Saudi Cultural Missions Theses & Dissertations

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CYBERSECURITY OF CRITICAL INFRASTRUCTURE’S MANUFACTURING SYSTEMS A NOVEL FRAMEWORK AND APPROACH FOR PREDICTING CYBERATTACKS BASED ON ATTACKER MOTIVATIONS
(Saudi Digital Library, 2025) Alqudhaibi, Adel; Sandeep, Jagtap
Industry 4.0 signifies a transformative shift in industrial operations, powered by the integration of automation, connectivity, and digital technologies. This shift enhances diagnostics, autonomous decision-making, automation, and data analysis by machinery and networking equipment, revolutionizing the manufacturing and critical infrastructure sectors. However, the increased reliance on such technologies raises significant cybersecurity concerns. These vulnerabilities are particularly acute in Industrial Control Systems (ICS) , which are commonly used in critical infrastructure (CI) for operational and supervisory control. Industry 4.0 manufacturing systems face increasing cybersecurity threats due to the lack of predictive threat detection, inadequate security frameworks, and growing system complexity. Existing approaches are reactive, failing to incorporate attacker motivations and proactive risk mitigation. As a result, manufacturing systems are exposed to numerous cyber-attacks that can have catastrophic concerns for critical infrastructure sectors such as energy, transportation, and water. Addressing these challenges requires a comprehensive and systematic approach to cybersecurity that is specifically tailored to the nature of these systems. This research introduces a novel cybersecurity approach that predicts potential cyberattacks by considering attacker motivations and the specific characteristics of CI systems. Machine learning (ML) models are employed to predict potential attack methods, offering a proactive solution to prevent cyber threats before they occur. This approach demonstrates a substantial improvement in predictive accuracy, as confirmed by initial evaluation results. Cybersecurity in CI manufacturing systems remains reactive, relying on post-attack mitigation rather than proactive threat prevention. This research addresses the gap by developing a predictive cybersecurity approach Predicting Cyberattacks in Critical Infrastructures (PCCI) which anticipates cyber threats based on attacker motivations and CI system vulnerabilities. Using machine learning (ML) models, this approach enhances attack method prediction, significantly reducing false positives and improving detection accuracy. The proposed framework shifts cybersecurity from a reactive to a proactive stance, contributing to enhanced resilience in Industry 4.0 environments. Initial tests demonstrate notable improvements in prediction accuracy, validating its potential for real-world application. Beyond the implementation of predictive cybersecurity models, this research presents a comprehensive cybersecurity framework that emphasises sustainability within the manufacturing sector. The framework is structured to protect critical resources by ensuring the confidentiality, integrity, and availability of data, while simultaneously enhancing operational resilience. It incorporates proactive strategies for anticipating cyber threats and underscores the importance of comprehensive employee education at all organisational levels. This framework seeks not only to mitigate immediate security risks but also to integrate long-term resilience into cybersecurity strategies, thereby promoting the sustainability of manufacturing operations. A key finding of this research is the significant gap in robust security standards and proactive measures within the manufacturing sector concerning cybersecurity. Despite the growing adoption of Industry 4.0 technologies, many systems remain vulnerable to cyberattacks due to the absence of sufficient security protocols during the early stages of implementation. The absence of standardized guidelines contributes to insufficient employee knowledge and preparedness, leaving them vulnerable to cybersecurity risks. Addressing these gaps is essential for the manufacturing sector to fully capitalize on Industry 4.0 advancements while ensuring the protection of critical systems from emerging cyber threats. The study concludes by recommending a redirection of security resources and procedures to the manufacturing industry. It emphasises the need for increased investment in employee awareness, training programs, and more robust cybersecurity protocols specifically tailored to the needs of industrial systems. By implementing these recommendations, organisations can better mitigate risks, enhance their cybersecurity posture, and ensure the continuity of critical manufacturing and infrastructure operations in the face of progressing cyberattacks.
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The Role of Motivation in Enhancing Second Language Acquisition for EAL Students
(Saudi Digital Library, 2025-06-08) Alanazi, Arif Mulayh H; Al-Shwayli, Seham
This research investigates motivational frameworks that enhance the learning outcomes of English as an Additional Language (EAL) for learners in Years 11 and 12 in Australian secondary schools. In line with a systematic literature review method, 82 selected peer-reviewed and grey literature sources published between 2020 and 2025 were scrutinised to extract evidence-based practices on learner engagement, effort, and language skills acquisition. The scope of the study, grounded in the L2 Motivational Self System, Self-Determination Theory, and the concept of investment, reveals key motivational drivers that can be classified into two broad clusters: individual and emotional factors, and social and instructional relationships. The findings revealed that the core components of learner engagement include intrinsic motivation, emotional safety, student agency, and support for multilingual identity. Teacher relationships, peer relations, culturally responsive instructional strategies, and family participation are deemed essential motivators for learners and educators. The review highlights significant discrepancies between the proposed professional development components and policy frameworks within multicultural instructional settings. The study presents strong recommendations for incorporating anti-oppressive frameworks, peer mentoring models, comprehensive EAL motivation structures, and holistic approaches into culturally responsive systems. These findings, in addition, broaden understanding for educators, policy makers, and school administrators who seek to support the multilingual and scholarly activities of EAL learners.
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The Impact of Augmented Reality-Based-Affordances Instruction on Learners’ Motivation in K-16 Classrooms: An Integrative Review
(Saudi Digital Library, 2025-05-13) Aljohani, Amal Hamdan; Peter Doolittle
Augmented Reality (AR) is a rapidly growing technology used in education to improve traditional learning by adding digital content to the real world. This literature review explains what AR is and how it differs from similar technologies like Virtual Reality (VR), Mixed Reality (MR), and Diminished Reality (DR). Using instructional design frameworks, it highlights AR's special features, such as interactivity, visual learning, and immediate feedback that encourage active learning and match motivational theories, especially self-determination theory. The review gathers findings from various educational fields, including primary schools, medical training, and engineering, showing that AR positively affects student learning and motivation. It also looks at how AR is used in online and distance learning, emphasizing its ability to provide realistic, hands-on experiences remotely. The review stresses the importance of rigorous research methods and reliable sources, offering a clear foundation for understanding AR’s potential in education and suggesting areas for future research and practice.
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The Impact of ChatGPT Use on the Motivation and Basic Psychological Needs of Saudi EFL Students
(Arizona State University, 2025) Alwadai, Abdullah; Smith, Bryan
The advent of generative artificial intelligence (GenAI) represents a significant technological breakthrough, enabling models like ChatGPT to facilitate human-like interactions, personalized learning, constructive feedback, and so on. The sophistication of generative AI has attracted considerable attention from researchers who explore its potential benefits for language learners. However, since it was released a few years ago, research on ChatGPT’s effectiveness in enhancing language learning motivation for English as a foreign language (EFL) learners remains limited. To this end, this research utilized the self-determination theory (SDT) to investigate the extent to which engaging in informal interactions with ChatGPT in extramural contexts influences motivation and the basic psychological needs for autonomy, competence, and relatedness. To achieve this, a quasi-experimental design was employed with fifty EFL Saudi undergraduate students majoring in English, divided equally into an experimental and a control group. The experimental group participated in nine sessions over three weeks, engaging in informal self-directed interactions with ChatGPT on common everyday topics, while the control group responded to the same topics in writing without using AI, following the same number of sessions. The post-test results analyzed using analysis of covariance (ANCOVA) indicated a substantial increase in autonomous motivation and a decrease in controlled motivation in the experimental group after the treatment. Moreover, the results revealed a significant increase in autonomy exclusively in the experimental group. However, no statistically significant difference was observed in competence and relatedness after the intervention. Informed by these findings, a number of implications and pedagogical recommendations for language instructors, policymakers, and other stakeholders were proposed.
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Cultural and Individual Factors Influencing Test Anxiety: A Concurrent Mixed Method Study of Saudi High School Students’ Perceptions of Test Anxiety in English and Math
(Howard University, 2024) Albalawi, Yusra; Picho-Kiroga, Katherine
The purpose of this study was to investigate the level of test anxiety that high school male and female students experience in English and mathematics classes in Saudi high schools. The study examined test anxiety in both subjects from motivational antecedents and cultural factors that cause test anxiety among students. A mixed-methods study was designed, with quantitative data collected on structured instruments. Test anxiety was measured on the Test Anxiety Inventory (TIA) from a total of 280 high school students in grades 9 through 12 recruited from public high schools in the Kingdom of Saudi Arabia. Qualitative data were collected using focus group interviews with 20 students (10 male, 10 female) selected from a sample pool of 280 students by a systematic random sampling procedure. The quantitative data were analyzed with means, t-test (independent and dependent sample), one-way ANOVA, and hierarchical linear regression. The results indicated a moderate level of test anxiety in all students, with male students experiencing higher test anxiety than female students. Moreover, higher test anxiety was observed in English than in mathematics. Motivation and cultural factors are substantial sources of test anxiety among students, and success expectancies were negatively correlated with test anxiety in mathematics and English; however, task value was positively correlated with math test anxiety. Collective social stigma was the only predictor found to be significantly predictive of English and math test anxiety. Five themes emerged from qualitative data: high-stakes tests, subject-induced anxiety, family and social bonding, incompetence and nervousness, and future aspirations and value of the exams. The study concluded that test anxiety is common among Saudi high school students, but that gender and subject differences exist, caused by several cultural and motivational factors.
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PERCEIVED LINGUISTIC AND NON-LINGUISTIC BARRIERS FACING SAUDI FEMALE PARTNERS LEARNING ENGLISH
(University of Mississippi, 2024-05-29) Dulli, Samah; Coles, Felice
The partners of the Saudi students who come to the United States on scholarships to earn a degree (Bachelor's, Master's, or Ph.D.) are eligible for full scholarships as well. However, most of them fail to proceed in earning a degree or fulfill the language proficiency requirement needed to join an academic degree program. This study surveys between 10 to 20 adult female partners of Saudi university students to elicit their opinions on how much English they think they will learn during their partner scholarship time in academic and non-academic settings. This study investigates the female partners of the Saudi degree learners and the factors that they believe could influence their level of attainment of the English language or mastering the second language while in Oxford, Mississippi, as they have full scholarships to earn degrees. Keywords: Sociolinguistics, Saudi Females, linguistics/non-linguistics factors, Motivation, EFL learners, Language barriers.
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Student Perceptions of Virtual L2 Learning: Anxiety and Motivation in the COVID-19 Era
(University of Reading, 2024-03-25) Alahmadi, Asim Eid; Capstick, Tony
The impacts of virtual education on student levels of motivation and anxiety are explored by the present study, using the qualitative method. Ten students from one Saudi Arabian university were recruited to participate in this study. Thematic Analysis, developed by Braun and Clarke (2006), was used to analyse the data deductively in order to identify those factors influencing students’ anxiety and motivation levels in the virtual environment. The results indicate that the online environment is associated with a higher level of anxiety and a lower level of motivation. The investigation highlighted a number of relevant aspects, including instructors’ teaching styles, lacking student interaction, and online content.
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Teachers’ Perceptions of EFL Students’ Motivation in Blended Learning Using Blackboard
(University of Glasgow, 2023) Ashkan, Layal; Marshall, Charles
Abstract Teaching English online has become increasingly popular in recent years due to its convenience and flexibility, necessitating a deeper understanding of the dynamics that influence student motivation in virtual classrooms. This study aims to investigate Saudi EFL teachers' perceptions of Blackboard as an educational tool for the students’ motivation and identify the teaching practices they believe are effective. The researcher conducted a thematic analysis and semi-structured interviews to gain insights into Saudi EFL teachers' perceptions of Blackboard as an educational tool. The research findings revealed positive and negative feelings about online learning among Saudi EFL teachers. While some teachers expressed enthusiasm for the potential benefits of using technology in teaching, others raised concerns regarding the challenges associated with online learning. Blackboard was seen as facilitating communication between teachers and students, allowing for instant feedback and exchange of ideas. However, there were also some negative perceptions expressed. Some teachers reported feeling isolated and disconnected from their students in an online learning environment. They highlighted the importance of face-to-face interactions and the social aspect of teaching, which could not be fully replicated through digital means. Additionally, technical issues, such as slow internet connections and glitches in the platform, were cited as barriers to effective teaching and learning. Furthermore, the findings highlighted the importance of effective teaching practices when using Blackboard methods. Teachers emphasized the importance of clear instructions and well-designed content to facilitate student learning. They also highlighted the importance of providing opportunities for students to interact and collaborate with their peers and the teacher. Understanding the role of possible selves in Dornyei’s self-motivation theory is crucial in helping students address the real problem with motivation. By encouraging students to explore and envision their future selves, educators can help them make meaningful connections between their academic endeavors and their long-term aspirations. This approach goes beyond short-term rewards and punishments, fostering a genuine desire to learn. By delving into Dornyei's theory and emphasizing the significance of possible selves, educators can better understand student motivation and guide their students more effectively. Encouraging students to explore their possible selves fosters intrinsic motivation and paves the way for a more meaningful and fulfilling educational experience.
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CLICKING, SCROLLING, OR SWITCHING: UNVEILING THE PREDICTORS OF MEDIA MULTITASKING IN THE UNITED STATES AND SAUDI ARABIA
(The University of Alabama, 2024-03-18) Alshamrani, Talal; Panek, Elliot
Media multitasking is the simultaneous use of two media devices or applications. Given the global rise of media multitasking and its potential implications for media users, understanding the factors that drive this behavior across cultures is crucial. This study explores different factors that may predict media multitasking behaviors among users in the United States of America (USA) and the Kingdom of Saudi Arabia (KSA), using the Uses and Gratifications Theory (U&G) as a theoretical framework. Specifically, the study examined three key factors that may influence this behavior including, demographic, motivational, and cultural factors. The study utilized an online survey to gather data from two samples of media users in both countries (N = 587). The study revealed that while both the USA and KSA participants frequently multitask with long video-based content and social networking, KSA users exhibit higher levels of media multitasking frequency. Among the demographic factors, age negatively predicts media multitasking, while unemployment status is linked to increased multitasking activities in both countries. Motivational factors played a different role, with social motivations positively predicting multitasking in the USA, while connection and enjoyment motivations served as positive predictors in the KSA. In addition, time orientation (polychronic vs. monochronic) partially explains the variation in media multitasking frequency between the countries, highlighting the role of cultural factors. This study contributes to the understanding of cross- cultural differences in media multitasking, highlighting the complex interplay of demographic, motivational, and cultural factors.
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THE IMPACT OF PREFORMANCE APPRISAL ON EMPLOYEES’ COMMITMENT AND MOTIVATION AT TOURISM HOTELS IN JEDDAH
(Oxford Brookes University, 2024-03-12) Aloqab, Ameera; Yan, Gordon
In the context of Jeddah's tourist hotels, this study investigates how performance reviews affect workers' dedication and enthusiasm. Examining the interplay between performance review, employee dedication, and intrinsic motivation in this sector is the study's primary objective. The research lays forth many important goals to accomplish this purpose. The primary goal of the research is to have a better understanding of performance evaluation and its effects on workers. This requires an in-depth investigation of performance evaluation's theoretical foundations and practical consequences within the specific context of Jeddah's tourist hotels. There is a main research component to the study that involves interviewing employees to get their first-hand accounts and empirical evidence. The research aims to capture the positive and negative effects of performance assessment on employee motivation and commitment through these interviews. Furthermore, using a qualitative method with the adoption of primary research method allows for a more in-depth exploration of the personal perspectives and encounters of those employed by tourism establishments by way of conducting interviews among targeted participants. The analysis of the collected data follows the data collecting step of the study. The purpose of this part is to assess the results by comparing them to previous studies and noting any discrepancies or overlaps. By contextualising the study's findings within the larger corpus of literature on performance evaluation, motivation, and commitment, this comparative analysis strengthens the study's validity. Consequently, in order to draw significant conclusions, the research combines its results. Further research is needed to fill in the gaps and reduce the detrimental effect of performance assessment on staff motivation and commitment at Jeddah's tourist hotels, according to the study's suggestions. This research adds to the continuing discussion about how to optimise performance evaluation procedures in the specific setting of the hotel and tourist industry by using a comprehensive approach that integrates academic knowledge with witness accounts.
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