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.

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.

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.

Cyber security has become a growing concern for an increasing number of organizations, many of which are investing significant resources to address the issue. Cyber security education, based on serious games, can enhance learners’ interest, motivation and engagement. Players’ gaming experience, enjoyment and immersion can also be enhanced by the implementation of non-player characters (NPCs) into serious games. The present systematic review was based on the updated PRISMA guidelines and identified 28 papers, each one referring to a different serious game with one or more NPCs. The actions, characteristics, roles and educational benefits NPCs can offer in the context of serious games for cyber security education were examined, as well as the evaluation methods and data collection techniques researchers used. The analysis of the results revealed that NPCs supported players during the game by providing them with feedback, guidance and encouragement primarily through verbal communication and also that NPCs have the potential to increase players’ interest. The evaluation methods and data collection techniques used in serious games for cyber security education involved mostly qualitative and quantitative data collection methods with pre-, in-, and post-game activities, focusing mainly on target users and less on the comparison of the control and experimental groups. The development of a comprehensive classification of NPCs’ actions and characteristics could help fill the gap identified in the literature and could be useful for researchers and designers aiming to implement NPCs into serious games for cyber security education.