ON THE QUESTION OF EFFECTIVE HUMAN AND CYBERSPACE INTERACTION - Scientific conference
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Рік заснування видання - 2014

ON THE QUESTION OF EFFECTIVE HUMAN AND CYBERSPACE INTERACTION

20.06.2023 18:48

[3. Philosophical sciences]

Author: Volodymyr Anatolevich Trofymenko, candidate of Legal Sciences, associate professor, associate professor of the Department of Philosophy, Yaroslav Mudryi National Law University; Eduard Anatolevich Kalnytskyy, candidate of Philosophical Sciences, associate professor, associate professor of the Department of Philosophy, Yaroslav Mudryi National Law University


ORCID: 0000-0003-2240-3727 Trofymenko V.A.

ORCID: 0000-0002-1777-9992 Kalnytskyy E.A.

Cyberspace is created by man for man. But the user level already in the first steps in cyberspace opened up all its possibilities to a person. It reproduces almost all social institutions with their inherent positive and negative features. 

That's why today they highlight:

"Surface Web: that part of the global network that is indexed by search engines such as Google or Bing. 

- Deep Web: the complete opposite of the "surface Internet". The deep web includes web pages that are not linked to other hyperlinks, as well as sites that are only accessible to registered users and internet pages that are only accessible by password. 

- Darknet: a completely anonymous, unregulated and controlled part of the Internet. It is not available for regular users. Access to it can be obtained only with the help of special programs... The dark side of the "darknet" is ready to offer a whole range of illegal services: cyber fraud, production of shock content, extortion, hacker services, sale of drugs or weapons, scam schemes and much more [1]". 

As you can see, if the first two layers of cyberspace are used to achieve legitimate goals, the darknet provides shelter and necessary opportunities for cybercriminals. Thus, no one and nothing prevents them from committing their criminal acts. Therefore, it is necessary to follow the path of educating a protected, law-abiding user. The complexity of such educational work arises from the need to take into account many aspects of a person's life: age, gender, level of education, availability of equipment, access to the Internet and its speed, desires and goals, emotional state, etc. And the scientific community is already actively engaged in this. 

 А group of scientists C. Pinder, J. Vermeulen, B. Cowan and R. Beal proposes to change human behavior through cyberspace [2]. Digital behavior change interventions, especially those that use pervasive computing, hold great promise for supporting users in changing their behavior. However, most interventions do not take habitual behavior into account, limiting their potential impact. This failure, the authors note, is due in part to the large number of overlapping theories of behavior change and associated strategies that ignore the role of habit. They highlight the potential of dual-process theory, modern habit theory, and goal-setting theory, which together model how users form and unlearn habits to drive effective digital interventions. From this, they formulate their own model of habit change. Thus, scientists prove the possibility of cyberspace to influence, including the formation of a law-abiding user, ridding the user of "bad" habits.  

At the same time, certain fears are already expressed about the negative impact of cyberspace intervention on human behavior and the formation of digital inequality. Taiwanese scientists T.-K. Yu, M.-L. Lin, Y.-K. Liao [3]. Digital inequality, they note, is one of the most critical issues in the "information age," and few studies have examined social inequality in information resources and digital usage patterns. In the countryside, information and communication technologies cannot guarantee that users can easily access information technologies and overcome the so-called "digital divide". The authors claim that psychological factors affect the behavior of implementing information and communication technologies, slowing down their effect. The solution is to teach the elements of information literacy and the formation of digital skills through the education system. Socialization that takes place in the education process also improves the level of media saturation, media experience and media-technical stress, which improves behavior regarding the introduction of information and communication technologies. Such an approach, scientists conclude, should become an element of state policy. The Brazilian scientist C. Achutti also draws attention to the leading role of education and politics [4]. The digital age, she writes, has given rise to multiple forms of literacy: digital literacy and technological literacy, for example. This means that current educators must move from a traditional curriculum to a more innovative one without proper guidance. Everyone should care about developing the digital and technological literacy of the learning generation. Based on the development of society, the scientist continues, it is necessary to change the thinking of politicians and educators. They are able to cause a huge transformation in the educational system. 

Slovak scientists J. Rybanska, I. Kosiciarova and L. Nagyova also pay attention to the negative psychological aspects of consumer behavior in cyberspace [5]. Today, they note, humanity already knows what a huge impact the digitization of society has on its life. There are several keys to identifying consumer behavior and decision-making processes. If it is necessary to understand how consumers make decisions in the digital market, firstly, it is necessary to understand the consumer himself - the consumer as an emotional person with specific emotions and needs. As in the market of goods and services, the authors note, in digital markets consumers encounter the same tools of marketing communication, but in different forms, mainly with electronic advertising in various forms. Despite the high efficiency of e-commerce, scientists have discovered many negatives and dangers of this tool in the digital environment. Digital advertising, especially pop-up ads, evokes significant negative emotions. Scientists claim that consumer personality is a significant predictor of consumer response in the digital marketplace. Thus, the digital environment brings not only advantages, but also new problems, mistrust, stress and consumer aversion.  

Using the example of Israel, Uruguayan scientist M. Dodel and Israeli scientist G. Mesch draw attention to another danger in cyberspace - inequality in digital skills [6]. Cybersecurity behavior, they note, is essential to preventing the loss of an individual's digital assets and ensuring the safety of important daily online activities. Individual cyber security is also critical to national cyber security. This issue is very relevant for Israel, a country that relies on the digital capabilities of its workers in its core technology industries, and is also a frequent target of cyberwarfare and attacks by cybercriminals. For researchers, the purpose of this study is to identify the determinants of cybersecurity behavior. These include age, gender, education level and their impact on security-related digital skills. The authors draw a clear connection between these determinants and the quality of Internet access with the level of digital security skills of users. In conclusion, they advance the understanding of cybersecurity by showing that social and digital disparities are reproduced in the use of measures to prevent online threats, putting the digitally disadvantaged at greater risk of becoming victims of online threats. 

Considering the above, it is not for nothing that the position is expressed about the need to develop digital skills among users. German scientists E. Ostmeier and M. Strobel draw attention to the importance and necessity of developing digital skills [7]. Digital transformation, they note, is changing the employee skills organizations need to succeed. In this context, it is increasingly important for employees to actively develop their skills. The authors note that recent research on proactive employee skill development has largely ignored the possible role of employees' perceptions of large-scale changes in the organizational environment in motivating them to engage in such valued behaviors. They eliminate this gap by introducing cognitive-affective systems theory of personality to explain how macro-level development affects employee behavior. The results support the hypothesis of a positive indirect effect of industry digital maturity on proactive skill development through employees' interpretation of digitalization as controllable and an opportunity for their organization. 

All the above examples indicate the need to implement a comprehensive and inclusive system of digital literacy. But already at the level of its understanding, ask the question: should it be local or universal? This question is posed by a team of scientists L. Pangazio, A. Godhe, L. Ledesma and A. Gonzalez [8]. Many scientists  around the world, they write, have studied the knowledge, skills, and awareness needed to use digital media. Much has been speculated about what it means to be "digitally literate" following the protest that digital texts have spread and developed. As literacy researchers from Australia, Sweden and Argentina, the authors are concerned about the tendency to standardize the definition of "digital literacy", despite the marked differences in the cultural policies of education in each country. They analyze how the term digital literacy has been conceptualized and applied by scholars in these three linguistic contexts. To do this, they examine the most cited publications on digital literacy in English-language, Scandinavian-language and Spanish-language scientific publications. The scholars conclude on the diversity identified in and within each context, the main advantages and challenges performed, and research for digital literacy education. They note that societal tensions and challenges are similar in all three contexts, but the path to resolution depends on contextual differences. In conclusion, scholars recognize and advocate the need for local conceptualizations of digital literacy in increasingly globalized educational systems. 

Despite the conceptual problems, within the framework of digital literacy, a solution to a certain range of problems that arise in cyberspace users is proposed. One such problem is misinformation that spreads through cyberspace. It is raised by Malaysian scientists L. Anthonysamy and P. Sivakumar [9]. They note that in recent years, concerns about misinformation have led to a resurgence of interest in the aspect of digital literacy. Many young people in Malaysia cannot tell the difference between real news and fake news. While there is much research examining fake news, research examining the mitigation of misinformation through the lens of digital literacy is still rudimentary. In the prism of the influence of misinformation on users, scientists turn to consider the components of digital literacy: technical, cognitive and socio-emotional literacy. As a result, they argue that two of the three digital literacy competency domains, technical literacy and cognitive literacy, have a positive relationship in reducing misinformation among university students; however, social-emotional literacy has the opposite effect. In addition, the researchers say, hedonic motivation helps mitigate misinformation, while habit does not. Thus, in their view, digital literacy can help detect misinformation masquerading as authentic information through proper verification and analysis, especially in the digital age where everyone is susceptible to misinformation. In turn, this requires the development of a new basis for digital literacy itself. 

The interaction of digital literacy and psychological vulnerability by English scientists E. Helsper and D. Smahel [10]. Scientists combine clinical psychology and digital literacy to shed new light on the explanation of excessive internet use (EIU). Combining these opposing approaches, they argue, leads to a more complete explanation of heavy use with negative consequences. The authors show that there are interdependent and indirect relationships between psychological and digital literacy variables and EIU. Psychologically vulnerable children with higher levels of digital involvement have the most negative consequences, while non-vulnerable children with high levels of literacy (relationships) are least at risk. In fact, the researchers say, the risk of negative outcomes for psychologically vulnerable children is exacerbated by their propensity to spend more time online, but countered by their lower levels of literacy (contrary to both direct and indirect relationships). Among those who are not vulnerable, digital literacy is weakly associated with negative outcomes. The implications of these results, according to English, for future research are that explanations for EIU should include psychological and digital literacy measures. Practical implications are that clinical psychologists working with EIU should consider digital literacy when designing interventions, and digital engagement interventions should consider the potential negative impact of increased Internet use on vulnerable youth.  

The Anglo-Australian group of scientists J. Taylor-Jackson, J. McAlaney, J. Foster, A. Bello, A. Maurushat and J. Dale proposes to include the study of psychology in cyber security education [11]. The role of man in cyber security, they state, is well recognized. Many cybersecurity incidents depend on targets performing certain behavioral actions, such as opening a link in a phishing email. Cyber adversaries themselves are driven by psychological processes such as motivation, group dynamics, and social identity. In addition, both intentional and unintentional insider threats are related, according to the authors, to a number of psychological factors, including cognitive load, mental well-being, trust, and interpersonal relationships. By incorporating psychology into cybersecurity education, practitioners will gain the skills needed to address cybersecurity challenges. However, scientists believe that there are certain difficulties. Psychology is a broad discipline, and many theories, approaches, and methods may have little practical relevance to cybersecurity. A review of the literature is required to determine what can be applied to cyber security. The researchers note that there are also pedagogical differences in how psychology and cybersecurity are taught, as well as psychological differences in the types of students who are typically able to study psychology and cybersecurity. In order to communicate with cyber security students, it is important that these differences are identified and addressed positively. Essential to these efforts, the researchers concluded, is the need for discussion and collaboration between the two disciplines.  

The problem of the aging population of our planet is becoming more and more serious [12]. It is not for nothing that scientists are already turning to the study of the attitude of the elderly to cyberspace. This problem is considered by Chinese researchers Q. Li and Y. Luximon [13]. Nowadays, they state, with an aging society, the number of elderly people who are current or potential users of digital technologies is increasing. However, how older people perceive and use digital technologies has not received enough attention from researchers. The subject of their research is older people's feelings, perceptions of digital technology and their behavior in Hong Kong and the experience of using digital technology on a daily basis. As a result, the authors showed that older people have a positive attitude towards the use of digital technologies, but are less confident in their own abilities to learn these technologies. Most of these people have difficulties when using and learning about digital technologies, especially problems with navigation. In addition, there is a trend among older people to use mobile computers instead of computers. Therefore, they suggest: taking into account the special needs and limitations of older people in the future design of digital technologies can provide a better user experience. Other Chinese scientists: J. Wang, C. Liu and Z. Cai [14] pay attention to another interesting demographic problem – the dependence of the happiness of the low-income rural population on digital literacy. Increasing the level of happiness of the rural population is an important indicator of the effectiveness of relative poverty management. In the context of today's digital economy, assessing the relationship between digital literacy and the subjective happiness of disadvantaged rural groups is very practical. Scientists have found a significant happiness effect of digital literacy for low-income rural groups. Digital literacy, they argue, contributes to the subjective happiness of low-income groups in rural areas through increased income and increased consumption. The observed effect of happiness is heterogeneous among different characteristic groups, and digital literacy has a significantly positive effect on the subjective happiness of low-income groups in rural areas. Decomposition of subjective happiness into life satisfaction and job satisfaction, the authors prove, shows that digital literacy significantly positively affects work and life satisfaction in low-income rural areas. To further enhance the subjective impact of digital literacy on well-being in building digital villages, the researchers suggest that the government focus on developing digital literacy among low-income groups on the demand side. The construction of digital infrastructure must be actively supply-driven. 

But teaching digital literacy, solving individual problems of users in cyberspace, cyber security, in particular, are not final. For their effective use, users should practice cyber hygiene. But cyber hygiene itself needs to be learned. A group of American scientists A. Neigel, V. Claypoole, G. Waldfogle, S. Acharya, G. Hancock offers their approach to this process [15]. Cyber security, scientists write, is of primary importance in modern cyber defense. One important factor related to reducing human-caused cybersecurity breaches is cyber hygiene. Cyber hygiene, for their opinion, is adaptive knowledge and behavior to mitigate risky online activities that put people's social, financial and personal information at risk – a danger that is greatly amplified when discussing the risk to entire countries rather than to an individual person. Interestingly, even though the individual is the greatest threat to cybersecurity, very little research has examined the hidden individual differences associated with the development of cyber hygiene knowledge, attitudes, and behaviors. Individual differences, such as trust in technology and intrinsic motivation, indicated improved cyber hygiene, but depended on significant gender differences. Distinctions have also emerged between academic majors, such as science and technology majors. Finally, the authors acknowledge the importance of understanding the role of human factors in today's cybersecurity and the potential practical implications for improving current computer and information science course curricula. 

As a conclusion, it is worth saying that the effectiveness of human interaction and cyberspace depends on the following factors:

- the desire of the person himself;

- the necessary level of cyber awareness of a person;

- availability of technologies and devices for accessing cyberspace;

- an effective user protection system. 

References:

1. Що таке даркнет і чи насправді він такий небезпечний. URL: https://suspilne.media/170190-so-take-darknet-i-ci-spravdi-vin-takij-nebezpecnij/ (дата звернення: 25.02.2023 року).

2. Pinder C., Vermeulen J., Cowan B., Beale R. Digital Behaviour Change Interventions to Break and Form Habits. ACM transactions on computer-human interaction. 2018. Vol 25 (3). P. 1– 66.

3. Yu T.-K., Lin M.-L., Liao Y.-K. Understanding factors influencing information communication technology adoption behavior: The moderators of information literacy and digital skills. Computers in Human Behavior, 2017. Vol. 71. P. 196-208.

4. Achutti C. Learning digital and technology literacy in the era of exponential rate of changes. 9 th International conference on education and new learning technologies (edulearn17). Proceedings 9 th International conference on education and new learning technologies (edulearn17). Barcelona, 2017. P. 4778–4785.

5. Rybanska J., Kosiciarova I., Nagyova L. Negative psychological aspects of consumer behaviour in the digital age.  International Scientific Conference on Marketing Identity - Digital Life. Proceedings of the International Scientific Conference on Marketing Identity - Digital Life. Smolenice, 2015. P. 220–232.

6. Dodel M., Mesch G. Inequality in digital skills and the adoption of online safety behaviors. Information communication & society. 2018. Vol. 21 (5). P. 712–728.

7. Ostmeier E., Strobel M. Building skills in the context of digital transformation: How industry digital maturity drives proactive skill development. Journal of business research. 2022. №139. P. 718–730.

8. Pangrazio L.,  Godhe A.-L.,  Ledesma L., Gonzalez А. What is digital literacy? A comparative review of publications across three language contexts. E-learning and digital media. 2020. Vol. 17 (6). P. 442–459.

9. Anthonysamy L., Sivakumar P. A new digital literacy framework to mitigate misinformation in social media infodemic. Global knowledge memory and communication. 2022. URL: https://www.emerald.com/insight/content/doi/10.1108/GKMC-06-2022-0142/full/html (дата звернення: 03.03.2023 року).

10. Helsper E. J., Smahel D. Excessive internet use by young Europeans: psychological vulnerability and digital literacy? Information communication & society. 2020. Vol. 23 (9). P. 1255– 273.

11. Taylor-Jackson J., McAlaney J., Foster J., Bello A., Maurushat A., Dale J. Incorporating Psychology into Cyber Security Education: A Pedagogical Approach. 24th International Conference on Financial Cryptography and Data Security (FC). Proceedings of the 24th International Conference on Financial Cryptography and Data Security (FC). Kota Kinabalu, 2020. P.207 – 217.

12. Населення Землі швидко старіє, не вистачає працівників. Чи готова до цього світова економіка і що чекає на Україну? URL: https://www.epravda.com.ua/publications/2022/01/26/681778/ (дата звернення 04.03.2023 року).

13. Li Q., Luximon Y. Older Adults and Digital Technology: A Study of User Perception and Usage Behavior.  International Conference on Physical Ergonomics and Human Factors. Proceedings of the International Conference on Physical Ergonomics and Human Factors. FL, 2016. P. 155–163.

14. Wang J., Liu C., Cai Z. Digital literacy and subjective happiness of low-income groups: Evidence from rural China. Frontiers in psychology. 2022. № 13. URL: https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1045187/full (дата звернення: 04.03.2023 року).

15. Neigel A., Claypoole V., Waldfogle G., Acharya S., Hancock G.  Holistic cyber hygiene education: Accounting for the human factors. Computers & security. 2020. Vol. 92. Article 101731.



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