The Colorado Cyber Games

The Colorado Cyber Games is an open to the public, inaugural competition hosted in October by the Colorado Cyber Resource Center (CCRC), an offspring of the National Cybersecurity Center (NCC). One of the overarching goals of the Colorado Cyber Games was to help develop candidate to employer connections by allowing competitors to showcase their skills in front of employers. The event ran throughout the entire month of October in 2022 with a single challenge being released at 11am EST every Friday. Competitors had until 8pm EST the following Monday to submit a challenge artifact to prove that they successfully finished that week’s challenge. The winner for each challenge was typically announced the following day. The challenges could include multiple modules that competitors had to fully complete and would progressively increase in difficulty as the month went on. Competitors begin challenges with no prior knowledge of the tasks or requirements, or the virtual environment they would be placed into. The winner of each respective challenge was determined by the time it took them to complete all the modules involved. The winner of the 2022 Colorado Cyber Games was a Johnson & Wales University student, Kyle Leupold, who took first place in three out of four challenges despite going up against competitors who had far greater industry experience. Prior to this event, Kyle did not have experience competing in cybersecurity-focused virtual competitions such as this one. For each challenge that was won, Kyle was awarded a yearlong subscription to an online cyber-range platform, RangeForce, which is used in the cybersecurity industry to learn new skills and topics, as well as to verify current knowledge through simulated labs and assessments. By winning three challenges, Kyle was awarded three year-long subscriptions of which he decided to gift two to his co-workers here at the University

Engineering at San Jose State University, Winter 2014

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The gamification of cybersecurity training

Due to the rapidly and continued evolving nature of technology, there is a constant need to update police officers’ training in cyber security to ensure that the UK continues to be a secure place to live and do business. Rather than deliver traditional classroom-based training, our project assesses the effectiveness of the delivery of cyber security through the use of games based learning to simulate cybercrimes and provide training in incident response. The aim of our research is to transform the delivery of first responder training in tackling cybercrime.Through the use of a Game Jam and subsequent prototype development, we have trialed training materials that are based on serious games technology. The game poses a common incident reported to the police, for example the problem of a virtual person receiving offensive messages via Facebook and the training reflects the dialogue with that person and the technical steps to ensure that a copy of the evidence has been preserved for further investigation. Evaluation has been conducted with local police officers. Overall, this approach to the large-scale provision of training (potentially to a whole force) is shown to offer potential

On the use of serious games technology to facilitate large-scale training in cybercrime response

As technology becomes pervasive in everyday life, there are very few crimes that don’t have some ‘cyber’ element to them. The vast majority of crime now has some digital footprint; whether it’s from a CCTV camera, mobile phone or IoT device, there exists a vast range of technological devices with the ability to store digital evidence that could be of use during a criminal investigation. There is a clear requirement to ensure that digital forensic investigators have received up-to-date training on appropriate methods for the seizure, acquisition and analysis of digital devices. However, given the increasing number of crimes now involving a range of technological devices it is increasingly important for those police officers who respond to incidents of crime to have received appropriate training.The aim of our research is to transform the delivery of first responder training in tackling cybercrime.A project trialling the use of computer games technology to train officers in cybercrime response is described. A game simulating typical cybercrime scenes has been developed and its use in training first responders has been evaluated within Police Scotland. Overall, this approach to the large-scale provision of training (potentially to a whole force) is shown to offer potential

Cybersecurity in the Classroom: Bridging the Gap Between Computer Access and Online Safety

According to ISACA, there will be a global shortage of 2 million cybersecurity professionals worldwide by 2019. Additionally, according to Experian Data Breach Resolution, as much as 80% of all network breaches can be traced to employee negligence. These problems will not solve themselves, and they likewise won’t improve without drastic action. An effort needs to be made to help direct interested and qualified individuals to the field of cybersecurity to move toward closing this gap. Moreover, steps need to be made to better inform the public of general safety measures while online, including the safeguarding of sensitive information. A large issue with solving the problems at hand is that there seems to be no comprehensive curriculum for cybersecurity education to teach these basic principles. In my paper, I review and compare several after- and in-school programs that attempt to address this problem. I’ve also interviewed teachers from Montgomery County Public Schools, a relatively ethnically diverse school district outside of Washington, D.C. These issues need to be addressed, and while private organizations and local schools are attempting to tackle the problem, wider action may need to be taken at a national level to come to a resolution

Cybersecurity in the Classroom: Bridging the Gap Between Computer Access and Online Safety

According to ISACA, there will be a global shortage of 2 million cybersecurity professionals worldwide by 2019. Additionally, according to Experian Data Breach Resolution, as much as 80% of all network breaches can be traced to employee negligence. These problems will not solve themselves, and they likewise won’t improve without drastic action. An effort needs to be made to help direct interested and qualified individuals to the field of cybersecurity to move toward closing this gap. Moreover, steps need to be made to better inform the public of general safety measures while online, including the safeguarding of sensitive information. A large issue with solving the problems at hand is that there seems to be no comprehensive curriculum for cybersecurity education to teach these basic principles. In my paper, I review and compare several after- and in-school programs that attempt to address this problem. I’ve also interviewed teachers from Montgomery County Public Schools, a relatively ethnically diverse school district outside of Washington, D.C. These issues need to be addressed, and while private organizations and local schools are attempting to tackle the problem, wider action may need to be taken at a national level to come to a resolution

Spartan Daily, November 8, 2018

Volume 151, Issue 35https://scholarworks.sjsu.edu/spartan_daily_2018/1077/thumbnail.jp