An Empirical Evaluation of Cryptool in Teaching Computer Security

Maeref, Mabroka; Algali, Fatma

doi:10.5121/csit.2015.50208

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2021

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“…(6) Tools that do not function as stand-alone learning resources 1 and require extensive external instruction and scaffolding, such as instructor support tools for classroom use. Examples: GRASP [171]; ICV [172]; Cryptool [105]. (7) Tools that have insufficient primary or secondary information accessible in the public domain for us to clearly grasp their characteristics and mechanics to conduct a thorough analysis.…”

Section: Exclusion Criteriamentioning

confidence: 99%

A Systematic Review of Multimedia Tools for Cybersecurity Awareness and Education

Zhang-Kennedy

Chiasson

2021

ACM Comput. Surv.

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We conduct a comprehensive review covering academic publications and industry products relating to tools for cybersecurity awareness and education aimed at non-expert end-users developed in the past 20 years. Through our search criteria, we identified 119 tools that we cataloged into five broad media categories. We explore current trends, assess their use of relevant instructional design principles, and review empirical evidence of the tools’ effectiveness. From our review, we provide an evaluation checklist and suggest that a more systematic approach to the design and evaluation of cybersecurity educational tools would be beneficial.

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Section: Exclusion Criteriamentioning

confidence: 99%