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The purpose of this paper is to understand the influence of exposure to motivated offenders who may alter the vulnerability levels to phishing victimization. This is particularly focused on explaining the influences of individuals’ online lifestyles and attitudes toward information sharing online on phishing susceptibility.

This conceptual paper explores the risk of phishing victimization using criminological theories. The authors draw on empirical evidence from existing cybercrime literature and revisit routine activities theory (RAT) and lifestyle RAT (LRAT) to elucidate the risk of phishing victimization. This paper proposes that cyber-RAT, which was developed from RAT and LRAT, could interpret phishing victimization. Grounded on the intervention-based theory against cybercrime phishing, this study suggests that an attitude toward precautionary behavior (information sharing online) is essential to mitigate the phishing victimization risk.

This paper aims to provide a clear insight into the understanding of phishing victimization risk using theoretical and empirical evidence.

The theoretical perspective outlined provides the understanding of the impacts of online routine activities on a phishing attack which in turn will increase the awareness of phishing threats. The important role of the precautionary countermeasure, that is, attitudes toward information sharing online is highlighted to reconcile the phishing victimization risk.

This study aims to examine if a pedagogical agent’s expressed anger, when framed as a feedback cue, can enhance mental effort and learning performance in a multimedia learning environment than expressed happiness.

A between-subjects experiment was conducted in which learners engaged with a multimedia learning material that taught programming algorithms, featuring a pedagogical agent who expressed anger or happiness as a feedback cue in response to the learners’ prior performance. Learners completed a self-reported scale and post-test for measuring mental effort and learning performance, respectively.

Female learners reported higher mental effort and had better learning performance when the pedagogical agent expressed anger than happiness. Male learners reported marginally lower mental effort when the pedagogical agent expressed anger than happiness.

This study focuses on a pedagogical agent’s expressed emotion as social information to learners. Extending from research advocating a pedagogical agent’s positive emotional expression, this study highlights the potential benefits of a pedagogical agent’s negative emotional expression, such as anger, as a cue for learners to enhance learning effort and performance in a multimedia learning environment.

This study aims to examine the effects of voice enthusiasm (enthusiastic voice vs calm voice) on social ratings of the speaker, cognitive load and transfer performance in multimedia learning.

Two laboratory experiments were conducted in which learners learned from a multimedia presentation about computer algorithm that was narrated by either an enthusiastic human voice or a calm human voice.

Results from Experiment 1 revealed that the enthusiastic voice narration led to higher social ratings of the speaker and transfer performance when compared to the calm voice narration. Experiment 2 demonstrated that the enthusiastic voice led to higher affective social ratings (human-like and engaging) and transfer performance as compared to the calm voice. Moreover, it was shown that a calm voice prompted a higher germane load than an enthusiastic voice, which conforms to the argument that prosodic cues in voice can influence processing in multimedia learning among non-native speakers.

This study extends from prior studies that examined voice effects related to mechanization, accent, dialect, and slang in multimedia learning to examining the effects of voice enthusiasm in multimedia learning.

The aim of this paper is to examine the effects of a learner’s regulatory focus orientation and message frame of a motivational virtual agent in an e-learning environment.

On the basis of quasi-experimental design, university sophomores (n = 210) categorized as chronic promotion-focus, chronic prevention-focus or neutral regulatory focus interacted with either an agent that conveyed gain-frame message or an agent that conveyed loss-frame message to persuade learners to engage with the e-learning content. Statistical analyses assessed the effects of regulatory focus and message frame on agent perception, motivation and cognitive load.

The results of this paper did not support the hypotheses that chronic promotion-focus learners will benefit more with gain-frame agent than a loss-frame agent, and that chronic prevention-focus learners will benefit more with loss-frame agent than a gain-frame agent. There were main effects of message frame (albeit small effects) – the loss-frame agent was perceived to be more engaging, induced higher motivation and prompted higher germane load than the gain-frame agent. With gain-frame agent, chronic promotion-focus learners had higher motivation toward the e-learning task than other learners.

Prior studies have examined regulatory focus and message frame with agents simulating virtual health advocates. This paper extended on this by examining these roles with a persuasive agent simulating virtual tutor in an e-learning environment.

The purpose of this research is to explain the influence of information security monitoring and other social learning factors on employees’ security assurance behaviour. Security assurance behaviour represents employees’ intentional and effortful actions aimed towards protecting information systems. The behaviour is highly desired as it tackles the human factor within the information security framework. The authors posited that security assurance behaviour is a learned behaviour that can be enhanced by the implementation of information security monitoring.

Theoretical framework underlying this study with six constructs, namely, subjective norm, outcome expectation, information security monitoring, information security policy, self-efficacy and perceived inconvenience, were identified as significant in determining employees’ security assurance behaviour (SAB). The influence of these constructs on SAB could be explained by social cognitive theory and is empirically supported by past studies. An online questionnaire survey as the main research instrument is adopted to elicit information on the six constructs tested in this study. Opinion from industry and academic expert panels on the relevance and face validity of the questionnaire were obtained prior to the survey administration.

Findings from this research indicate that organisations will benefit from information security monitoring by encouraging security behaviours that extend beyond the security policy. This study also demonstrates that employees tend to abandon security behaviour when the behaviour is perceived as inconvenient. Hence, organisations must find ways to reduce the perceived inconvenience using various security automation methods and specialised security training. Reducing perceived inconvenience is a challenge to information security practitioners.

There are some limitations in the existing work that could be addressed in future studies. One of them is the possible social desirability bias due to the self-reported measure adopted in the study. Even though the authors have made every effort possible to collect representative responses via anonymous survey, it is still possible that the respondents may not reveal true behaviour as good conduct is generally desired. This may lead to a bias towards favourable behaviour.

In general, the present research provides a number of significant insights and valuable information related to security assurance behaviour among employees. The major findings could assist security experts and organisations to develop better strategies and policies for information security protection. Findings of this research also indicate that organisations will benefit from information security monitoring by encouraging security behaviours that extend beyond the security policy.

In this research, the social cognitive learning theory is used to explain the influence of information security monitoring and other social learning factors on employees’ security assurance behaviour; the finding implies that monitoring emphases expected behaviours and helps to reinforce organisational norms. Monitoring may also accelerate learning when employees become strongly mindful of their behaviours. Hence, it is important for organisations to communicate the monitoring practices implemented, even more imperative whenever security monitoring employed is unobtrusive in nature. Nonetheless, care must be taken in this communication to avoid resentment and mistrust among employees.

This study is significant in a number of ways. First, this study highlights significant antecedents of security assurance behaviour, which helps organisations to assess their current practices, which may nurture or suppress information security. Second, using users’ perspective, this study provides recommendations pertaining to monitoring as a form of information security measure. Third, this study provides theoretical contribution to the existing information security literature via the application of the social cognitive learning theory.