IJIET 2026 Vol.16(8): 2137-2144
doi: 10.18178/ijiet.2026.16.8.2673
doi: 10.18178/ijiet.2026.16.8.2673
Fostering Cybersecurity Awareness and Learning Engagement Using Serious Games
Rahayu Ahmad 1,* and Mohammed Mohammed-Ramzi 2
1. School of Computing, Universiti Utara Malaysia, Sintok, Kedah, Malaysia
2. Information Technology Department, Tishk International University, Kurdistan Region, Iraq
Email: rahayu@uum.edu.my (R.A.); mohammed.nawzad@tiu.edu.iq (M.M.-R.)
*Corresponding author
2. Information Technology Department, Tishk International University, Kurdistan Region, Iraq
Email: rahayu@uum.edu.my (R.A.); mohammed.nawzad@tiu.edu.iq (M.M.-R.)
*Corresponding author
Manuscript received October 10, 2025; revised November 20, 2025; accepted March 2, 2026; published August 18, 2026
Abstract—Serious games provide an effective approach to cybersecurity education by situating learners in interactive environments that support skill acquisition and knowledge retention. This study introduces SecureCyberQuest (SCQ), a theory-driven serious game designed to enhance cybersecurity awareness and learner engagement. The game design integrates principles from Cognitive Load Theory to structure-focused mini games targeting specific cybersecurity concepts, and Flow Theory to guide the progression of challenges and game mechanics. An experimental evaluation with 44 undergraduate students demonstrated improvements in cybersecurity awareness following gameplay. Additionally, perceived learning effectiveness, usability, and overall gameplay experience were positively associated with user engagement. These findings empirically support Flow Theory, indicating well-balanced challenges and game elements foster learners’ competence and autonomy. The results further confirm the effective application of Cognitive Load Theory, as progressively increasing difficulty contributed to positive learning experiences and outcomes.
Keywords—learning engagement, cognitive load theory, flow theory, serious games, cybersecurity
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—learning engagement, cognitive load theory, flow theory, serious games, cybersecurity
Cite: Rahayu Ahmad and Mohammed Mohammed-Ramzi, "Fostering Cybersecurity Awareness and Learning Engagement Using Serious Games," International Journal of Information and Education Technology, vol. 16, no. 8, pp. 2137-2144, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).