Students' Views on the Use of Cryptology Methods Education Contexts

Sercan Özer & Levent Çetinkaya

doi:https://doi.org/10.29329/epasr.2024.1046.4

Original article | Educational Policy Analysis and Strategic Research 2024, Vol. 19(2) 63-77

Students' Views on the Use of Cryptology Methods Education Contexts

Sercan Özer & Levent Çetinkaya

pp. 63 - 77 | DOI: https://doi.org/10.29329/epasr.2024.1046.4 | Manu. Number: MANU-2308-16-0002

Published online: June 30, 2024 | Number of Views: 67 | Number of Download: 149

Save PDF

Abstract

This study aimed to gather the opinions of middle school students regarding the utilization of cryptologic methods in education. The research was designed using the method of case study, a scientific research approach, and data was collected through a semi-structured interview form. The semi-structured interview form was developed by the researcher with the input of experts. The study focused on the effects of incorporating cryptologic methods within the context of the Information Technologies and Software course. The research was conducted with approximately 105 middle school students in Tekirdağ province, Turkey, and was completed through the use of the semi-structured interview form. Following the interviews conducted with the students, the data obtained from their responses was analyzed and categorized into codes. Based on the findings, students expressed the view that the use of cryptologic methods in lessons would contribute to their long-lasting and rapid learning, enhance their problem-solving skills, and that presenting cryptologic methods through various teaching techniques would increase their interest and motivation, thus leading to enjoyable and effective learning experiences. On the negative side, students mentioned that they might encounter difficulties in learning cryptologic methods and that these methods did not capture their interest. As a result of the analysis of the answers obtained from the interviews with the students, it can be argued that engaging, sustainable, and rapid learning tends to consistently capture students' attention and enhance their focus on the educational program. The 21st-century student learning skills encompass the development of problem-solving and computational thinking abilities, enabling students to think critically, conduct research, brainstorm, and connect puzzle pieces of clues to formulate solutions. The further integration of cryptologic methods within the curriculum holds significant potential for fostering enjoyable and enduring cognitive transfers in students' learning activities.

Keywords: Cryptology, Information Technologies, 21st century skills,

How to Cite this Article?

APA 6th edition
Ozer, S. & Cetinkaya, L. (2024). Students' Views on the Use of Cryptology Methods Education Contexts . Educational Policy Analysis and Strategic Research, 19(2), 63-77. doi: 10.29329/epasr.2024.1046.4

Harvard
Ozer, S. and Cetinkaya, L. (2024). Students' Views on the Use of Cryptology Methods Education Contexts . Educational Policy Analysis and Strategic Research, 19(2), pp. 63-77.

Chicago 16th edition
Ozer, Sercan and Levent Cetinkaya (2024). "Students' Views on the Use of Cryptology Methods Education Contexts ". Educational Policy Analysis and Strategic Research 19 (2):63-77. doi:10.29329/epasr.2024.1046.4.

References

Adamovic, S. Z., Šarac, M., Stamenkovic, U., & Radovanovic, D. (2018). The importance of the using software tools for learning modern cryptography. International Journal of Engineering Education, 34, 256-262. [Google Scholar]
Arınmış Uzun, S. (2021). Türkiye'de kişisel verilerin korunması ve vatandaş algısının ölçülmesi. Bilişim Teknolojileri Dergisi, 14(3), 207-221. https://doi.org/10.17671/gazibtd.735471. [Google Scholar] [Crossref]
Arkün, S., Baş, T., Avcı, Ü., Çevik, V., & Gürcan, T. (2009). ADDIE tasarım modeline göre web tabanlı bir öğrenme ortamı geliştirilmesi. Eğitimin Değişen Yüzü: Yeni Paradigmalar Kongresi bildirileri, 1-7. [Google Scholar]
Arora, M., Engles, D. & Sharma, S. (2015). Mds algorithm for encryption. Journal of Computer Science, 3(11), 479-483. https://doi.org/10.3844/jcssp.2015.479.483 [Google Scholar] [Crossref]
Bergner, N., Holz, J. & Schroeder, U. (2012). “Cryptography for middle school students in an extracurricular learning place”. Proceedings of the 4th International Conference on Computer Supported Education (CSEDU-2012), 265-270. [Google Scholar]
Bogdan, R. C., & Biklen, S. K. (2006). Qualitative Research for Education to Theory and Methods (5th ed.). Boston: Allyn & Bacon. [Google Scholar]
Buluş, H. N. (2006). Temel Şifreleme Algoritmaları ve Kripto analizlerinin İncelenmesi. Yüksek Lisans Tezi, Trakya Üniversitesi Fen Bilimleri Enstitüsü, Edirne. [Google Scholar]
Corbin, J. M., & Strauss, A. C. (2007). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage Pub. [Google Scholar]
Çeşmeci, M. Ü. (2009). Kriptoloji tarihi. UEKAE Dergisi,1. [Google Scholar]
Giacomo, D. D., Ranieri, J. & Lacasa, P. (2017). Digital learning as enhanced learning processing? Cognitive evidence for new insight of smart learning. Front Psychology, (8). https://doi.org/10.3389/fpsyg.2017.01329 [Google Scholar] [Crossref]
Griffiths, B.J. (2020). Cryptography in undergraduate education: perceptions of postgraduate students. Cryptologia, 45, 553- 562. [Google Scholar]
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and Higher Education, 8(1), 13-24, https://doi.org/10.1016/j.iheduc.2004.12.001. [Google Scholar] [Crossref]
Lin, K., Wu, T., & Wang, T. (2010). Using competitive digital game-based learning to improve learning motivation. [Google Scholar]
Massey, J. L. (1988). An introduction to contemporary cryptology. Proceedings of the IEEE, 76(5), 533-549. https://doi.org/10.1109/5.4440 [Google Scholar] [Crossref]
Minović, M., Milovanović, M., Šošević, U., & González, M. A. C. (2015). Visualisation of student learning model in serious games, Computers in Human Behavior, 47, 98-107. https://doi.org/10.1016/j.chb.2014.09.005. [Google Scholar] [Crossref]
Oti, A. (2012) Learning with digital games: a practical guide to engaging students in higher education. Learning, Media and Technology, 37(3), 328-330. https://doi.org/10.1080/17439884.2012.680066 [Google Scholar] [Crossref]
Patterson, B.A. (2020). Analyzing student understanding of cryptography using the SOLO taxonomy. Cryptologia, 45, 439- 449. [Google Scholar]
Percival, N., Rayavaram, P., Narain, S., & Lee, C.S. (2022). CryptoScratch: Developing and evaluating a block-based programming tool for teaching K-12 cryptography education using Scratch. 2022 IEEE Global Engineering Education Conference (EDUCON), 1004-1013. [Google Scholar]
Prensky, M. (2001). Digital Natives, Digital Immigrants. on The Horizon, 9. [Google Scholar]
RathiDevi, M.S., Yaminipriya, R., & Sudha, S.V. (2017). Trends of cryptography stepping from ancient to modern. 2017 International Conference on Innovations in Green Energy and Healthcare Technologies (IGEHT), 1-9. [Google Scholar]
Rocca, C. F. (2005). Cryptology in General Education. Cryptologia, 29, 337-342. [Google Scholar]
Rubin, A.D. (1997). An Experience Teaching a Graduate Course in Cryptography. Cryptologia, 21, 97-109. [Google Scholar]
Ryan, G., & Bernard, H. R. (2000). Data management and analysis methods. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 769–802). Thousand Oaks, CA: Sage. [Google Scholar]
Sadera W. Li Q., Song L. & Liu L. (2014). Digital game-based learning. Computers in the Schools, 31(1), 37–41. https://doi.org/10.1080/07380569.2014.879801 [Google Scholar] [Crossref]
Sakalli, M., Bulus, E., & Buyuksaracoglu, F. (2004). Cryptography education for students. Information Technology Based Proceedings of the Fifth International Conference on Higher Education and Training, (ITHET 2004), 621-626. [Google Scholar]
Simms, X., & Chi, H. (2011). Enhancing cryptography education via visualization tools. ACM-SE '11. [Google Scholar]
Spaht, C. G., Link, W. C., & Martin, R. (2022). Using Cryptology to Stimulate the Student’s Interest in Mathematics Through Applications of Functions and Their Inverses. Paper presented at 2002 GSW, unknown. https://doi.org/10.18260/1-2-620-38765 [Google Scholar] [Crossref]
Yang, Y.C., & Chang, C. (2013). Empowering students through digital game authorship: Enhancing concentration, critical thinking, and academic achievement. Computer & Education, 68, 334-344. [Google Scholar]
Yıldırım, A., & Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (6.Baskı). Ankara: Seçkin Yayıncılık. [Google Scholar]
Zapechnikov, S., Miloslavskaya, N., Budzko, V. (2015). On Experience of Using Distance Learning Technologies for Teaching Cryptology. In: Bishop, M., Miloslavskaya, N., Theocharidou, M. (eds) Information Security Education Across the Curriculum. WISE 2015. IFIP Advances in Information and Communication Technology, 453. https://doi.org/10.1007/978-3-319-18500-2_10 [Google Scholar] [Crossref]

Volume 19 Issue 2

June 2024

All Articles