Using Gamification to Teach Security Analysis in Higher Education
Resumo
Teaching security analysis at university allows future professionals to acquire with the necessary skills to protect and maintain the integrity of digital infrastructures. This work presents a board game and its practical use for teaching security analysis in 1st-year bachelor students. The game has been employed in the past four years and our perception of use is positive. Being a game with a simple and most-likely known mechanics, it could be adapted and used by other educators to teach software engineering topics.
Palavras-chave:
Teaching, Security, Gamification
Referências
Ayora, C., et al. (2025). Cyberpatrol-game board. CIbSE 2025. Zenodo. DOI: 10.5281/zenodo.15088573
McGraw, G. (2004). Software security. IEEE Security & Privacy, 2(2), 80-83.
Stallings, W., et al (2015). Computer security: principles and practice. Pearson.
Chung, C. et al. (2019). Students' acceptance of gamification in higher education. (IJGBL), 9(2), 1-19.
Schreuders, Z. C. et al. (2016). Gamification for teaching and learning computer security in higher education. In ASE 16.
McGraw, G. (2004). Software security. IEEE Security & Privacy, 2(2), 80-83.
Stallings, W., et al (2015). Computer security: principles and practice. Pearson.
Chung, C. et al. (2019). Students' acceptance of gamification in higher education. (IJGBL), 9(2), 1-19.
Schreuders, Z. C. et al. (2016). Gamification for teaching and learning computer security in higher education. In ASE 16.
Publicado
12/05/2025
Como Citar
AYORA, Clara; DE LA VARA, Jose Luis.
Using Gamification to Teach Security Analysis in Higher Education. In: CONGRESSO IBERO-AMERICANO EM ENGENHARIA DE SOFTWARE (CIBSE), 28. , 2025, Ciudad Real/Espanha.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 369-397.
DOI: https://doi.org/10.5753/cibse.2025.35338.
