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.

A cyber range, a practical and highly educational information security exercise system, is difficult to implement in educational institutions because of the high cost of implementing and maintaining it. Therefore, there is a need for a cyber range that can be adopted and maintained at a low cost. Recently, container type virtualization is gaining attention as it can create a high-speed and high-density exercise environment. However, existing researches have not clearly shown the advantages of container virtualization for building exercise environments. And it is not clear whether the sufficient vulnerabilities are reproducible, which is required to conduct incident scenarios in cyber range. In this paper, we compare container virtualization with existing virtualization type and confirm that the amount of memory, CPU, and storage consumption can be reduced to less than 1/10 of the conventional virtualization methods. We also compare and verify the reproducibility of the vulnerabilities used in common exercise scenarios and confirm that 99.3% of the vulnerabilities are reproducible. The container-based cyber range can be used as a new standard to replace existing methods.