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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.
Through a mirror darkly – On the obscurity of teaching goals in game-based learning in IT security
(2021)
Teachers and instructors use very specific language communicating teaching goals. The most widely used frameworks of common reference are the Bloom’s Taxonomy and the Revised Bloom’s Taxonomy. The latter provides distinction of 209 different teaching goals which are connected to methods. In Competence Developing Games (CDGs - serious games to convey knowledge) and in IT security education, a two- or three level typology exists, reducing possible learning outcomes to awareness, training, and education. This study explores whether this much simpler framework succeeds in achieving the same range of learning outcomes. Method wise a keyword analysis was conducted. The results were threefold: 1. The words used to describe teaching goals in CDGs on IT security education do not reflect the whole range of learning outcomes. 2. The word choice is nevertheless different from common language, indicating an intentional use of language. 3. IT security CDGs use different sets of terms to describe learning outcomes, depending on whether they are awareness, training, or education games. The interpretation of the findings is that the reduction to just three types of CDGs reduces the capacity to communicate and think about learning outcomes and consequently reduces the outcomes that are intentionally achieved.
The Carologistics team participates in the RoboCup Logistics League for the seventh year. The RCLL requires precise vision,
manipulation and path planning, as well as complex high-level decision
making and multi-robot coordination. We outline our approach with an
emphasis on recent modifications to those components.
The team members in 2018 are David Bosen, Christoph Gollok, Mostafa
Gomaa, Daniel Habering, Till Hofmann, Nicolas Limpert, Sebastian Schönitz,
Morian Sonnet, Carsten Stoffels, and Tarik Viehmann.
This paper is based on the last year’s team description.
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.