Practical Security Education on Operational Technology using Gamification Method

被引:0
|
作者
Yonemura, Keiichi [1 ]
Yajima, Kuniaki [2 ]
Komura, Ryotaro [3 ]
Sato, Jun [4 ]
Takeichi, Yoshihiro [4 ]
机构
[1] Kisarazu Coll, Natl Inst Technol, Dept Informat & Comp Engn, Kisarazu City, Chiba, Japan
[2] Sendai Coll, Natl Inst Technol, Dept Informat Networks, Sendai, Miyagi, Japan
[3] Ishikawa Coll, Natl Inst Technol, Dept Elect & Informat Engn, Tsubata City, Ishikawa, Japan
[4] Tsuruoka Coll, Natl Inst Technol, Dept Elect & Elect Engn, Tsuruoka, Yamagata, Japan
关键词
gamification; cybersecurity; OT(operational technology);
D O I
暂无
中图分类号
TP [自动化技术、计算机技术];
学科分类号
0812 ;
摘要
The skills of OT(Operational technology) security, has been practiced in the education of ICT security, and the spread of security knowledge, only a small number of specialist training is insufficient. In addition, in OT security that emphasizes the availability, to improve the skills of OT security experts is some non-IT officials, but exercises using the actual equipment is appropriate, it is practically difficult. Therefore, in order to improve OT security skills, it is necessary to practice countermeasures to know security incidents in the same situation as reality, and to learn cooperation by teamwork while improving individual skills. By comparing the results of comprehensive security training and the results of security game, it is revealed that gaming security teaching materials reflect actual security skills and are effective to measure skill level. We try to educate OT security for college students using KIPS (Kaspersky Industrial Protection Simulation). KIPS is a game based on Gamification theory, the game is a security training to learn the basics of cyber security in critical infrastructure in a short period while having fun. We do this exercise for about two hundreds of students and lecturers with two scenarios (water plant and power generation station). Originally, KIPS is suitable for non-ICT engineers, because KIPS needs no deep expertise of security. Therefore, engineering course students can measure security skills without great effort. The teaching materials of the security game are suitable for security education of OT. In a virtual but close to actual industrial/corporate information system, it became possible to utilize the knowledge learned by learners, and it could know their own skill level of security. In addition, individual teaching guidance (such as refinement of weak points) became easier by using teaching materials according to scenario-based contents like KIPS, and it was effective for improving security teaching materials.
引用
收藏
页码:284 / 288
页数:5
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