Abstract: This paper describes the development of a training module to improve students’ individual online behaviors. We developed this module to integrate cyber hygiene concepts into a hands-on learning activity where students develop and secure a mobile web application using the Salesforce Developer tool. This new module aims to prepare the next generation of workers by improving cyber hygiene behaviors through an engaging hands-on activity. We hired two students to help create the dialogue and structure of the module in the summer of 2022. Instructors then implemented the module in introductory information systems courses during the 2022-2023 academic year. During the module, each student a) took a survey to establish a baseline of current knowledge and behaviors (pre-survey), b) performed the training module, and c) completed a survey so we could assess knowledge improvement (post-survey). Post-survey results showed that students were satisfied with the assignment, and that the module taught them essential knowledge and tools for improving cyber hygiene behaviors. Three months later, we sent each student a follow-up survey so we could determine behavioral changes. This follow-up survey showed that students improved self-reported behavioral changes, specifically about using multi-factor authentication, identifying phishing messages, assessing social media settings, identifying antivirus and firewall software, backing up data, and updating software. This study demonstrates that students may benefit from this module to improve online behaviors while preparing them to enter the workforce and help organizations, regardless of their work focus.

Keywords: Cybersecurity, Introductory course, Cyber hygiene, Security education, Computer literacy, Teaching tip

Download This Article: JISE2025v36n2pp90-110.pdf

Recommended Citation: Kocsis, D., Shepherd, M., & Segal, D. L. (2025). Teaching Tip: Cyber Hygiene Training: Using a Salesforce Developer Module to Improve Student Online Behaviors. Journal of Information Systems Education, 36(2), 90-110. https://doi.org/10.62273/CUEU6233