Optimizing cybersecurity knowledge : a comparison between spaced and massed microlearning

Abstract

Phishing attacks pose a significant threat to information security, necessitating the development of strategies that are not only effective but also easily adaptable and time efficient. This study evaluates the effectiveness of spaced versus massed learning strategies applied within microlearning modules. Addressing a crucial gap in understanding how such training can influence behavior change and strengthen cybersecurity defenses in organizations. We randomized 312 participants into spaced or massed learning groups. We used a pre-post experimental design. Immediate post-tests completed within one week of training evaluated short-term behavior change, knowledge retention, engagement rates, and participant social validity. Results showed no significant difference between the groups in retention, knowledge, or correct behavioral responses. The mean score for the spaced group decreased from 76.2% to 71.3%, and for the massed group from 75.7% to 71.5%, with no statistically significant difference between the groups in knowledge assessment (t(53) 0 -0.110, p = 0.913). Participant and completion rates significantly favored the spaced microlearning group. More people completed spaced (n=28) than massed (n=17) training. These findings suggest that spaced microlearning methods better enhance participant engagement.