Ruskov, M; Ekblom, P; Sasse, A; (2013) In Search for the Right Measure: Assessing Types of Developed Knowledge While Using a Gamified Web Toolkit. In: 7th European Conference on Games Based Learning (ECGBL 2013). (pp. pp. 722-729). Academic Conferences: Reading, UK.

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Abstract

Game-based learning has been used to teach topics in diverse domains, but it is still hard to determine when such approaches are an efficient learning technique. In this paper we focus on one open challenge – the limited understanding in the community of the types of knowledge these games help to develop. Using a taxonomy that distinguishes between declarative, procedural and conditional knowledge, we evaluate a game-based toolkit to analyse and solve an information security problem within a holistic crime prevention framework. Twenty-eight participants used the toolkit. We designed a portfolio of learning assessment measures to capture learning of different types of knowledge. The measures included two theoretical open-answer questions to explore participants' understanding, three problem-specific open-answer questions to test their ability to apply the framework, and 9 multiple-choice questions to test their ability to transfer what was learned to other contexts. The assessment measures were administered before and after use of the tookit. The application questions were analysed by classifying suggested ideas. The theoretical questions were qualitatively analysed using a set of analytical techniques. The transferability questions were statistically analysed using ttests. Our results show that participants' answers to the application questions improved in quality after the use of the toolkit. In their answers to the theoretical questions most participants could explain the key features of the toolkit. Statistical analysis of the multiple-choice questions testing transferability however failed to demonstrate significant improvement. Whilist our participants understood the CCO framework and learned how to use the toolkit, participants didn't demonstrate transfer of knowledge to other situations in information security. We discuss our results, limitations of the study design and possible lessons to be learned from these.

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