د/ايمان زغلول قاسم

استاذ تكنولوجيا التعليم المشارك بكلية التربية بالزلفي

User Studies

User Studies
The survey results support our contention that visual-based
approaches should be used to improve the teaching of
security protocols. We have further designed and performed
two user studies to assess our Lego-based approach.
Specifically, we concentrate on two essential aspects of
learning: identification and memorization of security
primitives and protocols.
We modify our digital Lego system to generate an
experiment environment for our user studies. The following
describes the three major changes:
. Adding automatic experiment functions, including
randomizing question sequences, recording individual
operation time durations and user answers,
allowing pause and resume during the experiment,
and saving subject files;
. Enabling and disabling experiment buttons for
different experiment phases. During the observation
phase, only one “question” button is active for
viewing questions; during the response phase, only
the multiple choice buttons are active; and the
“next” button becomes active only after an answer
has been selected. This function guides the subjects
to finish the experiment without distraction.
. Adjusting the user control panels by hiding all
unnecessary interaction buttons.
Fig. 15 shows the interface of our experiment environment
using the Lego-based approach and the text-based approach,
respectively. The control buttons used during the
studies are the same for both methods, so that they do not
affect the study results.
Before the experiments, we hold a practice session to
familiarize the subjects with our experiment environment
and procedure. The procedure of the practice session is the
same as our user studies, except that the practice session only
contains one sample question and explanation for each
experiment. This practice session is designed to reduce the
confusion of subjects during experiments and ensure the
accuracy of our captured time durations.
6.2.1 Experiment 1: Protocol Primitive Identification
Since the survey results have shown that the Lego-based
approach can attract the attention of students, we are
interested in finding out how this approach can assist the
teaching of security protocols. Our first hypothesis is that
the Lego-based approach could help students identify
important primitives in a protocol more easily than the
text-based approach. We design this experiment to evaluate
the aspect of identification through measuring the factors of
accuracy and time duration during identification tasks.
Apparatus: A Windows machine with an ordinary USB
mouse.
Subjects: Seventeen students (5 female and 12 male)
volunteered from the “Introduction to Information Security
and Privacy” class. They have all taken the survey before
this experiment.
Materials: Since this experiment requires subjects to
study an entire protocol carefully, we have selected four
short protocols: one contains seven messages and the other
three contain five messages each. Also, all of the messages
in these protocols consist of a small number of primitives.
Fig. 16 shows these four protocols, corresponding multiple
choice questions, and their answers.

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