Integrating Hackathons into an Online Cybersecurity Course

Affia, Abasi-amefon Obot; Nolte, Alexander; Matulevičius, Raimundas

doi:10.1109/icse-seet55299.2022.9794183

Cited by 8 publications

(9 citation statements)

References 33 publications

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“…This shows that hackathons can help students deal with other social and environmental issues outside their academic pursuits (Calco & Veeck, 2015;Horton et al, 2018;Remshagen et al, 2018). This agrees with the research findings of Affia et al (2022) where the hackathon intervention encouraged learning-by-doing amongst students . The students also indicated that they actively engaged and participated with delight in the course.…”

Section: Discussionsupporting

confidence: 92%

“…Many students form new bonds and report that they will go ahead to start-up companies as an aftermath of the ideas generated during the hackathon session (Cobham, Hargrave, et al, 2017;Olson et al, 2017). This supports the findings of Affia et al (2022) where students benefited from hackathon interventions which support teamwork and collaboration. One possible reason for this may be that students found it easy to interact with themselves without the barriers of the teacher-centered approach to knowledge construction.…”

Section: Discussionsupporting

confidence: 63%

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Educational benefits of hackathon: A systematic literature review

Oyetade

Zuva

Harmse

2022

WJET

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Hackathons are said to promote a variety of innovative ideas and can be traced back to the idea of problem-solving. There is little research on the use of hackathons in classes to meet course-level learning objectives, despite the emphasis given to its advantages in other human efforts. By conducting a systematic literature review (SLR), this study uses the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement criteria to better understand the advantages of hackathons in education. From an initial search result of 108 research publications obtained from Google scholar and Scopus databases and published between 2015 and 2022, 25 articles were reviewed. The findings point to three important educational advantages of hackathons: improvement of technical and soft skills, learning new things, and successful networking. The study has implications for academics and other interested parties in in adopting hackathons in an academic curriculum. It suggests a need to model and develop instruments to introduce hackathon-based pedagogies to support traditional classrooms. Keywords: Educational support, hackathon, students, systematic review, teaching pedagogy.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionsupporting

confidence: 63%

Educational benefits of hackathon: A systematic literature review

Oyetade

Zuva

Harmse

2022

WJET

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“…Studies suggest that practical-oriented education strategies can improve learning outcomes in cybersecurity by mastering cybersecurity fundamentals (Crumpler and Lewis, 2019), building hands-on skills and experience (Crumpler and Lewis, 2019;Kam and Katerattanakul, 2019), employing adversarial and system thinking (Hamman and Hopkinson, 2016), and building soft skills (i.e., communication, problem-solving, collaboration, and team working) (Crumpler and Lewis, 2019;Hamman and Hopkinson, 2016). Hackathons have been proposed as suitable for implementing these strategies, particularly in providing targeted learning content, introducing real-world scenarios and gamification, and encouraging an adversarial thinking approach (Affia et al, 2022;Karagiannis and Magkos, 2020;OConnor and Stricklan, 2021;Cheung et al, 2011). Additionally, hackathons provide flexible arrangements and mentoring opportunities (Wang and Sbeit, 2020;Affia et al, 2022).…”

Section: Hackathon Model For Security Learningmentioning

confidence: 99%

“…Hackathons have been proposed as suitable for implementing these strategies, particularly in providing targeted learning content, introducing real-world scenarios and gamification, and encouraging an adversarial thinking approach (Affia et al, 2022;Karagiannis and Magkos, 2020;OConnor and Stricklan, 2021;Cheung et al, 2011). Additionally, hackathons provide flexible arrangements and mentoring opportunities (Wang and Sbeit, 2020;Affia et al, 2022).…”

Section: Hackathon Model For Security Learningmentioning

confidence: 99%

“…Careful planning of the hackathon goals, theme, competition/cooperation style, duration, agenda, and other specialized preparations (Nolte et al, 2020b) contribute to a successful hackathon event for participants, allowing them to develop practical skills in security and apply gained knowledge in the real world (Cheung et al, 2011;OConnor and Stricklan, 2021). Affia et al (2020Affia et al ( , 2022 have proposed hackathon interventions to drive learning-oriented benefits within the hackathon events. Hackathon interventions focus on design actions that pair the existing difficulties in security learning to suitable hackathon design aspects to achieve learning outcomes (Kollwitz and Dinter, 2019).…”

Section: Hackathon Model For Security Learningmentioning

confidence: 99%

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IoT Security Risk Management: A Framework and Teaching Approach

Affia¹,

Nolte²,

Matulevičius³

2023

Informatics in Education

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While Internet of Things (IoT) devices have increased in popularity and usage, their users have become more susceptible to cyber-attacks, thus emphasizing the need to manage the resulting security risks. However, existing works reveal research gaps in IoT security risk management frameworks where the IoT architecture – building blocks of the system – are not adequately considered for analysis. Also, security risk management includes complex tasks requiring appropriate training and teaching methods to be applied effectively. To address these points, we first proposed a security risk management framework that captures the IoT architecture perspective as an input to further security risk management activities. We then proposed a hackathon learning model as a practical approach to teach hackathon participants to apply the IoT security risk management framework. To evaluate the benefits of the framework and the hackathon learning model, we conducted an action research study that integrated the hackathon learning model into a cybersecurity course, where students learn how to apply the framework. Our findings show that the IoT-ARM framework was beneficial in guiding students towards IoT security risk management and producing repeatable outcomes. Additionally, the study demonstrated the applicability of the hackathon model and its interventions in supporting the learning of IoT security risk management and applying the proposed framework to real-world scenarios.

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