Benefits and Pitfalls of Using Capture The Flag Games in University Courses

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14610%2F20%3A00115112" target="_blank" >RIV/00216224:14610/20:00115112 - isvavai.cz</a>

Výsledek na webu

<a href="https://dl.acm.org/doi/10.1145/3328778.3366893" target="_blank" >https://dl.acm.org/doi/10.1145/3328778.3366893</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1145/3328778.3366893" target="_blank" >10.1145/3328778.3366893</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Benefits and Pitfalls of Using Capture The Flag Games in University Courses

Popis výsledku v původním jazyce

The concept of Capture the Flag (CTF) games for practicing cybersecurity skills is widespread in informal educational settings and leisure-time competitions. However, it is not much used in university courses. This paper summarizes our experience from using jeopardy CTF games as homework assignments in an introductory undergraduate course. Our analysis of data describing students' in-game actions and course performance revealed four aspects that should be addressed in the design of CTF tasks: scoring, scaffolding, plagiarism, and learning analytics capabilities of the used CTF platform. The paper addresses these aspects by sharing our recommendations. We believe that these recommendations are useful for cybersecurity instructors who consider using CTF games for assessment in university courses and developers of CTF game frameworks.

Název v anglickém jazyce

Benefits and Pitfalls of Using Capture The Flag Games in University Courses

Popis výsledku anglicky

The concept of Capture the Flag (CTF) games for practicing cybersecurity skills is widespread in informal educational settings and leisure-time competitions. However, it is not much used in university courses. This paper summarizes our experience from using jeopardy CTF games as homework assignments in an introductory undergraduate course. Our analysis of data describing students' in-game actions and course performance revealed four aspects that should be addressed in the design of CTF tasks: scoring, scaffolding, plagiarism, and learning analytics capabilities of the used CTF platform. The paper addresses these aspects by sharing our recommendations. We believe that these recommendations are useful for cybersecurity instructors who consider using CTF games for assessment in university courses and developers of CTF game frameworks.

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/EF16_019%2F0000822" target="_blank" >EF16_019/0000822: Centrum excelence pro kyberkriminalitu, kyberbezpečnost a ochranu kritických informačních infrastruktur</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)<br>S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2020

Kód důvěrnosti údajů

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

Název statě ve sborníku

Proceedings of the 51st ACM Technical Symposium on Computer Science Education (SIGCSE '20)

ISBN

9781450367936

ISSN

—

e-ISSN

—

Počet stran výsledku

7

Strana od-do

752-758

Název nakladatele

ACM

Místo vydání

New York, NY, USA

Místo konání akce

Portland, Oregon, USA

Datum konání akce

11. 3. 2020

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000810169400124