Analyzing Students’ Self-Perception of Success and Learning Effectiveness Using Gamification in an Online Cybersecurity Course

Abstract

This paper analyzes students' self-perception of success and learning effectiveness after using non-compulsory gamification in an online Cybcourse. For this purpose, we designed a cybersecurity game based on cognitive constructivism learning theory. We built the game scenes using metaphors to present the main Cybersecurity contents to the students. We delivered the game in a regular course with two objectives: first, to find the primary design factors that affect students' self-perception of success. We propose a structural equation model to find out the elements with the most significant impact on the students' self-perception of success. The results show that the realistic game design and the contextualization of the game do have a notable influence. They are both examples of best practices in game design; second, to evaluate the learning effectiveness of the game. The results suggest a high correlation between playing the game and succeeding in the course. Moreover, chronological analysis of the performance reveals that the intention to play the game could be a simple dropout predictor. Thus, introducing the game in the educational curricula improves student engagement and consolidates their knowledge on cybersecurity.

Assessing the Effects of Gamification on Enhancing Information Security Awareness Knowledge

“…Recently, Heid et al [11] presented an approach of security training gamification to raise employees' awareness and keep their engagement in regular practicing. Ros et al [8] developed a cybersecurity educational game and validated its positive correlation to learning achievement. However, few studies explore the teaching effects on learners' IS performance and their compliance beliefs and behaviors from an educational perspective.…”

“…IS breaches can lead to losses and damages at the individual and organizational levels. Thus, equipping students with adequate ISA knowledge and concepts is essential for future professional life and societies [3,[7][8][9].…”

What Perception Do Students Have About the Gamification Elements?

“…Gamification approaches are methods, processes, and frameworks [19] that help users to systematically define how to use game elements in a specific context not related to the game, such as Six Steps to Gamification [20] or a GAME framework [21]. The number of these approaches has increased in recent years, due to the popularity of the term, the positive results that were achieved and the growing interest in games due to their usefulness and enjoyment, especially in the field of education [22][23][24][25][26][27][28][29].…”

Metodologias para a criação de jogos educacionais: um Mapeamento Sistemático da Literatura

“…A GBLé defendida pelo fato de IX Congresso Brasileiro de Informática na Educação (CBIE 2020) Anais do XXXI Simpósio Brasileiro de Informática na Educação (SBIE 2020) auxiliar no desenvolvimento de habilidades de raciocínio. Um jogo sobre segurança cibernéticaé proposto em Ros et al (2020), onde os autores traçaram resultados esperados de aprendizagem, considerando princípios como conhecimento prévio e motivação. Além disso, baseou-se nos preceitos da teoria do construtivismo, onde a perspectiva de mundó e construída a partir de experiências individuais.…”

“…Os resultados mostraram que a nota do pós-teste foi superior a do pré-teste, concluindo que existiu um melhora no aprendizagem. Ros et al (2020), propuseram um modelo de equação estrutural baseado em construtores para avaliar os elementos de design que influenciaram na autopercepção dos alunos quanto ao sucesso na aprendizagem. O resultado apontou para engajamento (capacidade do jogo de capturar a atenção do jogador) e contextualização do jogo.…”