A Study of Effectiveness and Problem Solving on Security Concepts with Model-Eliciting Activities

Yang, Jeong; Kim, Young Rae; Earwood, Brandon

doi:10.1109/fie56618.2022.9962412

Cited by 3 publications

(6 citation statements)

References 15 publications

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“…They identify core issues and collaboratively devise solutions. As Yang et al (2022) [40] noted, the educator transitions from a directive role to that of a facilitator, steering students through the problem-solving process while providing feedback and further assisting with help of technology which is adaptive and provides a collaborative learning environment.…”

Section: Problem-based Learningmentioning

confidence: 99%

Strategic Approaches to Cybersecurity Learning: A Study of Educational Models and Outcomes

Mukherjee,

Le,

Chow

et al. 2024

Information

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As the demand for cybersecurity experts in the industry grows, we face a widening shortage of skilled professionals. This pressing concern has spurred extensive research within academia and national bodies, who are striving to bridge this skills gap through refined educational frameworks, including the integration of innovative information applications like remote laboratories and virtual classrooms. Despite these initiatives, current higher education models for cybersecurity, while effective in some areas, fail to provide a holistic solution to the root causes of the skills gap. Our study conducts a thorough examination of established cybersecurity educational frameworks, with the goal of identifying crucial learning outcomes that can mitigate the factors contributing to this skills gap. Furthermore, by analyzing six different educational models, for each one that can uniquely leverage technology like virtual classrooms and online platforms and is suited to various learning contexts, we categorize these contexts into four distinct categories. This categorization introduces a holistic dimension of context awareness enriched by digital learning tools into the process, enhancing the alignment with desired learning outcomes, a consideration sparsely addressed in the existing literature. This thorough analysis further strengthens the framework for guiding education providers in selecting models that most effectively align with their targeted learning outcomes and implies practical uses for technologically enhanced environments. This review presents a roadmap for educators and institutions, offering insights into relevant teaching models, including the opportunities for the utilization of remote laboratories and virtual classrooms, and their contextual applications, thereby aiding curriculum designers in making strategic decisions.

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Section: Problem-based Learningmentioning

confidence: 99%

Strategic Approaches to Cybersecurity Learning: A Study of Educational Models and Outcomes

Mukherjee,

Le,

Chow

et al. 2024

Information

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“…They also enhance conceptual understanding by engaging engineering students in real-life scenarios for problem solving [6], [10], [15], [41], [42], [43]. MEAs have also demonstrated effectiveness in enabling instructors to assess thought processes and actual teamwork processes among engineering students, as well as in monitoring and correcting any misconceptions that engineering students may have [8], [10], [16], [44], [45]. Moreover, MEAs have been proposed as a methodology to assist in attracting and retaining underrepresented student populations in engineering, particularly female students [41], [46].…”

Section: B Model-eliciting Activities (Meas)mentioning

confidence: 99%

“…To achieve successful incorporation, it is necessary to carefully construct MEAs guided by the six design principles, including Reality, Model Construction, Model Documentation, Self-Assessment, Generalizability, and Effective Prototype [27]. Table I provides a brief description of the six principles for creating an effective MEA, illustrated with the example of the Cipher Algorithm MEA [10], which is used in the current study.…”

Section: Development Of Model-eliciting Activities (Meas)mentioning

confidence: 99%

“…This is crucial as cybersecurity is becoming increasingly vital in the design, development, and testing of software systems to ensure the safety, privacy, and integrity of data and systems in today's digital world [4], [5]. To address these needs, educators in STEM fields have employed Model-Eliciting Activities (MEAs) as instructional tools [3], [6], [7], [8], [9], [10].…”

Section: Introductionmentioning

confidence: 99%

“…Although initially developed as research tools by mathematics educators to explore students' thinking and procedures while collaboratively solving realworld problems, research increasingly documents MEAs as successful instructional tools in various core engineering subjects, such as thermodynamics, materials, mechanical, chemical, electrical, industrial, and civil engineering, among others [6], [8], [12], [13], [14], [15], [16]. Most recently, we have expanded the library of engineering MEAs to include computer science, with an emphasis on cybersecurity [10], [17]. One of the reasons for the successful incorporation of these into engineering curricula is the inherent characteristic of MEAs, which ensures that participants can engage in an iterative process involving cycles of model construction, evaluation, and revision [11].…”

Section: Introductionmentioning

confidence: 99%

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Assessing Cybersecurity Problem-Solving Skills and Creativity of Engineering Students Through Model-Eliciting Activities Using an Analytic Rubric

Kim,

Yang,

Lee

et al. 2024

IEEE Access

Self Cite

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This study aims to address a research gap concerning valid and reliable analytic rubrics for assessing students' performance on Model-Eliciting Activities (MEAs), an extensively researched category of well-structured modeling activities, with a specific focus on evaluating creativity-a fundamental element in engineering-in a consistent and transparent manner. In this empirical study, we present the design and validation process for an analytic rubric intended to assess the cybersecurity problem-solving skills and creativity of engineering students in computer science courses. To gauge the reliability of the rubric, a statistical method was used to measure consistency and agreement among four raters when evaluating the performance of 28 undergraduates on the Cipher Algorithm MEA by using the analytic rubric, specifically in terms of cybersecurity problem-solving and creativity. The results demonstrate a good overall level of interrater agreement across the evaluation criteria and illustrate how the analytic rubric with the MEA can be used consistently and transparently to assess the cybersecurity problem-solving skills and creativity of engineering students. Our analytic rubric, designed to address challenges in assessing and grading modeling problems, is expected to contribute by providing a demonstration for instructors interested in incorporating MEAs into their toolkit, aiming to enhance conceptual understanding, problem-solving skills, and creativity in students and facilitate formative assessments that offer precise feedback for improvement across various performance areas.

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Adopting Model-Eliciting Activities in an Undergraduate Software Engineering Course Through Real-World Projects

Lee,

Yang,

Kim

2023

2023 IEEE Frontiers in Education Conference (FIE)

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A Study of Effectiveness and Problem Solving on Security Concepts with Model-Eliciting Activities

Cited by 3 publications

References 15 publications

Strategic Approaches to Cybersecurity Learning: A Study of Educational Models and Outcomes

Strategic Approaches to Cybersecurity Learning: A Study of Educational Models and Outcomes

Assessing Cybersecurity Problem-Solving Skills and Creativity of Engineering Students Through Model-Eliciting Activities Using an Analytic Rubric

Adopting Model-Eliciting Activities in an Undergraduate Software Engineering Course Through Real-World Projects

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