Karolína Dočkalová Burská, Vít Rusňák, Radek Ošlejšek
Welcome to the supplemental material for the paper Enhancing Situational Awareness for Tutors of Cybersecurity Capture the Flag Games. This website serves as an interactive signpost to the materials provided with the submission. Some of the links and references are unavailable due to the anonymization policy of the paper review process.
Video Presentation
Prototype
- Interactive demo of the Progress Visualization Tool (the final prototype)
We recommend using Google Chrome browser version 84 and higher. There might be some compatibility issues in other browsers since the applications are not generally optimized.
Dataset
- DS3: Training Definition - a JSON file containing the puzzle assignment definitions used as a part of DS3 in the summative evaluation.
- DS3: Events - a JSON file containing anonymized events used in the summative evaluation.
Evaluation Data
Participants
| Participant ID | Age | Occupation (Position related to hands-on cybersecurity skills training) | Lecturing experience (in years) | Topics | Gender | Experience with visualizations for situational awareness | How many hands-on training sessions you organized or co-organized |
|---|---|---|---|---|---|---|---|
| P1 | 33 | Trainer, Organizer, Manager | 4 | Cyber security related | Male | 4 | More than 20 |
| P2 | 28 | Lecturer | 7 | cybersecurity, informatics, mathematics | Male | 3 | Up to 20 |
| P3 | 31 | Lecturer | 4 | Network attacks, Web attacks, Defense, Network monitoring, Penetration testing, cybersecurity game creation | Male | 4 | More than 20 |
| P4 | 27 | seminar tutor | 5 | offensive security, cyber attack simulation, Python programming | Male | 4 | Up to 10 |
| P5 | 35 | cybersecurity education researcher, lecturer | 5 | attack, defense, ICS | Male | 2 | More than 20 |
| P6 | 24 | student | 0 | N/A | Male | 2 | 1 |
| P7 | 22 | student | 0 | N/A | Male | 2 | 1 |
| P8 | 21 | student | 0 | N/A | Male | 1 | 0 |
- Demography data from the questionnaires.
- P1-P6 participated in both formative and summative evaluations. P7 and P8 participated only in the summative one.
- Note, that the age of participants is taken from the latter.
Data from SUS and SEQ questionnaires
- Formative evaluation: responses to SEQs
- Formative evaluation: responses to SUS questionnaire for PVT
- Summative evaluation: responses to SEQs
- Summative evaluation: responses to SUS questionnaire for PVT
SUS Questionnaire Data Plot
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SEQ Questionnaire Data Plot
- T1: Identify trainees in trouble, make an assumption of their cause, and conceive your reaction. (PVT)
- T2: Identify problems that can influence the overall training session duration. What is their cause, and what would be your reaction? (PVT)