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Abstract

We conducted an observational study to document student misconceptions about cybersecurity using thematic analysis of 25 think-aloud interviews. By understanding patterns in student misconceptions, we provide a basis for developing rigorous evidence-based recommendations for improving teaching and assessment methods in cybersecurity and inform future research. This study is the first to explore student cognition and reasoning about cybersecurity. We interviewed students from three diverse institutions. During these interviews, students grappled with security scenarios designed to probe their understanding of cybersecurity, especially adversarial thinking. We analyzed student statements using a structured qualitative method, novice-led paired thematic analysis, to document patterns in student misconceptions and problematic reasoning that transcend institutions, scenarios, or demographics. Themes generated from this analysis describe a taxonomy of misconceptions but not their causes or remedies. Four themes emerged: overgeneralizations, conflated concepts, biases, and incorrect assumptions. Together, these themes reveal that students generally failed to grasp the complexity and subtlety of possible vulnerabilities, threats, risks, and mitigations, suggesting a need for instructional methods that engage students in reasoning about complex scenarios with an adversarial mindset. These findings can guide teachers’ attention during instruction and inform the development of cybersecurity assessment tools that enable cross-institutional assessments that measure the effectiveness of pedagogies.

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