Samantha Bax

Email users are vulnerable to phishing threats and a greater understanding of how to protect them is needed. This research investigates how response costs and rewards influence users’ protective and maladaptive security behaviours in the domain of phishing by testing a model that extends Protection Motivation Theory to more explicitly consider the role of maladaptive behaviour. The results show that rewards influence maladaptive behaviour rather than protective behaviour in response to email phishing threats, and that response costs influence both maladaptive and protective behaviours. That is, any perceived benefits from not performing protective behaviours against email phishing threats will result in an increase in the performance of maladaptive behaviours. Similarly, any increases in costs perceived to be incurred for performing protective behaviours against email phishing threats will result in a decrease in protective behaviour and an increase in maladaptive behaviour. These findings have both practical implications and implications for future research into protections against phishing threats.

The technology acceptance model (TAM) is a popular model for the prediction of information systems acceptance behaviors, defining a causal linkage between beliefs, attitudes, intentions, and the usage of information technologies. Since its inception, numerous studies have utilized the TAM, providing empirical support for the model in both traditional and Internet-based computing settings. This chapter describes a research study that utilizes an adaptation of the TAM to predict successful Web page development, as an introduction of the TAM to a new domain, and the testing of a new dependent variable within the model. The study found some evidence to support the use of the TAM as a starting point for the prediction of Web development success, finding causal linkages between the belief constructs and the attitude constructs, and the intent construct and the successful development of Web pages. However, additional research is required to further study the expanded model introduced within this chapter.

Lectures are the traditional method of content delivery in undergraduate information technology degrees, yet concerns have been raised about their effectiveness. This paper addresses the role of lectures within information technology degree programs from a student perspective; it examines the factors that influence lecture attendance and student perceptions of the usefulness of a variety of possible lecture activities. Overall, the results suggest that students see the lecturer as contributing significant value to their learning experience through the lecture setting. Students appear to value the expertise of the lecturer and find activities that can best make use of the lecturer’s expertise the most useful. The results also suggest that students recognize the importance of active learning within the constraints of traditional learning settings.

The technology acceptance model (TAM) is a popular model for the prediction of information systems acceptance behaviors, defining a causal linkage between beliefs, attitudes, intentions, and the usage of information technologies. Since its inception, numerous studies have utilized the TAM, providing empirical support for the model in both traditional and Internet-based computing settings. This article describes a research study that utilizes an adaptation of the TAM to predict successful Web page development, as an introduction of the TAM to a new domain, and the testing of a new dependent variable within the model. The study found some evidence to support the use of the TAM as a starting point for the prediction of Web development success, finding causal linkages between the belief constructs and the attitude constructs, and the intent construct and the successful development of Web pages. However, additional research is required to further study the expanded model introduced within this article.
Keywords: computer attitudes; internet attitudes; system development success; technology acceptance model (TAM)

Lectures are the traditional method of content delivery in undergraduate information technology degrees, yet concerns have been raised about their effectiveness. This chapter addresses the role of lectures within information technology (IT) degree programs from a student perspective; it examines the factors that influence lecture attendance, and student perceptions of the usefulness of a variety of possible lecture activities. Overall, the results suggest that students see the lecturer as contributing significant value to their learning experience through the lecture setting. Students appear to value the expertise of the lecturer and find activities that can best make use of the lecturer's expertise the most useful. The results also suggest that students recognize the importance of active learning within the constraints of traditional learning settings.

Lectures are the traditional method of content delivery in undergraduate information technology degrees, yet concerns have been raised about their effectiveness. This paper addresses the role of lectures within information technology degree programs from a student perspective; it examines the factors that influence lecture attendance and student perceptions of the usefulness of a variety of possible lecture activities. Overall, the results suggest that students see the lecturer as contributing significant value to their learning experience through the lecture setting. Students appear to value the expertise of the lecturer and find activities that can best make use of the lecturer’s expertise the most useful. The results also suggest that students recognize the importance of active learning within the constraints of traditional learning settings.