Security exploits can include cyber threats such as computer programs that can disturb the normal behavior of computer systems (viruses), unsolicited e-mail (spam), malicious software (malware), monitoring software (spyware), attempting to make computer resources unavailable to their intended users (Distributed Denial-of-Service or DDoS attack), the social engineering, and online identity theft (phishing). One such cyber threat, which is particularly dangerous to computer users is phishing. Phishing is well known as online identity theft, which targets to steal victims' sensitive information such as username, password and online banking details. This paper focuses on designing an innovative and gamified approach to educate individuals about phishing attacks. The study asks how one can integrate self-efficacy, which has a co-relation with the user's knowledge, into an anti-phishing educational game to thwart phishing attacks? One of the main reasons would appear to be a lack of user knowledge to prevent from phishing attacks. Therefore, this research investigates the elements that influence (in this case, either conceptual or procedural knowledge or their interaction effect) and then integrate them into an anti-phishing educational game to enhance people's phishing prevention behaviour through their motivation.
 It is often suggested that users are hopelessly lazy and unmotivated on security questions. They chose weak passwords, ignore security warnings, and are oblivious to certificates errors. We argue that users' rejection of the security advice they receive is entirely rational from an economic perspective. The advice offers to shield them from the direct costs of attacks, but burdens them with far greater indirect costs in the form of effort. Looking at various examples of security advice we find that the advice is complex and growing, but the benefit is largely speculative or moot. For example, much of the advice concerning passwords is outdated and does little to address actual treats, and fully 100 of certificate error warnings appear to be false positives. Further, if users spent even a minute a day reading URLs to avoid phishing, the cost (in terms of user time) would be two orders of magnitude greater than all phishing losses. Thus we find that most security advice simply offers a poor cost-benefit tradeoff to users and is rejected. Security advice is a daily burden, applied to the whole population, while an upper bound on the benefit is the harm suffered by the fraction that become victims annually. When that fraction is small, designing security advice that is beneficial is very hard. For example, it makes little sense to burden all users with a daily task to spare 0.01 of them a modest annual pain. When tempted by a good deal online, users don't focus on security warnings; rather, they look for signs to confirm a site's trustworthiness. User education needs to focus on challenging and correcting the misconceptions that guide current behavior.  In this paper we describe the design and evaluation of Anti-Phishing Phil, an online game that teaches users good habits to help them avoid phishing attacks. We used learning science principles to design and iteratively refine the game. We evaluated the game through a user study: participants were tested on their ability to identify fraudulent web sites before and after spending 15 minutes engaged in one of three anti-phishing training activities (playing the game, reading an anti-phishing tutorial we created based on the game, or reading existing online training materials). We found that the participants who played the game were better able to identify fraudulent web sites compared to the participants in other conditions. We attribute these effects to both the content of the training messages presented in the game as well as the presentation of these materials in an interactive game format. Our results confirm that games can be an effective way of educating people about phishing and other security attacks.  Phishing is an online identity theft, which aims to steal confidential information such as username, password and online banking details from its victims. To prevent this, anti-phishing education needs to be considered. Therefore, the research reported in this paper examines whether conceptual knowledge or procedural knowledge has a positive effect on computer users' self-efficacy to thwart phishing threats. In order to accomplish this, a theoretical model based on Liang and Xue's (2010) Technology Threat Avoidance Theory (TTAT) has been proposed and evaluated. Data was collected from 161 regular computer users to elicit their feedback through an online questionnaire. The study findings revealed that the interaction effect of conceptual and procedural knowledge positively impacts on computer users' self-efficacy, which enhances their phishing threat avoidance behaviour. It can therefore be argued that well-designed end-user security education contributes to thwart phishing threats. We evaluate Website authentication measures that are designed to protect users from man-in-the-middle, 'phishing', and other site forgery attacks. We asked 67 bank customers to conduct common online banking tasks. Each time they logged in, we presented increasingly alarming clues that their connection was insecure. First, we removed HTTPS indicators. Next, we removed the participant's site-authentication image--the customer-selected image that many Websites now expect their users to verify before entering their passwords. Finally, we replaced the bank's password-entry page with a warning page. After each clue, we determined whether participants entered their passwords or withheld them. We also investigate how a study's design affects participant behavior: we asked some participants to play a role and others to use their own accounts and passwords. We also presented some participants with security-focused instructions. We confirm prior findings that users ignore HTTPS indicators: no participants withheld their passwords when these indicators were removed. We present the first empirical investigation of site-authentication images, and we find them to be ineffective: even when we removed them, 23 of the 25 (92 ) participants who used their own accounts entered their passwords. We also contribute the first empirical evidence that role playing affects participants' security behavior: role-playing participants behaved significantly less securely than those using their own passwords.