Junior Cyber Discovery: Creating a Vertically Integrated Middle School Cyber Camp

Tims, Heath; Turner, Galen E.; Cazes, G.B.; Marshall, JoAnn M.

doi:10.18260/1-2--21624

Cited by 6 publications

(2 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…PNW GenCyber [10] and SecurityEmpire [16] utilize game based learning approaches, and have produced promising learning gains in K-12 participants. Similar gains were experienced by approaches that integrate robotics and cybersecurity (e.g., Junior Cyber Discovery [20] and Roboscape [11]). However, in order to integrate these tools and approaches into K-12 classrooms, it is important to include methods for assessing students against key standards and teacher-defined learning objectives.…”

Section: Introductionmentioning

confidence: 63%

A Hands-On Cybersecurity Curriculum Using a Robotics Platform

Yett

Hutchins

Stein

et al. 2020

Proceedings of the 51st ACM Technical Symposium on Computer Science Education

View full text Add to dashboard Cite

This paper presents a study where high school students were taught computing and cybersecurity concepts using a robotics platform. 38 students attended a week-long summer camp, starting with projects such as a simulation-only game and a simple autonomous driving program for the robots to learn and apply computational thinking (CT) and networking skills. They were then assigned a series of challenges that required developing progressively more advanced cybersecurity measures to protect their robots. This culminated in a final challenge that required implementing defensive measures such as encryption, secure key exchange, and sequence numbers to prevent cyber attacks during robot operations. We used an evidencecentered design framework to construct rubrics for grading student work. The pre-and post-test results show that the interventions helped students learn cybersecurity and CT concepts, but they had difficulties with networking concepts. These results correlate with scores from the game and the final challenge. Overall, surveys show that the competition-based robotics learning framework was engaging to students, and it supported their learning. However, our intervention needs to be modified to help students learn networking concepts.

show abstract

Section: Introductionmentioning

confidence: 63%

A Hands-On Cybersecurity Curriculum Using a Robotics Platform

Yett

Hutchins

Stein

et al. 2020

Proceedings of the 51st ACM Technical Symposium on Computer Science Education

View full text Add to dashboard Cite

show abstract

“…They are proposals aimed at helping young people to understand and demystify AI through different types of activities. These activities included conducting discussions after watching AI-related movies (Tims et al, 2012), carrying out computer-based simulations of human-like behaviors (Ho et al, 2019), experimenting as active users of social robots (Gonzalez et al, 2017) and programming AI-based conversational agents (Van Brummelen et al, 2021b).…”

Section: Learning To Recognize Artifacts Using Aimentioning

confidence: 99%

AI literacy in K-12: a systematic literature review

et al. 2023

View full text Add to dashboard Cite

The successful irruption of AI-based technology in our daily lives has led to a growing educational, social, and political interest in training citizens in AI. Education systems now need to train students at the K-12 level to live in a society where they must interact with AI. Thus, AI literacy is a pedagogical and cognitive challenge at the K-12 level. This study aimed to understand how AI is being integrated into K-12 education worldwide. We conducted a search process following the systematic literature review method using Scopus. 179 documents were reviewed, and two broad groups of AI literacy approaches were identified, namely learning experience and theoretical perspective. The first group covered experiences in learning technical, conceptual and applied skills in a particular domain of interest. The second group revealed that significant efforts are being made to design models that frame AI literacy proposals. There were hardly any experiences that assessed whether students understood AI concepts after the learning experience. Little attention has been paid to the undesirable consequences of an indiscriminate and insufficiently thought-out application of AI. A competency framework is required to guide the didactic proposals designed by educational institutions and define a curriculum reflecting the sequence and academic continuity, which should be modular, personalized and adjusted to the conditions of the schools. Finally, AI literacy can be leveraged to enhance the learning of disciplinary core subjects by integrating AI into the teaching process of those subjects, provided the curriculum is co-designed with teachers.

show abstract

Integrated Cybersecurity Plus Robotics Lesson Using NAO

Chattopadhyay

Azhar

Everson

et al. 2020

Proceedings of the 21st Annual Conference on Information Technology Education

View full text Add to dashboard Cite

This paper describes a novel experimental study that investigates the merits of an integrated cybersecurity plus robotics lesson plan, using the NAO humanoid robot, when it comes to introducing cybersecurity and robotics together to college and pre-college learners. We first present our unique cybersecurity plus robotics lesson, which is based upon a nifty experiential-learning model that combines basic cybersecurity concepts with educational robotics (ER) in the form of a hands-on experiment with NAO. Our lesson plan includes a demonstration of a successful hack into NAO's video stream, followed by covert capturing of its live camera feed. We then discuss results from two separate experimental case studies, the first one being a conventional approach of introducing cybersecurity concepts via a traditional lesson plan, which involves no robot. The second study involves our non-traditional technique of introducing cybersecurity plus robotics using NAO. We present the student survey data collected from these two studies and discuss their respective outcomes. We also analyze the pre and post student survey-based assessment data from these studies for showing preliminary evidence of the effectiveness and potential of our approach. Existing literature indicates that there is limited work on investigating the efficacy of learning cybersecurity plus ER using an interactive, humanoid robot, like NAO. Our work is an attempt to address this research gap in the literature. We intend to prepare the grounds for further research within this emerging topic of integrated cybersecurity and robotics education, so that students can gain from a positive and engaging experiential-learning experience.

show abstract

Junior Cyber Discovery: Creating a Vertically Integrated Middle School Cyber Camp

Cited by 6 publications

References 2 publications

A Hands-On Cybersecurity Curriculum Using a Robotics Platform

A Hands-On Cybersecurity Curriculum Using a Robotics Platform

AI literacy in K-12: a systematic literature review

Integrated Cybersecurity Plus Robotics Lesson Using NAO

Contact Info

Product

Resources

About