1.
Köhler, D., Pünter, W., Meinel, C.: The ’’How’’ Matters: Evaluating different Video Types for Cybersecurity MOOCs. In: Viberg, O., Jivet, I., Muñoz-Merino, P., Perifanou, M., en Papathoma, T. (reds.) Responsive and Sustainable Educational Futures. bll. 149–163. Springer Nature Switzerland (2023).
Teachers and educators are usually required to transfer knowledge to groups of learners simultaneously. However, not all students necessarily learn in the same way. In cybersecurity education, severe differences between understanding and applying knowledge are observed. In our study, we performed Randomized Controlled Trials with more than 1,500 participants to compare different educational videos: a presentation with slides, an interview, and a short animation. We evaluate learning success for the three dimensions of cybersecurity: Perception, Protection, and Behavior and observe that traditional presentations with slides perform best for achieving fundamental understanding (Perception), tested in recall exercises. Animation videos achieve the best learning success in transfer tasks, such as for assessing protective measures. While statistically insignificant, we observe a slight tendency of animation video learners to apply the learned behavior best, while learners of the interview videos performed worst.
2.
Köhler, D., Serth, S., Meinel, C.: On Air: Benefits of weekly Podcasts accompanying Online Courses. Proceedings of the Tenth ACM Conference on Learning @ Scale. (2023).
Podcasts are a widely-used medium for communication and learning. One advantage of them is the possibility to pursue other activities while listening. Contrasting, Massive Open Online Courses (MOOCs) employ video-based teaching methods. Current research, however, challenges the interactivity and variation of teaching content in established MOOCs. This manuscript presents an experiment conducted with a podcast series deployed alongside a MOOC on cybersecurity. In our Static-Group Comparison, we identified a significant increase in learning success in weekly graded exercises (6.3%) and the course's final examination (6.4%) for learners exposing themselves to the podcast. Our first study results are promising in favor of multimedia learning. Hence, we present ideas for additional analysis and briefly outline which aspects of the results should be discussed in more depth.
3.
Koehler, D., Serth, S., Steinbeck, H., Meinel, C.: Integrating Podcasts into MOOCs: Comparing Effects of Audio- and Video-Based Education for Secondary Content. In: Hilliger, I., Muñoz-Merino, P.J., Laet, T.D., Ortega-Arranz, A., en Farrell, T. (reds.) Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption (EC-TEL 2022). bll. 131–144. Springer, Toulouse, France (2022).
Multimedia learning methods can enrich any online learning scenario. However, traditional Massive Open Online Courses (MOOCs) often put the learner into classroom-like situations without considerably varying presentation formats. By conducting a study and analysis of multimedia elements such as interviews and podcasts, we lay a foundation for future research in the field of multimedia learning. This research studies video-based and audio-based education methods for secondary learning content. We explore both the conscious and subconscious effects of the different formats. In our quantitative assessment of more than 900 learners, we did not observe any significant differences in quiz performance between learners of the two groups. Although our recurring learners are used to video-based learning methods, the audio-based teaching methods were accepted and rated “easy to follow” by more than 80% of our learners. However, we observe that the learners enjoy traditional podcasts with a single presenter the least. Our work adds to the field of multimedia online teaching and shows that enriching courses with audio-based education methods proves beneficial for asynchronous learning offers.
4.
Koehler, D., Serth, S., Meinel, C.: Consuming Security: Evaluating Podcasts to Promote Online Learning Integrated with Everyday Life. Proceedings of the World Engineering Education Forum (2021).
Traditional (online) teaching approaches put the student into a video-based, classroom-like situation. When asked to reproduce the content, the student can consciously remember what he learned and answer accordingly. Contrasting, knowledge of IT-security aspects requires sensitization for the topic throughout the daily life of a learner. We learned from interactions with former learners that they sometimes found themselves in situations where they --- despite knowing better --- still behaved in an undesired way. We thereby conclude that the classroom-based presentation of knowledge in Massive Open Online Courses (MOOCs) is not sufficient for the field of IT-Security Education. Therefore, this work presents an approach to a study to assess and analyze different audio-based methods of conveying knowledge, which can integrate into a learner's everyday life. In the spirit of Open Research, we therefore publish our research questions and chosen methods in order to discuss these within the community. Following, we will study the perception of the proposed education methods by learners and suggest possible improvements for subsequent research.
5.
Koehler, D., Klieme, E., Kreuseler, M., Cheng, F., Meinel, C.: Assessment of Remote Biometric Authentication Systems: Another Take on the Quest to Replace Passwords. Proceedings of 2021 IEEE 5th International Conference on Cryptography, Security and Privacy (CSP 2021). IEEE (2021).
