Analyzing the impact of experiential pedagogy in teaching socio-cybersecurity: cybersecurity across the curriculum

This paper presents results from efforts to integrate cybersecurity into social science courses, for the purposes of improving the cybersecurity awareness of non-computer science students. The instruction was delivered through socio-cybersecurity modules. A quasi-experimental methodology which included pre-tests, delivery of the modules, and then post-tests was the source of the primary data. Paired t-test was used to analyze the data. Qualitative data was also collected form students' discussions, after the experiential exercises. The infusion targeted a 200-level Social Problems class across two semesters. The paired T-Test results showed significant mean differences for two of the eight concepts taught in the Password Module, as there was a significant difference across pre- and post-test conditions for the use of special characters t(22)=-3.33, p=0.003; and for vulnerability of weak passwords t(22)=2.47, p=0.022. Additionally, one of the six concepts taught in the Phishing module demonstrated significant mean difference, as students believed that most scammers worked alone and not in organizations t(25)=3.07, p=0.005. Based on the outcome it was demonstrated that sociology students could benefit more from experiential learning, using laboratory settings rather than a lecture-only format.