Conceptual analysis of cyber security education based on live competitions

Katsantonis, Menelaos N.; Fouliras, Panayotis; Mavridis, Ioannis

doi:10.1109/educon.2017.7942934

Cited by 25 publications

(9 citation statements)

References 13 publications

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“…CTF is popularly used in cybersecurity and engineering, including in classrooms and labs [2,11], for training security professionals [5], for pedagogical research based on live CTF competition [8], and for taxonomy framework research for training and education [9]. While existing practices incorporate CTF for talent acquisition and job placements, e.g., National Cyber League and MITRE [5], the analyses of the impact of these methods are lacking, which motivated our work.…”

Section: Ctf In Educationmentioning

confidence: 99%

Capture the Flag for Team Construction in Cybersecurity

Chang¹,

Yoon²,

Wuthier³

et al. 2022

Preprint

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Team collaboration among individuals with diverse sets of expertise and skills is essential for solving complex problems. As part of an interdisciplinary effort, we studied the effects of Capture the Flag (CTF) game, a popular and engaging education/training tool in cybersecurity and engineering, in enhancing team construction and collaboration. We developed a framework to incorporate CTF as part of a computer-human process for expertise recognition and role assignment and evaluated and tested its effectiveness through a study with cybersecurity students enrolled in a Virtual Teams course. In our computer-human process framework, the post-CTF algorithm using the CTF outcomes assembles the team (assigning individuals to teams) and provides the initial role assignments, which then gets updated by human-based team discussions. This paper shares our insights, design choices/rationales, and analyses of our CTF-incorporated computer-human process framework. The students' evaluations revealed that the computer-human process framework was helpful in learning about their team members' backgrounds and expertise and assigning roles accordingly made a positive impact on the learning outcomes for the team collaboration skills in the course. This experience report showcases the utility of CTF as a tool for expertise recognition and role assignments in teams and highlights the complementary roles of CTF-based and discussion-based processes for an effective team collaboration among engineering students.

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Section: Ctf In Educationmentioning

confidence: 99%

Capture the Flag for Team Construction in Cybersecurity

Chang¹,

Yoon²,

Wuthier³

et al. 2022

Preprint

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“…Also, more general approaches to exercises are proposed: [59] that describe an extended competence development and assessment framework and [56] suggests specific metrics in complex simulated CSXs. For designing competition based exercises [60] describes a mindmap, while for CTFs [61], [62] describe 5 steps when designing an evaluation (purpose, frame, questions, information needed and systematic collection method). At a higher level conceptual level, models for a multidisciplinary cybersecurity training methodology [63], a pedagogical framework [12], a framework incorporating cognitive aspects [64], and a holistic model of professional competence in the cyber domain [65] have also been developed.…”

Section: Comparison To Other Framework In Csxsmentioning

confidence: 99%

Learning Analytics Perspective: Evidencing Learning from Digital Datasets in Cybersecurity Exercises

Maennel

2020

2020 IEEE European Symposium on Security and Privacy Workshops (EuroS&PW)

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Cybersecurity exercises are gaining in popularity in university curricula and professional training paths and are seen as an effective teaching method. Such exercises provide digital datasets to facilitate a learning analytics approach such as by using the traces that learners leave behind to improve the learning process and environment. While there are various learning measurement efforts from digital datasets in the existing literature, a holistic learning analytics approach incorporated into cybersecurity exercises is still lacking. We propose a practical reference model for incorporating a learning analytics approach into the cybersecurity exercise life-cycle. To facilitate this application, we have performed an extensive review of existing academic research on applying learning analytics in the context of cybersecurity exercises. We specifically focus on the learning indicators used to measure empirical impact and training effectiveness that could indicate achievement of defined learning outcomes. This reference model and overview of existing learning analytics use cases and learning metrics in various types of exercises can help educators, organisers and cyber range developers. This results in more adaptive exercise design and measurement using evidencebased data and connects digital learning traces to skills and competencies.

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“…In this light, several educational programs have been developed in organizations, universities and schools to attract people to follow a career in cybersecurity and to effectively train cybersecurity professionals. However, cybersecurity education programs face many issues and challenges reviewed and analyzed in [2] and [3]. For this reason, new strategies need to be developed with the potential to confront the challenges of cybersecurity education and to improve its effectiveness such as the adoption of game-based learning.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of HackLearn COFELET Game User Experience for Cybersecurity Education

Katsantonis

Mavridis

2021

IJSG

Self Cite

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HackLearn is a scenario-based hacking simulation game for teaching cybersecurity concepts while providing hands-on hacking experiences to the learners. HackLearn design is based on the COFELET framework, which assimilates modern learning theories, well-known cybersecurity standards, and built-in scaffolding and assessment features. Aiming at evaluating the user experience perceived by HackLearn’s users, we describe the process of adopting it in a real educational environment based on the didactic framework for simulation games. Additionally, we present the evaluation methodology elaborated, based on the serious games’ quality characteristics framework. We discuss the evaluation results which indicate that HackLearn is engaging, motivating, usable and effective in teaching cybersecurity concepts and hacking strategies and techniques. The evaluation results revealed the HackLearn’s aspects that can be improved such as the scaffolding feature and the communication mechanism with the game’s back-end facility. The presented work validates and finalizes prior work elaborated on the COFELET framework (e.g., COFELET ontology and the COFELET games life-cycle), whereas it provides directions for future work in the development and evaluation of cybersecurity serious games.

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Conceptual analysis of cyber security education based on live competitions

Cited by 25 publications

References 13 publications

Capture the Flag for Team Construction in Cybersecurity

Capture the Flag for Team Construction in Cybersecurity

Learning Analytics Perspective: Evidencing Learning from Digital Datasets in Cybersecurity Exercises

Evaluation of HackLearn COFELET Game User Experience for Cybersecurity Education

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