With the growing number of online cybersecurity courses in higher education, there is an opportunity to improve instruction when teaching hands-on cybersecurity skills, such as network forensics, to distance learning students. This quantitative experimental study included methods taken from the field of serious gamification and applied them to teaching hands-on cybersecurity subjects to students in a distance learning environment. The purpose of this quantitative study was to measure whether the usage of flipped learning adaptive gamified simulations (FLAGS) when teaching hands-on cybersecurity skills to distance learning students improves correct first-time answers on hands-on laboratory tasks. The main research questions this study addressed were concerned with the effectiveness of serious gamification in the form of FLAGS for improving the first-time passage rates of hands-on cybersecurity tasks with distance learning students. The research method used a true experiment with pre-test and post-test surveys along with a hands-on laboratory exercise. The results of the data collected were compared between the treatment and control groups. Due to the low number of participants, statistical significance was not achievable; however, several interesting patterns emerged revealing higher scores with the treatment group indicating the benefits of FLAGS. Further study with larger sample sizes might help answer the hypotheses more definitely.
|School:||Capitol Technology University|
|School Location:||United States -- Maryland|
|Source:||DAI-A 81/5(E), Dissertation Abstracts International|
|Subjects:||Information science, Higher education|
|Keywords:||Cybersecurity, Distance education, Gamification, Hands-on, Simulations|
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