This study explores the current state of cyber security behaviour among higher education students in Malaysia. The respondents' cyber security behaviour was assessed in the following aspects: password usage, phishing, social engineering, online scam and malware. A questionnaire comprised of the aforementioned five cyber security issues was distributed to students in a well-established university college located in the Northern region of Peninsular Malaysia. The returned questionnaires were analyzed to identify the cyber security behaviour among Malaysian students. The study shows that cyber security behaviour among respondents was generally unsatisfactory in all five cyber security issues that had been studied in this research.

PurposeIn this study the technology acceptance model (TAM) is used to investigate non‐users' acceptance of e‐books. This study evaluates the relationships between perceived ease of use and perceived usefulness, perceived usefulness and intention, and attitude and behavioral intention towards using e‐books.Design/methodology/approachThis study utilized a quantitative approach where questionnaires were used to collect data from 119 undergraduates from the mathematics department of University Putra Malaysia (UPM), Malaysia.FindingsThe result shows that perceived ease of use is positively related to attitude. Perceived usefulness has a significant effect on attitude towards using e‐book. Perceived ease of use also has a significant effect on perceived usefulness. However, perceived usefulness has no significant effect on intention to use.Originality/valueThis study has provided some useful factors based on TAM model on non‐users' intention of using e‐book.

The purpose of this study is to observe the familiarity of the AR application especially its implementation in a learning environment, and to determine the effectiveness of AR application in the classroom. The use of Augmented Reality (AR) in the classroom has the potential to enhance the traditional learning method. This study uses AR technology to implement an AR-learning environment for preschool children. Although previous studies have indicated that the AR technology enhances learning effectiveness, some other issues may cause negative effects. Therefore, this study is carried out to measure preschool children's motivational level and engagement after implementing this technology in the classroom. Results suggest that the AR technology is effective in maintaining a high level of motivation and engagement among preschool children.

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This study is designed as a preliminary study to explore the effects of emotional intelligence (EI) on achievement, perceived intrinsic motivation and perceived satisfaction when expose to an emotional designed Multimedia Learning Environment (MLE) that was designed to induce either positive, neutral or negative emotions. All three designs had similar content and narration but differed in visual element such as colour, font size, font style and images. Based on the findings, it was reported that students performed better in the design used to induce negative emotion (NegD design) followed by the positive (PosD) and Neutral (NeuD). There is no significant difference in levels of emotional intelligence towards these learning outcomes; however, students with Low EI performed better overall. EI only qualified perceived satisfaction when using a MLE designed to induce emotions and it was found that students with Low EI preferred the design that induces positive emotions. In addition, High EI students favored designs with emotionality (positive or negative) compared to neutral design.