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Thinking Outside the Box: Using Escape Room Games to Increase Interest in Cyber Security

  • Suzanne Mello-StarkEmail author
  • Mary Ann VanValkenburg
  • Emily Hao
Chapter
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Abstract

It is no secret that there is a shortfall in cybersecurity teachers, students, and professionals across the globe. And to make matters worse, the interest level among diverse populations is very low. For this reason, it is necessary to find innovative ways to interest students as well as teachers in cybersecurity at the K–12 level. The prominent teaching tool has been the Capture the Flag (CTF) game. Although it may be an effective learning tool, the game is very competitive and can be intimidating and often frustrating for beginners to try and join in.

Developing exciting and innovative teaching pedagogy at the entry point may attract new talent and begin to help fill the cyber security gap. It will take a diverse workforce, with many interests and backgrounds, to meet the current demand for cyber security professionals. We need pedagogy that assures beginners that a cybersecurity career is not just for self-identified hackers. The necessary skill set also includes problem-solving, effective communication, working in groups, and creative thinking. Individuals with these competencies are needed at every level of the organization and in all occupations.

The cybersecurity-based escape room challenges participants to interact with their surroundings to uncover clues. It is an effective project-based learning tool and has the potential of being a go-to assessment of the future. As each new puzzle is discovered, players must either learn on-the-fly or demonstrate that they have previously acquired a cyber security skill. Additionally, the puzzles are designed in such a way that participants must work together to find the solution.

In this chapter, we describe how our game emerged as a standout among many other games. We then discuss our escape room mutations. Why and how we changed the game, and the teaching strategies implemented. We then give the full details of each puzzle, how to set up the game, hide the clues, and play the game. Finally, we discuss our successes, user experiences, and our future goals.

Keywords

Cyber security Escape rooms K–12 education Cyber security education Cyber security competitions Games Puzzles Game-based learning Puzzle-based learning Cryptography Board games Card games 

Notes

Acknowledgments

Work described in this chapter was partially supported by NSA/NSF grant H98230-19-1-0166 and Rhode Island College Committee on Faculty Scholarship (CFS) Reassigned Time (RT) grant Spring 2020. The authors would also like to thank Dr. Aberdeen Siraj of Tennessee Tech University, Professor Emeritus Shelly Heller from The George Washington University, and Dr. Ashley Podhradsky from North Dakota State University for all their support on the project.

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Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  • Suzanne Mello-Stark
    • 1
    Email author
  • Mary Ann VanValkenburg
    • 2
  • Emily Hao
    • 2
  1. 1.Rhode Island CollegeProvidenceUSA
  2. 2.Worcester Polytechnic InstituteWorcesterUSA

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