In this paper, we propose an educational game framework allowing instructors to customise the game’s learning content in the context of cyber-security, with the aim of ensuring learners are engaged with educational games. This can further support them continuing to acquire useful cyber-security knowledge, while playing with their peers. Based on this framework, a prototype digital game called “Cyberpoly” was implemented and evaluated. This game allows unfamiliar or potentially unappealing, ‘dry’ learning contents (on cyber-attacks and incidents) to be placed in a context similar to a “monopoly” game board, encouraging multiple players to take an active role when landing on various cyber-attack or incident squares. The learner can not only answer the questions generated by the game, but also actively send cyber-attacks to other players, when landing on another’s land. Learner data was collected from 30 undergraduate participants, with results suggesting that most found it engaging and felt motivated to learn. Further to this, we also obtained feedback from two academic professors, to discuss not only game-play but also game element management.
Wang, J., Hodgson, R., & Cristea, A. I. (2022). MEMORABLE: A Multi-playEr custoMisable seriOus Game fRAmework for cyBer-security LEarning. In S. Crossley, & E. Popescu (Eds.), Intelligent Tutoring Systems (313-322). Springer Verlag. https://doi.org/10.1007/978-3-031-09680-8_29