KOSEN, which emphasizes the acquisition of practical skills from the age of 15, is a good fit with the Cyber security body of knowledge. A cyber security education proj ect has occurred at KOSEN, and a project to develop cyber security teaching materials for further teacher training is also underway. In the course of examining the learning effectiveness in this project, we obtained the knowledge that a certain amount of motivation is a critical point to improve the learning effectiveness when using our teaching materials, when cyber security education is viewed from the perspective of gamification. In this study, to make this finding even more effective, we attempted to confirm whether or not Game Based Learning (GBL) enhances motivation and improves learning effectiveness, both in our teaching materials and in teaching materials developed by others, and to gain a foothold for examining the details of the effectiveness of GBL. The validation results show that prior learning in our materials, whether developed by us or not, works effectively in subsequent learning with materials, increasing motivation and positively correlating learning effects with motivation. As a next step, we will obtain further directions for future educational development by further examining which elements contributed to motivation and which were influenced by motivation.

As cyber-attacks intensify, cyber security education in engineering education is becoming increasingly important, and KOSEN, which emphasizes the acquisition of practical skills from the age of 15, is a good fit with the cyber security body of knowledge. The cyber security education project has occurred at KOSEN, and a project to develop cyber security educational materials that also serve as teacher training has been carried out for the past several years, and the educational effects of the developed educational materials have been examined. Educational methods using educational materials can be expected to improve some skills. However, when cyber security education is viewed from the perspective of gamification, motivation for the concepts of attack and defense may contribute to educational effectiveness. In this study, we discussed the motivation that contributes to the effectiveness of skill improvement in practical exercises using educational materials developed through the project we have been working on. We also discussed whether it is possible to enhance life-work balance by considering the project itself as a Role Playing Game, and obtained suggestions on the effectiveness of motivation and how the project can enhance life-work balance.

Cyber-attacks are on the rise, and the advent of COVID-19 has changed work styles, leading to an increase in cyber-attacks targeting remote workers. This situation is the same in the world and in Japan, and the development of cyber security personnel and their training to face the attackers who can respond to the social situation is desired all over the world. The National Institute of Technology (KOSEN) is known not only in Japan but also in the world as the only institution of higher learning in the world where students can freely study engineering for five years from the age of 15. The technical framework of cybersecurity and the KOSEN education, which is based on the acquisition of practical skills, go hand in hand, and KOSEN is an important higher education institution that plays a part in the cybersecurity human resource development strategy in Japan. In 2015, KOSEN launched the KOSEN Security Educational Community (K-SEC) to initiate cybersecurity education for KOSEN students. This project has two objectives: one is to develop excellent cyber security personnel for qualitative improvement. The second is to develop a large number of KOSEN students who have systematically acquired security knowledge for the purpose of quantitative expansion. In 2019, a new project, Highly Advanced Cybersecurity for KOSEN (HACK), was launched within K-SEC to accelerate the achievement of the two objectives of K-SEC. HACK is a project based on a simple idea: to strengthen KOSEN faculty in order to develop strong students with practical cybersecurity skills. Participating faculty members will develop cyber range materials. The development of the cyber range will contribute to the understanding of both attacker and defender scenarios and the acquisition of advanced security knowledge and skills. In the previous paper, we reported on the results of the first year of HACK (2019). The faculty development plan, which mainly focused on cyber range development, contributed to the motivation and skill development of the faculty. The cyber range as a deliverable was also obtained. This paper reports on the outcomes of the second year (2020) of HACK activities. Within the faculty development plan, which mainly focused on cyber range development as in the first year, we used the deliverables of the first year to give lectures to KOSEN students to measure the educational effects. During the cyber range development, there were some knowledge and skills that the faculty intended to have the KOSEN students improve their skills. Therefore, the focus of the study was to see if the faculty members’ intended skills would be improved when they gave lectures to the KOSEN students using the teaching materials. As it turned out, we were able to achieve this goal, and we were able to improve the skills of the KOSEN students as intended by the faculty. Furthermore, it was not only possible to control the skills to be improved by the content of the teaching materials, but also by the way the lectures were delivered. In addition, by selecting the theme of the cyber range development, we were able to achieve the intended skill improvement for the faculty. Through the implementation of HACK until the second year, we were able to identify many factors for skill improvement. In the third and fourth years of the program, we will continue to look for factors that can be used to further improve specific skills, and at the same time, we will explore the relationship with motivation, which is expected to contribute greatly to educational effectiveness.

Threats of cyber attacks are rampant all over the world. The threats are getting stronger year by year. In 2015, the National Institute of Technology (KOSEN) launched the KOSEN Security Educational Community (K-SEC) and started cyber security training for KOSEN students. This project has two main purposes that one is outstanding cyber security human resource development which objects for improving quality and other one is fostering many KOSEN students who have systematically acquired security knowledge which objects for quantitative expansion. As part of K-SEC, research of cyber security human resource development education has been promoted. A new project ”Highly Advanced Cybersecurity for KOSEN (HACK) ” has been launched within K-SEC to accelerate the achievement of the two main purposes since 2019. HACK is a project based on the simple idea of strengthening KOSEN technical staff in order to foster strong students who have acquired practical cyber security skills. The plan is a three-year plan. HACK has three main objectives which are improving faculties ' and technical staffs' skills, the development excellent teaching materials based on the skills and to create both skills and human resources network. The success of HACK is important to contribute not only to security education but also to the examination of KOSEN or engineering education centered on practical education. In this paper, we will evaluate the effectiveness and legal theory of cyber security practice education for faculty and technical staff who participate the IT course in the first year. In addition, we will verify the effect of improving the skills of each faculty member in the off-season until the start of the second year. Furthermore, we will also consider whether the cyber security skills of the entire technical college have improved in the fiscal year. This year, we are proceeding with the project for the second year. In the second year, based on the results of the first year, we will evaluate, consider and examine for the improvement of the educational content toward the third year, which is the completion year. The evaluation includes the validity of the schedule. We also achieved a certain level of success in the development of teaching materials. This project is in good condition for the continuation of the plan and consideration of new items for the next year and after next year. In this paper, we report on the process of building this sustainable and effective cybersecurity education methodology suitable for KOSEN faculty and staff, and thus for students.

It is increasingly recognized that social interaction and collaboration rely on the participants' abilities to access and use a range of resources including objects and artifacts from within the immediate environment. In recent years, system support for remote collaboration has begun to address this issue, and we have witnessed the emergence of a number of technologies designed to provide remote participants with access to (features of) each others' environment. In this article we examine the use of one such system, an innovative mixed media environment designed to enable participants to refer to and point at objects and artifacts within each other's remote environment. The article addresses the ways in which participants use the system to undertake various collaborative activities and discusses the problems and issues that emerge, for the participants' themselves, in coordinating action with and through objects. We then consider these issues with regard to interaction and collaboration in more conventional environments such as work settings, and we discuss the ways in which the interpretation and production of action are inextricably embedded within the immediate environment, an environment of action that is inadvertently fractured in even this more sophisticated media space.

When designing systems that support remote instruction on physical tasks, one must consider four requirements: 1) participants should be able to use non-verbal expressions, 2) they must be able to take an appropriate body arrangement to see and show gestures, 3) the instructor should be able to monitor operators and objects, 4) they must be able to organize the arrangement of bodies and tools and gestural expression sequentially and interactively. GestureMan was developed to satisfy these four requirements by using a mobile robot that embodies a remote instructors actions. The mobile robot mounts a camera and a remote control laser pointer on it. Based on the experiments with the system we discuss the advantage and disadvantage of the current implementation. Also, some implications to improve the system are described.

No abstract available.

A system which supports remote instruction for physical tasks in the real world should support following requirements: 1) flexibility of the body arrangement; 2) awareness of each other's orientations; and 3) communication of gestural information. To satisfy these requirements, we developed a system named "GestureMan". GestureMan is a mobile robot mounted with three cameras and a remotely controlled laser pointer on it. An instructor controls the robot remotely with a joystick and gives instruction to an operator. Two preliminary experiments using a low-speed Satellite link and high-speed ATM network respectively show that GestureMan has an ability to support the remote instruction. Furthermore, gigabit network enabled the natural interaction between the instructor and the operator by alleviating limitations such as time delay and narrow field of view.