hard effect). These results were replicated with a broader and more representative sample of anonymous Internet users in Experiment 2. Implications for the design of strategies to prevent electronic fraud are discussed.
2013
Guenaga, Mariluz; Menchaca, Iratxe; Romero, Susana; Eguiluz, Andoni
Analyzing the level of inclusion of digital educational objects in Eskola 2.0 Book
IGI Global, 2013.
Abstract | Links | BibTeX | Tags: computer science, human-computer interaction, multimedia
@book{Guenaga2013b,
title = {Analyzing the level of inclusion of digital educational objects in Eskola 2.0},
author = {Mariluz Guenaga and Iratxe Menchaca and Susana Romero and Andoni Eguiluz },
url = {http://home/learninglabdeust/public_html.irma-international.org/viewtitle/71875/},
doi = {10.4018/978-1-4666-2530-3.ch010},
year = {2013},
date = {2013-01-01},
publisher = {IGI Global},
abstract = {The Basque Government has published two calls to create digital educational objects for the programme
called Eskola 2.0. After having provided schools with technological equipment, these calls aim to increase
the use of learning technology in the classroom. More than 300 didactic sequences have been developed,
which vary greatly in visual design, content structure, organization, and pedagogical aspects. Even though
accessibility is one of the quality criteria, the reality is that they are hardly accessible and inclusive.
DeustoTech Learning research group has carried out a survey of the educational objects approved in
these calls up to November 2011. The authors evaluated pedagogical and technological aspects to find
out how inclusive they are. In this chapter, they provide the results of the survey and propose a set of
guidelines for designing more accessible and inclusive objects in the future.},
keywords = {computer science, human-computer interaction, multimedia},
pubstate = {published},
tppubtype = {book}
}
The Basque Government has published two calls to create digital educational objects for the programme
called Eskola 2.0. After having provided schools with technological equipment, these calls aim to increase
the use of learning technology in the classroom. More than 300 didactic sequences have been developed,
which vary greatly in visual design, content structure, organization, and pedagogical aspects. Even though
accessibility is one of the quality criteria, the reality is that they are hardly accessible and inclusive.
DeustoTech Learning research group has carried out a survey of the educational objects approved in
these calls up to November 2011. The authors evaluated pedagogical and technological aspects to find
out how inclusive they are. In this chapter, they provide the results of the survey and propose a set of
guidelines for designing more accessible and inclusive objects in the future.
called Eskola 2.0. After having provided schools with technological equipment, these calls aim to increase
the use of learning technology in the classroom. More than 300 didactic sequences have been developed,
which vary greatly in visual design, content structure, organization, and pedagogical aspects. Even though
accessibility is one of the quality criteria, the reality is that they are hardly accessible and inclusive.
DeustoTech Learning research group has carried out a survey of the educational objects approved in
these calls up to November 2011. The authors evaluated pedagogical and technological aspects to find
out how inclusive they are. In this chapter, they provide the results of the survey and propose a set of
guidelines for designing more accessible and inclusive objects in the future.