LAUSR

The popularity of the journal of Education and Information Technologies continues to grow, with over four hundred and fifty papers received in 2018. Of these, about 40% were accepted for publication. As a result of this, the first issue of EAIT for 2019 is again a bumper issue with forty five papers. Again the papers show how international our researchers are and this issue of EAIT has articles from researchers in twenty nine countries: UK, Sri Lanka, Australia, Malaysia, Serbia, Spain, United Arab Emirates, South Africa, Iran, Thailand, USA, Ghana, Nigeria, Turkey, Kazakhstan, Greece, Tanzania, Israel, India, Canada, Fiji, Cyprus, Oman, Ukraine, Poland, Tunisia, Russia, Germany and Saudi Arabia. The first article in this issue: BA study into the usability and security implications of text and image based challenge questions in the context of online examination^ by Abrar Ullah (Cardiff Metropolitan University, UK) and Hannan Xiao and Trevor Barker (University of Hertfordshire, UK) looks at online examinations and academic dishonesty. Online examinations are seen as an integral component of online learning environments, and research studies have identified academic dishonesty as a critical threat to their credibility. Academic dishonesty exists in many forms, but collusion is seen as a major security threat. The reported research investigated the authentication of students using text-based and image-based challenge questions. They found that imagebased questions are more usable than text-based questions and the paper discusses ways to enhance this advantage. The article that follows is by H. K. Salinda Premadasa, R. M. Kapila Tharanga Rathnayaka, A. Waruni Thiranagama and Chaminda Niroshan Walpita (Sabaragamuwa University of Sri Lanka). BRemodelling the educational usage of Facebook in smartmobile age^ notes the popularity of Facebook as a social networking site and how this is being seen as a possible tool for education both inside and outside the classroom. Their research aim was to extend the existing structural model by two factors: mobility and interactivity, and they found that in the extended model, educational usage of Facebook was significantly related to its purpose and less significantly to its adoption. Education and Information Technologies (2019) 24:1–11 https://doi.org/10.1007/s10639-018-09856-1