Thwarting Instant Messaging Phishing Attacks: The Role of Self-Efficacy and the Mediating Effect of Attitude towards Online Sharing of Personal Information.

CONTEXT: The cause of cybercrime phishing threats in Malaysia is a lack of knowledge and awareness of phishing. OBJECTIVE: The effects of self-efficacy (the ability to gain anti-phishing knowledge) and protection motivation (attitude toward sharing personal information online) on the risk of instant messaging phishing attacks (phishing susceptibility) are investigated in this study. The protection motivation theory (PMT) was tested in the context of attitudes toward sharing personal information online with a view to improving interventions to reduce the risk of phishing victimisation. METHODS: Data were collected using non-probability purposive sampling. An online survey of 328 Malaysian active instant messaging users was collected and analysed in SmartPLS version 4.0.8.6 using partial least squares structural equation modelling. RESULTS: The results showed that a person's cognitive factor (either high or low self-efficacy) affected their chance of being a victim of instant message phishing. A higher level of self-efficacy and a negative attitude towards sharing personal information online were significant predictors of phishing susceptibility. A negative attitude towards sharing personal information online mediated the relationship between high levels of self-efficacy and phishing susceptibility. A higher level of self-efficacy led to the formation of negative attitudes among internet users. Attitudes toward the sharing of personal information online are critical because they allow phishing attempts to exist and succeed. CONCLUSIONS: The findings give government agencies more information on how to organise anti-phishing campaigns and awareness programmes; awareness and education can improve one's ability to acquire anti-phishing knowledge (self-efficacy).

I am Alexa, your virtual tutor!: The effects of Amazon Alexa's text-to-speech voice enthusiasm in a multimedia learning environment.

Modern text-to-speech voices can convey social cues ideal for narrating multimedia learning materials. Amazon Alexa has a unique feature among modern text-to-speech vocalizers as she can infuse enthusiasm cues into her synthetic voice. In this first study examining modern text-to-speech voice enthusiasm effects in a multimedia learning environment, a between-subjects online experiment was conducted where learners from a large Asian university (n = 244) listened to either Alexa's: (1) neutral voice, (2) low-enthusiastic voice, (3) medium-enthusiastic voice, or (4) high-enthusiastic voice, narrating a multimedia lesson on distributed denial-of-service attack. While Alexa's enthusiastic voices did not enhance persona ratings compared to Alexa's neutral voice, learners could infer more enthusiasm expressed by Alexa's medium-and high-enthusiastic voices than Alexa's neutral voice. Regarding cognitive load, Alexa's low-and high-enthusiastic voices decreased intrinsic and extraneous cognitive load ratings compared to Alexa's neutral voice. While Alexa's enthusiastic voices did not impact affective-motivational ratings differently from Alexa's neutral voice, learners reported a significant increase of positive emotions from their baseline positive emotions after listening to Alexa's medium-enthusiastic voice. Finally, Alexa's enthusiastic voices did not enhance the learning performance on immediate retention and transfer tests compared to Alexa's neutral voice. This study demonstrates that a modern text-to-speech voice enthusiasm can positively affect learners' emotions and cognitive load during multimedia learning. Theoretical and practical implications are discussed through the lens of the Cognitive Affective Model of E-learning, Integrated-Cognitive Affective Model of Learning with Multimedia, and Cognitive Load Theory. We further outline this study's limitations and recommendations for extending and widening the text-to-speech voice emotions research.