Study on the Training Mode of Network Security Practical Talent in Vocational and Technical College Based on Gamification and Leveling up
International Journal of Education, Culture and Society
Volume 5, Issue 4, August 2020, Pages: 79-84
Received: Aug. 7, 2020; Accepted: Aug. 20, 2020; Published: Sep. 3, 2020
Views 109      Downloads 49
Shihua Liu, Department of Information Technology, Wenzhou Polytechnic, Wenzhou, China
Zhanxiang Ye, Department of Information Technology, Wenzhou Polytechnic, Wenzhou, China
Hao Zhang, Department of Information Technology, Wenzhou Polytechnic, Wenzhou, China
Gang Wu, Department of Information Technology, Wenzhou Polytechnic, Wenzhou, China
Article Tools
Follow on us
In recent years, with the advancement of information and intelligence, the importance of network information security has become increasingly prominent, and the shortage of network security personnel has become increasingly serious. Vocational and Technical colleges mainly train practical network security talents, but network security requires a solid foundation of IT knowledge, a wide range of knowledge, part of the course learning boring, students have no motivation to learn. Therefore, Information Security and Management teaching and research section of Wenzhou Polytechnic company with the related security vendor, explore a training Mode of network Security practical talent in Vocational and Technical College based on gamification and leveling up. the basic knowledge learning task in traditional courses, the security service projects from companies and the CTF (Capture The Flag) network security competition contents are converted to corresponding grade leveling task, students can obtain corresponding experience points after complete the tasks. When students get enough experience points and meet the certain requirements, they will level up and get the skills’ badges. After the required skills badges are all obtained, the student can trade-in course credits and scores or get the corresponding enterprise certification. In the actual teaching practice, the students respond positively to the gamification and gradation learning mode inspired by the clear goal, and gets better learning effect.
Gamification, Leveling up, Vocational and Technical College, Network Security, Training of Practical Talents
To cite this article
Shihua Liu, Zhanxiang Ye, Hao Zhang, Gang Wu, Study on the Training Mode of Network Security Practical Talent in Vocational and Technical College Based on Gamification and Leveling up, International Journal of Education, Culture and Society. Vol. 5, No. 4, 2020, pp. 79-84. doi: 10.11648/j.ijecs.20200504.13
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License ( which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Locke, E. A.. Toward a theory of task motivation and incentives. Organizational behavior and human performance, 1968 3 (2), 157-189.
S. De Freitas, “Learning in immersive worlds: A review of game based learning. Prepared for the JISC e-Learning Programme,” JISC eLearning Innovation, vol. 3.3, pp. 1-73, JISC, Oct. 2006.
V. Hancock, F. Betts, “Back to the future: Preparing learners for academia success in 2004,” Learning & Leading with Technology, vol. 29, no. 7, pp. 1-14, April 2002.
J. P. Portelli, B. McMahon, “Engagement for what? Beyond popular discourses of student engagement.” Leadership and Policy in Schools, vol. 3, no. 1, pp. 59-76, Mar. 2004.
T. M. Connolly, E. A. Boyle, E. MacArthur, Y. Hainey, J. M. Boyle,“A systematic literature review of empirical evidence on computer games and serious games,” Computers & Education, vol. 59, no. 2, pp. 661-686, 2012.
J. P. Gee, What Video Games Have to Teach Us About Learning and Literacy, p. 256, New York, Palgrave Macmillan, 2003.
M. Prensky, Digital Game-Based Learning, USA, McGraw-Hill, 2001.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L.. From game design elements to gamefulness: Defining "Gamification". Proceedings from MindTrek '11. Tampere, Finland: ACM. 2011.
Sgueo G. Gamification [M] // The Palgrave Encyclopedia of Interest Groups, Lobbying and Public Affairs. 2020.
Nicholson S. A User-Centered Theoretical Framework for Meaningful Gamification [C]// Games+Learning+Society 8.0, Madison, WI. 2012.
Hamari J, Koivisto J, Sarsa H. Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification [C]// Hawaii International Conference on System Sciences. IEEE, 2014.
Lee J J, Hammer J. Gamification in Education: What, How, Why Bother? [J]. Academic Exchange Quarterly, 2011, 15 (2): 1-5.
Seaborn K, Fels D. Gamification in theory and action: A survey [J]. International Journal of Human - Computer Studies, 2015, 74: 14-31.
Ibanez M B, Di-Serio A, Delgado-Kloos C. Gamification for Engaging Computer Science Students in Learning Activities: A Case Study [J]. Learning Technologies IEEE Transactions on, 2014, 7 (3): 291-301.
Huang Jin. Curriculum Assessment Construction based on Gamification -- A Case study of Database Application Foundation in Higher Vocational Education [J]. Education Modernization, 2019.
Aparicio M, Oliveira T, Bacao F, et al. Gamification: A Key Determinant of Massive Open Online Course (MOOC) Success [J]. Information & Management, 2019, 56 (1): 39-54.
Raghu Raman, Sherin Sunny, Vipin Pavithran, Krishnasree Achuthan,”Framework for Evaluating Capture The Flag (CTF) security competitions”, International Conference for Convergence of Technology – 2014.
Jason Flod, Mark Denihan, Anthony Keane, Fredrick Mtenzi, “Black Hat Training of White Hat Resources: The Future of Security is Gaming”, The 7th International Conference for Internet Technology and Secured Transactions (ICITST-2012).
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
Tel: (001)347-983-5186