44 research outputs found
A Survey of Serious Games for Cybersecurity Education and Training
Serious games can challenge users in competitive and entertaining ways. Educators have used serious games to increase student engagement in cybersecurity education. Serious games have been developed to teach students various cybersecurity topics such as safe online behavior, threats and attacks, malware, and more. They have been used in cybersecurity training and education at different levels. Serious games have targeted different audiences such as K-12 students, undergraduate and graduate students in academic institutions, and professionals in the cybersecurity workforce. In this paper, we provide a survey of serious games used in cybersecurity education and training. We categorize these games into four types based on the topics they cover and the purposes of the games: security awareness, network and web security, cryptography, and secure software development. We provide a catalog of games available online. This survey informs educators of available resources for cybersecurity education and training using interactive games.
Keywords: Serious games; Game-based Learning; Cybersecurity
Shuffle, cut, and learn: Crypto Go, a card game for teaching cryptography
This article belongs to the Special Issue Mathematical Modeling and Simulation in Science and Engineering Education II.Cryptography is the mathematical core of information security. It serves both as a source of hard computational problems and as precise language allowing for the formalization of sound security models. While dealing with the mathematical foundations of cybersecurity is only possible in specialized courses (tertiary level and beyond), it is essential to promote the role of mathematics in this field at early educational stages. With this in mind, we introduce Crypto Go, a physical card game that may be used both as a dissemination and as an educational tool. The game is carefully devised in order to entertain and stimulate players, while boosting their understanding on how basic cryptographic tools work and interplay. To get a preliminary assessment of our design, we collected data from a series of test workshops, which engaged over two hundred players from different ages and educational backgrounds. This basic evaluation indeed confirms that Crypto Go significantly improves students' motivation and has a positive impact in their perception and understanding of the field.The printouts of Crypto Go decks, and some of the experimental workshops described in this paper have been financially supported by several institutions: Instituto Nacional de Ciberseguridad (INCIBE; contract 2018/00520/001), Fundación Madri+d (Science Week), and Universidad Carlos III de Madrid (Technological Fridays). M.I.G.V.'s work is funded by the NATO Science for Peace and Security Programme, grant number G5448 and by MINECO under Grant MTM2016-77213-R
PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS GAME PENYELAMAT LINGKUNGAN (PENLING)
Penelitian ini bertujuan untuk : Mengatahui (1) Kevalidan media pembelajaran berbasis game penyelamat lingkungan (PENLING) yang telah dikembangkan untuk materi pencemaran lingkungan (2) Efektivitas media pembelajaran berbasis game penyelamat lingkungan (PENLING) pada materi pencemaran lingkungan (3) Kepraktisan penggunaan media pembelajaran berbasis game pada materi pencemaran lingkungan. Penelitian ini merupakan penelitian pengembangan (Research and
Development). Subjek penelitian ini adalah peserta didik kelas VII SMPN 3 Makassar. Hasil penelitian menunjukkan bahwa kevalidan media
pembelajaran berbasis game PENLING berada pada kategori valid. Keefektifan game PENLING yang diukur dari N-Gain peserta didik yaitu 0,6 kategori sedang. Kepraktisan game PENLING oleh respons pendidik menunjukkan nilai rata-rata 83,33 dan respons peserta didik 94,25 menunjukkan kriteria sangat positif . Berdasarkkan hasil penelitian maka dapat disimpulkan bahwa media pembelajaran berbasis game PENLING
yang dikembangkan memenuhi kriteria kevalidan, keefektifan dan kepraktisan
A Systematic Literature Review of Requirements Engineering Education
Requirements engineering (RE) has established itself as a core software engineering discipline. It is well acknowledged that good RE leads to higher quality software and considerably reduces the risk of failure or budget-overspending of software development projects. It is of vital importance to train future software engineers in RE and educate future requirements engineers to adequately manage requirements in various projects. To this date, there exists no central concept of what RE education shall comprise. To lay a foundation, we report on a systematic literature review of the feld and provide a systematic map describing the current state of RE education. Doing so allows us to describe how the educational landscape has changed over the last decade. Results show that only a few established author collaborations exist and that RE education research is predominantly published in venues other than the top RE research venues (i.e., in venues other than the RE conference and journal). Key trends in RE instruction of the past decade include involvement of real or realistic stakeholders, teaching predominantly elicitation as an RE activity, and increasing student factors such as motivation or communication skills. Finally, we discuss open opportunities in RE education, such as training for security requirements and supply chain risk management, as well as developing a pedagogical foundation grounded in evidence of effective instructional approaches
Security Considerations in AI-Robotics: A Survey of Current Methods, Challenges, and Opportunities
Robotics and Artificial Intelligence (AI) have been inextricably intertwined
since their inception. Today, AI-Robotics systems have become an integral part
of our daily lives, from robotic vacuum cleaners to semi-autonomous cars. These
systems are built upon three fundamental architectural elements: perception,
navigation and planning, and control. However, while the integration of
AI-Robotics systems has enhanced the quality our lives, it has also presented a
serious problem - these systems are vulnerable to security attacks. The
physical components, algorithms, and data that make up AI-Robotics systems can
be exploited by malicious actors, potentially leading to dire consequences.
Motivated by the need to address the security concerns in AI-Robotics systems,
this paper presents a comprehensive survey and taxonomy across three
dimensions: attack surfaces, ethical and legal concerns, and Human-Robot
Interaction (HRI) security. Our goal is to provide users, developers and other
stakeholders with a holistic understanding of these areas to enhance the
overall AI-Robotics system security. We begin by surveying potential attack
surfaces and provide mitigating defensive strategies. We then delve into
ethical issues, such as dependency and psychological impact, as well as the
legal concerns regarding accountability for these systems. Besides, emerging
trends such as HRI are discussed, considering privacy, integrity, safety,
trustworthiness, and explainability concerns. Finally, we present our vision
for future research directions in this dynamic and promising field
Exploring Emerging Technologies for Requirements Elicitation Interview Training: Empirical Assessment of Robotic and Virtual Tutors
Requirements elicitation interviews are a widely adopted technique, where the
interview success heavily depends on the interviewer's preparedness and
communication skills. Students can enhance these skills through practice
interviews. However, organizing practice interviews for many students presents
scalability challenges, given the time and effort required to involve
stakeholders in each session. To address this, we propose REIT, an extensible
architecture for Requirements Elicitation Interview Training system based on
emerging educational technologies. REIT has components to support both the
interview phase, wherein students act as interviewers while the system assumes
the role of an interviewee, and the feedback phase, during which the system
assesses students' performance and offers contextual and behavioral feedback to
enhance their interviewing skills. We demonstrate the applicability of REIT
through two implementations: RoREIT with a physical robotic agent and VoREIT
with a virtual voice-only agent. We empirically evaluated both instances with a
group of graduate students. The participants appreciated both systems. They
demonstrated higher learning gain when trained with RoREIT, but they found
VoREIT more engaging and easier to use. These findings indicate that each
system has distinct benefits and drawbacks, suggesting that REIT can be
realized for various educational settings based on preferences and available
resources.Comment: Author submitted manuscrip
RoboREIT: an Interactive Robotic Tutor with Instructive Feedback Component for Requirements Elicitation Interview Training
[Context] Interviewing stakeholders is the most popular requirements
elicitation technique among multiple methods. The success of an interview
depends on the collaboration of the interviewee which can be fostered through
the interviewer's preparedness and communication skills. Mastering these skills
requires experience and practicing interviews. [Problem] Practical training is
resource-heavy as it calls for the time and effort of a stakeholder for each
student which may not be feasible for a large number of students. [Method] To
address this scalability problem, this paper proposes RoboREIT, an interactive
Robotic tutor for Requirements Elicitation Interview Training. The humanoid
robotic component of RoboREIT responds to the questions of the interviewer,
which the interviewer chooses from a set of predefined alternatives for a
particular scenario. After the interview session, RoboREIT provides contextual
feedback to the interviewer on their performance and allows the student to
inspect their mistakes. RoboREIT is extensible with various scenarios.
[Results] We performed an exploratory user study to evaluate RoboREIT and
demonstrate its applicability in requirements elicitation interview training.
The quantitative and qualitative analyses of the users' responses reveal the
appreciation of RoboREIT and provide further suggestions about how to improve
it. [Contribution] Our study is the first in the literature that utilizes a
social robot in requirements elicitation interview education. RoboREIT's
innovative design incorporates replaying faulty interview stages and allows the
student to learn from mistakes by a second time practicing. All participants
praised the feedback component, which is not present in the state-of-the-art,
for being helpful in identifying the mistakes. A favorable response rate of 81%
for the system's usefulness indicates the positive perception of the
participants.Comment: Author submitted manuscrip
Effective Online Safety Awareness for Young People in Less Developed Countries
In less developed countries (LDCs) there is a research deficit on the positive and negative aspects of their respective emerging digital cultures. Education programmes that seek to raise awareness of online safety, needs to be based on evidence and not simply transposed from other countries as the issues involved may be very different. Thailand, in particular, has very little data that can be used to create meaningful educational material. This was determined after a thorough literature review which found that most of the research has been carried out in the advanced economies of North America, Europe and Australasia. By contrast in South East Asia very little research had been carried out.
This research proposes an integrative security awareness education framework for emerging digital cultures. It was constructed from the ground up so that it would be evidence led. In the first phase, a survey of the online behaviour and attitudes of young people in Thai schools was undertaken. Between November 2016 and June 2018, 352 students aged between 12 and 18 completed a comprehensive online questionnaire. In addition, 25 students were interviewed and asked to describe their online experiences both good and bad. From the survey it was found that 69% of students had been upset by an online interaction with 55% experiencing some form of cyber-bullying. They were also exposed to potentially harmful content. At least a third or more had seen posts or discussions on; committing suicide, self harm, being very thin, sexual images and hate messages against individuals and groups.
In terms of mediation the interviews revealed a slightly different picture than the one painted in the survey. In the latter, young people suggested that they did sometimes talk to their parents and teachers about upsetting experiences. In the interviews most said that they did not tell their parents or teachers about negative online interactions. This was backed up during the workshops with most reasoning that what they were going through was not important enough to tell a parent or teacher or that they might be the ones that get blamed. They would either stay silent or tell a close friend.
A series of online safety workshops were carried out structured around the theme of cyber-bullying as that was the standout issue from the surveys and interviews. An action-research approach was taken to determine what kind of activities would be best to engage Thai students. Activities that were based around active learning strategies like gamification (i.e. using elements of game design) and involving cooperation or competition proved the most successful. Activities where students had to present something or be involved in classroom discussions did not fare too well.
The resulting education framework from the field research consists of themes and topics that are relevant to LDCs as well as the type of activities that works best. A novel component, ‘Cultural Mask’ was added to the framework. This looks at the influence of a country’s culture and its impact on education. In Thailand this includes the Sufficiency Economy Philosophy (SEP). In the education sector, SEP schools should promote student centric learning with creativity, critical thinking and problem solving amongst other goals. Knowledge they learn should lead to the betterment of their school and community. Therefore, the education framework can be adapted to reflect the SEP goals. In other LDCs by working through the education framework, awareness programmes can be developed that will be effective and culturally relevant