Integrating hackathons into an online cybersecurity course

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

doi:10.1145/3510456.3514151

Cited by 5 publications

(4 citation statements)

References 25 publications

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“…A rich theoretical variety in the investigation of hackathon uptake is reflected in the range of models used, such as project-based learning and UTAUT. For instance, Affia et al (2022) The careful examination of the variables affecting the uptake of hackathons reduces a complicated range to 22 recurring factors.…”

Section: Discussionmentioning

confidence: 99%

Review of hackathon adoption factors in education

Oyetade,

Harmse,

Zuva

2024

IJRBS

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Hackathons have gained popularity recently as a platform for fostering innovation and collaboration, providing hands-on learning experiences for students to design, prototype, and solve real-world problems. While studies have explored hackathon adoption in education, there is a scarcity of chronological reviews on this subject. This article addresses the gap by presenting a comprehensive literature review using a systematic methodology, analyzing 30 relevant articles spanning 2012 to 2022 from databases like EBSCOhost, Scopus, and Google Scholar. The study identifies five key adoption factors: perceived usefulness, perceived ease of use, behavioral intention, self-efficacy, and collaborative learning. Findings suggest that individuals are more likely to adopt hackathons when they perceive them as valuable and easy to engage with. Moreover, participants with a desire to engage, exhibit confidence in their abilities, and have prior hackathon experience are more inclined to embrace Hackathons. This highlights the importance of effective teamwork and knowledge sharing during hackathons, contributing to increased adoption rates. This study's contribution lies in identifying hackathon adoption factors relevant in education, providing insights for assessing progress, overcoming barriers, and making informed decisions to stay relevant in the evolving digital landscape. Ultimately, the adoption of hackathons in education holds the potential to revolutionize teaching and learning, enhancing student engagement, collaboration, and achievement. Educational institutions, by understanding these factors, can effectively integrate hackathons to develop creative and memorable learning spaces.

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Section: Discussionmentioning

confidence: 99%

Review of hackathon adoption factors in education

Oyetade,

Harmse,

Zuva

2024

IJRBS

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“…Students who use online technologies to supplement their learning are more likely to report higher levels of satisfaction with their learning experience (Gopal et al, 2021). Online hackathons have been found in several studies to improve SS (Affia et al, 2022;Buchem and Leiba, 2022). Online hackathons provide students with the opportunity to engage in real-world problemsolving, work collaboratively with peers, and develop technical skills.…”

Section: Satisfactionmentioning

confidence: 99%

“…Research has also shown that students' intention to use online hackathons is positively influenced by factors such as PU of this mode of learning (Affia et al, 2022;Buchem & Leiba, 2022;Rocha Estrada et al, 2022). If the online hackathon platform is difficult to use or has technical issues, it can negatively impact SS and students' intention to use it in the future.…”

Section: Satisfactionmentioning

confidence: 99%

Evaluating student satisfaction with online hackathon for IT projects

Oyetade,

Harmse,

Zuva

2023

EURASIA J Math Sci Tech Ed

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Hackathons are growing more virtual, especially after the COVID-19 epidemic started since they attract many participants at once from different places and time zones. This study intends to identify factors that influence students’ satisfaction with online hackathon for IT projects. The study used quantitative methodology and proposed a model. The model was developed using technology acceptance model variables (perceived usefulness [PU], perceived ease of use [PEOU], behavioral intention [BI]) in combination with self-efficacy (SE) and satisfaction variables. The study questionnaire was distributed to 180 university students who have participated in a hackathon. The results were measured for reliability and validity (Cronbach’s alpha was used for reliability while confirmatory factor analysis was used for validity. The hypothesis in the suggested model were assessed using structural equation modeling technique. The results show that BI and PEOU have no influence on students’ satisfaction with using online hackathon for IT projects. However, it was discovered that students’ satisfaction with online hackathon for IT projects is influenced by PU and SE. These findings imply that creating online courses that participants perceive as useful and see themselves as having high SE in their projects will further enhance satisfaction with online hackathons. It might also encourage and facilitate the use of online hackathons among students. Universities should routinely provide instruction and advice to students to help them understand the advantages of online courses. In summary, the research will be useful to decision-makers and educators in universities to further the integration of online hackathons for IT projects in the curriculum. Future recommendations should consider the use of additional technology adoption variables as well as testing the data with a qualitative methodology.

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“…Regarding this within IoT-based applications, some works present the use of commercial offthe-shelf IoT devices [12], while others consider complete IoT environments, like smart homes, to teach IoT cybersecurity [13], [14]. In this context, hackathons and competitions are being widely introduced to facilitate training cybersecurity awareness [15], encouraging peer-to-peer learning, increasing participants' enthusiasm for learning new skills, and offering a more immersive and interactive experience. For example, in [16] an online and immersive CTF challenge was developed consisting of basic tasks related to cyberattacks on IoT devices.…”

Section: Cybersecurity Educationmentioning

confidence: 99%

Learning Cybersecurity in IoT-based Applications through a Capture the Flag Competition

Oliveira

Funchal

Queiroz

et al. 2022

2022 IEEE 20th International Conference on Industrial Informatics (INDIN)

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The Internet of Things (IoT) is one of the main foundations of Industry 4.0, providing widespread connectivity of systems and devices, which promotes significant benefits, such as improved performance, responsiveness, and reconfigurability. However, it also brings some security problems, which make these devices and systems vulnerable to cyberattacks, consequently demanding efficient learning and training initiatives to address the challenges regarding the qualification of undergraduate students and active professionals to design more secure systems, as well as to be more aware of cyberthreats during the management and use of them. With this in mind, this paper describes a Capture the Flag competition based on IoT cybersecurity. The participants' feedback and performance evaluation show that this type of hands-on competition strongly contributes to learning the importance of cybersecurity in IoT-based applications.

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Integrating hackathons into an online cybersecurity course

Cited by 5 publications

References 25 publications

Review of hackathon adoption factors in education

Review of hackathon adoption factors in education

Evaluating student satisfaction with online hackathon for IT projects

Learning Cybersecurity in IoT-based Applications through a Capture the Flag Competition

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