Gamification presents potential benefits in courses that traditionally require the comprehension of complex concepts and a high level of technical and abstract thinking. Courses in Cyber Security Operations (CSO) undergraduate education meet these criterion. This research evaluates organizational constructs that have been applied to gamification applications (GAs) in CSO education. It utilizes framing theory and frame-reflective discourse analysis to outline frames based on engagement levels and analyzes the current distribution of GAs. The following organizational constructs for GAs in data structures and algorithms education apply to CSO education: Enhanced Examination (EE), Visualization of Abstract Ideas (VAI), Dynamic Gamification (DG), Social and Collaborative Engagement (SGE), and Collaborative Gamification Development (CGD). Three additional frames are identified: Missions and Quests (MQ), Simulations (Sim) and Aspirational Learning (AL). MQ GAs have process-driven quests, stories, and/or descriptive scenarios to augment engagement. Sim GAs use environmental immersion to demonstrate real world problem solving while allowing freedom of movement. AL GAs use goal-based designs like Capture The Flag (CTF) missions to enhance engagement. Twenty-seven existing CSO GAs fit within the MQ frame as CSO education lends itself well to these types of experiences. Seventeen CSO GAs fall within the AL GA frame, many of these manifesting as CTF missions. Seventeen CSO GAs fit in the EE Frame due to their optimization in the analysis of learning progress. Nine Sim GAs were successfully deployed in CSO education, followed by 4 VAI, 3 SGE, and 3 DG GAs.
This innovative practice full paper describes the iterative use of service learning to develop, review, and improve computing-based artifacts for small rural organizations, over an extended period. It is well-known that computing students benefit from service-learning experiences as do the community partners. It is also well-known that computing artifacts rarely function well long-term without versioning and updates. Service-learning projects are often one-time engagements, completed by single teams of students over the course of a semester or year long course. This limits the benefit for the community partners, such as small rural organizations, that do not have the expertise or resources to review and update a project on their own.Over the course of several years, teams of undergraduate students in a computing capstone social media development course created tailored social media plans for numerous small rural organizations. The projects were required to meet the client's specific needs, with identified audiences, measurable goals, and a minimum of three recommended social media strategies and tactics to reach the identified goals. This paper builds on previously reported initial results for 60 projects conducted over several years. Nine clients were selected to participate in the iterative follow-up process, where new student teams conducted client interviews, reviewed the initial plans, and analyzed metrics from the social media strategies and tactics already in place to provide updated, improved artifacts. Using ABET computing learning objectives as a basis, clients reviewed the student teams and the artifacts created. Students also reflected on their experiences. This research provides a longitudinal study of the impact of the interventions in increasing implementation and sustained use rates of computing artifacts developed through service learning, along with lessons learned. Both students and clients reported high satisfaction levels, and clients were particularly satisfied with the iterative improvement process. This research demonstrates an innovative practice for creating and maintaining computing artifacts through iterative service learning, while addressing the resource constraints of small rural organizations.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.