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Cyberspace is "the environment formed by physical and non-physical components to store, modify, and exchange data using computer networks" (NATO CCDCOE). Beyond that, it is an environment where people interact. IT attacks are hostile, non-cooperative interactions that can be described with conflict theory. Applying conflict theory to IT security leads to different objectives for end-user education, requiring different formats like agency-based competence developing games.
Die NATO definiert den Cyberspace als die "Umgebung, die durch physische und nicht-physische Bestandteile zum Speichern, Ändern, und Austauschen von Daten mit Hilfe von Computer-Netzwerken" [NATO CCDCOE]. Darüber hinaus ist es ein Medium menschlicher Interaktion. IT Angriffe sind feindselige, nichtkooperative Interaktionen, die mittels Konflikttheorie beschrieben werden können. Durch die Anwendung dieses Gedankengebäudes auf IT Sicherheit von Organisationen können eine Reihe von Verbesserungen in Unternehmen identifiziert werden.
Design and Development of a Hot S-Parameter Measurement System for Plasma and Magnetron Applications
(2020)
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.