Teaching and Learning Cybersecurity using Capture the Flag: Effectiveness Comparison between University Students in Finland and Czechia

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216305%3A26220%2F26%3A0198712" target="_blank" >RIV/00216305:26220/26:0198712 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.1002/cae.70082" target="_blank" >https://doi.org/10.1002/cae.70082</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1002/cae.70082" target="_blank" >10.1002/cae.70082</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Teaching and Learning Cybersecurity using Capture the Flag: Effectiveness Comparison between University Students in Finland and Czechia

Popis výsledku v původním jazyce

In today’s society, the demand for cybersecurity experts is increasing, as digital information systems are widely spread and targeted by malicious actors. This means that cybersecurity education should be effective in increasing students’ knowledge, skills, self-efficacy, and the ability to adapt and apply knowledge in rapidly evolving situations. Offering hands-on training with real-world-like scenarios and exercises, for example, in the form of Capture the Flag (CTF) games, is one component in teaching students the needed skills. In this research, we measure and compare the effectiveness of cybersecurity teaching with the gamified CTF scenario in the University 2 Cyber Arena (CA). We measure the effectiveness of CTF scenario with pre- and post-surveys among university students in Finland and Czechia, and examine effectiveness among different student groups. We also study student satisfaction and the perceived meaningfulness of the learning for different scenario elements, such as instructions, tasks, and gamification elements. The CTFs increased knowledge and skill variables, self-efficacy variables, and interest variables. CTFs can have positive effects on learning-related variables despite varying student’s base skills or level of knowledge, but different types of students may benefit in different ways. Student satisfaction and perceived meaningfulness of learning with CTF was also high across different student groups.

Název v anglickém jazyce

Teaching and Learning Cybersecurity using Capture the Flag: Effectiveness Comparison between University Students in Finland and Czechia

Popis výsledku anglicky

In today’s society, the demand for cybersecurity experts is increasing, as digital information systems are widely spread and targeted by malicious actors. This means that cybersecurity education should be effective in increasing students’ knowledge, skills, self-efficacy, and the ability to adapt and apply knowledge in rapidly evolving situations. Offering hands-on training with real-world-like scenarios and exercises, for example, in the form of Capture the Flag (CTF) games, is one component in teaching students the needed skills. In this research, we measure and compare the effectiveness of cybersecurity teaching with the gamified CTF scenario in the University 2 Cyber Arena (CA). We measure the effectiveness of CTF scenario with pre- and post-surveys among university students in Finland and Czechia, and examine effectiveness among different student groups. We also study student satisfaction and the perceived meaningfulness of the learning for different scenario elements, such as instructions, tasks, and gamification elements. The CTFs increased knowledge and skill variables, self-efficacy variables, and interest variables. CTFs can have positive effects on learning-related variables despite varying student’s base skills or level of knowledge, but different types of students may benefit in different ways. Student satisfaction and perceived meaningfulness of learning with CTF was also high across different student groups.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2025

Kód důvěrnosti údajů

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

Název periodika

COMPUTER APPLICATIONS IN ENGINEERING EDUCATION

ISSN

1061-3773

e-ISSN

1099-0542

Svazek periodika

33

Číslo periodika v rámci svazku

5

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

29

Strana od-do

1-29

Kód UT WoS článku

001577605500001

EID výsledku v databázi Scopus

2-s2.0-105016906690