Effects of Board game-based learning to promote the understanding of Cybersecurity: Preliminary findings to a proposal of digital board game

Abstract

In teaching management, teachers often struggle with inefficient computer equipment and most students are unaware of cybersecurity. The purpose of the article was to compare students' understanding of conceptual, cognitive progress, and achievement motivation through the Cyberland board game to teach digital security. The learning process integrates game goals, rules, situations, and behavioral outcomes. Using the quasi-experimental research method of Control Group Pretest Posttest Design in 5th grade students. The results of this study are from quantitative data analysis using T-test statistics. It was found that students in both board game-based learning and lecture-based learning had a significant difference in post-conceptual understanding scores. In addition, students in both the Board game-based learning groups had a significant increase in pre- and post-conceptual understanding scores. Furthermore, the approach significantly supports students' motivation to learn. These findings support the notion that students can gain a better comprehension of conceptual cybersecurity through Board games-based learning. Based on these preliminary findings, this article further proposes the development of a digital board game that integrates digital citizenship, learning sustainability, and AI-enhanced learning to support personalized, reflective, and long-term learning experiences that foster responsible digital behavior.