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Very little research exists on the incorporation of co-curricular opportunities, specifically capture-the-flag (CTF) activities, and the impact on computer science students. However, some literature on underrepresented groups in the field of computer science indicates that co-curricular experiences, such as CTF activities, have a significant impact on efficacy and sense of belonging. This experience report seeks to identify and share teaching strategies that impact student learning, efficacy, and sense of self/belonging in the field of Computer Science, for all students. In an effort to design learning opportunities to help bridge the gap between the haves and have nots, and maximize learning for all students, this strategy uses CTF-based instruction as a way to generate and support culture-based, computer science experiences. The aim is to identify instructional strategies that build students' computing skills and improve their comfort participating in computing activities thus broadening participation in computing and cybersecurity. As students' comfort is related to their self-efficacy and sense of belonging, we explore the integration of co-curricular opportunities, specifically a capture-the-flag (CTF) approach to computer science instruction, as means of increasing student success, with regard to learning, efficacy, and sense of belonging/identity. This report involves a description of the class activities as well as data from a series of pre- and post- surveys of the student experience, attitudes, and gain in knowledge. Initial analysis indicates that low-stakes, entry-level exposure to computer science concepts has a positive effect on student comfort and skill acquisition in computing domains external to coursework. |
