Ein videospielbasiertes Lernsystem zur Förderung von IT-Sicherheitskompetenzen für IT-Sicherheitslaien im Unternehmen

  • A videogame-based learning system for the enhancement of IT security competencies for IT security laymen in companies

König, Johannes Alexander; Frenz, Martin (Thesis advisor); Nitsch, Verena (Thesis advisor)

Aachen (2020, 2021)
Dissertation / PhD Thesis

Dissertation, Rheinisch-Westfälische Technische Hochschule Aachen, 2020


This thesis deals with the development, implementation and evaluation of a videogame-based learning system for IT security training for IT security laymen. For this purpose, a model of IT security competences for IT security laymen is developed. Here, levels for four exemplary competences are described to define the goal of the learning system. The aspects of game mechanics and game story are examined on a literature basis. The aim is to derive the requirements the prototype of the videogame-based learning system should fulfill. The same applies to the aspect of interaction possibilities, in which the interaction between the players and the game is investigated. The requirements of the interaction possibilities are derived in an empirical study. A total of 39 requirements are derived, that characterize the videogame-based learning system covering the categories 'general training requirements', 'ITSL requirements', 'specific training requirements' and 'story requirements’. Within this context it is necessary to evaluate interaction possibilities. A between-subjects study (n=64) was carried out to compare a newly developed control and camera paradigm (adjacent view) with three established paradigms (first person, third person, God-View). The results suggest that the adjacent view simplifies the usability of a three-dimensional videogame-based learning system for all target group members. The adjacent view is characterized by renouncing a manual camera and a manual avatar control. Under consideration of all requirements, a prototype was implemented. The prototype contains the fields of action 'lock screen', 'use flash drives', 'create passwords' and 'challenge new network devices'. The prototype is evaluated in an empirical study focusing on the facets 'video game' and 'learning system'. The evaluation results show that the videogame-based learning system is suitable for the enhancement of competences and that the video game facet appeals to the subjects (positive experience while playing the game and a good game evaluation by the subjects). The limitations of the evaluation study arise from the number of subjects (n=31) and from the open recruitments on the subjects.