Abstract
<title>Abstract</title> <p>The purpose of this study was to evaluate the overall social validity of Canvas learning management system-based cybersecurity online modules among 30 students in STEM high school classes and investigate whether students’ technology self-efficacy influences this social validity. We employed a cross-classified Bayesian cumulative link mixed effects model to account for the Likert scale rating on social validity. The cumulative log odds rating 4 or lower showed significantly more frequent responses compared to rating 5 (logit coefficient = 6.09). The odds ratio for this type of technology self-efficacy was 3.70, indicating that the odds of rating higher social validity after using Canvas LMS-based online modules were statistically significant by 3.70 times per one scale increase on the self-efficacy response scale (logit coefficient = 1.31). Using the Leiden algorithm, the word network graphs showed small to moderate modularity and assortativity. In the open-ended responses, words such as “cybersecurity, ” “metaverse,” and “online” showed a relatively high degree of centrality connected to positive sentiment words. Words such as “information,” “long,” “video game,” and “metaverse” were connected with negative sentiment words. centralities related to the least preferred cybersecurity topics. These word correlation network results validate the commonly observed students’ responses and their patterns in the unstructured responses.</p>