Using Facebook's Open Source Capture the Flag Platform as a Hands-on Learning and Assessment Tool for Cybersecurity Education

Chicone, Rhonda; Burton, Tina; Huston, Julie A.

doi:10.4018/ijcssa.2018010102

Cited by 4 publications

(2 citation statements)

References 20 publications

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“…One of the various forms of integrative knowledge assessment is through Capture the Flag (CTF) games, used to perform team-based competitions containing a spectrum of cybersecurity challenges. In this topic, Chicone et al (2018) proposed using the Facebook CTF platform as a learning tool for undergraduate and graduate cybersecurity students. Challenges regarding vulnerabilities of devices can be integrated into this platform, and students earn points for exploiting them.…”

Section: Assessment Tools For Computer Sciencementioning

confidence: 99%

Theoretical and practical assessments over SSH

Costa¹,

Roxo²,

Lopes³

et al. 2023

RPTEL

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During the COVID-19 pandemic, universities worldwide were forced to close, causing a shift from presential to remote classes. This situation motivated teachers to find suitable tools to evaluate students remotely, fairly, and accurately. However, currently available systems are either survey or exercise evaluation based, not suitable for competency-based assessments. Faced with this context and limitations of available evaluation systems, we developed TestsOverSSH, a system to devise, deliver, and automatically correct assessments performed in a Command Line Interface (CLI) environment. Unique assessments are generated per student when they access the proposed system via Secure SHell (SSH). TestsOverSSH is composed of shell scripts that orchestrate a series of tools and services that come pre-installed in Linux distributions. It can be used to construct multiple-choice or direct answer questions while also requiring students to perform tasks in the environment per se, namely computer programming or CLI manipulation-related assignments. We present examples of the question types in this system, explaining question formats and operating guidelines. Since the assessments are directly performed in the system, logs and command history can be easily retrieved while keeping information within student devices uncollected. We performed evaluations using this system in a real context and obtained student feedback through a custom survey and the System Usability Scale (SUS). Survey results and SUS score suggest that TestsOverSSH is an intuitive evaluation tool, with eased access and usage, making it applicable for e-learning.

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Section: Assessment Tools For Computer Sciencementioning

confidence: 99%

Theoretical and practical assessments over SSH

Costa¹,

Roxo²,

Lopes³

et al. 2023

RPTEL

View full text Add to dashboard Cite

show abstract

“…A key finding of their work is that while CTFs clearly are an attractive proposition alongside traditional lectures, they currently predominately focus on technical knowledge but often neglect the human aspects of security; this is clearly a shortcoming given how much cybercriminals use these factors [15]. More specifically, we have seen CTFs applied for introducing new students to security [7], formative assessment [5], and as part of teaching in online universities [4]. This spread of application areas demonstrate the use of these exercises within education.…”

Section: Literature Reviewmentioning

confidence: 99%

Human Aspects of Information Security and Assurance

Furnell¹,

Clarke²

2021

IFIP Advances in Information and Communication Technology

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Gamification and Serious Games are progressively being used over a host of fields, particularly to support education. Such games provide a new way to engage students with content and can complement more traditional approaches to learning. This article proposes Sher-LOCKED, a new serious game created in the style of a 2D top-down puzzle adventure. The game is situated in the context of an undergraduate cyber security course, and is used to consolidate students' knowledge of foundational security concepts (e.g. the CIA triad, security threats and attacks and risk management). SherLOCKED was built based on a review of existing serious games and a study of common gamification principles. It was subsequently implemented within an undergraduate course, and evaluated with 112 students. We found the game to be an effective, attractive and fun solution for allowing further engagement with content that students were introduced to during lectures. This research lends additional evidence to the use of serious games in supporting learning about cyber security.

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