Wireless Personal Communications

https://doi.org/10.1007/s11277-023-10570-6

Development of a Security Education Model System

for Cloud Computing and Data Security and Privacy
Protection

Rui Jia1,2 · Xiaoli Ni2 · Xiaoyi Shao2 · Ting Zhang2,3 · Qunkun Qi2

Accepted: 8 June 2023

© The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023

Abstract
The great efficiency and dependability of cloud computing enhance the efficiency of min-
ing and analyzing large data in education. Big data in education have been more prevalent
in the cloud environment, and the efficiency of data processing has been greatly enhanced,
elevating the significance of big data in education and teaching practice. However, the pro-
motion of education big data in the cloud environment has revealed an increasing num-
ber of issues. People pay increasing attention to the security of big data in education, i.e.,
whether big data in education can be safely maintained, retrieved, and utilized in the cloud
environment. It focuses on the relationships between education big data producers, users,
and cloud service providers. The primary topics of this article are, therefore, how to gov-
ern the connections between the three parties, the adoption of stringent technical means,
and the establishment of data use guidelines and a regulatory structure. Consequently, this
paper investigated the multimodal information fusion technology and the data security
model of education in colleges and universities, as well as constructing a cognitive psycho-
logical model for education in colleges and universities based on multimodal information
fusion and conducting experimental research on it. The research showed that under the
cognitive psychology mode of education in colleges and universities based on multi-modal
information fusion, the cognitive efficiency of education of students has increased.

Keywords Data security · Multi-modal information fusion · Psychological model

1 Introduction

Cloud environment education big data security problem is the nature of education data
providers, users, service the trust management problems, among users and cloud service
providers need to form a certain data using the contract, by both sides of the credit and

* Rui Jia
happyjialaoshi1899@163.com
1
Xi’an University of Technology, Xi’an 537000, China
2
Xi’an Jiaotong University, Xi’an, China
3
Guilin University of Technology, Guilin, China

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technology constraints, jointly contribute to education of rational use of big data and will
not be damaged. From the perspective of users, choosing cloud service providers with high
reputation and establishing security mechanisms can achieve the maximum quality of edu-
cation data service: from the perspective of cloud service providers, quality is above every-
thing. Therefore, cloud service providers take data security protection measures to protect
the interests of users. From the perspective of protecting the security of education data
in the cloud environment, this paper studies the security policy of education data under
the cloud platform, so as to provide comprehensive security protection for cloud education
data.
Research on the cognitive and psychological mode of education can improve the effec-
tiveness of education for college students. Cao [1] studied the innovation of discourse
mode in and theoretical class, and proposed some methods of using cognitive psychology
to improve innovative teaching models, including subdividing language cognitive links and
scientifically applying schema theory. Sun [2] believed that the content and form of edu-
cation should be enriched in various ways, and a reasonable cognitive and psychological
schema of education should be constructed to improve the education effect of contempo-
rary college students. Shi believed that constructing a cognitive mental model for educa-
tion is an effective way to solve education problems. In the cognitive practice of educa-
tion, teachers should adopt appropriate teaching methods and educational strategies [3].
Cheng [4] studied the education in colleges and universities under the epidemic, and dis-
cussed the practical application of online teaching of education. Li and He [5] conducted
a study on the education practice of college students during the epidemic, and proposed
specific methods for improving the level of scientific cognition and establishing a peer psy-
chological mutual assistance platform. Xue analyzed the psychology of college students’
understanding of education, and believed that the psychological reception mechanism and
self-cognition level of the new generation of college students are different from those of
the previous students. The teaching effect should be improved by altering college students’
psychological cognition [6]. It examined the necessity and feasibility of employing cogni-
tive psychology methods and strategies in education, and it proposed strategies to improve
the teaching effect of education through the application of cognitive psychology theory [7].
Although many studies have been conducted on the cognitive mental model of education,
it is uncommon to conduct research on the cognitive mental model of education based on
multi-modal information fusion technology.
Multi-modal information fusion technology is widely used in many fields as a technol-
ogy that uses computer technology to transform and fuse information such as text, images,
and videos to improve model performance. Han et al. [8] applied the multi-mode informa-
tion fusion technology to the research of ship power transmission channel, and proposed
the multi-mode information fusion technology of ship power transmission channel based
on 3D geographic information. Lu et al. [9] used multi-modal information fusion technol-
ogy to study knee injury prediction, and proposed a deep learning model of multi-modal
information fusion. In order to realize the accurate identification of the sharing rate of high-
speed rail transfer passengers, Ma et al. [10] used multi-modal information fusion tech-
nology to study traffic information, and proposed a type of high-speed rail passenger hub
transfer mode selection model based on generalized travel chain. Aiming at the problem
that the Beijing-Zhangjiakou high-speed railway cannot meet the needs of running com-
petitions and operations in a specific period, Yan and Wang [11] calculated the passenger
flow and operating shifts using multi-mode information fusion technology, and constructed
a multi-mode intelligent ticketing model for the Beijing-Zhangjiakou high-speed rail-
way. Zhang et al. [12] designed an information feedback system for preventing excessive

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Development of a Security Education Model System for Cloud…

dehydration of materials by using multi-mode information fusion technology, and realized

precise control of the degree of dehydration of materials. Li and Xian [13] used multi-
mode information fusion technology to study the problems of power supply and power grid
planning, and proposed a multi-mode information fusion urban power grid three-dimen-
sional intelligent planning system. Aiming at the problem of a single assessment index in
the traditional performance appraisal model, Wang et al. [14] used the multi-modal infor-
mation fusion technology to quantify the performance indicators, and built a multi-modal
performance information analysis model. Multimodal information fusion technology has
been used in many fields, but it is rarely used in the field of education.
This paper applied the theory and technology of multi-modal information fusion to the
research on the cognitive psychological model of education, and it proposed a multi-modal
information fusion educational cognitive psychological model to improve the teaching
effect of education. This was done in order to solve the cognitive and psychological prob-
lems that college students face during the process of education, as well as to solve the
limitations of the traditional education model in giving full play to the teaching effect of
education. Additionally, this paper solved the limitations of the traditional education model
in giving full play to the teaching effect.

2 Cognitive Mental Model of Education Based on Multi‑Modal

Information Fusion

(1) The psychological process of college students’ education cognition

Cognition is a complex psychological activity for individuals to understand the world,

and it is also an intellectual activity for acquiring knowledge and skills from the outside
world [15]. As a theoretical role in cultivating moral literacy, education plays a role in the
cognitive process of college students. For college students, their realm has been improved,
and their moral quality has been enhanced. Therefore, it is of great significance to apply
education to the cognitive process of college students and to grasp the laws of college stu-
dents’ cognition.
As shown in Fig. 1, in the cognitive process of education, there are four contents: per-
ception process, attention process, assimilation process and adaptation process. The per-
ceptual process is mainly responsible for storing and educational information in the mem-
ory bank of the human brain. The attention process can reprocess the information stored
in the perception process. In education and teaching, teachers can only use rich teaching
content and advanced teaching methods to attract students’ attention. Only by keeping the
attention to education and teaching can improve the teaching effect and achieve the teach-
ing purpose of making students successful. The assimilation process is the reprocessing of
cognitive information. College students analyze, judge and evaluate the received educa-
tion information and their own original information, and integrate and choose the newly
received education information, as well as leave the information that they think is correct,
and discard the information that they think is wrong or useless. Finally, the remaining
information is integrated into its own cognitive system. The adaptation process is a further
upgrade of the assimilation process. In the cognitive activities of education, college stu-
dents should take the initiative to absorb new knowledge of education and constantly adjust

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Fig. 1  Cognitive process of education

the original cognitive structure, as well as promote the continuous development of their
own cognition.

(2) Cognitive psychological problems and solutions in the education of college students

Cognition directly determines people’s emotions and behaviors. Only by solving the
cognitive and psychological problems encountered by college students in the process of
education can help college students to correctly identify themselves and transform educa-
tion requirements into inner needs [16]. The specific content of cognitive psychological
problems and solutions are shown in Fig. 2.
As shown in Fig. 2, cognitive psychological problems mainly include four contents:
misperception, cognitive defense, negative cognition, and single cognition. Wrong cog-
nition refers to the wrong cognition of education itself. The main body of misperception
includes not only students, but also educators. Some of them believe that education is an
inevitable requirement for examinations, while others believe that it is the basis for promo-
tion. Cognitive defense is manifested in the fact that college students would be defensive
about education and publicity work. Negative cognition means that college students would
think that education has only the value of examinations, and its value in other aspects is
limited. They do not understand the real purpose of education. Single cognition is the sep-
aration of educational information from social reality, which is incompatible with meet-
ing the current educational needs of college students and inspiring their cognitive zeal.
According to the cognitive-psychological model of education with multimodal information
fusion, theory and practice are combined along with the orderly organization of teaching
materials to address cognitive-psychological issues. The orderly arrangement of teaching
content means that a variety of teaching resources should be used to educate college stu-
dents. When exemplifying the deeds of advanced characters, rich images or videos are used
to attract the attention of college students, so as to improve their cognitive enthusiasm and
cognitive efficiency in education. The purpose of constructing a new cognitive schema is
to realize the perfection and development of the cognitive structure. The combination of
theory and practice means that students should actively participate in social practice activi-
ties and apply the theory of education to practice.

(3) Ideological education learning mode based on multi-modal information fusion

An excellent education learning model can help students deeply understand what they
are learning, and improve their cognitive enthusiasm and cognitive efficiency in education

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Fig. 2  Cognitive psychological problems and solutions

[17]. The multi-modal information fusion education learning mode proposed in this paper
is shown in Fig. 3.
As shown in Fig. 3, teachers should use different information media such as video,
audio, and text to educate college students. When learning the deeds of the outstand-
ing characters of advanced characters, teachers should use rich and diversified teaching
resources to explain the deeds of excellence, and use brightly colored images or emotional
voices to attract the interest of college students and improve their cognitive enthusiasm. In
the face of doubts about the outstanding moral deeds of advanced characters, teachers can
use multi-modal information fusion technology to systematically integrate the information
about the excellent moral deeds, so that college students can have a more comprehensive
and in-depth understanding of the outstanding moral deeds of advanced characters, and
also enable college students to improve their cognitive efficiency in the process of educa-
tion and cognition. In the study of education, in addition to the theoretical study of educa-
tion, attention should also be paid to the practical application of education. The educa-
tion learning mode based on multi-modal information fusion can also help college students
develop education study habits, and can improve the cognitive effect of education for col-
lege students.

(4) Evaluation system of education and teaching effect

Teaching evaluation is an effective way to judge whether the teaching process is reason-
able [18]. The evaluation of education and teaching can understand the specific situation of
all aspects of teaching, and can judge whether the teaching process under the multi-modal

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Fig. 3  education learning model

Fig. 4  Teaching effect evaluation

information fusion education cognitive psychological mode is reasonable. It also has a

strengthening and supervision role for teachers and students. The specific content is shown
in Fig. 4.
As shown in Fig. 4, the education and teaching effect evaluation system based on multi-
modal information fusion has three contents: learning effect evaluation, teaching work
evaluation, management effect and learning environment evaluation. Learning effect evalu-
ation refers to the evaluation of the education and learning effect of college students. It
enables college students to have a deeper understanding of their own education and learn-
ing, so as to reflect on their deficiencies in education and learning activities and adjust their
learning status, as well as improve their cognitive efficiency of education. Understanding
the challenges students face throughout education and learning is the goal of teaching eval-
uation, which aims to raise teaching effectiveness and quality. The evaluation of manage-
ment impact and the learning environment refers to the assessment of the educational and
instructional decision-making environment at the school.

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3 Utilization Algorithm of Multi‑Modal Information Fusion

(1) Mean-shift tracking algorithm

The Mean-Shift tracking algorithm is an algorithm used to find local optima [19]. The
Mean-Shift tracking algorithm can be used to monitor the cognitive state of students’ edu-
cation, so as to improve the teaching effect of education.
Assuming that j pixels in the target area are 𝛼p, the probability density of the target
model is estimated as:
j
∑ ‖ 𝛼 − 𝛼p ‖2 ( ( ))
RI = K C‖ ‖
‖ l ‖ 𝓁 d 𝛼p − 𝜔 (1)
p=1 ‖ ‖

The probability density of the candidate model is estimated as:

∑jc ‖ 𝛽 − 𝛼p ‖2 ( ( ))
‖ ‖
HI (𝛽) = Kl C‖
‖ l ‖
‖ 𝓁 d 𝛼p − 𝜔 (2)
p=1 ‖ ‖
Among them, Kl is a constant coefficient, and jc is the total number of pixels.
The Babbitt coefficient is used to calculate the vector of the center of the candidate area
𝛽0 to 𝛽 , and there are:

[ ] 1∑ i √
( ) 1 ∑
i ‖ 𝛽 − 𝛼p ‖2
‖ ‖
𝜈 HI (𝛽), RI ≈ HI 𝛽0 RI + Kc 𝜇p c‖ ‖ (3)
2 I=1 2 𝜔=1 ‖ l ‖
‖ ‖

i
√
∑ RI [ ( ) ]
𝜇p = ( ) 𝓁 d 𝛼p − 𝜔 (4)
p=1 HI 𝛽0

The iterative computation of the candidate region is:

� �
∑i � 𝛽0 −𝛼p �2
𝛼 𝜇
p=1 p p
s � �
� l �
i(𝛽) = 𝛽 − 𝛽0 = � � − 𝛽0 (5)
∑i � 𝛽0 −𝛼p �2
𝜇
p=1 p
s � �
� l �

The similarity coefficients of pixel blocks F1 and F2 are:

Y
( )( )
( ) 1 ∑ F1 (𝛼) − 𝜅1 F2 (𝛼) − 𝜅2
𝜆 F1 , F2 = (6)
Y − 1 𝛼=1 𝜀1 𝜀2

Among them, 𝜅1 , 𝜅2 is the mean value of the pixel block, 𝜀1 , 𝜀2 is the variance of the
pixel block, and Y is the size of the pixel block.
The updated formula for the tracker color template is:
enew = 𝛾e0 + (1 − 𝛾)ec (7)

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Among them, e0 is the original target color histogram, ec is the histogram obtained by
the c frame detector, and 𝛾 is the update rate factor.
The evaluation of the tracking effect is:
( )
A W A ∩ WB
O= ( ) (8)
A W A ∪ WB

Among them, O is the value of the target overlap degree, WA is the tracked target
position, and WB is the actual target position. The closer the overlap degree is to 1, the
better the tracking effect.

(2) Image saliency detection algorithm

Efficiently extracting valuable image data from massive image data is of great signifi-
cance for exerting the power of images [20]. In the process of education and teaching,
the use of image saliency detection algorithm can extract the images and videos that
students are most interested in and can best reflect the teaching content, which plays an
important role in stimulating students’ cognitive interest in education.
When the superpixel block is located on the four sides of the image, the weight cal-
culation formula of the edge is:
‖ ‖
−𝛽 c ‖kpc −kqc ‖
vcpq = g ‖ ‖ (9)

The sorting formula between image nodes is:

gc = (Ec − 𝜒V c )−1 𝛽 c (10)

The sorted vector for the upper bound is computed:

gcs (p) = gc 𝛽sc (p) (11)
Among them, p ∈ [1, 2, … , m]. m represent the number of nodes in the graph.
When the upper boundary is set as the seed node, the saliency of each point is:
Tsc (p) = 1 − gcs (p) (12)
The saliency maps of the four boundaries are sorted, and the sorting results are:
Tdc (p) = T1c (p) × T2c (p) × T3c (p) × T4c (p) (13)
The final saliency map after multimodal information fusion is:

T = Ta + Tb + ⋯ + Tm (14)
Among them, T , T , … , T
1 2 m
is the saliency map obtained in multiple modes, and
m ∈ [1, 2, … , n].

(3) Information fusion adaptive lifting algorithm

Assuming that the initial distribution state E1 (p) of the sample is uniform distribution,
and the total number of samples is J, there are:

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Development of a Security Education Model System for Cloud…

E1 (p) = 1∕J (15)

According to the probability distribution of training samples, a weak learner h(𝛼) can be
obtained, there are:
( )
h(𝛼) = h1 (𝛼), h2 (𝛼), … , hs (𝛼) (16)

Among them, s is the number of iterations.

The average error of the training samples obtained under the current learner is:
J
1∑
fs = f (p) (17)
J p=1

The weights of the current learner are:

( )
1 1 − fs
Vs = ln (18)
2 fs

The adjustment formula for the sample distribution in the next iteration is:
( )−f (p)
fs
Es+1 (p) = Es (p) (19)
1 − fs

After the weights of the S learners are normalized and weighted, the final strong learner
is obtained as:
S
∑
H(𝛼) = Vs hs (𝛼) (20)
s=1

4 Experimental Purpose and Design of the Cognitive Psychological

Model of Education

(1) The purpose of the experiment

This paper uses image saliency detection algorithm, information fusion adaptive
improvement algorithm and other algorithms to study the cognitive mental model of edu-
cation, and prove that the cognitive and psychological model of education based on multi-
modal information fusion can significantly promote the establishment of students’ correct
cognitive psychology.

(2) Experimental design

Two classes with similar academic levels of students are selected and each class has 25
students. A class adopts the cognitive-psychological model of education based on multi-
modal information fusion for education and teaching, which is called Class A, and this
model is referred to as the multi-modal information fusion teaching mode. Another class

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uses the traditional and educational cognitive psychology model for teaching, which is
called Class B, and this model is referred to as the traditional teaching model for short.
A 6-month study is conducted on two classes. Five factors are compared: academic level,
appraisal of comprehensive practical activities, cognitive correctness rate of education,
cognitive efficiency of education, and cognitive enthusiasm. The outcomes of the experi-
ment are scrutinized and examined once it is complete.

5 Experimental Results and Evaluation of the Cognitive Psychological

Model of Education

(1) The correct rate of education cognition

Ideological education should not only focus on the progress of teaching methods, but
also should establish a correct understanding of education for college students. Only in this
way can college students receive education wholeheartedly, which provides a good foun-
dation for college students to cultivate their own quality and realize their self-worth. The
specific content of college students’ cognition of education is shown in Table 1 and Fig. 5.
As shown in Table 1 and Fig. 5, the cognitive accuracy rate of education in class A is
higher than that of class B, indicating that using a multi-mode information fusion teach-
ing mode in education teaching can help students establish correct cognition of education.
Based on the first month’s data, class A’s cognitive accuracy rate is 65.9%, and class B’s
cognitive accuracy rate is 63.7%. In the first month, the multi-modal information fusion
teaching mode performed better than the traditional teaching mode. Judging from the final
data results, the cognitive accuracy rate of class A in the sixth month is 83.9%, and that of
class B is 79.3%. The cognitive accuracy rate of class A is 4.6% higher than that of class B.
From the average data of six months, the average cognitive accuracy of class A is 76.3%,
and that of class B is 71.27%. The average cognitive accuracy of class A is 7.06% higher
than that of class B.

(2) Cognitive efficiency of education

The cognitive efficiency of education shows the speed of students’ progress in learning
education knowledge, and the cognitive efficiency of students’ education directly affects
their academic level. The specific content is shown in Fig. 6.

Table 1  The correct rate of Class A (%) Class B (%)

education cognition
1 65.9 63.7
2 71.5 69.1
3 75.3 68.4
4 76.9 74.2
5 81.6 72.9
6 83.9 79.3

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Development of a Security Education Model System for Cloud…

Fig. 5  The correct rate of cognition in education

Fig. 6  Cognitive efficiency of education

As shown in Fig. 6, the cognitive efficiency of class A has been on an increasing trend.
It was 73.6% in the first month, and 77.9% in the second month. Since then, it has main-
tained a steady growth trend, at 87.6% in the sixth month. The development trend of the
cognitive efficiency of class B was unstable. The cognitive efficiency of the second month
was lower than that of the first month, and the cognitive efficiency of the fifth month was
also lower than that of the previous month. The average cognitive efficiency of class A was
81.62%, and the average cognitive efficiency of class B was 77.38%. The average cognitive
efficiency of class A was 5.48% higher than that of class B.

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(3) Cognitive positivity

Cognitive positivity affects the cognitive effect of education. The multi-modal informa-
tion fusion model can improve the cognitive interest of college students by using rich edu-
cational content and the education and teaching concept with students as the main body,
so as to guide college students to establish a sense of education. The content of students’
cognitive enthusiasm is shown in Fig. 7.
As shown in Fig. 7, during the six-month period, the cognitive motivation of class A has
been increasing steadily, and the cognitive motivation of class B has decreased at the 4th
month compared to the previous month. The cognitive motivation of class A was 72.9% in
the first month and 85.7% in the sixth month, a difference of 12.8%. The cognitive enthusi-
asm of class B was 70.5% in the first month and 79.7% in the sixth month. In improving the
enthusiasm of education, the multi-mode information fusion mode has more advantages
than the traditional teaching mode. The average cognitive enthusiasm for education in class
A was 79.55%, and the average cognitive motivation in class B was 75.63%. The average
education cognitive enthusiasm of class A was 5.18% higher than that of class B.

(4) Academic level

The specific manifestation of the academic level of college students is the test scores of
education courses, which reflect the situation of college students in education and learning
in a period of time. The specific content is shown in Fig. 8.
As shown in Fig. 8, on the whole, the academic performance of class A and class B are
both in a growing trend, and the final academic performance has greatly improved com-
pared with the original. In the first month, the academic performance of class A was 71.65,
and that of class B was 70.29. In the sixth month, the academic performance of class A was

Fig. 7  Cognitive positivity of education

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Development of a Security Education Model System for Cloud…

Fig. 8  Academic level of education

85.69 and that of class B was 81.29. Judging from the results of academic performance, in
improving the academic level of education, the multi-modal information fusion teaching
mode has more advantages than the traditional teaching mode. The average academic per-
formance of class A was 79.4, and the average academic performance of class B was 75.78.
The average academic performance of class A was 4.78% higher than that of class B. The
multi-modal information fusion teaching mode has shown strong practical value in improv-
ing the academic level of education.

(5) Evaluation of comprehensive practice activities

The teaching achievements of education should also be reflected in comprehensive

practical activities. This paper evaluates the behavior of college students in comprehen-
sive practice activities. The evaluation index ranges from 1 to 100. The specific content is
shown in Fig. 9.
As shown in Fig. 9, in the 6-month experimental period, the comprehensive practice
activity evaluation indicators of class A were higher than those of class B. The evaluation
index of class A in the first month was 71.29, and that of class B was 70.19. The multi-
modal information fusion teaching mode has played a better effect than the traditional
teaching mode in the first month. The evaluation index of class A in the sixth month was
86.97, and class B was 81.57. According to the final experimental results, the multi-modal
information fusion teaching mode promotes the combination of education theory and prac-
tice more effectively. The evaluation index of comprehensive practice activities in class B
decreased in the fourth month compared to the third month, indicating that the traditional
teaching mode is not as stable as the multi-modal information fusion teaching mode. The
average comprehensive practice activity evaluation index of class A was 80.09, and that of
class B was 75.97. The average comprehensive practice activity evaluation index of class A
was 5.42% higher than that of class B.

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Fig. 9  Evaluation of comprehensive practice activities

6 Conclusion

In a cloud-based environment, education big data has the characteristics of vast data scale,
huge system scale, highly centralized administration, and a complicated open platform;
as a result, its security has the challenges described above. This article focuses on the
construction and enhancement of the guarantee system to undertake research in order to
improve the application of cloud computing in the field of education data analysis and pro-
cessing. The education of college students is plagued by a number of challenges, including
the following: first, college students have evident cognitive biases and a rebellious attitude
to education; second, the traditional teaching mode is singular in form and outmoded in
content. As a result, the purpose of this paper was to provide a cognitive mental model for
the instruction of multi-modal information fusion. Experiments have shown that a cogni-
tive mental model of education that is based on the fusion of several modes of information
can increase the cognitive efficiency, cognitive enthusiasm, and academic level of educa-
tion for college students. This was proven by the results of the experiments. The capacity
of college students to put education theory into practice has also improved as a result of
these reforms.
Acknowledgements All listed authors have made a significant scientific contribution to the research. Rui
Jia, Xiaoli Ni, Xiaoyi Shao, Ting Zhang, Qunkun Qi contributed to the design and implementation of the
research, to the analysis of the results and to the writing of the manuscript.

Authors’ Contributions The authors contributed significantly to the research and this paper, and the first
author is the main contributor.

Funding This work received no specific funding.

Data Availability Not applicable.

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Development of a Security Education Model System for Cloud…

Declarations
Conflict of interest The authors declare that they have no conflicts of interest to report regarding the present
study.

Informed Consent Not applicable.

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 R. Jia et al.

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law.

Rui Jia was born in Dingzhou, Hebei Province.P.R.China in 1974, the

director of Mental Health Education for College Students Center of
Xi’an University of Technology, senior political engineer/lecturer. She
received the master‘s degree from Shaanxi Normal University, P.R.
China. Now, she studies in Xi’an Jiaotong University. She mainly
engaged in the teaching, research and management of college students’
mental health education, consultation and development.

Xiaoli Ni was born in Weinan, Shaanxi Province.P.R.China in 1962.

She is a professor of psychology at the School of Humanities of Xi’an
Jiaotong University. She received the PhD from Xi’an Jiaotong Uni-
versity. The main research direction is social psychology.

Xiaoyi Shao, born in Ningbo, Zhejiang Province.P.R.China in 1987.

She recieved the master’s degree from Xi’an Polytechnic University.
Now, she studies for a doctor’s degree in Xi’an Jiaotong University.
The main research direction is social psychology.

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Development of a Security Education Model System for Cloud…

Ting Zhang, born in Huangpi, Hubei Province.P.R.China in 1978. She

is Master Tutor of College of Tourism & Landscape Architcture. Now,
she studies for a doctor’s degree in Xi’an Jiaotong University. The
main research directions are: tourism management, social psychology.

Qunkun Qi Xi’an Jiaotong University, Xi’an,China, Middle School.

She graduated from Yunnan Normal University and her research direc-
tion is literature. She has published 1 article.

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