Σχεδιασμός και ανάπτυξη ενός παιγνιοποιημένου εκπαιδευτικού δωματίου απόδρασης για την εκπαίδευση ενήλικων στην αναγνώριση και αντιμετώπιση βασικών κυβερνοαπειλών με βάση τη μάθηση μέσω επίλυσης προβλήματος και το μοντέλο ARCS : ο Μίτος της Αριάδνης στον ψηφιακό λαβύρινθο
Design and development of a gamified educational escape room to train adults in recognizing and responding to basic cyber threats, based on problem-based learning and the ARCS model : Ariadne’s Thread in the digital labyrinth
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Keywords
Κυβερνοασφάλεια ; Εκπαίδευση ενηλίκων ; Μάθηση μέσω επίλυσης προβλήματος ; ARCS ; Εκπαιδευτικό δωμάτιο απόδρασης ; Παιχνιδοποίηση ; Ψηφιακή αφήγηση ; Γνωστική υποστήριξη ; Cybersecurity ; Adult education ; Problem-based learning ; Educational escape room ; Gamification ; Digital storytelling ; Cognitive scaffoldingAbstract
The increasing dependence of contemporary organizations on digital systems highlights the need to train employees to recognize and safely respond to basic cyber threats. This Master’s thesis focuses on the design and development of Project Aegis in Wix, a primarily self-directed and gamified Educational Escape Room intended for adult employees without specialized cybersecurity knowledge. The learning experience is structured according to Problem-Based Learning and horizontally integrates the ARCS motivational design model, the digital narrative of Ariadne’s Thread, gamification mechanisms, and cognitive scaffolding tools.
The digital environment comprises seven consecutive phases. Learners acquire the necessary conceptual background, define and analyze an authentic cybersecurity incident, distinguish evidence from assumptions and uncertainties, generate and organize alternative solutions, compare them using common criteria, select an evidence-based response, and develop a safe implementation plan. The learning pathway concludes with application to a new closed-ended scenario, structured reflection, and planning for the future use of the acquired knowledge. Limited collaborative checkpoints are included in Phases 2 to 6, together with a functional individual alternative when collaboration is not available.
Ariadne functions as a narrative and pedagogical avatar that delivers predetermined written and audio messages rather than as an Artificial Intelligence system. The Compass, Torch, Library, Map, and virtual Mission Notebook perform distinct cognitive-support functions. Learner progress is represented through the seven nodes of Ariadne’s Thread, as well as through points and badges associated with the completion of meaningful learning activities and artefacts.
The thesis does not include an empirical implementation with a participant sample. However, it develops a framework for the future evaluation of two main indicators. Performance in evidence-based problem solving is proposed to be assessed through a six-criterion analytic rubric applied to the learning artefacts produced throughout the seven phases. Perceived learning motivation is proposed to be examined through an adapted 12-item questionnaire based on the four dimensions of the ARCS model. As a design-and-development outcome, Project Aegis constitutes a coherent and potentially extensible proposal that connects adult education, cybersecurity, Problem-Based Learning, motivational design, digital storytelling, and gamified digital learning.
Postgraduate Studies Programme
Ηλεκτρονική ΜάθησηDepartment
Σχολή Τεχνολογιών Πληροφορικής και Επικοινωνιών. Τμήμα Ψηφιακών ΣυστημάτωνNumber of pages
257Language
GreekCollections
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Αναφορά Δημιουργού-Μη Εμπορική Χρήση-Όχι Παράγωγα Έργα 3.0 Ελλάδα
Αναφορά Δημιουργού-Μη Εμπορική Χρήση-Όχι Παράγωγα Έργα 3.0 Ελλάδα