A method for incorporating usable security into computer security courses

George, Binto; Klems, Martha; Valeva, Anna

doi:10.1145/2445196.2445395

Cited by 2 publications

(2 citation statements)

References 24 publications

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“…There were 8 papers in this category. EG4 Other artifacts, which includes examining textbooks [36], reviewing of teaching materials by teachers [10], or analyzing ethical policies [5]. There were 5 papers in this category.…”

Section: What Is the Goal Of The Evaluation?mentioning

confidence: 99%

“…Out of the 251 author listings, the vast majority were affiliated to universities (190) and colleges (31), following with military institutions (22), research centers (7), and private companies (2) 6 . The most represented country was the USA (203), followed by Canada (17) and the Czech Republic (10). This corresponds to the fact that most SIGCSE/ITiCSE papers examine higher education interventions within the context of the USA.…”

Section: What Are the Authors' Affiliations?mentioning

confidence: 99%

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What Are Cybersecurity Education Papers About?

Švábenský

Vykopal

Čeleda

2020

Proceedings of the 51st ACM Technical Symposium on Computer Science Education

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Cybersecurity is now more important than ever, and so is education in this field. However, the cybersecurity domain encompasses an extensive set of concepts, which can be taught in different ways and contexts. To understand the state of the art of cybersecurity education and related research, we examine papers from the ACM SIGCSE and ACM ITiCSE conferences. From 2010 to 2019, a total of 1,748 papers were published at these conferences, and 71 of them focus on cybersecurity education. The papers discuss courses, tools, exercises, and teaching approaches. For each paper, we map the covered topics, teaching context, evaluation methods, impact, and the community of authors. We discovered that the technical topic areas are evenly covered (the most prominent being secure programming, network security, and offensive security), and human aspects, such as privacy and social engineering, are present as well. The interventions described in SIGCSE and ITiCSE papers predominantly focus on tertiary education in the USA. The subsequent evaluation mostly consists of collecting students' subjective perceptions via questionnaires. However, less than a third of the papers provide supplementary materials for other educators, and none of the authors published their dataset. Our results provide orientation in the area, a synthesis of trends, and implications for further research. Therefore, they are relevant for instructors, researchers, and anyone new in the field of cybersecurity education. The information we collected and synthesized from individual papers are organized in a publicly available dataset. CCS CONCEPTS• General and reference → Surveys and overviews; • Social and professional topics → Computing education; • Security and privacy;

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Section: What Is the Goal Of The Evaluation?mentioning

confidence: 99%