Analyzing Student Engagement and Learning Outcomes in a Gamified Blended Cybersecurity Course Using LMS-Based Behavioral Data

Abstract

This study investigates how gamified and blended instructional design affects student engagement and learning outcomes in an undergraduate cybersecurity course. The course was implemented across two academic years using consistent content and delivery, providing a natural context for cohort-based comparison. Participants included third-year (n = 47) and second-year (n = 52) students enrolled in the same course, enabling analysis of academic-level differences in cognitive, behavioral, and motivational outcomes. A mixed-methods approach was used, combining pre/post-test results, learning management systems (LMS)-based behavioral data (e.g., login frequency, task completion, forum activity), and a student perception survey. Both cohorts showed significant learning gains, but behavioral engagement differed. Second-year students exhibited higher LMS activity and stronger motivational responses to gamification, while third-year students completed tasks more efficiently. Forum participation was positively correlated with learning gains, suggesting that interactive engagement is a key factor in performance. The study provides practical insights into how gamified blended learning, supported by digital learning analytics, can be scaled across diverse student profiles. It contributes to emerging technologies in higher education by demonstrating the role of behavioral data in refining instructional design.