Simulation in computer forensics teaching: the student experience

TY - CONF

T1 - Simulation in computer forensics teaching: the student experience

AU - Crellin, Jonathan

AU - Adda, Mo

AU - Duke-Williams, Emma

AU - Chandler, Jane

N1 - Researching Learning in Immersive Virtual Environments 2011 ; Conference date: 21-09-2011 Through 22-09-2011

PY - 2011/9

Y1 - 2011/9

N2 - The use of simulation in teaching computing is well established, with digital forensic investigation being a subject area where the range of simulation required is both wide and varied demanding a corresponding breadth of fidelity. Each type of simulation can be complex and expensive to set up resulting in students having only limited opportunities to participate and learn from the simulation. For example students' participation in mock trials in the University mock courtroom or in simulations of digital seizure in the University Forensics House require many months planning and co-ordination across Faculties. To enable students to gain more experience, in a cost effective way, simulations are being developed in Second Life to for seizure of digital evidence and to provide opportunities for students to practice as expert witnesses in a virtual courtroom. Examples of the simulation techniques and of student use are described and include for examples of: simulated seizure of evidence; simulated case investigation; investigation techniques that involve virtual simulation of systems; simulated court appearances (for example as expert witnesses). Student feedback suggests that simulation is usually highly appreciated by students, but also can induce stress and anxiety in some instances. This paper reviews evidence from students, qualitative and quantitative, and discusses the pros and cons of simulation for both teachers and students.

AB - The use of simulation in teaching computing is well established, with digital forensic investigation being a subject area where the range of simulation required is both wide and varied demanding a corresponding breadth of fidelity. Each type of simulation can be complex and expensive to set up resulting in students having only limited opportunities to participate and learn from the simulation. For example students' participation in mock trials in the University mock courtroom or in simulations of digital seizure in the University Forensics House require many months planning and co-ordination across Faculties. To enable students to gain more experience, in a cost effective way, simulations are being developed in Second Life to for seizure of digital evidence and to provide opportunities for students to practice as expert witnesses in a virtual courtroom. Examples of the simulation techniques and of student use are described and include for examples of: simulated seizure of evidence; simulated case investigation; investigation techniques that involve virtual simulation of systems; simulated court appearances (for example as expert witnesses). Student feedback suggests that simulation is usually highly appreciated by students, but also can induce stress and anxiety in some instances. This paper reviews evidence from students, qualitative and quantitative, and discusses the pros and cons of simulation for both teachers and students.

KW - Computer Forensics

KW - Virtual Worlds

KW - simulation

UR - https://researchportal.port.ac.uk/en/publications/simulation-in-computer-forensics-teaching-the-studentexperience/

M3 - Paper

T2 - Researching Learning in Immersive Virtual Environments 2011 (ReLIVE11)

Y2 - 21 September 2011 through 22 September 2011

ER -