STUDENT PERCEPTIONS OF GAMIFICATION IN CYBERSECURITY EDUCATION: A QUANTITATIVE STUDY GROUNDED IN LANDER’S THEORY OF GAMIFIED LEARNING
DOI:
https://doi.org/10.35631/IJMOE.829038Keywords:
Cybersecurity Education, Gamification, Gamified Learning Theory, Learning Motivation, Student PerceptionsAbstract
This quantitative study examines students’ perceptions of gamification in cybersecurity education, guided by Landers’ Theory of Gamified Learning, which suggests that game elements affect learning indirectly through motivational and behavioural mechanisms. As cybersecurity concepts are abstract and demanding, understanding learner responses to gamified instructional strategies is essential for designing effective pedagogical interventions. Accordingly, data were collected from 143 undergraduate students enrolled in a cybersecurity fundamentals course at Politeknik Sultan Idris Shah after they participated in a gamified learning module that incorporated points, levels, challenges, and immediate feedback. Following this, descriptive analyses revealed consistently high mean scores across all constructs, indicating strong enjoyment, attention, creativity, perceived learning, and sustained motivation. Moreover, reliability testing demonstrated excellent internal consistency across all scales (α ≥ .80). Key game elements, such as challenges, levelling systems, points, and instant feedback, were perceived as the most motivating and contributed substantially to Behavioural and Cognitive Engagement. Pearson correlation analysis exhibited strong, significant associations among Gamification Experience, Learning Motivation, Perceptions of Game Elements, and Engagement (r = .71 to .87). These support Landers’ theoretical proposition that game elements influence learning primarily through motivational pathways. Overall, these findings provide empirical evidence that well-designed gamification can enhance students’ cognitive, affective, and behavioural engagement in cybersecurity learning environments. In addition, the study underscores the significance of aligning game mechanics with learners’ motivational needs to maximise engagement and learning outcomes. Limitations include reliance on self-reported data and the short duration of the intervention. Therefore, future research should investigate long-term effects, examine individual game elements in depth, and explore adaptive or Artificial Intelligence (AI)-driven gamification to personalise cybersecurity learning.
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