[論文レビュー] Gamifying Cyber Governance: A Virtual Escape Room to Transform Cybersecurity Policy Education

Khondokar Fida Hasan, William Hughes+1 more|arXiv (Cornell University)|Jan 15, 2026

Information and Cyber Security被引用数 0

ひとこと要約

この論文は、サイバーセキュリティ統治教育のための3D没入型仮想脱出ゲームを設計・実装・評価し、政策開発能力と学術的誠実性におけるAI生成耐性を高めることを目指します。

ABSTRACT

Serious games are gaining popularity as effective teaching and learning tools, providing engaging, interactive, and practical experiences for students. Gamified learning experiences, such as virtual escape rooms, have emerged as powerful tools in bridging theory and practice, fostering deeper understanding and engagement among students. This paper presents the design, implementation, and evaluation of a virtual escape room tailored specifically for cybersecurity governance and policy education. Developed as a 3D immersive environment, the escape room simulates a virtual company scenario to facilitate risk-informed cyber policy development. It consists of three interactive zones, each offering distinct sets of scenario-based problems that target specific educational objectives. Through these zones, students analyze cybersecurity risks, match security frameworks, and draft appropriate policies, thereby developing critical thinking, decision-making skills, and practical cybersecurity competencies. The primary contribution of this work lies in its innovative integration of game-based learning and immersive technology to create robust, interactive learning materials that are also resilient to generative AI interventions, thereby maintaining academic integrity. Additionally, the escape room provides students with exposure to real-world cybersecurity scenarios in a virtual office environment that meets industry expectations. Results from a student survey indicated strong positive feedback, highlighting significant improvements in students engagement, practical understanding, and enthusiasm toward cybersecurity governance and policy concepts, underscoring the effectiveness and potential of gamification in cybersecurity education.

研究の動機と目的

• Motivate the use of serious games to bridge theory and practice in cybersecurity governance education.
• Develop a 3D immersive escape room that simulates a virtual company to teach risk-informed cyber policy development.
• Enable students to analyze cybersecurity risks, align security frameworks, and draft policies through scenarios.
• Assess student engagement and practical understanding of cybersecurity governance concepts.

提案手法

• Design a three-zone virtual escape room with scenario-based problems targeting specific educational objectives.
• Implement a 3D immersive environment that simulates a virtual office to provide real-world cybersecurity contexts.
• Facilitate activities where students analyze risks, match security frameworks, and draft policies.
• Evaluate the learning experience via a student survey to measure engagement and understanding.
• Discuss resilience of the game design to generative AI interventions to preserve academic integrity.

実験結果

リサーチクエスチョン

• RQ1 How does a virtual escape room influence student engagement and motivation in cybersecurity policy education?
• RQ2 Can the immersive, scenario-based design improve practical understanding of cybersecurity governance concepts?
• RQ3 Does the game-based approach provide resilient, AI-intervention-resistant learning materials while meeting industry-like expectations?

主な発見

• Student feedback indicated strong positive engagement and enthusiasm for cybersecurity governance concepts.
• The escape room approach enhanced practical understanding of risk-informed policy development.
• The design is described as resilient to generative AI interventions, supporting academic integrity.
• The virtual office environment aligns with industry expectations for cybersecurity policy education.