# Assessing the Effects of Gamification on Enhancing Information Security Awareness Knowledge
## 4 Results
### Effects on Students' Attitudes, Intentions, and Continuous Information Security Learning  
This study further investigated the effects of gamified teaching methods on students' attitudes toward and intentions to IS compliance by an independent samples \(t\) test. Unex  
\begin{table}
\begin{tabular}{l l l l l l l l l l l} \hline \hline  & **M** & **SD** & \(\mathbf{\alpha}\) & **1** & **2** & **3** & **4** & **5** & **6** & **7** & **8** \\ \hline
1. PM & 17.69 & 2.50 & 0.61 & & & & & & & & \\
2. EU & 17.75 & 2.65 & 0.68 & 0.56 & & & & & & \\
3. IU & 16.53 & 3.17 & 0.80 & 0.64 & 0.51 & & & & & \\
4. SMU & 16.87 & 3.10 & 0.60 & 0.46 & 0.41 & 0.59 & & & & \\
5. MD & 17.19 & 2.75 & 0.70 & 0.57 & 0.48 & 0.58 & 0.67 & & & \\
6. IH & 18.13 & 2.83 & 0.79 & 0.60 & 0.53 & 0.55 & 0.56 & 0.73 & & \\
7. IR & 17.38 & 3.07 & 0.73 & 0.55 & 0.46 & 0.48 & 0.50 & 0.67 & 0.65 & \\
8. ATT & 25.41 & 3.48 & 0.94 & 0.44 & 0.44 & 0.46 & 0.39 & 0.52 & 0.63 & 0.62 & \\
9. IN & 19.33 & 2.49 & 0.96 & 0.47 & 0.45 & 0.48 & 0.41 & 0.62 & 0.66 & 0.62 & 0.89 \\ \hline \hline \end{tabular} Note: N = 110. PM: password management; EU: email use; IU: Internet use; SMU: social media use; MD: mobile devices; IH: information handling; IR: incident reporting; ATT: attitude; IN: intention. All correlations are significant (\(p\) < 0.01).  
\end{table}
Table 2: Descriptive results, correlations, and Cronbach’s alpha of the variables.  
\begin{table}
\begin{tabular}{l l l l l l l l} \hline \hline
**ISA Focus Areas** & **Groups** & **Mean** & **SD** & \(\mathbf{t}\)**** & **Test** & \(\mathbf{p}\)**Value** & \(\mathbf{\eta^{2}}\) & **Observed** \\ \hline Overall & Game-based & 124.54 & 13.32 & 2.04 & 0.04 * & 0.04 & 0.53 \\  & Lecture-based & 118.43 & 17.66 & & & & & \\ \hline Password & Game-based & 18.25 & 1.92 & 2.42 & 0.02 * & 0.05 & 0.68 \\ management & Lecture-based & 17.11 & 2.90 & & & & \\ \hline Email use & Game-based & 18.07 & 2.48 & 1.32 & 0.19 & 0.02 & 0.26 \\  & Lecture-based & 17.41 & 2.79 & & & & \\ \hline Internet use & Game-based & 17.38 & 2.53 & 2.94 & 0.00 ** & 0.08 & 0.83 \\  & Lecture-based & 15.65 & 3.54 & & & & \\ \hline Social media use & Game-based & 17.18 & 2.73 & 1.05 & 0.30 & 0.01 & 0.18 \\  & Lecture-based & 16.56 & 3.45 & & & & \\ \hline Mobile devices & Game-based & 17.43 & 2.61 & 0.92 & 0.36 & 0.01 & 0.15 \\  & Lecture-based & 16.94 & 2.89 & & & & \\ \hline Information & Game-based & 18.79 & 2.49 & 2.55 & 0.01 * & 0.06 & 0.72 \\ handling & Lecture-based & 17.44 & 3.01 & & & & \\ \hline Incident reporting & Game-based & 17.45 & 3.16 & 0.22 & 0.82 & 0.05 & 0.06 \\  & Lecture-based & 17.31 & 3.01 & & & & \\ \hline \hline \end{tabular} Note: * \(p\) < 0.05, ** 0.01.  
\end{table}
Table 3: Results of \(t\) test on ISA knowledge.  
pectedly, neither a significant gamification effect on students' attitude variable (\(t\) = 0.05, \(p\) > 0.05) nor a significant gamification effect on students' intention variable (\(t\) = \(-\)0.27, \(p\) > 0.05) emerged. The analysis findings of students' attitudes and intentions are presented in Table 4. In addition, this study assessed students' willingness to continuously gain IS education after the experiment. The results indicated that 47 students of a game-based group (83.9%) and 50 students of a lecture-based group (92.6%) showed they were willing to learn IS subject after this study. Participants engaged in a game-based group did not differ significantly from participants in a lecture-based group on their willingness for continuous IS learning (\(t\) = 1.42, \(p\) > 0.05).