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Defining a formal model of edutainment that enhances the learning of cyber security subjects by higher education students

Defining a formal model of edutainment that enhances the learning of cyber security subjects by higher education students

Chadwick, David (2016) Defining a formal model of edutainment that enhances the learning of cyber security subjects by higher education students. EdD thesis, University of Greenwich.

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Abstract

This thesis was about construction of a model of edutainment (education + entertainment) concerning teaching of cybersecurity in higher education. Cybersecurity has become an important issue for most nations, requiring a search for new methods of teaching. Although many see the way forward as the application of technology to the teaching process, a so-called technology-fix, since learning is essentially a human experience, with teaching a predominantly human to human experience, it is argued that a psychology-of-learning-fix of some kind might be more useful. The resultant model of edutainment created herein was derived from a literature review and analysis of six existing models of edutainment good practice and the resultant model was trialled in two ways:

Firstly, it was used by the researcher in teaching a student cohort and six types of feedback (formal student surveys, informal student surveys, informal student interviews, formal student performance statistics, formal student attendance statistics, lecturer’s personal reflections) were collected and used to further improve the model.

Secondly, parts of the model were trialled by fellow lecturers in their own teaching scenarios (taster sessions, new courses) and also presented in three conference presentations (cybersecurity, forensics, STEM). In all cases feedback was obtained on acceptability or otherwise of the model.

Findings in all categories were positive that the model was a contribution to knowledge. Pedagogically speaking, the model demonstrates a synergistic blend of education with fun and play that may enhance students’ learning experiences overall. The notion of promoting ‘deeper learning’, as opposed to shallow learning, has been used to underpin the research reported herein. Overall, the research found that by combining entertainment purposefully with education using psychological principles that are common to both, student outcomes for the higher education taught curriculum in cybersecurity courses were improved.

Item Type: Thesis (EdD)
Uncontrolled Keywords: Edutainment; cyber-security practices; cyber-security; higher education;
Subjects: L Education > LB Theory and practice of education
Faculty / Department / Research Group: Faculty of Education & Health
Faculty of Education & Health > Department of Education & Community Studies
Last Modified: 12 Apr 2019 15:34
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
URI: http://gala.gre.ac.uk/id/eprint/23580

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