The realities of cyberattacks have become more and more prevalent in the world today. Due to the growing number of these attacks, the need for highly trained individuals has also increased. Because of a shortage of qualified candidates for these positions, there is an increasing need for cybersecurity education within high schools and universities. In this thesis, I discuss the development and evaluation of Cybermatics, an educational simulation, or playable case study, designed to help students learn and develop skills within the cybersecurity discipline. This playable case study was designed to allow students to gain an understanding of the field of cybersecurity and give them a taste of what a day in the life of a cybersecurity professional might be. It focuses on being an authentic experience so that students feel immersed within the simulation while completing their tasks, instead of regarding it as merely another assignment. We ran a pilot test of this playable case study in a university-level, introductory Information Technology class of 51 students. We found that Cybermatics increased the selfreported likelihood of over 70% of participants to pursue a career in a cybersecurity field. It also helped students understand the importance of leadership and ethics to a cybersecurity professional. We also found that the simulation helped students feel more confident about their ability to complete cybersecurity-related tasks.

Educational simulations can help mitigate the natural gap between traditional education styles and the current professional world. Researchers at BYU have developed an educational simulation solution called Playable Case Studies (PCSs). PCSs are simulations that expose the user to real world scenarios and problems within a pre-built environment. With rising demand and use of these educational simulations, there is a need for easy and inexpensive ways to develop these simulations or Playable Case Studies (PCSs). We propose a content management system (CMS) that is tied to a system that utilizes dynamic modules that make up these simulations. We present a basic design and identify core functionality of the system. We include our results from utilizing this system and what future developments can enable the goal of easy and inexpensive development of PCSs. In this study, we identify the design features needed for an easy to use, efficient content management system for educational playable case studies. We began by identifying both pain points in our old system and the features that would address these issues. We then designed and built a new system that included these features. In the testing of this new system, we primarily looked at the ease of building a new PCS with minimal technical knowledge. Although this project was a success overall, there are still points of failure due to the direct manipulation of JSON by content creators (who were not all developers), among other minor issues that need correcting. Overall, we found that our design was effective in providing an efficient platform for creating and maintaining PCSs.

TINAG, which stands for This is Not a Game, can be defined as "the concept that there are pervasive games, often ARGs, that are designed to immerse players in such a way that they suspend their disbelief in a fictional narrative and act like the world they have entered is real during their play time" (Pohjola 2004). Many designers and educators want to create games that appear real, but they are unsure of how to accomplish this. Increasing TINAG allows designers to create more realistic games while taking advantage of the many benefits that TINAG experiences offer. The purpose of this research was to identify and validate design patterns that enhance TINAG. As part of this research, design patterns to increase TINAG in ARG and PCS games were identified and presented. After defining the design patterns, workshops were completed to validate the design patterns and their usefulness to designers. We were able to verify that both novice and more experienced designers are able to understand the design patterns and apply them, with a few exceptions. We found that the design patterns were helpful tools, especially when used in group settings. All of the design patterns could be used and applied to a PCS and the designers felt like they would be impactful. This suggests that they are applicable to non ARG contexts, even though they were generated primarily from PCSs. Participants were drawn to design patterns that help create more authenticity and give players tools to succeed because they agreed that TINAG can increase transfer of learning into real context (Balzotti & Hansen, 2019). We imagine these design patterns could be used to help designers of ARGs, educational simulations, or escape rooms, or other experienced that have the goal of feeling real or authentic.

Various factors dissuade women from the field of cybersecurity. Educational interventions are needed to mitigate the negative effects of stereotypes and low perceived self-efficacy and help girls gain interest in learning about cybersecurity. This thesis focuses on an intervention targeted to increase teenage girls' interest and self-efficacy in cybersecurity: the Cybermatics Playable Case Study. Findings from a mixed-methods study in which a focus group was conducted with 7 middle school girls, interviews were conducted with 2 high school girls, and pre- and post- simulation survey was collected from all 9 participants reveal tensions between enjoyment and frustration in the girls' experience with Cybermatics and their desire for both autonomy in completing tasks and the availability of help when needed. Almost all of the study participants indicated that their experience with the Playable Case Study made them more interested in cybersecurity and feel more confident in their ability to do well in a cybersecurity class, although the quantitative data revealed considerable complexity in the girls' perceptions of these constructs and significant lack of prior knowledge of cybersecurity. Quantitative survey data illustrates correlations between successful completion and enjoyment of the simulation, interest, and self-efficacy. Qualitative data from the focus group and 2 individual interviews shed light on what may be the simulation's greatest benefit: giving exposure to cybersecurity to teen girls in a way that is interesting and provides an accurate portrayal of the work of a security analyst.

Playable cases are a new type of mixed-reality serious game (SG), combining elements of alternative reality games (ARGs) and education simulations to offer an immersive, transmedia story. Participants advance the plot through interactive gameplay and characters with the goal of creating products and experiencing real-world business situations. This study investigates the effectiveness of the playable case Microcore as a tool specifically for online writing instruction (OWI). Fifty students in online sections of a technical communication course participated in Microcore, in which they responded to pre- and post-survey questions and prompts directed at their perceptions about writing, understanding of workplace communication, and levels of engagement. Responses to the survey were collected, coded for thematic trends, and analyzed. Results from this survey study suggest that playable cases like Microcore may be effective at countering primary OWI difficulties, including disengagement, lack of social presence and humanity, faltering self-efficacy, and unclear, unproductive perceptions about writing assignments. Students responded positively to the playable case and appeared to develop more nuanced views about workplace communication and writing through this immersive narrative and interface.