Playing the gamified security modules raised students' self-reported confidence and understanding of online security¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? 90% of general students (45/50) agreed or strongly agreed they felt more confident in avoiding security risks after playing, and 78% (39/50) said the game helped them better understand how to stay secure online. → Bingjun Li 2025

Evidence¶

Bingjun Li 2025¶

Bingjun Li, Christopher Buzaid, Weihao Qu. (2025). Security Education in Higher Education through AI-Powered Gamification. Journal of Cybersecurity, Digital Forensics and Jurisprudence. https://doi.org/10.65879/3070-5789.2025.01.07

q2 · i? · design · r2

Self-report items Q1 and Q2 on perceived learning and self-efficacy in the 50-student post-gameplay questionnaire. The article reports "90% of students (45/50) agreed or strongly agreed" on confidence and 78% on understanding; these are descriptive percentages with no effect size or test.

"90% of students (45/50) agreed or strongly agreed that they felt more confident in avoiding security risks after playing the game."

Discussion¶

Related Claims¶

• After gamified security training, female students gave more positive confidence and format-preference ratings than male students (descriptive survey percentages, no inferential test) — a narrower finding that bears on this claim
• Educators reported that LVN-selected strategies supported student engagement, content knowledge, confidence, and collaboration — related
• College students overwhelmingly prefer short, mobile-friendly gamified security training over long desktop training or videos — related
• In a prior comparative evaluation, gamified phishing-detection modules produced better learning effects than Mimecast training — related