Enhancing Cognition Through Cooperative Learning and Augmented Mentorship
摘要
With increasing cybercrime, educational institutions are working to create increased opportunities for people to enter the cyber workforce. Some programs are expanding their entry criteria to include those from a wider variety of backgrounds. This two-part study uses augmented cognition approaches to identify how individual differences can influence instructional design for security education. Higher levels of variance and time on task typically led to lower performance. In addition, the design of content (internal and external content) influenced performance and time on task, where external supplemental content led to increased effort and lower outcomes.