ForenCity: A Playground for Self-Motivated Learning in Computer Forensics

Abstract

Striking a balance between theory and practice in computer forensics education is considered essential to producing successful graduates with the necessary skills to take on cybersecurity challenges in the workplace. Adequately incorporating both such aspects can be particularly challenging, especially in courses or modules oered within a short time-frame. In such situations, preparing the students will require that they are incentivized to actively engage with the extensive background learning material and remain current on latest developments to correctly grasp the theoretical underpinning of the subject. In this paper, we describe the development of an adventure game to make the learning of applicable theory attractive and relevant. ForenCity takes the form of a web-based scavenger hunt in which students must apply their knowledge of computer forensics and correctly process digital evidence and progress through the game.

The Design and Development of Hands-on Activities for Digital Forensics Education

“…Liu [22], [44] gave a very comprehensive review on baccalaureate programs in computer forensics. Dafoulas et al [45] presented a review of computer forensic programs in the United Kingdom, Europe, and the United States of America. Blauw and Leung [46] have developed a mobile adventure game to encourage student engagement and balance the theory and practice in computer forensics education.…”

Self-motivated Learning Analysis: Study of Comparative Learning in Students Study Program Guidance for Islamic Counseling of UIN Suska Riau and UIN Imam Bonjol

“…Lack of Clear Goals and Plans: When a person lacks clear goals and a structured learning plan, their motivation for learning may be reduced (Blauw & Leung, 2018;Rachmawati, 2010;Werner & Girnat, 2020). Lack of knowledge about the direction or action that will be taken can lead to confusion or uncertainty, which can block motivation.…”

“…More and more students in college are expected to be independent learners who are intrinsically motivated to learn. Self-motivated learning, or learning driven by students' own intrinsic motivation and initiatives, is a relevant approach (Blauw & Leung, 2018;Cronin-Golomb & Bauer, 2023;Ismail et al, 2014;Mackinnon et al, 2015). In the context of Islamic Counseling Guidance Prodi, self-motivational learning is essential for the development of skills, knowledge, and competencies applicable to the field of guidance and counseling.…”