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|Title:||Assessing the role of conceptual knowledge in an anti-phishing game|
|Keywords:||Procedural knowledge;Conceptual knowledge;Game-based learning;Phishing;Education;Games|
|Citation:||IEEE 14th International Conference on Advanced Learning Technologies (ICALT), 2014 : 218, (7-10 July 2014)|
|Abstract:||Games can be used to support learning and confidence development 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, incorporating conceptual knowledge development into educational games enhances their efficacy within the computer security context.|
|Description:||Copyright @ 2014 IEEE. This is the author accepted version of this article.|
|Appears in Collections:||Dept of Computer Science Research Papers|
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