Via: Cognitive Informatics
Serious games use entertainment principles, creativity, and technology to meet government or corporate training objectives, but these principles alone will not guarantee that the intended learning will occur.
To be effective, serious games must incorporate sound cognitive, learning, and pedagogical principles into their design and structure. In this research, Cognitive Informatics examines usability and training effectiveness of a game-based training application in the domain of cyber security education.
They conducted a usability evaluation and described cognitive principles that may be used as part of a systematic process to design more effective serious games as resources in education and training. This research was conducted in collaboration with the US Naval Postgraduate School.
Esther: Enhanced Security Through Human Error Reduction
Sample of Esther: Enhanced Security Through Human Error Reduction
Traditional training approaches focus on memorizing facts and procedures, which tends to produce learners who know the right answers but who do not understand the relevance of the facts or the underlying concepts required to solve new problems.
In contrast, teaching by problem-solving uses real-world contexts that require the learner to actively apply knowledge. The guided-discovery approach provides coaching and support while learners work on problems adapted from actual work settings, and then diminishes the level of coaching as the learner gains knowledge and skill. Pacific Northwest National Laboratory (PNNL) used cognitive learning and guided-discovery concepts to develop an e-Learning application to train U.S. DOE Security Incident Inquiry officials on human errors that contribute to security incidents.