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.

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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
Education
Courses by Department: The School of Film & Television > Games and Animation
Depositing User: Michael Scott
Date Deposited: 06 Oct 2015 15:03
Last Modified: 13 Oct 2017 16:06
URI: http://repository.falmouth.ac.uk/id/eprint/1647

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