Gamified digital forensics course modules for undergraduates

Pan, Yuxiang; Schwartz, David J.; Mishra, Sumita

doi:10.1109/isecon.2015.7119899

Cited by 11 publications

(6 citation statements)

References 11 publications

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“…Other notable efforts are the work of Yerby et al [34] and Pan et al [35]. They developed serious games for teaching digital forensics courses in their universities.…”

Section: Related Workmentioning

confidence: 99%

Development of Serious Games for Teaching Information Security Courses

Mostafa

Faragallah

2019

IEEE Access

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Serious games have been used effectively in many educational domains. Games may be utilized efficiently to attract students to information security track. Learning practical knowledge about information security from a game is more engaging and less time consuming than learning through textbooks. Games that closely emulate real-world systems can improve learning about computer security above and beyond just reading technical documents and textbooks. From this perspective, this paper presents six serious games with various genres for teaching information security courses and evaluate their effectiveness as an efficient teaching tool. The study also determines which game genre is the most suitable for delivering educational contents. The obtained results proved and confirmed the hypothesis that educational games have a positive impact as a pedagogic tool on the educational process. According to users preferences', action/adventure game genre is the most preferred game genre followed by role-play.

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“…Other notable efforts are the work of Yerby et al [34] and Pan et al [35]. They developed serious games for teaching digital forensics courses in their universities.…”

Section: Related Workmentioning

confidence: 99%

Development of Serious Games for Teaching Information Security Courses

Mostafa

Faragallah

2019

IEEE Access

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“…Pan et al developed gamified forensic modules with intuitive designs and interactive dialogues [57]. They were designed for students with no related background to learn fundamental digital forensic content and explore the forensics procedures and technologies using interactive games.…”

Section: Related Workmentioning

confidence: 99%

How Do Students Behave in a Gamified Course?—A Ten-Year Study

et al. 2021

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Gamified learning aims to motivate students using game elements. Although gamification can enhance student enjoyment and engagement, it is unclear how different students behave in and interact with gamified contexts. To this end, we analyze how different students interact with a gamified course. We devised such an experimental course on Multimedia Content Production (MCP), and ran it for ten years. At each year, we modified it after student feedback from the previous year. We determined student groups applying clustering techniques to learner performance data, independently analyzed the resulting clusters in terms of behavior, engagement, performance, and also compared those pairwise. Our analysis identified four different student groups (profiles/clusters) according to their performance and interactions with the course across all years. We found out that the best performing students were those that had significantly more interactions with course materials and consistently ranked highest. In addition, we found that performance indicators for students of all groups became stable within the first month after course start, allowing final grades to be predicted with high accuracy by then. Furthermore, all were deadline driven and became mainly active at the end of the semesters (indicating a lack of self-regulation skills). Moreover, we did not find any specific relation between student groups and gaming profiles (Brainhex categories). Finally, we propose practical implications and guidelines for designing compelling gamified learning experiences.

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“…One potential and popular strategy is to adopt a game-based approach and deliver the content so that students learn abstract concepts and explore digital forensic processes and technologies in a much more interactive manner [6].…”

Section: Introductionmentioning

confidence: 99%

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

Blauw

Leung

2018

IFIP Advances in Information and Communication Technology

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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.

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Gamified digital forensics course modules for undergraduates

Cited by 11 publications

References 11 publications

Development of Serious Games for Teaching Information Security Courses

Development of Serious Games for Teaching Information Security Courses

How Do Students Behave in a Gamified Course?—A Ten-Year Study

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

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