Teaching Introductory Cryptography using a 3D Escape-the-Room Game
Teaching Introductory Cryptography using a 3D Escape-the-Room Game
复制标题
使用 3D 密室逃脱游戏教授入门密码学
DOI：
10.1109/fie43999.2019.9028549
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Timothy J. Hickey
中科院分区：
文献类型：
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作者：
Fatima Abu Deeb;Timothy J. Hickey
这篇创新实践论文报告了我们3D游戏的试点研究，该游戏旨在向学生传授安全和密码学的入门概念。基于游戏的学习和严肃的游戏因其对提高学习者的乐趣和对教育概念和技能的理解的潜在影响而受到关注。我们在这里讨论的游戏是一个版本的“逃离房间”的难题，玩家需要找到并解决一系列的问题，以逃离一个房间。学生们必须引导他们的化身在一个房间里走动，房间里有一台电脑、一个垃圾桶、一扇锁着的门和其他物体。当他们接近一个对象时，他们被允许以各种方式与之交互，这提供了线索和挑战，只有通过理解某些加密概念才能解决这些问题。这款游戏由16名学生组成的小组进行测试，学生们被要求填写测试前和测试后的调查，内容包括他们的游戏体验、人口统计数据以及他们对某些密码学概念的理解。配对t检验显示，玩游戏后学生对密码概念的理解显著增加，这种学习的增加与他们的性别无关，几乎所有的学生都喜欢以游戏为基础的学习体验。
This Innovative Practice Full Paper reports on a pilot study of our 3D game that was designed to teach students introductory concepts in security and cryptography. Game based learning and serious games are getting attention for their potential effect on increasing learner enjoyment and understanding of educational concepts and skills. The game we discuss here is a version of the “Escape the Room” puzzles where the player needs to find and solve a sequence of problems to escape from a room. Students must guide their avatar around a room containing a computer, a trash can, a locked door, and other objects. When they approach an object they are allowed to interact with it in various ways which provides clues and challenges that can only be solved with an understanding of certain cryptographic concepts. This game was tested with a group of 16 students, the students were asked to fill a pre-test and post-test survey about their experience with games, their demographics, and their understanding of certain cryptography concepts. A paired t-test shows a significant increase in understanding of cryptographic concepts among the students after playing the game, this increase in learning was independent of their gender and almost all of the students enjoyed the experience of learning in a game-based way.