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Game-based learning is a promising approach to anti-phishing education, as it fosters motivation and can help reduce the perceived difficulty of the educational material. Over the years, several prototypes for game-based applications have been proposed, that follow different approaches in content selection, presentation, and game mechanics. In this paper, a literature and product review of existing learning games is presented. Based on research papers and accessible applications, an in-depth analysis was conducted, encompassing target groups, educational contexts, learning goals based on Bloom’s Revised Taxonomy, and learning content. As a result of this review, we created the publications on games (POG) data set for the domain of anti-phishing education. While there are games that can convey factual and conceptual knowledge, we find that most games are either unavailable, fail to convey procedural knowledge or lack technical depth. Thus, we identify potential areas of improvement for games suitable for end-users in informal learning contexts.
Computer Supported Communication and Cooperation – Making Information Aware / Luczak, H. ; Wolf, M.
(1999)
This paper introduces a Competence Developing Game (CDG) for the purpose of a cybersecurity awareness training for businesses. The target audience will be discussed in detail to understand their requirements. It will be explained why and how a mix of business simulation and serious game meets these stakeholder requirements. It will be shown that a tablet and touchscreen based approach is the most suitable solution. In addition, an empirical study will be briefly presented. The study was carried out to examine how an interaction system for a 3D-tablet based CDG has to be designed, to be manageable for non-game experienced employees. Furthermore, it will be explained which serious content is necessary for a Cybersecurity awareness training CDG and how this content is wrapped in the game
To train end users how to interact with digital systems is indispensable to ensure a strong computer security. 'Competence Developing Game'-based approaches are particularly suitable for this purpose because of their motivation-and simulation-aspects. In this paper the Competence Developing Game 'GHOST' for cybersecurity awareness trainings and its underlying patterns are described. Accordingly, requirements for an 'Competence Developing Game' based training are discussed. Based on these requirements it is shown how a game can fulfill these requirements. A supplementary game interaction design and a corresponding evaluation study is shown. The combination of training requirements and interaction design is used to create a 'Competence Developing Game'-based training concept. A part of these concept is implemented into a playable prototype that serves around one hour of play respectively training time. This prototype is used to perform an evaluation of the game and training aspects of the awareness training. Thereby, the quality of the game aspect and the effectiveness of the training aspect are shown.
his report summarizes the results of a workshop on Groupware related task design which took place at the International Conference on Supporting Group Work Group'99, Arizona, from 14 th to 17 th November 1999.
The workshop was addressed to people from different
viewpoints, backgrounds, and domains:
- Researchers dealing with questions of task analysis
and task modeling for Groupware application from an
academic point of view. They may contribute modelbased design
approaches or theoretically oriented
work
- Practitioners with experience in the design and
everyday use of groupware systems. They might refer
to the practical side of the topic: "real" tasks, "real"
problems, "real" users, etc.
The adoption of the Digital Health Transformation is a tremendous paradigm change in health organizations, which is not a trivial process in reality. For that reason, in this chapter, it is proposed a methodology with the objective to generate a changing culture in healthcare organisations. Such a change culture is essential for the successful implementation of any supporting methods like Interactive Process Mining. It needs to incorporate (mostly) new ways of team-based and evidence-based approaches for solving structural problems in a digital healthcare environment.
K3 User Guide
(2000)
Many of today’s factors make software development more and more complex, such as time pressure, new technologies, IT security risks, et cetera. Thus, a good preparation of current as well as future software developers in terms of a good software engineering education becomes progressively important. As current research shows, Competence Developing Games (CDGs) and Serious Games can offer a potential solution.
This paper identifies the necessary requirements for CDGs to be conducive in principle, but especially in software engineering (SE) education. For this purpose, the current state of research was summarized in the context of a literature review. Afterwards, some of the identified requirements as well as some additional requirements were evaluated by a survey in terms of subjective relevance.
Due to the increasing complexity of software projects, software development is becoming more and more dependent on teams. The quality of this teamwork can vary depending on the team composition, as teams are always a combination of different skills and personality types. This paper aims to answer the question of how to describe a software development team and what influence the personality of the team members has on the team dynamics. For this purpose, a systematic literature review (n=48) and a literature search with the AI research assistant Elicit (n=20) were conducted. Result: A person’s personality significantly shapes his or her thinking and actions, which in turn influences his or her behavior in software development teams. It has been shown that team performance and satisfaction can be strongly influenced by personality. The quality of communication and the likelihood of conflict can also be attributed to personality.
Competence Developing Games (CDGs) are a new concept of how to think about games with serious intentions. In order to emphasize on this topic, a new framework has been developed. It basically relies on learning and motivation theories. This ‘motivational Competence Developing Game Framework’ demonstrates how it is possible to use these theories in a CDG development process. The theoretical derivation and use of the framework is explained in this paper.