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...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
IEEE
2020-01-01
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| Series: | IEEE Access |
| Subjects: | |
| Online Access: | https://ieeexplore.ieee.org/document/9097899/ |
| _version_ | 1818619827572441088 |
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| author | S. Ros S. Gonzalez A. Robles LL. Tobarra A. Caminero Jesus Cano |
| author_facet | S. Ros S. Gonzalez A. Robles LL. Tobarra A. Caminero Jesus Cano |
| author_sort | S. Ros |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-16T17:43:40Z |
| format | Article |
| id | doaj.art-ee21fb55ca004718948bfad8b2582585 |
| institution | Directory Open Access Journal |
| issn | 2169-3536 |
| language | English |
| last_indexed | 2024-12-16T17:43:40Z |
| publishDate | 2020-01-01 |
| publisher | IEEE |
| record_format | Article |
| series | IEEE Access |
| spelling | doaj.art-ee21fb55ca004718948bfad8b25825852022-12-21T22:22:32ZengIEEEIEEE Access2169-35362020-01-018977189772810.1109/ACCESS.2020.29963619097899Analyzing Students’ Self-Perception of Success and Learning Effectiveness Using Gamification in an Online Cybersecurity CourseS. Ros0https://orcid.org/0000-0001-6330-4958S. Gonzalez1A. Robles2LL. Tobarra3A. Caminero4Jesus Cano5Department of Communications and Control Systems, National Distance Education University (UNED), Madrid, SpainDepartment of Communications and Control Systems, National Distance Education University (UNED), Madrid, SpainDepartment of Communications and Control Systems, National Distance Education University (UNED), Madrid, SpainDepartment of Communications and Control Systems, National Distance Education University (UNED), Madrid, SpainDepartment of Communications and Control Systems, National Distance Education University (UNED), Madrid, SpainFaculty of Law, CEU San Pablo University, Madrid, SpainThis 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.https://ieeexplore.ieee.org/document/9097899/Distance educationdropouteducational gameslearning effectiveness |
| spellingShingle | S. Ros S. Gonzalez A. Robles LL. Tobarra A. Caminero Jesus Cano Analyzing Students’ Self-Perception of Success and Learning Effectiveness Using Gamification in an Online Cybersecurity Course IEEE Access Distance education dropout educational games learning effectiveness |
| title | Analyzing Students’ Self-Perception of Success and Learning Effectiveness Using Gamification in an Online Cybersecurity Course |
| title_full | Analyzing Students’ Self-Perception of Success and Learning Effectiveness Using Gamification in an Online Cybersecurity Course |
| title_fullStr | Analyzing Students’ Self-Perception of Success and Learning Effectiveness Using Gamification in an Online Cybersecurity Course |
| title_full_unstemmed | Analyzing Students’ Self-Perception of Success and Learning Effectiveness Using Gamification in an Online Cybersecurity Course |
| title_short | Analyzing Students’ Self-Perception of Success and Learning Effectiveness Using Gamification in an Online Cybersecurity Course |
| title_sort | analyzing students x2019 self perception of success and learning effectiveness using gamification in an online cybersecurity course |
| topic | Distance education dropout educational games learning effectiveness |
| url | https://ieeexplore.ieee.org/document/9097899/ |
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