What goes wrong during phishing education? A probe into a game-based assessment with unfavorable results

Abstract

Context:

In recent years, there has been a significant surge in global Social Engineering (phishing) attacks. This upsurge has prompted governmental bodies, organizations, and educational institutions to formulate strategies aimed at mitigating this threat.

Objective:

The primary objective of this research is to create a game-based solution that educates participants about URLs and evaluates their understanding through multiple-choice questions.

Methodology:

To attain the aforementioned objectives, a multifaceted approach has been adopted in this study. Firstly, an extensive literature review was conducted to gain insights into the problem and prior research on the subject. This review was instrumental in comprehending the game development framework, developmental tools, and various design models for game design. A digital adaptation of the game has been created utilizing the CONSTRUCT 3 platform. Secondly, an empirical evaluation was executed, involving participants engaging with the game and their learning assessed through survey. A survey method was employed to further gauge participants’ knowledge and to solicit feedback on the game’s design.

Results and Conclusion:

The survey results indicate a lack of significant outcomes or dependencies on the dependent variable. fun to play, ease to play, and game-based learning did not significantly predict avoidance behavior while the intention to play and phishing knowledge were the significant positive predictors of avoidance behavior, with intention to play showing the biggest contribution in the models 2 and 3. Correspondingly, the negligible difference between the R2 value and $△$ R2 in models 2 and 3 also confirmed the small variance of model 2 (explained in the paper). Consequently, the research asserts that the assessment of the gaming method has not yielded success and underscores the necessity for enhancements and further evaluation.