This study examines the use of educational video games in an online course in MOOC format with the aim of developing teachers' digital competence in the e-safety area. Although educational video game-based learning has proven effective to improve motivation and learning outcomes, the existing evidence about its effectiveness for the development of teachers' digital competence is very limited.
There is a clear need to promote motivating and effective training actions for the development of teachers' digital competence, especially in the area of e-safety. Multiple research directions are discussed for continued research into the design and testing of next-generation cybersecurity computer games. The use of the framework is illustrated in a critique of two research streams. Originality/value: The framework facilitates taking stock of past research and guiding future research. Perception, are attributes that can impact users’ susceptibility to cybercrimes and hence learning outcomes. User characteristics including gender, age, computer experience, knowledge, and Learning theory explains how learning takes place and can be classified as behaviorism, cognitivism, humanism, social learning, or constructivism.
Game context pertains to factors that determine how a game is used, including the target audience, the skill involved and the story. Game characteristics refer to features that contribute to a game’s usefulness, interactivity, playfulness, or attractiveness. To guide the design and testing of more effective cybersecurity educational games, a theoretical framework is developed.ĭesign/methodology/approach: A review of the literature is conducted to explore theĭependent variable of this research stream, learning outcomes, and its relationship with four independent variables, game characteristics, game context, learning theory, and userįindings: The dependent variable can be measured by five learning outcomes: information, content, strategic knowledge, eagerness to learn/time spent, and behavioral change. Evidence of the effectiveness of these games has been rather weak, however. Purpose: Computer games that teach cybersecurity concepts have been developed to help both individuals and organizations shore up their defence against cybercrimes. Using computer games to evaluate reaction times allowed us to differentiate the evaluation on the types of human reactions under both standardized conditions but also under conditions of efficiency and attractiveness. The results of the research highlighted the effectiveness of the experimental exergame program by using Fitlight technology in optimizing human reaction times in junior team-game athletes. In all tests, the progress of the female basketball, handball, and volleyball players showed superior progress to similar male players. The relevant results of the research: for the simple motor reaction time (MSRT), the greatest progress between tests was the volleyball group, and for women, it was the basketball group for the recognition reaction time (RRT), the male handball group and the female basketball group recorded the greatest progress for the cognitive reactive time (CRT), the greatest progress was achieved by the male and female volleyball players. The evaluation of the reaction times was carried out through three computer games, the results being processed in SPSS 22. The research included an initial and a final test between which a program of exergames was implemented over a period of 3 months focused on optimizing human reaction times. Characteristics of the experimental players: average age ± SD 13.60 ± 1.07 average sports experience ± SD 6.24 ± 0.92. The study included 360 subjects for basketball, 130 athletes of which were 68 male subjects and 62 female subjects for handball, 124 athletes of which 64 were male subjects and 60 female athletes for volleyball, 106 athletes of which 48 male were subjects and 48 female athletes. The second aim was to identifying differences in progress of the three types of reaction time between female and male players through computerized tests. The main aim of the present study was to implement an exergame program that uses Fitlight technology to identify the impact on motor, recognition, and cognitive reaction times in junior athletes practicing team sports: basketball, handball, and volleyball.