A Study of Cybersecurity Education Using a Present-Test-Practice-Assess Model

• Published in: IEEE transactions on education Vol. 65; no. 1; pp. 40 - 45
• Main Authors: Workman, Michael D., Luevanos, J. Anthony, Mai, Bin
• Format: Journal Article
• Language: English
• Published: New York IEEE 01.02.2022; Institute of Electrical and Electronics Engineers, Inc; The Institute of Electrical and Electronics Engineers, Inc. (IEEE)
• Subjects: Academic Achievement; Analytical models; Best practices; Classrooms; Competition; Computer Assisted Instruction; Computer Science Education; Computer Security; Cybersecurity; Cybersecurity education; cybersecurity training; Dependent variables; Education; Games; hackathons; Information Security; Instructional Effectiveness; Learning; Learning Modalities; Outcomes of Education; Questions; Simulation; Teaching Methods; Testing; Training; Training Methods; training simulations
• ISSN: 0018-9359; 1557-9638
• DOI: 10.1109/TE.2021.3086025

Contribution: Based on a previous exploratory study, this research further investigated learning mode contributions from simulations and live competitive activities compared to a traditional classroom, laboratory, and testing approach to instruction in order to assess the applied behavioral contributions of each. Background: Cybersecurity capabilities in organizations lag behind the threats; consequently, there is a renewed emphasis on cybersecurity education. However, education appears to lack its full potential in most settings. Few empirical studies have systematically tested the efficacy of various training methods and modes, and those that have been conducted have yielded inconsistent findings. Recent literature on the use of gamified simulations have suggested that they may improve cybersecurity behaviors. Similarly, live activities, such as hackathons and capture the flag events, have been surmised to augment learning and capabilities. This study sought to systematically investigate this question. Research Questions: 1) Do cybersecurity simulations improve applied learning performance; 2) do live competitive activities improve applied learning performance; and 3) do any or each of these modes amplify applied learning performance when used in combination? Methodology: This study randomly assigned computer science students to one of four sections using different modalities. It used pretest scores on an applied exam as the co-variate, with post-test scores as the dependent variable. Results: Simulations improved learning performance over traditional classroom/lab instruction alone whereas live competitive activities did not. However, the greatest learning outcomes achieved was structured cybersecurity simulated environments combined with live competitive activities.