A Study on Effective Instructional Design for IoT Security Education Focusing on Experiential Learning

  • Kosuke Kaneko Kyushu University
  • Yoshitatsu Ban Human Techno System Co., Ltd.
  • Koji Okamura Kyushu University

Abstract

This paper discusses about an effective instructional design for fostering IoT security engineers from the viewpoint of experiential learning. The authors examined the learning effectiveness comparing instructional design of an experiential and those of non-experiential learning. The learning effectiveness was evaluated by several metrics; pre-/post-test scores, delayed-test scores and learning motivation scores. The evaluation result was that there was no significant difference about pre-/post-test scores and learning motivation scores between the two group. However, there was significant difference about delayed-test scores between them. The result indicates that the learners in the both groups had higher learning motivation and they actually obtained knowledge about IoT security in each lecture, nevertheless, almost learners in the non-experiential learning group couldn’t keep to retain the knowledge they obtained several weeks ago. The fact becomes one of the evidences that instructional design including experiential learning brings superior learning effectiveness for IoT security education.

References

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White paper 2016, information and communication in Japan, Ministry of Internal Affairs and Communications in Japan, 2016, http://www.soumu.go.jp/johotsusintokei/whitepaper/eng/WP2016/2016-index.html

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National Training Laboratories

J. M. Keller, Motivational Design for Learning and Performance: The ARCS Model Approach, Springer Science and Business Media, 2009.

K. Kaneko, Y. Saito, Y. Nohara, E. Kudo, M. Yamada, A Game-Based Learning Environment Using the ARCS Model at a University Library, IIAI 4th International Congress on Advanced Applied Informatics, IEEE, pp.403-408, 2015.

Published
2019-05-31