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Analyzing Students' Self-Perception of Success and Learning Effectiveness Using Gamification in an Online Cybersecurity Course
This paper analyzes students' self-perception of success and learning effectiveness after using non-compulsory gamification in an online Cybcourse. For this purpose, we designed a cybersecurity game based on cognitive constructivism learning theory. We built the game scenes using metaphors to p...
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Published in: | IEEE access 2020, Vol.8, p.97718-97728 |
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Main Authors: | , , , , , |
Format: | Article |
Language: | English |
Subjects: | |
Citations: | Items that this one cites Items that cite this one |
Online Access: | Get full text |
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Summary: | This paper analyzes students' self-perception of success and learning effectiveness after using non-compulsory gamification in an online Cybcourse. For this purpose, we designed a cybersecurity game based on cognitive constructivism learning theory. We built the game scenes using metaphors to present the main Cybersecurity contents to the students. We delivered the game in a regular course with two objectives: first, to find the primary design factors that affect students' self-perception of success. We propose a structural equation model to find out the elements with the most significant impact on the students' self-perception of success. The results show that the realistic game design and the contextualization of the game do have a notable influence. They are both examples of best practices in game design; second, to evaluate the learning effectiveness of the game. The results suggest a high correlation between playing the game and succeeding in the course. Moreover, chronological analysis of the performance reveals that the intention to play the game could be a simple dropout predictor. Thus, introducing the game in the educational curricula improves student engagement and consolidates their knowledge on cybersecurity. |
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ISSN: | 2169-3536 2169-3536 |
DOI: | 10.1109/ACCESS.2020.2996361 |