Assessing the Role of Conceptual Knowledge in an Anti-Phishing Educational Game
Scott, Michael and Ghinea, Gheorghita and Arachchilage, Nalin (2014) Assessing the Role of Conceptual Knowledge in an Anti-Phishing Educational Game. In: Proceedings of the 14th IEEE International Conference on Advanced Learning Technologies, July 7-10, 2014, Athens, Greece.
[ICALT2014] Assessing the Role of Conceputal Knowledge in an Anti-Phishing Educational Game.pdf - Accepted Version
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Abstract / Summary
Games can be used to support learning in several domains, including the secure use of computers. However, emphasizing different types of knowledge in a game design can lead to different outcomes. This study explores two game designs that aim to enhance students' ability to identify phishing hyperlinks. One design focuses on procedural knowledge: developing students' tacit ability to recognize phishing hyperlinks through systematic practice. The other design focuses on conceptual knowledge: helping students to explicitly reflect upon and identify the features of phishing hyperlinks. The results of a double-blind randomized trial with 66 participants suggests that using a game designed for conceptual knowledge leads to a greater increase in learners' ability to identify phishing hyperlinks. Hence, the use of strategies that develop conceptual knowledge can enhance the efficacy of anti-phishing educational games.
|Item Type:||Conference or Workshop Item (Poster)|
|Subjects:||Computer Science, Information & General Works
Technology > Digital Works > Digital Games
|Courses by Department:||The School of Film & Television > Games and Animation|
|Depositing User:||Michael Scott|
|Date Deposited:||06 Oct 2015 15:03|
|Last Modified:||06 Oct 2015 15:03|
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