Security questions education: exploring gamified features and functionalities

2018 ◽  
Vol 26 (3) ◽  
pp. 365-378
Author(s):  
Nicholas Micallef ◽  
Nalin Asanka Gamagedara Arachchilage
Keyword(s):  
Serious Games ◽  
Design Methodology ◽  
Learning Experience ◽  
Security Vulnerabilities ◽  
Content Type ◽  
Security Education ◽  
Game Features ◽  
Stage 1 ◽  
Security Questions ◽  
Gain Access

Purpose Security questions are one of the techniques used to recover forgotten passwords. However, security questions have both security and memorability limitations. To limit their security vulnerabilities, stronger answers need to be used. As serious games can motivate users to change their security behaviour, the purpose of this paper is to explore the features and functionalities that users would require in a serious game that educates them to provide stronger answers to security questions. Design/methodology/approach A lab study was conducted to collect users’ feedback on the desired game features and functionalities. In Stage 1, participants selected security questions/answers. In Stage 2, participants played a game and evaluated the usability and the provided features. Findings The main findings reveal that most participants found the current features and functionalities to be desirable; socially oriented functionalities (e.g. getting help from other players) did not seem desirable because users feared that their acquaintances could gain access to their security questions. Originality/value This research recommends that designers of serious games for security education should: use intrinsic rewards to motivate users to have a better learning experience; provide easier challenges during the training period and provide harder challenges only when the game determines that the users learned to play the game; and design their games for mobile devices because even users who usually do not play games would play a security education game on a mobile device.

Brain-compatible, web-based information security education: a statistical study

2014 ◽  
Vol 22 (4) ◽  
pp. 371-381 ◽  
Author(s):  
Rayne Reid ◽  
Johan van Niekerk
Keyword(s):  
Cyber Security ◽  
Design Methodology ◽  
Statistical Study ◽  
Learning Experience ◽  
Educational Material ◽  
Web Based ◽  
Content Type ◽  
Security Education ◽  
Brain Compatible ◽  
Presentation Methods

Purpose – This paper aims to demonstrate that learners prefer brain-compatible cyber security educational material, over traditional presentation methods. Design/methodology/approach – A prototype brain-compatible cyber security educational system was evaluated using a survey as a research instrument. Findings – Presenting cyber security material in a brain-compatible manner is an effective way in which to stimulate the learners’ interest, engages them in the learning experience and motivates them to learn. Originality/value – As far as could be determined, no previous studies showed the relevance of brain-compatible pedagogical techniques to cyber security education.

scholarly journals Design and evaluation of the project and program crashing games

2018 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
David Rumeser ◽  
Margaret Emsley
Keyword(s):  
Project Management ◽  
Literature Review ◽  
Serious Games ◽  
Design Methodology ◽  
Learning Experience ◽  
Design Principles ◽  
Practical Experience ◽  
Content Type ◽  
Project Complexity ◽  
Computer Based

Purpose The purpose of this paper is to help project management (PM) game designers and educators in simulating complexity in PM games and in assessing the effect of simulated project complexity levels on students’ learning experience. To achieve this aim, the authors attempt to design and evaluate two computer-based project crashing games (PCGs) with different complexity levels, namely project crashing game (PCG) and program crashing game (PgCG). Design/methodology/approach A literature review is conducted to identify serious games design principles. These principles are then manifested in the design of PCG and PgCG. The latter is a more complex version of the first. Students’ reaction after playing both games are then analyzed quantitatively. Findings The authors discover that students’ learning experience is affected by how complex the simulated project is. The more complex the project is (i.e. as in the PgCG), the more realistic the game is perceived. Nevertheless, the authors also discover that the less complex game (PCG) offers significant value to students, particularly to teach basic PM principles to those with minimum or no practical experience. This game is perceived as better in increasing students’ learning confidence as its content is perceived as more relevant to their existing knowledge. Originality/value The authors adopt a project complexity perspective when designing and evaluating the games.

Serious games: leverage for knowledge management

2014 ◽  
Vol 26 (3) ◽  
pp. 235-252 ◽  
Author(s):  
Caroline Bayart ◽  
Sandra Bertezene ◽  
David Vallat ◽  
Jacques Martin
Keyword(s):  
Higher Education ◽  
Knowledge Acquisition ◽  
Serious Games ◽  
Design Methodology ◽  
Management Competencies ◽  
Content Type ◽  
Exploratory Investigation ◽  
Practical Implications ◽  
Research Show ◽  
Significant Factors

Purpose – The purpose of this paper is to investigate if the use of “serious games” with students can improve their knowledge acquisition and their academic performance. Design/methodology/approach – The research is an exploratory investigation resorting to the use of a serious game to evaluate the evolution of the students’ competencies in project management, through questionnaires processed using a structural “learning model.” Findings – This research shows indeed that the use of “serious games” improves the knowledge acquisition and management competencies of the students with the evidencing of significant factors contributing to this improvement. Practical implications – The findings of this research show that serious games can be an effective tool to be used in teaching students particularly as traditional methods are less and less accepted by today's students. Originality/value – Although the use of games is not something new in education, it is still limited in teaching practices in higher education. This experiment can help lecturers and trainers to resort to them in their pedagogy and to conceive them according to variables that can enhance their effectiveness.

How would you like your Turkish coffee? Tourist experiences of Turkish coffee houses in Istanbul

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Serkan Yiğit ◽  
Nilüfer Şahin Perçin
Keyword(s):  
Design Methodology ◽  
Qualitative Case Study ◽  
Learning Experience ◽  
Empirical Studies ◽  
Value Added ◽  
Case Study Method ◽  
Culture Learning ◽  
Content Type ◽  
Place Satisfaction

Purpose The purpose of this study is to examine and understand the experiences of tourists in the Turkish coffee houses in Istanbul, Turkey. Design/methodology/approach In this study, a qualitative case study method was used to analyze tourists’ comments with user-generated content technique by analyzing tourists’ comments. The data used in the study was collected through TripAdvisor, which is considered one of the most famous websites with tourist reviews and comments, between 20 May and 10 June 2020 from tourists’ reviews (n:219). Findings The findings show that Turkish coffee house experiences are heterogeneous based on the dimensions of coffee characteristics, place, satisfaction, recommendation and revisit intention, value/price and value-added experience. Moreover, value-added experience includes some sub-themes such as a memorable experience, authentic experience and culture learning experience. Originality/value There are some studies on Turkish coffee and Turkish coffee culture in the literature, but there have been no empirical studies investigating the Turkish coffee house experiences of tourists. For this reason, this study aims to examine and understand the experiences of tourists in Turkish coffee houses. Therefore, it is believed that this study will fill the current gap in the literature on tourists’ experiences of Turkish coffee houses.

Organizational access in qualitative research

2019 ◽  
Vol 14 (2) ◽  
pp. 172-193 ◽  
Author(s):  
Benjamin Nathan Alexander ◽  
Anne D. Smith
Keyword(s):  
Qualitative Research ◽  
Design Methodology ◽  
Primary Analysis ◽  
Organization Studies ◽  
Management Journal ◽  
Content Type ◽  
Systematic Assessment ◽  
Gain Access ◽  
Administrative Science

Purpose While organizational access is central to much qualitative research, little is known about how researchers secure it. The purpose of this paper is to provide a systematic assessment of this critical methodological step. Design/methodology/approach A systematic review was conducted to establish how researchers gained access to organizations for qualitative research. Access type was identified and explanatory indicators were inductively developed to illuminate how access was obtained in a sample of 216 qualitative articles published in Administrative Science Quarterly and Academy of Management Journal between 1986 and 2013. A supplemental review of 306 articles published in Organization Studies over the same period augmented the primary analysis with a broader view of published accounts of access. Findings Learning prior to entering organizations, researchers’ backgrounds, organizational insiders, and outside contacts facilitated access. The role of these factors, which served as indicators of legitimacy, varied with the type of access. In addition, the authors found that many articles provide little information about how the researchers gained access, regardless of a publication’s domicile. Originality/value This study furthers the understanding of how researchers gain access to organizations to conduct qualitative research and discusses the implications of the limited access accounts in published studies. In addition, this research provides practical guidance for authors, editors, and reviewers.

scholarly journals Teaching with OER during pandemics and beyond

2020 ◽  
Vol 14 (3/4) ◽  
pp. 209-218 ◽  
Author(s):  
Jennifer Van Allen ◽  
Stacy Katz
Keyword(s):  
Higher Education ◽  
Personal Experience ◽  
Design Methodology ◽  
Learning Experience ◽  
Open Educational Resources ◽  
Learning Materials ◽  
Content Type ◽  
Student Access ◽  
Subject Areas ◽  
Practical Implications

Purpose Open Educational Resources (OER) are learning materials openly licensed so that others may retain, reuse, revise, remix or redistribute (the 5Rs) these materials. This paper aims to raise awareness of OER by providing a rationale for using these learning materials and a strategy for educators to get started with OER during the collective crisis and beyond. Design/methodology/approach Using a broad research base and anecdotes from personal experience, the authors make the case that OER improves student access to learning materials and improves the learning experience in both PK-12 and higher education contexts. Findings The authors define and describe the benefits of OER to provide practical suggestions educators can implement during the pandemic and beyond. Practical implications To support educators in finding and using OER, this paper highlights repositories that include a breadth of various learning materials across subject areas and educational contexts. The authors provide specific suggestions for finding, personalizing and contextualizing OER. Originality/value This work not only provides an overview of OER with particular considerations for educators during the COVID-19 pandemic but also makes the case that OER should be integrated into classrooms beyond the pandemic.

scholarly journals Ethnographies of parliament: culture and uncertainty in shallow democracies

2018 ◽  
Vol 7 (1) ◽  
pp. 16-30 ◽  
Author(s):  
Emma Crewe
Keyword(s):  
Political Institutions ◽  
Design Methodology ◽  
Cultural Practices ◽  
Political Process ◽  
The Other ◽  
National Parliaments ◽  
Public And Private ◽  
Content Type ◽  
Working Out ◽  
Gain Access

Purpose The purpose of this paper is to consider the challenges, advantages and limits of ethnographical approaches to the study of parliament. Challenges in the study of political institutions emerge because they can be fast-changing, difficult to gain access to, have starkly contrasting public and private faces and, in the case of national parliaments, are intimately connected to rest of the nation. Design/methodology/approach Ethnography usually tends to be difficult to plan in advance, but especially so when parliament is the focus. Findings Research in parliament requires clear questions but an emergent approach for answering them – working out your assumptions, deciding on the most appropriate methods depending on what wish to find out, and continually reviewing progress. Its great strengths are flexibility, ability to encompass wider historical and cultural practices into the study, getting under the surface and achieving philosophical rigour. Rigour is partly achieved through reflexivity. Research limitations/implications One implication of this is that not only will each study of parliament be different, because each is embedded in different histories, cultures, and politics, but the study of the same parliament will contain variations if a team is involved. Originality/value Ethnographical research is a social and political process of relating; interpreting texts, events and conversations; and representing the “other” as seen by observers.

Desistance from absconding: “You’ve got to have hope”

2020 ◽  
Vol 22 (4) ◽  
pp. 223-234
Author(s):  
Aliye Emirali ◽  
Rachel O'Rourke ◽  
Caroline Friendship
Keyword(s):  
Design Methodology ◽  
Sense Of Self ◽  
Future Research ◽  
Content Type ◽  
Factors Associated ◽  
Practical Support ◽  
Increased Risk ◽  
New Perspective ◽  
Stage 1 ◽  
Practical Implications

Purpose This paper explores absconding from a new perspective. Literature has tended to focus on the risk factors linked with absconding. This paper aims to consider desistance factors for absconding for prisoners at higher risk of absconding in open prisons. Design/methodology/approach Stage 1 used logistic regression to identify factors associated with increased risk of absconding. Stage 2 identified new receptions with increased risk and used thematic analysis to analyse interviews with prisoners that did not abscond after three months. Findings Stage 1 found that the total number of previous offences predicted absconding. Stage 2 found three themes linked to desistance in absconding: “support”, “ownership” and “sense of self”. Practical implications This study highlights the importance of ensuring prisoners in open prisons are offered the appropriate emotional and practical support. It also identifies the importance of hope amongst prisoners in open conditions. Future research should further explore this idea in more depth. Originality/value Previous literature has looked at absconding from a risk factor perspective. This research identifies the desistance factors associated with absconding for individuals who have been identified as high risk of absconding. Improvements in factors associated with desistance from absconding may support a reduction in absconding from open prisons.

Learning from action: a description and evaluation of an experiential learning programme

2016 ◽  
Vol 37 (1) ◽  
pp. 27-42 ◽  
Author(s):  
Barbara Rawlings
Keyword(s):  
Design Methodology ◽  
Participant Observation ◽  
Learning Experience ◽  
Mental Health Practitioners ◽  
Therapeutic Communities ◽  
Content Type ◽  
Effective Learning ◽  
Health Practitioners ◽  
Audit Standards

Purpose – The purpose of this paper is to describe the learning from action (LfA) workshop held in Italy in October 2014 and to evaluate how well the workshop achieved its aims. Design/methodology/approach – The researcher joined the workshop as a member, and data were collected through participant observation. Evaluation was carried out using relevant audit standards and a follow-up questionnaire. Findings – The evaluation found that an authentic transient therapeutic community was created, which provided an effective learning experience for participants. Research limitations/implications – The description is a single study based on the findings of a single researcher, as is usual with ethnographic work of this kind. Only a few participants completed the questionnaire. Originality/value – This is the first detailed research description of the LfA programme for training mental health practitioners who work in therapeutic communities. It provides a description of events, comments on how some of these impacted on the researcher-participant and an evaluation of the workshop.

A security education Q&A

2014 ◽  
Vol 22 (2) ◽  
pp. 130-133 ◽  
Author(s):  
Eugene Kaspersky ◽  
Steven Furnell
Keyword(s):  
Cyber Security ◽  
Design Methodology ◽  
End Users ◽  
Content Type ◽  
Conference Series ◽  
Security Education ◽  
Question And Answer ◽  
Clear Insight ◽  
Academic Qualifications ◽  
Insight Into

Purpose – The purpose of this paper is to highlight the importance of cyber security education as a means of enabling skilled professionals and ensuring adequate awareness amongst end users. Design/methodology/approach – The discussion examines the contribution made by the Kaspersky Academy student conference series, and then proceeds to consider some related questions posed to Eugene Kaspersky as the founder of the programme. Findings – The question and answer segment of the discussion identifies the ways in which academic qualifications and professional certifications can align to support a rounded security education for those aiming to become practitioners. Originality/value – The discussion provides a clear insight into the importance of security education and how it is being actively supported by one of the leading companies in the industry.

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