Increasing Cybersecurity Interest Through Playable Case Studies

As part of the research collective I belong to, we published this study on how a form of educational simulation we call the playable case study can help students develop professional understanding and support them in their career decision making.


In this paper we introduce an approach to cybersecurity education and helping students develop professional understanding in the form of a Playable Case Study (PCS), a form of educational simulation that draws on affordances of the broader educational simulation genre, case study instruction, and educational Alternate Reality Games (or ARGs). A PCS is an interactive simulation that allows students to “play” through an authentic scenario (case study) as a member of a professional team. We report our findings over a multi-year study of a PCS called Cybermatics, with data from 111 students from two different U.S. universities who interacted with the PCS. Cybermatics increased student understanding about certain key aspects of professional cyberse- curity work, improved their confidence in being able to successfully apply certain skills associated with cybersecurity, and increased about half of the students’ interest in pursuing a cybersecurity career. Students also reported a number of reasons why their perceptions changed in these areas (both positive and negative). We also discuss design tensions we experienced in our process that might be encountered by others when creating simulations like a PCS, as they attempt to balance the authenticity of designed learning experiences while also sufficiently scaffolding them for newcomers who have little background in a discipline.


At ResearchGate


Giboney, J. S., McDonald, J. K., Balzotti, J., Hansen, D. L., Winters, D., & Bonsignore, E. (2021). Increasing cybersecurity career interest through playable case studies. TechTrends.

Design for Learning: Principles, Processes, and Praxis

I’ve never been satisfied with the textbooks available to teach instructional design. So after a couple of years at BYU, I decided to create something I could be happy with. Along with my colleague Rick West, we solicited chapters from both academic and industry experts on a variety of topics, and edited them together into a collection I’m quite proud of. The book is open access, published through EdTech Books. It’s available to read online or download for free. It can also be purchased for the cost of printing. I hope you’ll check it out.

Design for Learning : Principles, Processes, and Praxis (online)

Purchase a copy from Amazon