The Effects of Prior Learning and Motivation on Learning Outcomes in Gamified Cybersecurity Education: A Case Study Approach

Abstract

This study investigates the relationship between prior learning, motivation, and learning outcomes in cybersecurity education from the perspective of gamification within the context of the KOSEN Security Educational Community (K-SEC) project and the Highly Advanced Cybersecurity for KOSEN (HACK) project. A series of cybersecurity exercises were conducted with 40 KOSEN students over two semesters, and their self-assessed knowledge, skills, and motivation were measured. The results demonstrate that prior learning significantly contributed to an increase in students' motivation and knowledge, and students with increased/unchanged motivation exhibited a positive correlation between motivation and learning outcomes in subsequent exercises. Our findings provide empirical evidence for the effectiveness of prior learning in enhancing students' motivation and the positive influence of increased/unchanged motivation on learning outcomes in cybersecurity education. We contribute to the growing body of knowledge on the application of gamification in cybersecurity education and offer insights into the design and implementation of effective cybersecurity education programs within the unique context of KOSEN's five-year engineering education model.