Abstract:

In a rapidly evolving landscape of cybersecurity threats, the subject of social engineering remains a major challenge for organizations and individuals. As these attacks become increasingly sophisticated, there is a critical need for innovative and engaging educational methods to provide cybersecurity students with the skills to effectively combat these threats. This research paper will outline the design, implementation, and evaluation of Stalk-INATOR, an online mission-based system that leverages on gamification and experiential learning for student users to learn social engineering skills.

Stalk-INATOR provides an engaging learning environment in which learners complete a series of immersive missions to simulate real-world social engineering scenarios. Each mission is designed to expose learners to various tactics used by malicious actors and encouraging them to critically analyze and respond to potential threats. This experiential learning approach facilitates active participation by enabling students to develop practical problem-solving skills in a controlled environment.

Incorporating gamification elements such as points, leaderboards, and rewards increases student motivation and engagement through the learning process. Hence by earning points for completing missions and achieving specific learning objectives, learners are intrinsically motivated to progress and continuously improve their skills. The competitive element introduced by the leaderboard fosters healthy competition and drives students to excel beyond their limitations.

The stalk-INATOR platform architecture emphasizes on user autonomy; allowing learners to choose their experiences by selecting missions aligned with their interests and knowledge level.

To assess the effectiveness of Stalk-INATOR, a quantitative research approach is employed where performance metrics are collected through pre- and post-assessments to measure knowledge acquisition, skill development, and overall learning outcomes.

Preliminary results indicate that Stalk-INATOR significantly enhances the social engineering skill development in cybersecurity students. Participants report increased engagement, increased self-confidence, and improved ability to identify and mitigate social engineering attacks. The collaborative and gamified aspects of the platform fosters a positive and dynamic learning experience, enabling learners to effectively manage complex cyber threats.

This research contributes to the fields of educational technology and cybersecurity by demonstrating the potential of mission-based experiential learning with gamification in teaching social engineering skills. The findings underscore the importance of innovative pedagogical approaches to cultivate a resilient and adept generation of cybersecurity professionals capable of protecting critical information and systems in an ever-evolving global landscape.

Keywords:

Mission-based learning, gamification, experiential learning, social engineering, cybersecurity.