Computer Security Strategies: An Instructional Design Approach

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.