Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.777573
Title: Defining a formal model of edutainment that enhances the learning of cyber security subjects by higher education students
Author: Chadwick, David
ISNI:       0000 0004 7963 3504
Awarding Body: University of Greenwich
Current Institution: University of Greenwich
Date of Award: 2016
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Abstract:
This thesis was about construction of a model of edutainment (education + entertainment) concerning teaching of cybersecurity in higher education. Cybersecurity has become an important issue for most nations, requiring a search for new methods of teaching. Although many see the way forward as the application of technology to the teaching process, a so-called technology-fix, since learning is essentially a human experience, with teaching a predominantly human to human experience, it is argued that a psychology-of-learning-fix of some kind might be more useful. The resultant model of edutainment created herein was derived from a literature review and analysis of six existing models of edutainment good practice and the resultant model was trialled in two ways: Firstly, it was used by the researcher in teaching a student cohort and six types of feedback (formal student surveys, informal student surveys, informal student interviews, formal student performance statistics, formal student attendance statistics, lecturer's personal reflections) were collected and used to further improve the model. Secondly, parts of the model were trialled by fellow lecturers in their own teaching scenarios (taster sessions, new courses) and also presented in three conference presentations (cybersecurity, forensics, STEM). In all cases feedback was obtained on acceptability or otherwise of the model. Findings in all categories were positive that the model was a contribution to knowledge. Pedagogically speaking, the model demonstrates a synergistic blend of education with fun and play that may enhance students' learning experiences overall. The notion of promoting 'deeper learning', as opposed to shallow learning, has been used to underpin the research reported herein. Overall, the research found that by combining entertainment purposefully with education using psychological principles that are common to both, student outcomes for the higher education taught curriculum in cybersecurity courses were improved.
Supervisor: Jameson, Jill ; Chopra, Priti Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.777573  DOI: Not available
Keywords: LB Theory and practice of education
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