使用“夺旗”教学与学习网络安全:芬兰与捷克大学生的有效性比较

IF 2.2 3区 工程技术 Q3 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS
Tiina Schafeitel-Tähtinen, Willi Lazarov
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引用次数: 0

摘要

在当今社会,随着数字信息系统的广泛传播和恶意行为者的目标,对网络安全专家的需求正在增加。这意味着网络安全教育应该有效地提高学生的知识、技能、自我效能以及在快速变化的情况下适应和应用知识的能力。提供与现实世界类似的场景和练习的实践培训,例如,以夺旗游戏的形式,是教授学生所需技能的一个组成部分。在本研究中,我们测量并比较了布尔诺科技大学网络竞技场(BUTCA)的网络安全教学与游戏化CTF场景的有效性。我们通过对芬兰和捷克的大学生进行前后调查来衡量CTF情景的有效性,并检查了不同学生群体的有效性。我们还研究了不同情景元素(如指令、任务和游戏化元素)的学生满意度和学习的感知意义。CTFs增加了知识和技能变量、自我效能变量和兴趣变量。尽管学生的基础技能或知识水平不同,但CTFs对学习相关变量具有积极影响,但不同类型的学生可能以不同的方式受益。学生满意度和对学习意义的感知在不同的学生群体中也较高。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Teaching and Learning Cybersecurity Using Capture the Flag: Effectiveness Comparison Between University Students in Finland and Czechia

Teaching and Learning Cybersecurity Using Capture the Flag: Effectiveness Comparison Between University Students in Finland and Czechia

In today's society, the demand for cybersecurity experts is increasing, as digital information systems are widely spread and targeted by malicious actors. This means that cybersecurity education should be effective in increasing students' knowledge, skills, self-efficacy, and the ability to adapt and apply knowledge in rapidly evolving situations. Offering hands-on training with real-world-like scenarios and exercises, for example, in the form of Capture the Flag (CTF) games, is one component in teaching students the needed skills. In this study, we measure and compare the effectiveness of cybersecurity teaching with the gamified CTF scenario in the Brno University of Technology Cyber Arena (BUTCA). We measure the effectiveness of the CTF scenario with pre- and post-surveys among university students in Finland and Czechia, and examine effectiveness among different student groups. We also study student satisfaction and the perceived meaningfulness of the learning for different scenario elements, such as instructions, tasks, and gamification elements. The CTFs increased knowledge and skill variables, self-efficacy variables, and interest variables. CTFs can have positive effects on learning-related variables despite varying student's base skills or level of knowledge, but different types of students may benefit in different ways. Student satisfaction and perceived meaningfulness of learning with CTF were also high across different student groups.

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来源期刊
Computer Applications in Engineering Education
Computer Applications in Engineering Education 工程技术-工程:综合
CiteScore
7.20
自引率
10.30%
发文量
100
审稿时长
6-12 weeks
期刊介绍: Computer Applications in Engineering Education provides a forum for publishing peer-reviewed timely information on the innovative uses of computers, Internet, and software tools in engineering education. Besides new courses and software tools, the CAE journal covers areas that support the integration of technology-based modules in the engineering curriculum and promotes discussion of the assessment and dissemination issues associated with these new implementation methods.
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