"Cybersecurity Computer-Based Training and Technical Communication Design"

About the Author

Lysandwr 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

    Abstract

    Background

    Literature Review

    Methods

    Results

    Results (cont.)

    Results (cont.)

    Results (cont.)

    Conclusions

    Works Cited

    Acronym Glossary

    Appendix A

 Results (cont.)

FISMA Compliance

The training module addressed the three primary topics required for DHS reporting metrics (phishing, remote access, and peer to peer technology), successfully aimed towards desired outcomes some of the time, and covered almost all of the twenty-eight topics listed as mandatory by NIST. The significant topic not covered by the training module was Spyware. However, many aspects of the game design do not support the desired learning outcome. In several cases, the actual exercise presented within the training module contains contradicting information.

The visual description presupposes the learner has already acquired a certain amount of basic computer system literacy regarding, for example, the federal Common Access Card (CAC) reader, when by FISMA mandate the training is supposed to provide this basic literacy.

The “tips” screens with do and don’t behavior directives do not always give information as to why certain behavior is encouraged or prohibited, and so don’t necessarily support the topic they are meant to address.

Learners can toggle on a transcript of each screen and/or segment that provides text of the entire audio narrative. Since the narrator gives responses based on whether the learner has selected the correct or incorrect answer to each exercise question, this allows learners to choose the correct answer without necessarily knowing it themselves.

In addition, the fact that the learner is simply required to get through the screens and reach the final completion screen (where a certificate can be printed without serious repercussion for inattentive or deliberately careless choices) hardly supports the desired behavior outcome mandated by DHS.