Abstract:

The growth of and accessibility to technology devices and social media applications have created an environment rich with information. The use of these technologies, combined with the natural vulnerabilities of humans, has also made this environment a medium for information-based cognitive attacks and manipulating users through problematic information. Problematic information and information-based cognitive cyberattacks have shaped public opinions, provoked discord, polarized individuals, eroded trust, and created social divisions. Technology and social media users of all ages are susceptible to these attacks, increasing the importance of cybersecurity education and developing information-based critical thinking skills.

Social engineering and information-based cyberattacks exploit the vulnerabilities of individuals. Existing research in these areas has been heavily focused on college-aged individuals or adults over 50. Limited research focuses on adolescent technology users who are new to social media and the vast amounts of information available to them online.

Based on the theory of planned behavior and the protective management theory theoretical frameworks, a quantitive quasi-experimental study was conducted to evaluate the critical thinking skills of technology users between the ages of 14 and 16 to detect and engage appropriately with information-based cognitive cyberattacks. Data collected from the study participants was used to analyze their perception and behavior with social media and problematic information.

The study was based on two research questions:
1. Is there a statistically significant relationship between attitude towards disinformation and online trolling and engagement behavior of adolescent technology users?
2. Is there a statistically significant relationship between cybersecurity training and attitude and engagement toward disinformation and online trolling among adolescent technology users?

The study collected data from two different high schools that were demographically similar. The study methodology included students from both high schools completing a pre-survey with questions that focused on demographics, social media use, knowledge, experience, perception, and engagement behavior. Responses were used to develop a Problematic Information Perception and Experience (PIPE) score, a Problematic Information (PIE) score, and an Accuracy score. These scores were used to address the first research question.

Participants at one of the high schools took part in educational interventions addressing problematic information and information-based cognitive cyberattacks. Following the educational intervention, all participants completed a post-survey, which provided information to address the second research question.

The information gathered from this study on adolescent technology users' attitudes, perceptions, experiences, and engagement with problematic information and information-based cognitive cyberattacks is essential for its contribution to this area of research and to provide insights on developing digital literacy and cybersecurity education curricula to develop more vital information-based critical thinking skills.

Keywords:

Problematic Information, Cognitive Cyberattacks, Adolescent technology users, Social Media.