Concept of a Training Complex for Training Military Information and Cybersecurity Specialists Based on a Computer Game (Gamification)

Abstract

Purpose and objectives of the article. To substantiate the concept of building an educational and training complex for training information and cyber security specialists based on a computer game. To achieve this goal, the following tasks are set: 1. Analyze the current state of research and publications. 2.review the concepts of building an educational and training complex for training information and cyber security specialists based on a computer game. Conclusions and prospects for further research. Gamification in higher education allows you to create an information and learning environment that promotes independent, active desire of cadets (students) to acquire knowledge, professional skills and abilities, such as critical thinking, decision-making, working in a team, being ready to cooperate; helps to reveal creative abilities and motivates self-education. At the same time, it is necessary to be careful about the use of gamification. It is clear that the spirit of struggle encourages students to complete tasks faster and better, but if one of the participants gets a result that is much better than the leaders, then under certain attitudes this person may lose heart and decide that there is no point in learning. Based on the positive experience of using computer technologies in training people of different ages, it is considered appropriate to use cybergra in the training of information and cybersecurity specialists. Scientific novelty. Based on the analysis of the current state of gamification and gaps in the field of training information and cybersecurity specialists, the concept of building an educational and training complex for training information and cyber security specialists based on a computer game is proposed. The theoretical results obtained in the course of scientific research form the basis for further research in substantiating the terms of reference for the development of computer software for playing in cyberspace.

Methods of Teaching Certain Academic Disciplines to Higher Education Students in Wartime Conditions

“…As can be clearly seen from table 1 the following learning methods are the most accepted for the formation of knowledge: didactic games; practical training; teaching others (mutual learning) and independent work [8].…”

Professional Training of Lecturers of Higher Educational Institutions Based on the Cyberontological Approach and Gamification

“…As can be clearly seen from Table 1 the following learning methods are the most accepted for the formation of knowledge: didactic games; practical training; teaching others (mutual learning) and independent work [26].…”

“…For the purposes of further practice of applying the cyberontological approach in education, software developers are invited to participate in the creation of a game cybersecurity strategy similar to that used in computer games. Its emulation, as a computer game, is rationally in the training of military information and cyber security specialists to acquire practical skills in working out the settings of routers, firewalls, etc.on a conditional training information system [26].…”

Особистості Формування Курсанта-Лідера На Курсах Професійної Військової Освіти L-1a, B, C (Тактичний Рівень Військової Освіти)

“…Для цього потрібно створити умови, щоб курсанти в процесі занять на фаховому курсі тактичного рівня професійної військової освіти (L-1В), наприклад, з дисципліни «Бойового застосування систем та комплексів військового зв'язку» переконалися, що теоретичні знання одержані на технічних кафедрах є основою їхньої практичної діяльності та дати конкретний матеріал для свідомого засвоєння теоретичних знань, що є обов'язковою умовою оволодіння ними. Включення курсантів в навчальну діяльність слід за ідеєю роботи [14] на основі методики викладання ділової Журнал «Перспективи та інновації науки» (Серія «Педагогіка», Серія «Психологія», Серія «Медицина») № 15(33) 2023 професійної гри «виконання курсантами обов'язків за відповідною офіцерською посадою» [15]. Викладач виступає в ролі наставника-режисера, створюючи курсантам типові навчальні завдання.…”