Factors of Attitude, Knowledge, and Learning Behavior Affecting Learning Achievement on Cyber Threats through Simulation Games among Generation Z Internet Users

Abstract

This research aimed to: (1) examine the factors of attitudes, knowledge, and learning behaviors regarding cybersecurity threats among Generation Z students; (2) investigate their learning achievement on cybersecurity threats; and (3) to investigate the interrelationships between attitudes, knowledge, and learning behaviors, and their collective influence on learning achievement concerning cyber threats among internet users.. The sample consisted of 384 undergraduate students selected through accidental sampling from a population of 625 students enrolled in the Digital Citizenship course. The research instruments included an attitude questionnaire, a knowledge test, a learning behavior scale, a post-test, and scores from a cybersecurity simulation game. Data were analyzed using descriptive statistics, Pearson’s correlation coefficient, and multiple regression analysis.

The findings revealed that the participants demonstrated positive attitudes and good learning behaviors, along with high learning achievement. Attitudes and learning behaviors were positively and significantly correlated with learning achievement, with learning behavior having a stronger influence (r ≈ 0.55). Moreover, learning behavior was a better predictor of achievement scores (β ≈ 0.50) compared to attitudes (β ≈ 0.25). This study suggests that promoting learning behaviors through interactive activities, such as simulation games, can effectively enhance learning achievement.