Phishing attacks become increasingly sophisticated in targeting humans and exploiting cognitive biases, e.g., through inducing authority or urgency. Previous approaches to user training focused on URL warnings, textual, or click-based training, yielding mixed results. For more interactive training, uncoupled from users’ screens, we explore the potential of Augmented Reality (AR) technologies to enhance phishing detection. Through visual representations of biases that attackers typically exploit and gesture-based interactions with them, the training aims to enable users to counteract cognitive biases by increasing awareness and suspicion. In a laboratory study with N=117 users, we evaluated phishing detection rates, user interaction with, and feedback on the AR-based training in comparison with a click-based variant and a control condition. Our results show that interactive phishing training addressing cognitive biases increased detection rates by 33% and that interactive elements were well perceived. AR technologies further enhance the training.
https://dl.acm.org/doi/10.1145/3706598.3714023
Effective training is essential for enhancing users' ability to detect phishing attempts. Personalised training offers huge potential to more closely align training content with individuals' needs and skill levels. In an online study, we assigned N=342 participants to personalised training or a random training variant to compare their effectiveness. The personalisation was based on a phishing proficiency score calculated from factors such as detection ability, knowledge, and security attitude. After training, the participants demonstrated greater proficiency, with an increased ability to detect phishing emails and higher security attitudes. These effects were most pronounced in the personalised condition, demonstrating the potential of personalisation to improve training outcomes. Overall, personalised training levelled the playing field, efficiently bringing all groups, regardless of their initial proficiency, to a comparable and desired post-training phishing proficiency level. Finally, we derived recommendations for designing personalised phishing training content and assigning users to suitable training programmes.
https://dl.acm.org/doi/10.1145/3706598.3713845
Short-form video platforms like YouTube Shorts captivate users with engaging content, but their potential for promoting incidental learning remains underexplored. We present Curious Shorts, a conceptual framework that extends the Hook Model, designed to enhance curiosity-driven exploration and incidental learning on these platforms. In Study 1, we empirically tested two designs that incorporate "curiosity nudges" — interactive prompts that spark curiosity and encourage further exploration — with follow-up videos to satisfy that curiosity. Results show that specific, question-driven prompts proved most effective, significantly boosting curiosity and encouraging more focused and intentional viewing compared to the baseline. Study 2 examined whether this design enhances incidental learning without compromising engagement. Findings confirmed improved learning outcomes. However, when applied to a realistic viewing environment interspersed with entertainment videos, engagement remained high while learning benefits diminished. We conclude with implications for balancing learning and engagement on short-form video platforms and propose directions for future research.
https://dl.acm.org/doi/10.1145/3706598.3713951
Ultrasound assessments are key in assessing traumatic injuries to the human body during urgent medical emergencies. Obtaining proficiency in conducting ultrasound assessments is challenging, and relies on hands-on, individually instructed training provided by a scarce number of ultrasound experts. We investigate how to support medical students’ learning of ultrasound assessment through visual augmentations. By enhancing the learning process, we seek to support medical students in reaching higher proficiency in ultrasound assessments. We followed an ultrasound assessment course to identify the primary challenges faced by medical students learning to conduct ultrasound assessments. Based on our findings, we designed four distinct visual augmentations in collaboration with a course educator that guide students in achieving better ultrasound image quality.We evaluated these visual augmentations in a mixed-method study with 15 medical students. Our findings provide insights on the use of digital technology in supporting clinical training, and the possibilities of bridging existing training practices.
https://dl.acm.org/doi/10.1145/3706598.3714004
Our study explores the usability and challenges of a Virtual Reality (VR) and Large Language Model (LLM)-based platform designed for soft skills training in vocational programs for autistic individuals, from the perspective of job coaches. The platform features a VR application that integrates an LLM-powered virtual avatar for role-playing scenarios, alongside a web interface system that enables job coaches to develop training scenarios through prompts. We conducted a two-phase longitudinal study with 13 job coaches. Phase 1 involved workshops to introduce the platform and prompt-writing, and assess initial user experiences, while Phase 2 included interviews to gather insights on the system’s usability after 3 months of use. The findings highlight job coaches' perceptions of the system's practicality, the difficulties in integrating the technology into routine coaching, and the challenges faced by non-tech-savvy users. Our study contributes to understanding how VR and LLM tools can be effectively utilized in vocational training.
https://dl.acm.org/doi/10.1145/3706598.3713507
Learning therapeutic counseling involves significant role-play experience with mock patients, with current manual training methods providing only intermittent granular feedback. We seek to accelerate and optimize counselor training by providing frequent, detailed feedback to trainees as they interact with a simulated patient. Our first application domain involves training motivational interviewing skills for counselors. Motivational interviewing is a collaborative counseling style in which patients are guided to talk about changing their behavior, with empathetic counseling an essential ingredient. We developed and evaluated an LLM-powered training system that features a simulated patient and visualizations of turn-by-turn performance feedback tailored to the needs of counselors learning motivational interviewing. We conducted an evaluation study with professional and student counselors, demonstrating high usability and satisfaction with the system. We present design implications for the development of automated systems that train users in counseling skills and their generalizability to other types of social skills training.
https://dl.acm.org/doi/10.1145/3706598.3714014
Remote, vs. in situ, instruction may be regarded to decrease trainee engagement and concentration, potentially reducing training effectiveness. As such, local evaluative observers are often deployed to create the situated atmosphere. However, these observers can also have a negative effect on the trainees' mental state and performance. This study investigates the impact of a local human observer's presence on trainees' mental state and task performance during military training conducted in a mixed reality (MR) environment, where a tele-presence avatar, controlled by the remote instructor, leads the training. An experiment was conducted comparing three conditions: remote training with (1) no observer, (2) a real observer, and (3) a virtual observer. The study found that although the observer, real or virtual, indeed negatively impacted the trainee's mental state, the remote trainer avatar helped maintain the immersion/concentration, ensuring the trainees achieved the performance comparable to the no observer condition.
https://dl.acm.org/doi/10.1145/3706598.3713515