Academic Paper
Entrepreneurship Academic Paper:
Cybersecurity Gamified: Cosmic Intrusion
In today’s digital age, children are often referred to as ‘digital natives’ because they begin interacting with digital devices at an early age (Mee, 2021). This immediate exposure fosters a natural familiarity with technology. However, it’s essential to acknowledge that while young online users become adept at using technology, they may not possess the knowledge to recognize potential risks associated with online activities, particularly on the internet.
The Alarming Problem
In our observations, we’ve identified a notable lack of online security awareness among younger online users. With the alarming frequency of cyberattacks in today’s digital landscape, it has become evident that society should take proactive steps to promote greater technological literacy for the public. There is a lack of cybersecurity awareness, which is particularly pressing due to the prevalence of social engineering attacks as the primary attack vector. A study published by the Institute of Electrical and Electric Engineers (IEEE) and written by AlShabibi and Al-Suqri, recognized that children faced a higher level of exposure to the digital realm and associated cyber threats than any previous generation (2021). This heightened exposure is attributed to the continuous evolution of digital technologies, which has made devices like cell phones and tablets more accessible to individuals of all age groups. While these technological advancements bring forth numerous opportunities, they also concurrently expose users to a multitude of threats (AlShabibi and Al-Suqri, 2021).
Our research has revealed that while there are existing resources designed to assist in the cybersecurity education of younger children, there exists a gap in the literature regarding the development of effective and engaging information tailored to this demographic. We recognize this gap as an opportunity to make a substantial contribution. We aim to create a comprehensive game that engages and empowers users to become savvy digital citizens from an early age. By addressing this critical need, we can collectively enhance the cybersecurity preparedness of future generations and secure a safer digital future for all.
Creating a Game to Address the Lack of Digital Security Knowledge
We are proposing the development of a comprehensive cybersecurity game designed for children and even adults. Our vision is to ensure the utmost effectiveness of this game by conducting thorough research to identify the most proven and impactful instructional methods. To make learning both engaging and effective, we plan to leverage the power of gamification through Digital Game-Based Learning (DGBL), a well-established strategy that harnesses the educational potential of play (Perini, et al., 2018). Our game is described as follows:
Cosmic Intrusion: Escape the Alien Hackers
Description: Embark on an interstellar adventure in “Cosmic Intrusion,” an immersive space-themed escape room game that combines the thrill of puzzle-solving with the vastness of outer space. Your mission: Stop the alien hackers attempting to take control of your spaceship, the Nebula Voyager.
Game Concept: “Cosmic Intrusion” places players in the heart of a futuristic spaceship, where each department serves as a challenging escape room. To outsmart the alien hackers, players must navigate through various sectors, solving puzzles and overcoming obstacles unique to each department.
Gameplay:
- Escape Room Challenges: Each ship department presents a distinct social engineering escape room challenge. Solve puzzles, crack codes, and discover hidden clues to progress.
- Interactive Department Environments: Explore the spaceship’s designed rooms: The Bridge Command Center, Engineering Bay, and the Bio-Dome Garden to name a few that will explore the different attack vectors that the aliens will attempt to use to gain control over the Nebula Voyager.
- Collaborative Play: Team up with fellow players to strategize and conquer the challenges together.
Storyline: As players progress through the game, instructional videos provide context and advance the narrative. Unravel the story of the alien hackers, their motives, and the urgent mission to safeguard the Nebula Voyager from an imminent cosmic threat.
What we want to accomplish
Our goal is to design learning materials so engaging that they have the potential to become a cultural phenomenon, akin to the impact of educational computer games of the past, such as the Oregon Trail and Math Prodigy. However, we aim to go beyond digital realms by seamlessly integrating outside discussions to address the nuanced aspects of cybersecurity and technology. We aim to empower users to take an active role in their learning by equipping them with the necessary tools. We firmly believe that cybersecurity is an essential topic that should be integrated into life skills. To transform this vision into reality, we are committed to offering a game that is not only fun and engaging but also easy to implement, ensuring its widespread adoption and success.
Introduction to Scholarly Journals and Articles
The next couple of pages will introduce and discuss some of the scholarly journals found during the research that helped to sculpt and construct entrepreneurship. These journals and articles will help provide context and current understandings of the subjects of cybersecurity, STEM education, digital literacy, gamification, learning theories, and more. In the next section, this paper will explore the problem through the perspective of the research found and will reconnoiter possible innovations to help find evidence-based solutions.
Security Knowledge for the Future
In 2009 President Obama stressed to the Council of Advisors of Science and Technology the need to develop recommendation reports to ensure strong STEM (Science, Technology, Engineering, and Math) education for the next generation (2010). An article in The Education Digest, titled Prepare and Inspire: K-12 Science, Technology, Engineering, and Math (STEM) Education for America’s Future, highlights the necessary focus on STEM subjects for the next generation of students. STEM education encompasses important fundamentals that have built the nation’s infrastructure of today’s modern life. The United States is one of the most technological nations, however, on an international comparison level in STEM subjects, the country lags behind other advanced nations (Prepare and Inspire, 2010). This is concerning as the country has adopted the use of many technological advances but arguably its citizens lack the digital literacy to make informed decisions on digital safety. Western Sydney University defines Digital Literacy as “having the skills to live, learn, and work in a society where communication and access to information are through digital technologies, and where developing critical thinking skills becomes essential when confronted with much information in different formats” (2016). Garett Paton, Director of Data Protection Solutions at Dell Technologies claims that cybersecurity needs to be included into the digital literacy concept as the “digital future must have a strong cybersecurity backbone”. He argues this because digital citizens need to have digital skills to safely engage with the technology in the first place (2023). Failure to address the issue of security skills could create a domino effect of complex economic and social issues amongst many other possible ramifications. We are already witnessing today a shortage of security professionals. That gap will only widen for the next generation if society fails to address these concerns. It creates an imbalance of proficiency amongst the population and has already created a society that is arguably already forced to be complicit to questionable agreements regarding their privacy and safety online. “Cybersecurity skills are becoming particularly important as the digital economy’s winners and losers depend on these skills” (Blazic, 2021). The next generation needs to be well equipped in security to face these technological and economic challenges that will inevitably arise in the future.
Perspective of Technology as a Critical Component of STEM Education
The STEM movement integrated Technology as a “key component” at the beginning of the 21st century as advances in this area have been so rapid in the last three decades and show no signs of abruptly slowing down (Snyder, 2018). With the expansions of technological innovation, modern life fluctuates, and as a result, society must adapt to stay afloat in the environmental growth or inevitably become digitally illiterate. We find ourselves in an environment that is changing from “empirical” meaning “handed down by custom” to “technological” where “greater intellect” is needed from society. It is imperative to not fall behind, but instead “master the environment” to make it serve (our) societal needs” (Snyder, 2018).
Master the Environment
That phrase highlights the importance of understanding technology as it “acquires considerable practical knowledge” to “retain sufficient mastery of the environment” (Snyder, 2018). Most young children are exposed to this environment from a young age and for society to ensure that this technology serves them, they need to have a basic understanding of the inner workings of the technology. Understanding this environment will help to empower them to “master the environment” to make safer informed decisions with the technology “to serve their needs” (Snyder, 2018).
The Context of the Environment
Society has long taught children about physical safety, including not talking to strangers and looking both ways before crossing the street. These lessons become intuitive over time. In contrast, cybersecurity risks are not as apparent since the threats often remain hidden from view. As digital devices become an integral part of children’s daily routines, it becomes imperative to educate them about the potential dangers lurking behind screens.
Cybercriminals have recognized that a lack of awareness can make users vulnerable targets for social engineering tactics. Since the novel coronavirus (COVID-19) pandemic, social engineering cyber-attacks have become the major attack vector to exploit victims (Hijji, and Alam, 2021). As significant advancements in the technical aspects of cybersecurity have made it increasingly challenging for attackers to succeed, their focus has shifted toward exploiting human errors instead of gaining unauthorized access (Carpenter and Kai, 2022). It’s widely acknowledged that human error constitutes the weakest link in cybersecurity, and social engineering has emerged as one of the most successful methods of infiltrating systems. Understanding this, we must acknowledge that users can unwittingly become easy targets for these attackers. Addressing this educational gap for young ‘digital natives’ is not only crucial but also timely as we propel ourselves into an increasingly technologically advanced society. By imparting cybersecurity knowledge from an early age, we can empower children to navigate the digital landscape safely and contribute to a more secure and resilient technological future.
Cybersecurity Awareness for Children
The Norwegian University of Science and Technology conducted a systematic literature review in 2021 to summarize findings on children’s current awareness of cybersecurity. Their review identified two main findings: 1. the specific cybersecurity risk for children and 2. The different approaches used to raise cybersecurity awareness to provide effectiveness. These findings will help direct our efforts to focus on these specific risks to help shape our game to be most effective in gaining cyber awareness and best practices.
Cybersecurity Risk for Children
Quayyum, et al. identified specific online risks that children are exposed to as follows: “online privacy, cyberbullying, cyberstalking, social engineering attacks, phishing, identity theft, content-related risks, economic risks, internet addiction, and password management” (2021). These alarming risks require direct attention for each topic as the threats vary in context in both the physical and digital realms. To address these risks requires planning by first perceiving how children see the potential risks and second, how they respond when exposed to the risk. According to the literature, social engineering is one of the most frequently cited cybersecurity risks (Quayyum, et al. 2021). The correlation of its frequency represents how alarming this attack vector is to society, especially to the most vulnerable. With this finding, we recognize this is a topic we want to focus on in our game. Social engineering attacks include but are not limited to, phishing, SMS phishing, spear phishing, vishing, scareware, pretexting, and tailgating. Since social engineering attacks are on the rise, these are the main topics of concern that will be addressed within the game.
Utilizing Learning Theories to Raise Cybersecurity Awareness in Children
Quayyum, et al. distinguish key learning theories in their literature review that help facilitate improvements in the learning process for students (2021). The learning theories of focus from this review will be Piaget’s theory of cognitive development, and Vygotsky’s theory of sociocultural cognitive development (Quayyum, et al. 2021). Even though these two theories focus on different foundations of development, the combination of the two can synergize a wider landscape of increased awareness and knowledge. Piaget’s theory of Cognitive development suggests that “children not only related to acquiring knowledge but need to build or develop a mental model of their surrounding world” (Main, 2021). We recognize that Piaget’s theory of cognitive development will help provide insight on how to best create a game that allows the users to actively construct their knowledge through interacting with the environment by designing experiences that encourage them to explore more. This theory provides evidence-based research that demonstrates that incorporating active learning (providing activities that require users to participate) will help facilitate problem-solving and experimentation that will aid users in constructing their understanding of the digital world. Vygotsky’s theory of sociocultural cognitive development “asserts that a child’s cognitive development and learning ability can be guided and mediated by their social interactions” (Main, 2022). Vygotsky’s theory of sociocultural cognitive development is a useful theory to apply as it provides insight into understanding the user’s social culture with others. In the escape room game, playing with other users will be highly encouraged. By playing in multiplayer mode, users can learn from each other and build a sense of teamwork. From this theory, we can understand how to best help develop a cybersecurity culture that benefits everyone.
Gamification of Learning
In a meta-analysis of gamification learning, the investigation showed significant, positive effects on cognitive, motivational, and behavioral outcomes in gamification (Salier and Homer, 2020). Gamification seems to be an effective measure for instruction; however, the authors note that the term “gamification” has become a buzzword and conducted this study to help discover what factors of method can facilitate motivation, learning, and behavior change effectively (2019). The concept of gamification has been defined as “the use of game design elements in non-game contexts” (Deterding et al. 2011). Gamification is not meant to replace instruction, but to help improve it, so effective prerequisite content is needed for the method to be successful (Salier & Homer, 2020). Integrating instructional videos preceding each escape room game serves a dual purpose: it not only imparts essential context and key elements of the game but also weaves a captivating narrative introducing users to the fictional world and diverse characters within the gameplay. Our overarching objective is to craft a game so inherently engaging that users are compelled to continually play and immerse themselves in the ongoing learning experience.
Game Elements
To help aid the design of Cosmic Intrusion, we reviewed and analyzed different cybersecurity games to understand what game elements and frameworks provide overall success. One that provided helpful insight was an alternate reality (AR) game for cybersecurity awareness called CybAR. They utilized the theoretical model of Technology Threat Avoidance Theory (TTAT) to help improve users’ behavior by motivating them to protect themselves from attacks (Alqahtani and Kavakli-Thone, 2020). CybAR aims to motivate users to develop threat perceptions and to use safeguarding measures to avoid attacks. Our game adopts that aims to tackle behaviors comprehensively, immersing players in an escape room environment that incorporates intricate puzzles and diverse cyberattack scenarios. The primary objective is to equip users with experiential skills, allowing them to identify potential threats effectively and cultivate a heightened sense of vigilance and online awareness. Beyond imparting cybersecurity concepts, the game goes a step further by illustrating the consequences of cyberattacks through insightful feedback. The lessons are strategically tailored to cover crucial aspects such as password management, recognizing phishing emails and attachments, discerning trustworthy software, guarding against identity theft, and navigating AI scams. Our goal is to equip users with the knowledge and proficiency required to safeguard themselves effectively in the ever-evolving landscape of cyberspace.
How the problem integrates with subjects outside of Cybersecurity
At first glance, cybersecurity is immersed with the topics of computer science and Information Technology (IT), however, it is more interdisciplinary than that. It touches on many different facets of economics, sociology, psychology, and ethics. As many subjects integrate within this field, it requires a variety of lenses to tackle the root of the problem that encompasses cybersecurity.
Economics
As the global average of data breaches in 2023 was 4.45 million USD (IBM, 2023), cyberattacks this year are predicted to cost the economy nearly 8 trillion USD (Morgan, 2022). This can be contextualized as if cybercrime was measured amongst other countries, it would be the third largest economy in the world, ranking behind the US and China (Morgan, 2022). These alarming statistics have businesses and governments recognized the urgent need to take serious action to avoid major losses and revenue. This transfer of wealth is the largest amount ever before in history (Morgan, 2022), and it is going to take more than technical implications to help solve this looming and omnipresent problem.
Sociology and Psychology
In The Security Culture Playbook, Carpenter and Roer offer an insightful observation that cybersecurity awareness alone will not help solve the issues with society and cyberattacks. Social engineering or human error is responsible for 85 percent of data breaches (Verizon, 2021). Awareness does not always insinuate a behavior change. While less than three percent of security spending is directed toward the human layer, over 85 percent of breaches can be traced back to human factors (Carpenter and Roer, 2022). This highlights the need to fixate on the culture and behavior (or sociology and psychology) of how humans interact with the cyber world. A notable gap in comprehension becomes apparent when the average security spending allocates merely three percent to the human factor, despite its standing as the most successful attack vector consistently targeted by cybercriminals. In the game, Cosmic Intrusion, one of the main themes emphasizes the societal and psychological aspects that influence behaviors in the digital world.
Ethics
With the vast speed of technological advances, nuances are more common than ever before. With subtleties constantly occurring in technology, it can be challenging for societies to weigh all the implications that could follow innovations. How should a collective come to a consensus on proper regulations when it comes to new advancements? Especially controversial innovations such as Artificial Intelligence (AI), genetic modifications, and self-driving cars. How do we solve the problem of cyber-attacks, when “we (humans) have Paleolithic emotions, medieval institutions, and god-like technology” (Wilson, 1929)? Ethics can help navigate the complex landscape of decision-making, ensuring clarity of values and providing guidance for long-term consequences. This game has been inspired by ethics because of the threat of cyber-attacks on a global scale. The moral crisis with cybersecurity is evident and this game is created to help compact the possible looming, culture-shifting consequences.
This is what makes the topic of cybersecurity interdisciplinary. The game Cosmic Intrusion touches on the many different lenses of cybersecurity to help give users a wider depiction of the security risk that encompasses the digital world. The focus is to give users a space to interact and play while learning about the environment that they interact with daily. We aim to highlight the societal and psychological aspects that influence behaviors in the digital world. Acknowledging a sense of unity when faced with ethical implications when technology advances gives us nuances and we find ourselves not quite sure how to navigate. Cybersecurity goes beyond the technical implications and finds itself immersed in the social sciences.
Steps to Determine if Innovation is Effective
To determine the effectiveness of our game, we plan to sell the game on the platform of Steam (Valve Corporation). Steam is a digital distribution platform that offers users a place to play, create, and distribute their games in one location. On Steam, we can evaluate the popularity of the game by monitoring how many users are playing it and receiving feedback directly from the users about the game.
Objectives
We aim to assess the game’s effectiveness across key objectives such as user engagement, retention of cybersecurity terms, and influencing online behavior. To gauge user engagement, we will benchmark the game’s performance against similar titles, ensuring it achieves comparable results within the competitive landscape. Additionally, we will solicit valuable user feedback through a dedicated comment section, where users can rate their satisfaction based on their experiences. This user-centric approach not only provides insights into areas for improvement but also allows us to continuously refine the game based on the community’s input. To gauge retention of cybersecurity terms, we will measure by collecting data points when users encounter challenge questions within the game. These data points will be collected and stored for quantitative data analysis. To gauge influencing online behavior, we will provide an optional survey that will help us collect data to measure the impact of the game in terms of behavior variations. We will make the surveys more enticing by offering users rewards within the game when a survey is completed.
The process of collecting information and data to determine the effectiveness of the game will be ongoing. We plan to revise these strategies consistently to ensure continuous improvement and make any necessary changes.
How to Turn the Innovation into a Reality
To make our Innovation a reality, we have a few barriers to address to help avoid obstacles while preparing our game for the market. Some of the biggest barriers we must face are legal requirements such as the formation of a business plan, intellectual property protection, and age ratings. Subsequently, we must discover potential investors to fund our innovation and employ appropriate staffing for the creation of the game.
Legal Requirements
The formation of a business would arguably be the most important step to bring our game into reality. This highlights the essential legal structure a business must have to organize the rest of the plans going forward. We have chosen to establish a Limited Liability Company (LLC) to cater to the company’s requirements, ensuring that members are not personally accountable for the company’s debts or liabilities. Subsequently, it is imperative to safeguard the intellectual property rights of the game. This entails acquiring trademarks for both the game logos and its name and possibly pursuing a patent for the innovative mechanics embedded in the game content (Gabriel, 2023). To comply with age rating systems, we have expanded our target audience to encompass everyone by adopting an “E for Everyone” (SRB, 2023) for the game rating. The targeted audience is still children, but the application is adaptable for everyone, regardless of age.
The Next Steps
In proceeding with making our game a reality, we need to gain revenue and hire the right staff to help create the game, and to generate marketing strategies. To jump start the processes for this innovation, we must find investors that see the great potential that our game has. To obtain investors for our game, we must develop a strong sales pitch and presentation for what our game can offer. The key is to network with others who already run in these circles to find promising collaborations. We understand that we are not yet experts when it comes to building a business and finding someone who has had experience and success in that field will be most beneficial to the company. Once we have investors with adequate funding established, we need to hire the appropriate staff for the team. Key planned hires are as follows: a project manager, game designer, game programmer, digital artist, educational specialist, legal counsel, and marketing specialist. Once we have assembled the team, we will plan a scheduled work blueprint to finally turn the game into a reality. The first version of the game will be available on the platform Steam and from there we will continuously collect data to make improvements to the game. For the foreseeable future, we plan to produce different versions of the game due to the constant alternating nature of social engineering attacks. We recognize the need to modify the game regularly to stay relevant to emerging technologies.
Project Reflection
Before this semester, the process of starting a business was all new to me. Sure, I knew you needed to have a good idea, but I was unaware of how much goes into establishing key elements of an innovation you are trying to create. I learned quickly that a great idea is just that -an idea. It does not evolve into anything until you apply real effort towards it. You must put energy into doing the research and studying industry trends to only learn that your idea needs refining. It’s a continuous process of going back to the drawing board and reevaluating the entire innovation. It becomes more about staying curious rather than having all the answers.
This course has provided a knowledgeable understanding of everything that goes into starting a business. Design thinking for me highlighted the need to generate ideas by asking questions and becoming aware of problems you can potentially fix. This stage in the development requires creativity and out-of-the-box thinking. This step is where you can let your imagination run wild and see where it might take you. Another module that gave me a lot to think about was the legal issues. That part of entrepreneurship taught me the need to be well-informed on the different forms of business structures and business plans as the foundation of choice. This will ultimately decide how the business operates.
Lessons Learned
From this entrepreneurship, I have learned the need to be more patient with the process of developing a good idea, working with others, and learning new skills. I consider myself a creative person, but I also love to work with other creative people in hopes of generating something better. That process was more difficult than I had perceived it to be. Our ideas were too grand and too big, and I got lost in the details of it all. I have learned that you do not have to be married to your initial ideas, and being open to new changes may be necessary. I also learned that when working with others it is best to directly establish roles and expectations of each member. I am not experienced in leadership, nor have I had any training, but I ended up leading most of the time. I need to gain more experience in this role to become more efficient because I felt like I failed a lot in that position. I am, however, grateful for the failures I endured because it made me realize that I need to gain more exposure and increase my practice within leadership roles when possible. Lastly, this course has taught me a lot about what it takes to start a business and the required skills to lead others to succeed as a team.
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