Computer Security Strategies: An Instructional Design Approach
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2012-05-04
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Abstract
Computer security can be an overwhelming concept for a
technology layman or digital immigrant. However, recent occurrences of
cyber-attacks highlight that computer security is an essential practice that
remains neglected. In this instructional design study, a web-based hybrid
text/computer game module was designed based on the ARCS model to
examine its effectiveness in teaching basic computer security strategies to
sixth graders. Two face-to-face pilot study sessions were conducted for
field evaluation. Revisions were made based on feedback and
observations, and a small group evaluation was conducted face-to-face,
yielding 22 valid participants. Results found that 10 of 12 learning
objectives saw an increase in average participant knowledge from pre-test
assessment to post-test assessment. Participants expressed that the lesson
was fun and informative. Participants were observed to be deeply engaged
in the lesson, particularly during the scored game sections. A majority of
discussion includes best practices, and details the value and impact of the
pilot studies’ findings in systematically improving the effectiveness and
relevance of instruction. Findings will be used to further refine the module
for possible instructional deployment or commercial use. Potential for a
longitudinal study exists, and would examine the longstanding effects, if
any, the lesson exhibited on participants.
Description
This 10-page conference paper was written for the Technology, Colleges, and Community (TCC) Worldwide Online Conference in April, 2012. A slideshow presentation was also created to accompany this paper. A unique design of both text/computer games were used for the online, web-based instructional module, which aimed to teach the audience computer security strategies.
Keywords
educational technology module computer game security
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10 pages
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Please see the Creative Commons license for this item
Attribution-NonCommercial-ShareAlike 3.0 United States
Attribution-NonCommercial-ShareAlike 3.0 United States
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