The need for effective training of cyber security personnel working in critical infrastructures and in the corporate has brought attention to the evolution of Cyber Ranges (CRs) as learning and training tools. Although CRs have been organized for many years, there is a lack of standards and common methodologies that facilitate their development and optimize their effectiveness. Aiming at strengthening cyber security education and research that utilize well designed CRs, we first analyze the CRs domain to identify key characteristics, strengths and fundamental weaknesses, and based on these outcomes we propose the Cyber Range Design Framework (CRDF), which includes the CR Architecture and the CR Life-Cycle. The CR Architecture presents the main components of CRDF compliant CRs, whereas the CR Life-Cycle presents the development phases of such approaches and the activities these phases embrace. CRDF builds on the Conceptual Framework for eLearning and Training (COFELET) and on the Exercise Life-Cycle. COFELET is particularly elaborated for the development of cyber security educational approaches, by adopting its design considerations that were based on widely adopted educational theories and approaches (e.g., scenario-based, reuse of elements). CRDF envisages the elaboration of CRs which optimize their impact, mitigate their weaknesses, and minimize their preparation and running costs. Under this prism, a preliminary appreciation of the CRDF approaches effectiveness is presented along with the expected outcomes of such approaches.

HackLearn is a scenario-based hacking simulation game for teaching cybersecurity concepts while providing hands-on hacking experiences to the learners. HackLearn design is based on the COFELET framework, which assimilates modern learning theories, well-known cybersecurity standards, and built-in scaffolding and assessment features. Aiming at evaluating the user experience perceived by HackLearn’s users, we describe the process of adopting it in a real educational environment based on the didactic framework for simulation games. Additionally, we present the evaluation methodology elaborated, based on the serious games’ quality characteristics framework. We discuss the evaluation results which indicate that HackLearn is engaging, motivating, usable and effective in teaching cybersecurity concepts and hacking strategies and techniques. The evaluation results revealed the HackLearn’s aspects that can be improved such as the scaffolding feature and the communication mechanism with the game’s back-end facility. The presented work validates and finalizes prior work elaborated on the COFELET framework (e.g., COFELET ontology and the COFELET games life-cycle), whereas it provides directions for future work in the development and evaluation of cybersecurity serious games.

Cooperative board games promote engagement, teamwork, and strategic problem‐solving, making them useful in educational contexts. This Systematic Literature Review employs the PRISMA methodology to identify cooperative board game mechanisms and design considerations along with their adaptation potential in serious contexts and the alignment with learning theories such as social constructivism and experiential learning. Key mechanisms, such as variable player powers and role‐playing, are examined for their impact on player engagement and collaboration. The study also addresses the design challenges of complexity and duration of gameplay, proposing solutions such as the gradual rule introduction, tutorial scenarios, and the provision of scalable game modes. The review includes 65 screened articles and a detailed analysis of 24, along with insights from non‐academic sources, such as BoardGameGeek database and professional reviewers. The findings highlight the potential of such games to enhance serious game design and educational outcomes, offering strategies for adapting these games to educational environments.

The Haptic Puzzle was a 3D gesture-based puzzle game developed to be deployed in a museum of ethnology. The Haptic Puzzle was designed according to the conceptual model for puzzle games, which was based on the four-dimensional framework. In this study, we explored the development process of the Haptic Puzzle, providing insight on the manner in which the game was designed and explaining the design choices made. Aiming to measure the experience perceived by the Haptic Puzzle’s users, we evaluated the Haptic Puzzle based on the user experience questionnaire and direct observations, with the involvement of 92 participants who were separated into groups of 9 to 12 or small groups of 2 to 3 according to their ages, which ranged from 10 to 15 years old. We discuss the evaluation results indicating that the Haptic Puzzle accomplished its purpose by engaging users in a creative activity while they experienced pleasant feelings and enjoyment. Moreover, we describe the challenges we faced and the manner in which they were confronted. The presented study provides directions for future work regarding the development and evaluation of cultural heritage gesture-based games for deployment in museums.

This study examines first responder training to deliver realistic, adaptable, and scalable solutions aimed at equipping personnel to handle high-risk, rapidly developing scenarios. The proposed method leverages Virtual Reality, Augmented Reality, and digital twins to enable immersive and situationally relevant training for security-critical incidents. The method is structured into three distinct phases: definition, digitization, and implementation. The outcome of this approach is the creation of virtual training scenarios that simulate real situations and incident dynamics. The methodology employs photogrammetric reconstruction, simulation of human behavior through locomotion, and virtual security systems, such as surveillance and drone technology. Alongside the methodology, a case study of a large public event is presented to illustrate its feasibility in real-world applications. This study offers a comprehensive and adaptive structure for the design and deployment of digitally augmented training systems. This provides a practical basis for enhancing readiness in a range of operational domains.

Despite the advancements in cybersecurity serious gaming, team-centric approaches have not been explored and the effectiveness of such approaches remains largely untapped. In this light, the main design trends and considerations of multiplayer and collaborative serious games are analyzed, along with weaknesses we identified in the field. Based on this analysis an extension of the Conceptual Framework for eLearning and Training is introduced, named Conceptual Framework for Team-Centric eLearning and Training (tCOFELET). The tCOFELET framework emphasizes the significance of team-centric learning and training and proposes a structured gameplay involving the distinct collaborative phases in planning, performing actions, and reflecting on achievements. tCOFELET integrates COFELET’s main elements along with new concepts aiming to create immersive and engaging learning experiences that convey technical knowledge with practical application of skills and development of soft skills such as communication, teamwork, and strategic thinking. Based on the tCOFELET framework a blueprint of a prototype collaborative cybersecurity serious game was elaborated, named mHackLearn. A systematic presentation of mHackLearn’s design, analyzed under the prism of Activity Theory Model for Serious Games (ATMSG), is presented. Finally, a preliminary evaluation of the mHackLearn’s game design is performed providing an initial estimation of its potential impact. The findings of the evaluation show that mHackLearn seamlessly integrates several key design considerations of collaborative games, providing promising insights into the tCOFELET’s capability to facilitate effective team-centric cybersecurity serious game approaches.