Please use this identifier to cite or link to this item:
http://bura.brunel.ac.uk/handle/2438/9478
Title: | Assessing the role of conceptual knowledge in an anti-phishing game |
Authors: | Scott, MJ Ghinea, G Arachchilage, NAG |
Keywords: | Procedural knowledge;Conceptual knowledge;Game-based learning;Phishing;Education;Games |
Issue Date: | 2014 |
Publisher: | IEEE |
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. |
URI: | http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6901441 http://bura.brunel.ac.uk/handle/2438/9478 |
DOI: | http://dx.doi.org/10.1109/ICALT.2014.70 |
Appears in Collections: | Dept of Computer Science Research Papers |
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Fulltext.pdf | 189.44 kB | Adobe PDF | View/Open |
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