Does Learning Method Matter in Cyber Security Behaviour? Spaced Vs. Massed e-Learning.

Abstract

Besides acquiring knowledge and skills, learning can also have a behavior change purpose. The case of learning compliance and cyber hygiene is an example. It remains a largely unexplored question whether learning methods affect the degree of intention to follow the learned behavior. Spaced learning has been established as a useful presentation style for the retention of information and building skills, but many organisations continue to use a massed e-learning format. This study compares three presentation formats (spaced, massed, and mixed) using a newly developed e-learning tool for the European General Data Protection Regulation (GDPR). Mixed methods are used to examine differences as well as to explore user perceptions and preferences. Forty-seven participants completed baseline tests and were randomly allocated to one of the three presentation style conditions. All participants completed immediate post-tests, delayed post-tests, and behavioral intention questionnaires. Despite some large observed differences between individuals, the univariate analyses showed that the gain scores between immediate post-test and delayed post-tests were not significantly different between participants across the three presentation formats. The qualitative analysis revealed emerging themes of presentation, delivery, messenger effects, and motivations.