Activity Theory Model Research Articles

Fishing for phishy messages: predicting phishing susceptibility through the lens of cyber-routine activities theory and heuristic-systematic model

Mobile phishing has emerged as one of the most severe cybercrime threats; thus, research must examine the factors affecting people’s likelihood of becoming instant messaging phishing targets. In this study, we draw on the cyber-routine activity theory (Cyber-RAT) and heuristic-systematic model (HSM) to predict Gen-Zers’ phishing susceptibility. Based on online survey data (n = 361), the proposed research model was validated via structural equation modeling conducted with SmartPLS 4. Findings indicate that engaging in online risky behavior (social media: instant messaging, vocational, and leisure activities) increases Gen-Zers’ exposure to phishers, increasing their likelihood of becoming instant messaging phishing targets. Phishing messages with a desirable or relevant topic (high message involvement) significantly impact Gen-Zers’ phishing susceptibility. Gen-Zers’ phishing susceptibility is also influenced by phishing messages with persuasive cues. While knowledge of the phishing domain does not directly influence Gen-Zers’ susceptibility to phishing attacks, it significantly motivated them to adopt effective online security management practices on social instant messaging platforms. This paper discusses how these findings implicate online users and inform agencies to promote knowledge for understanding and detecting phishing attacks to avoid victimization.

The (mis)Information World of Moms for Liberty: A Digital Ethnographic Case Study

Moms for Liberty (M4L) is an American organization that has played an outsized role in the dramatic increase in book bans and challenges in school and public libraries. This group provides an opportunity to study the various ways that information and attention is driven bi-directionally between the public and private spheres. The aim of this digital ethnographic case study was to better understand how the norms and values that underlie the small world of M4L influence the larger lifeworld and social milieus of communities. If public policy is ideologically constructed, what does this mean for information practitioners whose institutions exist in small worlds? Jaeger and Burnett’s theory of information worlds and Engeström’s activity theory model were combined to form the lens of interpretation to analyze the normative behavior and information values of M4L and the impact of its object of motivation for creating information poverty in the lifeworld through censorship efforts via political activism and propaganda. Data sources included public messaging from M4L and affiliated social media pages, primary sources from M4L’s official website, official interview transcripts, news headline data, and relevant public policy data. This poster reports on the early findings and emerging implications of the study, as well as the potential value of the proposed theoretical-methodological framework for ethnographic and case study research within the information disciplines.

Design of a Serious Game to Teach Esports Concepts and Career Pathways

The popularity of esports has gained public interest over the past decade, leading to the industries evolution, providing further avenues for career prospects and educational outreach. Esports, abbreviated from electronic sports, is the nature of playing video games casually or professionally at a competitive capacity, either as an individual, or as a team. Previous research areas in esports have focused on education, psychological factors, health and nutrition, business management, performance review, and commercialisation, factoring in the relevance of esports in sports and supporting terms. The industry has different avenues and perspectives that are advantageous to develop innovative approaches, providing information about the industry, and improving the understanding for the wider general audience. Serious games and games-based learning provides the opportunity to educate and inform about the phenomenon of esports and the potential career industry pathways. This paper presents a conceptual design for an esports serious game to educate players about esports in relation to career pathways and genres. Investigation and adaption of serious game frameworks (e.g. Learning Mechanics-Game Mechanics, Activity Theory Model of Serious Games) will be adhered to through the research. This will lead to the development of a serious game for potential stakeholders to assist in their interests in studying or learning about esports and its multi-faceted career opportunities through simulated scenarios. A mixed methods approach will support the increased frequency of new esports programmes in secondary, further, and higher education, using a serious game to inform prospective students in relation to potential career avenues. The conceptual design idea presented in this paper will support the initial research steps of a serious game to teach about esports.

USING LARGE LANGUAGE MODELS FOR ARMCHAIR AUDITORS

Armchair auditors are citizens who use open data to investigate and monitor government activities, typically using analytics and other approaches. Armchair auditors provide a valuable role in holding governments and organizations accountable. This paper investigates the potential use of large language models (LLM) to support armchair auditor analyzes of different governmental entities. Unfortunately, the literature, prior to the development of LLM suggested several challenges for armchair auditors. However, the analysis in this paper suggests that LLM can provide substantial data and analytic process support for armchair auditors mitigating issues such as, providing guidelines for analyses, guiding users to appropriate communities, suggesting potential data availability opportunities, doing analysis and other issues. As part of an approach to unifying armchair auditor searches, this paper also suggests a prompt library designed to support, standardize and promote best practice analyzes among armchair auditors. In addition to these issues, this paper also analyzes emerging ethical issues associated with armchair auditors and their use of open data and LLMs. Finally, this paper extends the activity theory model to account for LLMs.

A STUDY ON LINGUISTIC ETHNOGRAPHY OF TEACHING-LEARNING ENGLISH IN ELT CLASSES: THE CASE OF HINDE JUNIOR SCHOOL

The study intended to explore the linguistic ethnography of teaching and learning English in English language teaching classes. An ethnographic case study design was employed on three English teachers. The school and teachers were selected purposively. Both observation and interview questions were given to language experts to ensure the validity and reliability of the tools. Teachers were observed and interviewed, and notes were taken. Following, data was collected, coded, categorized, and analyzed thematically. The Cultural Activity Theory (CHAT) model was used, and intervention was made. The result of the study revealed that English lesson provision in Hinde Junior School was dominated by traditional teaching. In contrast, communicative and participatory teaching was left out because of the absence of eclectic teaching methods, large class sizes, and a shortage of English textbooks. However, intervention was provided. Teachers were provided with training and support for their students to increase their use of effective and varied teaching methods. As a result, changes were seen, and teachers could use eclectic and participatory teaching methods. Besides, extra books were borrowed from the neighboring schools and provided to students. For large class size-related problems, a discussion was held with the school, and these problems were solved with the community and other concerned bodies. Therefore, teachers’ training on the application of eclectic teaching methods and student support should be provided, whereas books should be borrowed from other schools. Schools, community, and other concerned bodies should work collaboratively to overcome problems related to large class sizes.

Research on Information Design Strategy of Public Library Online Platform Based on Activity Theory and METUX Model

Research on Information Design Strategy of Public Library Online Platform Based on Activity Theory and METUX Model

Exploring financial abuse involving people with dementia: an empirical legal study of nation-wide court rulings over a decade in Taiwan

Abstract Previous literature attempted to gain insight into financial abuse involving people with dementia by analysing court cases, but these studies were limited in sample size or scope. This study collected 214 court rulings directly related to the financial decisions of people with dementia to identify characteristics of the financial abuse victim, perpetrators and the types of assets. The models of bystander intervention and routine activity theory were used as conceptual models to guide analysis regarding the role of bank staff as well as the court's decision in cases of financial abuse. The majority of financial abuse perpetrators were family members (73.8%), as opposed to outsiders (19.2%). Transfer of real estate was the most common legal issue, and land was the most common financial asset involved. Difficult intra-family relationships seem to pose a great risk of financial abuse involving people with dementia since adult children were found to be the most likely perpetrators (52.7%) but also plaintiffs accusing financial abuse (57.6%). In accordance with the bystander intervention model, bank staff were more likely to be suspicious of financial abuse when an outsider was regarded as the perpetrator. In accordance with the routine activity theory model, the court was more likely to acknowledge the case as an invalid financial decision when an outsider was regarded as the perpetrator in financial abuse cases. Since people with dementia suffer from greater losses due to their family members, future policies should establish guidelines for front-line bank staff to identify warning signs to reduce the risk of financial abuse involving people with dementia, not only to prevent fraud by outsiders but also exploitation by family members.

Dynamic Difficulty Adjustment of Serious-Game Based on Synthetic Fog using Activity Theory Model

Dynamic Difficulty Adjustment of Serious-Game Based on Synthetic Fog using Activity Theory Model

Design and Evaluation of COFELET-based Approaches for Cyber Security Learning and Training

Cyber security game-based learning is a new field that lacks design standards and common methodologies. To this end, the Conceptual Framework for eLearning and Training (COFELET) and the COFELET ontology have been proposed. COFELET is a framework that can be used as a guide for the design and evaluation of effective cyber security learning and training approaches, whereas the COFELET ontology describes the key elements that such approaches should embrace to assimilate well known cyber security threat analysis and modeling standards as the means to create interesting educational experiences. Aiming at providing insights on how COFELET compliant approaches can be developed, we propose the life-cycle of a COFELET game, a blueprint illustrating the design aspects and the course of phases for the development of COFELET compliant games (COFELET games). Besides, an extension of the COFELET ontology is also proposed describing the appropriate elements utilized to develop the learning and the instructional aspects of COFELET games. Based on the life-cycle of a COFELET game and the extended COFELET ontology, we elaborate the design of a prototype hacking simulator COFELET game, called HackLearn. An excerpt of the HackLearn's design is methodically presented along with the analysis elaborated according to the Activity Theory Model for Serious Games (ATMSG) and a set of instances of the COFELET ontology objects. Finally, the HackLearn's game design is put on the test of a preliminary evaluation scheme elaborated for the assessment of new cyber security game-based learning approaches. The results of the evaluation show that HackLearn embraces several features of cyber security game-based learning approaches and they also provide reasons to be optimistic about the effectiveness of the cyber security learning and training that it will deliver.

Where translation impacts: The non-professional community on Chinese online social media – A descriptive case study on the user-generated translation activity of Bilibili content creators

This study explored the user-generated translation activity in the context of the Chinese online social media. It focused on Bilibili content creators dedicated to translating public comments on China-related videos posted on international social media platforms such as YouTube, and creating videos featuring Chinese translated comments. Viewing their translation actions as events in a collective activity system, the authors collected data from 30 participants through a questionnaire and follow-up interviews with two participants who have recently worked on videos about China’s fight against Covid-19. All the data were analysed by using Engeström’s activity theory model to create an activity model showing how their user-generated translation activity was conducted. In this study, we observed that the participants, as the non-professional translation community on the Chinese online social media, were breaking down linguistic borders for fans and viewers, and postulated the possible interaction between the user-generated translation work and their better understanding of how the world saw China through grassroots expression of opinions.

WhatsApp Usage in Administrative Processes of College of Distance Education, University of Cape Coast, Ghana

In Ghana, little is known about the educational values of WhatsApp usage as a multidimensional communication tool. WhatsApp usage is unguided and generally left in the hands of the juvenile for exploration. This article established how WhatsApp application could promote administrative processes and support for the College of Distance Education (CoDE), University of Cape Coast, Ghana. The theories informing this study were adopted from the synthetic model of motivation (Turner, 1987) and Activity Theory by Vygotsky (1978). The descriptive cross-sectional survey design was used for the study. Data collection was quantitatively done with a questionnaire as the research instrument. Census technique was employed to gather data from all the 72 Study Centre Co-ordinators of CoDE. The two objectives and four hypotheses that guided the study were analysed with frequencies and percentages, ANOVA, independent sample t-test, and multiple standard regression. The study found that most of the respondents were satisfied with WhatsApp’s use to facilitate communication among stakeholders at CoDE. It further emerged that WhatsApp messaging enables rapid feedback among the key stakeholders (administrators, course tutors and students) of CoDE. However, few co-ordinators expressed disappointment regarding members sending irrelevant information and heavy videos sometimes in ungodly hours. It was recommended that enforceable user-guidelines and policies be made explicit for members to adhere to WhatsApp platforms’ use. Also, WhatsApp groups should be organised based on homogeneous interests while usage should be supported, regulated and promoted by the management of CoDE.

WhatsApp Usage in Administrative Processes of College of Distance Education, University of Cape Coast, Ghana

In Ghana, little is known about the educational values of WhatsApp usage as a multidimensional communication tool. WhatsApp usage is unguided and generally left in the hands of the juvenile for exploration. This article established how WhatsApp application could promote administrative processes and support for the College of Distance Education (CoDE), University of Cape Coast, Ghana. The theories informing this study were adopted from the synthetic model of motivation (Turner, 1987) and Activity Theory by Vygotsky (1978). The descriptive cross-sectional survey design was used for the study. Data collection was quantitatively done with a questionnaire as the research instrument. Census technique was employed to gather data from all the 72 Study Centre Co-ordinators of CoDE. The two objectives and four hypotheses that guided the study were analysed with frequencies and percentages, ANOVA, independent sample t-test, and multiple standard regression. The study found that most of the respondents were satisfied with WhatsApp’s use to facilitate communication among stakeholders at CoDE. It further emerged that WhatsApp messaging enables rapid feedback among the key stakeholders (administrators, course tutors and students) of CoDE. However, few co-ordinators expressed disappointment regarding members sending irrelevant information and heavy videos sometimes in ungodly hours. It was recommended that enforceable user-guidelines and policies be made explicit for members to adhere to WhatsApp platforms’ use. Also, WhatsApp groups should be organised based on homogeneous interests while usage should be supported, regulated and promoted by the management of CoDE.

Fraud against businesses both online and offline: crime scripts, business characteristics, efforts, and benefits

This study analyses 300 cases of fraudulent activities against Dutch businesses, 100 from each of the following three categories: CEO-fraud, fraudulent contract, and ghost invoice. We examine crime scripts, key characteristics of targeted businesses, and the relationship between input criminal effort and output financial benefit. Results indicate that whilst all CEO-frauds are conducted online, most of the fraudulent contracts and ghost invoices are undertaken via offline means. Both Routine Activity Theory and Rational Choice Model are evidenced-fraudsters clearly take the business size and seasonality into account, and the input criminal effort and output criminal benefit are positively correlated. Having vigilant employees is evidenced as the most effective way of fraud prevention, both online and offline.

An activity theory model for dynamic evolution of attack graph based on improved least square genetic algorithm

Most of the risk assessments of the attack graph are static and have a fixed assessment scenario, which limit the real-time nature of the situation assessment. This paper presents an activity theory model to analyse the contradictions in the attack behaviour. In order to assess the maximum probability path of an attacker and dynamically remain in control for the overall situation, a definition of attacker's benefit (loss/gain) value calculated by contradictory vector is proposed. The attacker's budget is applied as an unbiased amount in the least square genetic algorithm, optimises the fitness function of the genetic algorithm. Experimental results reveal that the improved least square genetic algorithm with unbiased estimator effectuate higher gains owing to the high fit degree of fitness function. With the coming evidence, the maximum probability attack paths get a more accurate and dynamic risk assessment of the situation.

An activity theory model for dynamic evolution of attack graph based on improved least square genetic algorithm

Most of the risk assessments of the attack graph are static and have a fixed assessment scenario, which limit the real-time nature of the situation assessment. This paper presents an activity theory model to analyse the contradictions in the attack behaviour. In order to assess the maximum probability path of an attacker and dynamically remain in control for the overall situation, a definition of attacker's benefit (loss/gain) value calculated by contradictory vector is proposed. The attacker's budget is applied as an unbiased amount in the least square genetic algorithm, optimises the fitness function of the genetic algorithm. Experimental results reveal that the improved least square genetic algorithm with unbiased estimator effectuate higher gains owing to the high fit degree of fitness function. With the coming evidence, the maximum probability attack paths get a more accurate and dynamic risk assessment of the situation.

Can we quantify the stability of a teaching

Our research proposes to show how we can quantify the stability of teaching, by refining a classical model of Activity Theory. Videotaped lessons of a model on energy chain, from two French 5 th grade classes with the same teacher, were analysed in order to assess the percentage of stability as to: (i) realised subtasks and duration (ii) communicated themes and (iii)used semiotic resources. Using a self-designed scale, we show that these three-layered practices of the teacher ranged from stable to strongly stable.

Sustainability via Active Garden Education: Translating Policy to Practice in Early Care and Education.

We describe the development of sustainability via active garden education (SAGE), an early care and education (ECE) garden-based curriculum developed from a 5-year community partnership to link national health policy guidelines with ECE accreditation standards. National health guidelines and ECE accreditation standards were reviewed, and community advisory board members, ECE staff, and parents provided feedback and support throughout the development of the curriculum. The SAGE curriculum components were guided by the Ecologic Model of Physical Activity and Social Cognitive Theory. Strengths-weaknesses-opportunities-threat analyses were used to refine and revise the curriculum to overcome challenges to implementation. Twelve 1-hour, developmentally appropriate, modularized lessons were created using the garden as a metaphor for human development. Lessons featured songs, simple games, pretend play, modeling, and garden activities. Parents were engaged via weekly newsletters with information about activities in the classroom, strategies to improve health habits at home, and free community resources. SAGE partnered scientific theory and rigor with community ingenuity and innovation to create a clear translation of policy guidelines to easily implementable practice in a fun and engaging manner.

Designing productively negative experiences with serious game mechanics: Qualitative analysis of game-play and game design in a randomized trial

Design, rather than medium, ultimately predicts learning outcomes, but the game-based learning literature has had difficulty successfully linking game design decisions to learning behaviours and outcomes. The current research investigates how explicit game design strategies can promote productive negativity (i.e. learning from failure), which has been identified as an important mechanism in both gaming and learning. We performed a randomized controlled trial with undergraduate biology students to investigate how game design might facilitate misconception resolution about random molecular behaviour through productive negativity. Students engaged with either a computer-based interactive simulation (n = 20) or serious game (n = 20) for 30 min, while their computer screens were recorded and click-stream data collected. We described in detail the theoretical framework underpinning our serious game and simulation using the Activity Theory Model of Serious Games (ATMSG); qualitatively coded and analysed video recordings of gameplay; and visually overlaid this data with the ATMSG models to draw conclusions about how game-design decisions influence learning-related behaviours. We found that the serious game resulted in significantly more productively negative experiences, while the interactive simulation allowed for greater exploratory or experimental behaviours. Based on our analyses of the qualitative gameplay data, we were able to recommend three game design strategies to enhance the occurrence of desired game-flow loops (e.g. productive negativity) with respect to an ATMSG framework: 1) including additional game mechanics on the primary game-flow axis of the ATMSG framework (i.e. mandatory interactions) limits the exploratory nature of the application; 2) integrating two or more primary-axis mechanics in a game-flow loop increases the frequency of interaction with this loop; and 3) gameplay loops that involve mechanics that fall off the primary-axis (i.e. non-mandatory mechanics) occur less frequently than those which involve primary-axis (i.e. mandatory) mechanics. This study is one of the first to successfully make direct comparisons between students' interactions in a game and a non-game application to provide concrete and actionable serious game design recommendations.

Reducing Risk Through Academic Community Engagement in Homeland Security and Emergency Management

This inquiry engaged graduate students in the Homeland Security and Emergency Management program course designated as Academic Community Engagement (ACE) at an Institution of Higher Education (IHE) in rural Texas. The purpose was to evaluate an American Red Cross (ARC) risk-reduction Home Fire Campaign initiative and to implement new strategies designed by students and grounded in after action reports (AARs) and principles of emergency management (EM). Vygotsky's model of social learning and Cultural Historical Activity Theory (CHAT) framed the study. Students partnered with the ARC, emergency responders, and civil society organizations to (a) assess the effectiveness of the ARC-led campaign; (b) apply EM principles in designing the student-led campaign; (c) implement EM principles to new capability-building strategies; and (d) offer recommendations. Comparative analyses of separate campaign events in the community revealed reciprocal benefits; solutions devised by students enhanced program effectiveness and expanded social capital; students reported deep contextualized learning.

Analysis of technological, individual and community factors influencing the use of popular Web 2.0 tools in LIS education

PurposeThis research paper aims to explore the technological, individual and community factors influencing the use of popular Web 2.0 tools in library and information science (LIS) education to prepare LIS students for Library 2.0. The study was guided by the activity theory (AT) and technology acceptance model (TAM) of Davis as a lens. The study reveals a set of factors concerning the technical tools, subjective perceptions, goals of online discussion, social presence within a community, rules for participation and roles of the participants that affect their online engagement patterns.Design/methodology/approachThis study was performed during the 2015 academic year; it used a descriptive analytical research approach for exploring and analysing technological, individual and community factors influencing the use of the popular Web 2.0 tools in LIS education.FindingsThe results show that at the technological level of the AT, educators in the sample found the WhatsApp instant messaging and Twitter to be the easiest tools to use, selecting those tools at, respectively, 73.2 per cent (standard deviation = 0.450) and 61.1 per cent (standard deviation = 0.490). WhatsApp and Twitter also lead at the individual level of the AT, as the most valuable platforms for sharing information and knowledge. Video, text and photo objects are the most commonly shared items, used by 90.7, 93.5 and 98.9 per cent, respectively.Originality/valueThis study may be useful to help information science educators to prepare graduates for the emerging Web 2.0 environments and to prepare students for Library 2.0.