Evaluation of HackLearn COFELET Game User Experience for Cybersecurity Education

Katsantonis, Menelaos N.; Mavridis, Ioannis

doi:10.17083/ijsg.v8i3.437

Cited by 7 publications

(3 citation statements)

References 14 publications

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“…63 participants completed the entire study. The total number of participants and percentage of participants completing each problem in our study was similar to a prior study on using serious games to teach cybersecurity [19].…”

Section: Resultsmentioning

confidence: 80%

“…Prior work has assessed the use of serious games to teach programming in an interactive and engaging manner, leading to improved learning outcomes [18][19][20][21][22]. In the context of programming education, serious games provide a fun and interactive environment for students to learn programming concepts, practice problem-solving skills, and develop algorithmic thinking.…”

Section: Serious Gamesmentioning

confidence: 99%

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Using Visual Programming Games to Study Novice Programmers

DeLozier

Shey

2023

IJSG

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Enabling programmers to write correct and efficient parallel code remains an important challenge, and the prevalence of on-chip accelerators exacerbates this challenge. Novice programmers, especially those in disciplines outside of Computer Science and Computer Engineering, need to be able to write code that exploits parallelism and heterogeneity, but the frameworks for writing parallel and heterogeneous programs expect expert knowledge and experience. More effort must be put into understanding how novice programmers solve parallel problems. Unfortunately, novice programmers are difficult to study because they are, by definition, novices. We have designed a visual programming language and game-based framework for studying how novice programmers solve parallel problems. This tool was used to conduct an initial study on 95 undergraduate students with little to no prior programming experience. 71% of all volunteer participants completed the study in 48 minutes on average. This study demonstrated that novice programmers could solve parallel problems, and this framework can be used to conduct more thorough studies of how novice programmers approach parallel code.

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Section: Resultsmentioning

confidence: 80%

Section: Serious Gamesmentioning

confidence: 99%

Using Visual Programming Games to Study Novice Programmers

DeLozier

Shey

2023

IJSG

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“…But the contents are only limited to a cyber-physical system and did not provide the student with practical experience such as analyzing traffic data or analyzing appliance logs. The work of [9] introduces a game called HackLearn for cyber security education. The game was developed based on the COFELET framework and the student will be presented with interactive content related to information security via a GUI interface.…”

Section: Introductionmentioning

confidence: 99%

Deployment of Honeypot and SIEM Tools for Cyber Security Education Model In UITM

Ariffin

Darus²,

Haron³

et al. 2022

Int. J. Emerg. Technol. Learn.

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Nowadays the threat of cyber-attacks is increasing as more organizations undergo digital transformation. Therefore, organizations need to take proactive measures to mitigate the cyber threat to avoid further loss to their business. To mitigate cyber risk effectively, organizations need to employ competent people in the IT security team to implement effective security controls. But there is a shortage of cyber security talent or professionals in the job market and to produce talents in the cyber security field requires extensive effort in education and training. A good cyber security education program should have to date curriculum and provide practical experience. To achieve this, the program must be supported by a cyber security lab equipped with various software, equipment, and tools used by a real professional in the industry. Therefore, this paper proposed a model of a cyber security lab equipped with honeypot and SIEM systems to enhance the quality of cyber security education. The cyber security lab based on the model was deployed at Universiti Teknologi MARA (UiTM) and used for teaching and learning activities. The honeypot will provide student experience analyzing the behaviour of hackers while the SIEM system will aggregate the logs data of the Campus Network Firewall in real-time. To evaluate the effectiveness of the proposed lab model, a functional test and a survey was conducted. The survey result shows that majority of the respondent agreed that the cyber security lab improve their teaching and learning experience while taking the cyber security subject.

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