A Study of Cybersecurity Education Using a Present-Test-Practice-Assess Model

Autor/inn/en	Workman, Michael D.; Luevanos, J. Anthony; Mai, Bin
Titel	A Study of Cybersecurity Education Using a Present-Test-Practice-Assess Model
Quelle	In: IEEE Transactions on Education, 65 (2022) 1, S.40-45 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Workman, Michael D.) ORCID (Mai, Bin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2021.3086025
Schlagwörter	Computer Security; Information Security; Computer Science Education; Simulation; Training Methods; Competition; Academic Achievement; Instructional Effectiveness; Outcomes of Education + Suchen Sie Ihr Suchwort? Computervirus; Computersicherheit; Computer science lessons; Informatikunterricht; Simulation program; Simulationsprogramm; Didaktik; Trainingsmaßnahme; Wettkampf; Schulleistung; Unterrichtserfolg; Lernleistung; Schulerfolg
Abstract	Contribution: Based on a previous exploratory study, this research further investigated learning mode contributions from simulations and live competitive activities compared to a traditional classroom, laboratory, and testing approach to instruction in order to assess the applied behavioral contributions of each. Background: Cybersecurity capabilities in organizations lag behind the threats; consequently, there is a renewed emphasis on cybersecurity education. However, education appears to lack its full potential in most settings. Few empirical studies have systematically tested the efficacy of various training methods and modes, and those that have been conducted have yielded inconsistent findings. Recent literature on the use of gamified simulations have suggested that they may improve cybersecurity behaviors. Similarly, live activities, such as hackathons and capture the flag events, have been surmised to augment learning and capabilities. This study sought to systematically investigate this question. Research Questions: 1) Do cybersecurity simulations improve applied learning performance; 2) do live competitive activities improve applied learning performance; and 3) do any or each of these modes amplify applied learning performance when used in combination? Methodology: This study randomly assigned computer science students to one of four sections using different modalities. It used pretest scores on an applied exam as the co-variate, with post-test scores as the dependent variable. Results: Simulations improved learning performance over traditional classroom/lab instruction alone whereas live competitive activities did not. However, the greatest learning outcomes achieved was structured cybersecurity simulated environments combined with live competitive activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11