"Cybersecurity Computer-Based Training and Technical Communication Design"
About the AuthorLysandwr McNary graduated from New Mexico Tech in spring of 2013 with a Bachelor of Science degree in Technical Communication, after years spent in varied pursuits, from book publisher to United States Army Psychological Operations Specialist. Her time with the US Army, including two years in Iraq, provided many opportunities for studying cybersecurity, communication, and human behavior. Contents |
Results (cont.)Initial DescriptionThe module opens with first an explanation of the heads-up display visible throughout the training and then a multi-media clip which creates a virtual world environment from the learner’s point of view, meant to replicate their computer workstation on a typical first day at the job. As the learner’s point of view moves from the office scene to their desk and then a close up of a computer, there is an explanation of the heads-up display and screen that covers each button and the closed captioning--which is defaulted to ‘on’ (Figure 5). There are buttons for selecting a text transcript of the audio to each clip or exercise, to toggle the audio description on or off (it is also defaulted to ‘on’), to mute the music track or the narration, pause, and play. The heads-up display includes icons for learners to access resources (PDFs and web pages for further reference) via the resources page, a task list which also appears between each training segment, a help button (this simply gives slightly longer descriptions to heads-up display buttons when the learner rolls over them with the cursor than are there at any other time), and an exit point (Figure 6). Figure 5 Information Assurance Support Environment, Defense Information Systems Cyber Awareness Challenge
Figure 6 Information Assurance Support Environment, Defense Information Systems Cyber Awareness Challenge
The training module returns to the task scene after each segment is completed. This screen can also be selected at any time by the learner via the heads up display set of buttons and is grouped in a chronological order meant to contextualize the tasks or training segments in the course of a work day, organized into four parts which follow a linear path both in time and type of tasks, with virtual locations to match (Figure 7). Figure 7 Information Assurance Support Environment, Defense Information Systems Cyber Awareness Challenge
The format of many segments includes a “tips” screen followed by an exercise which may or may not appear to relate to that screen. After each exercise, whether an interactive ‘choose your action’ quiz or a game-style challenge, there is a “tips” screen applicable to that exercise. Since the learner has already completed the interactive element requiring that information, they have less motivation to read and/or retain the “tips” screen and can just click through if they choose. Segments within a section of the course can be completed out of order, but each section must be completed before the learner can continue on to the next section. Learners are not required to win the challenge trophies to continue, but points are awarded to the learner only for correct answers. The format of the game (with the learner competing against an opponent who scores when the learner loses) implies that if the adversary gains too many points in comparison to the learner, the learner “loses” and cannot progress but must repeat the parts (or segments) of that section at which he or she failed. However, in reality the learner will advance to the next section even if he or she selects answers at random and enter clearly incorrect material or make clearly incorrect choices in the trophy challenges. There is a mildly admonishing multi-media clip, but the learner advances to the next section anyway.
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