The Direct and Indirect Effects of Personality on Data Breach in Education Through the Task-Related Compulsive Technology use: M-Learning Perspective

Abstract

Literature is lack of understanding the negative outcome of compulsive technology use (CTU) and security/data breach in virtual learning environment. This research employs task-related CTU with consideration of university students’ use of mobile devices in m-learning environment and investigates the impact of personality diversity on task-related CTU. It is also tested whether task-related CTU increases the likelihood of data breach. Medium of access (mobile devices) is tested as moderating variable. Agreeableness, conscientiousness, openness, extraversion, and external locus of control significantly influences task-related CTU, while agreeableness and conscientiousness also impact the likelihood of data breach. Task-related CTU significantly leads to likelihood of data breach and medium of access moderates this relationship. This research is one of the few studies addressing data breach in education and role of excessive technology use on risky cyber-security behavior of students, which can guide m-learning system designers to take safety measures against data and privacy theft.