Challenges Arising from Prerequisite Testing in Cybersecurity Games

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14330%2F18%3A00106882" target="_blank" >RIV/00216224:14330/18:00106882 - isvavai.cz</a>

Výsledek na webu

<a href="https://dl.acm.org/citation.cfm?id=3159450.3159454" target="_blank" >https://dl.acm.org/citation.cfm?id=3159450.3159454</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1145/3159450.3159454" target="_blank" >10.1145/3159450.3159454</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Challenges Arising from Prerequisite Testing in Cybersecurity Games

Popis výsledku v původním jazyce

Cybersecurity games are an attractive and popular method of active learning. However, the majority of current games are created for advanced players, which often leads to frustration in less experienced learners. Therefore, we decided to focus on a diagnostic assessment of participants entering the games. We assume that information about the players' knowledge, skills, and experience enables tutors or learning environments to suitably assist participants with game challenges and maximize learning in their virtual adventure. In this paper, we present a pioneering experiment examining the predictive value of a short quiz and self-assessment for identifying learners' readiness before playing a cybersecurity game. We hypothesized that these predictors would model players' performance. A linear regression analysis showed that the game performance can be accurately predicted by well-designed prerequisite testing, but not by self-assessment. At the same time, we identified major challenges related to the design of pretests for cybersecurity games: calibrating test questions with respect to the skills relevant for the game, minimizing the quiz's length while maximizing its informative value, and embedding the pretest in the game. Our results are relevant for educational researchers and cybersecurity instructors of students at all learning levels.

Název v anglickém jazyce

Challenges Arising from Prerequisite Testing in Cybersecurity Games

Popis výsledku anglicky

Cybersecurity games are an attractive and popular method of active learning. However, the majority of current games are created for advanced players, which often leads to frustration in less experienced learners. Therefore, we decided to focus on a diagnostic assessment of participants entering the games. We assume that information about the players' knowledge, skills, and experience enables tutors or learning environments to suitably assist participants with game challenges and maximize learning in their virtual adventure. In this paper, we present a pioneering experiment examining the predictive value of a short quiz and self-assessment for identifying learners' readiness before playing a cybersecurity game. We hypothesized that these predictors would model players' performance. A linear regression analysis showed that the game performance can be accurately predicted by well-designed prerequisite testing, but not by self-assessment. At the same time, we identified major challenges related to the design of pretests for cybersecurity games: calibrating test questions with respect to the skills relevant for the game, minimizing the quiz's length while maximizing its informative value, and embedding the pretest in the game. Our results are relevant for educational researchers and cybersecurity instructors of students at all learning levels.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

10201 - Computer sciences, information science, bioinformathics (hardware development to be 2.2, social aspect to be 5.8)

Projekt

<a href="/cs/project/VI20162019014" target="_blank" >VI20162019014: Simulace, detekce a potlačení kybernetických hrozeb ohrožujících kritickou infrastrukturu</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2018

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Proceedings of the 49th ACM Technical Symposium on Computer Science Education (SIGCSE’18)

ISBN

9781450351034

ISSN

—

e-ISSN

—

Počet stran výsledku

6

Strana od-do

56-61

Název nakladatele

ACM

Místo vydání

Baltimore, Maryland, USA

Místo konání akce

Baltimore, Maryland, USA

Datum konání akce

21. 2. 2018

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000481890100011