000			04716nam a22003377a 4500
003			OSt
005			20260312161317.0
008			260312b |||||||| |||| 00| 0 eng d
040			_aTUPM _bEnglish _cTUPM _dTUPM _erda
050			_aBTH Z 678.9 _bB66 2025
100			_aBondad, Isaiah Chris M. _eauthor
245			_aCIEberShield: _ba design-based research study on a web-based supplementary tool for improving malware awareness/ _cIsaiah Chris M. Bondad, Sarah E. Lapitan, Rainier C. Narvaza, Lex Matthew A. Sarmiento, and Rydell Dylen A. Torayno .--
260			_aManila: _bTechnological University of the Philippines, _c2025.
300			_axv, 189pages: _c29cm.
336			_2rdacontent
337			_2rdamedia
338			_2rdacarrier
500			_aBachelor's thesis
502			_aCollege of Industrial Education .-- _bBachelor of Science of Industrial Education major in Information and Communication Technology: _cTechnological University of the Philippines, _d2025.
504			_aIncludes bibliographic references and index.
520			_aThis design-based research study addresses the empirical gap in malware awareness among ICT students, who continue to struggle with identifying, preventing, and responding to malware threats in digital environments. The problem is important because students frequently encounter unsafe downloads, malicious websites, and infected media, which place them at risk of data loss, compromised accounts, and increased stress. Current approaches to cybersecurity education have not fully addressed the lack of practical guidance and accessible learning tools that can strengthen students’ real-world malware protection skills. The purpose of this study is to design and refine CIEberShield, a web-based supplementary learning tool aimed at improving students’ malware awareness, through a four-phase design-based research process consisting of: (1) problem exploration and identification, (2) design and development, (3) iterative testing and refinement, and (4) synthesis of design principles. A design-based research methodology supported continuous testing and refinement. Data were gathered through interviews, usability tests, and surveys. In Phase 1 Problem Exploration and Identification, 20 ICT students were selected through purposive random sampling (5 first-year, 10 second-year, 5 third-year). Findings showed limited understanding of malware types and weak prevention skills, guiding the creation of the initial prototype with interactive activities and video lessons. Phase 2 (Design and Development) focused on building the prototype based on the findings from Phase 1, with no respondents involved. In Phase 3 (Iterative Testing and Refinement), initial feedback came from 4 evaluators: 2 ICT experts, 1 College of Industrial Education teacher, and 1 College of Industrial Technology teacher. After revisions, two student testing cycles were conducted, each with 35 ICT students (70 total). Cycle 3 included 10 first-year and 16 second-year BTLED-ICT, and 9 third-year BSIE-ICT students; Cycle 4 included 8 first-year and 11 second-year BTLED-ICT, and 16 third-year BSIE-ICT students. Improvements from Cycle 2 and 3 were integrated before Cycle 4, enhancing navigation, visual hierarchy, and scenario-based tasks. Across iterations, students showed increasing engagement and reported clearer understanding of malware concepts and practical preventive actions. By the fourth cycle, CIEberShield achieved ratings of Highly Useful and Extremely Easy to Use, with students demonstrating improved confidence in applying safe digital practices. The study produced design principles that emphasize engaging interaction, user-centered interface layout, accessible navigation, and integration of real-world cybersecurity scenarios. These findings show how a well-designed digital learning tool can enhance malware awareness, bridge the empirical gap, and support safer online behavior among ICT learners. Limitations related to sample size and context suggest opportunities for future research involving wider implementation, longer-term testing, and further refinement of the design principles. Keywords: Malware, CIEberShield, empirical gap, ICT students, design-based research (DBR), web-based learning tool, perceived usefulness, ease of use, acceptability.
650			_aIndustrial education
650			_aInformation and communication technology
650			_avirus _vcomputer programming
650			_aCybersecurity
700			_aLapitan, Sarah E. _eauthor
700			_aNarvaza, Rainier C. _eauthor
700			_aSarmiento, Lex Matthew A. _eauthor
700			_aTorayno, Rydell Dylen A. _eauthor
942			_2lcc _cBTH CIE _n0
999			_c31342 _d31342