e-Learning, e-Education, and Online Training. 5th EAI International Conference, eLEOT 2019, Kunming, China, August 18–19, 2019, Proceedings

Research Article

Research on Gamification Teaching of “Network Security Technology” Under Improved Flipping Classroom

  • @INPROCEEDINGS{10.1007/978-3-030-35095-6_4,
        author={Zhi-yong Luo and Jing-yuan Wang and Guang-lu Sun and Yi-dong Chen},
        title={Research on Gamification Teaching of “Network Security Technology” Under Improved Flipping Classroom},
        proceedings={e-Learning, e-Education, and Online Training. 5th EAI International Conference, eLEOT 2019, Kunming, China, August 18--19, 2019, Proceedings},
        proceedings_a={ELEOT},
        year={2019},
        month={11},
        keywords={Flipping classroom Autonomous learning Network security technology Gamification teaching},
        doi={10.1007/978-3-030-35095-6_4}
    }
    
  • Zhi-yong Luo
    Jing-yuan Wang
    Guang-lu Sun
    Yi-dong Chen
    Year: 2019
    Research on Gamification Teaching of “Network Security Technology” Under Improved Flipping Classroom
    ELEOT
    Springer
    DOI: 10.1007/978-3-030-35095-6_4
Zhi-yong Luo1,*, Jing-yuan Wang1, Guang-lu Sun1, Yi-dong Chen1
  • 1: Harbin University of Science and Technology
*Contact email: luozhiyongemail@sina.com

Abstract

Network security technology is a professional course that must be offered by network engineering majors in colleges and universities. Then understanding the relevant principles and concepts that are difficult to understand is a fundamental reason that affects students’ true mastery of network attack and defense technology. Based on the previous research, this paper designs an improved “flip classroom” gamification teaching model. The model optimizes the traditional “flip classroom” teaching process into four stages: pre-class, in-class, after-school and holiday review, which further deepens students’ understanding of important knowledge points. At the same time, the new model also introduces the concept of gamification teaching, which further stimulates students’ interest in learning. Practice has shown that the improved teaching model has certain advantages in improving the ability to solve practical problems, learning achievements and long-term grasp of relevant principles and concepts. In addition, the new model also provides a reference for the teaching methods of engineering courses in other colleges.