In subsequent years, there have been multiple CSIS briefings and related Executive Orders continuing the allocation of resources towards cybersecurity growth and development (Langevin et al., 2011 National Institute of Standards US Department of Commerce and Technology, 2020 Department of Homeland Security, 2020 Office of the Press Secretary, 2020a). This fund would provide an incentive for students to pursue a career in cybersecurity and become government employed post graduation (Office of the Press Secretary, 2020b). In 2013, the same administration introduced $62 million dollars in government funding dedicated to cybersecurity personnel and to expand the Scholarship for Service (SFS) program. There was a call to academia to develop and enhance cybersecurity curricula. The Obama Administration released a Presidential Commission in 2010 acknowledging the work by CSIS, citing that, “The cyber threat to the United States affected all aspects of society, business, and government, but there is neither a broad cadre of cyber experts nor an established cyber career field to build upon” (Evans & Reeder, 2010). CSIS sounded the alarm that the United States had a national security crisis involving cybersecurity following a wave of damaging cyberattacks (Langevin et al., 2008). In 2008, The Center for Strategic and International Studies (CSIS) project was formed. The mass adoption of technology in home has introduced many new devices such as Internet of Things (IoT), which have resulted in countless security vulnerabilities and breaches (Abomhara & et al., 2015 Kolias et al., 2017). Cisco reported in 2018 that the average connections per household in North America was roughly 8.2 devices, this number is projected to grow to 13.4 by 2023 (Cisco Systems, 2018). Once a niche hobby, cybersecurity has grabbed the attention of government, academia, and criminals over the last 30 years. We then explore state-of-the-art technologies that enable these types of competitions, and finally, present our takeaways. We explore the types of competitions that have been hosted and categorize them based on focus areas related to the InfoSEC Color Wheel. Our paper aims to systematize cybersecurity, access control, and programming competitions by surveying the history of these events. We derive a list of takeaways including the lack of interoperability between state-of-the-art competition systems, breaking the high knowledge barrier to participate, addressing competition type diversity, then suggest potential solutions and research questions moving forward. In the wake of the COVID-19 pandemic and global lock-downs, competition hosts scrambled to move platforms from local to online infrastructure due to poor interoperability between competition software. With a vast list of options for competition type, focus areas, learning outcomes, and participant experience levels we need to systematize knowledge of attributes that ameliorate cybercompetitions. Gamification through cybercompetitions is one method to achieve that. It is crucial that cybersecurity curricula enhance and expose cybersecurity education to a diversified student body to meet workforce demands. Rising interest in video games in combination with gamification techniques make learning fun, easy, and addictive. Over the last decade, industry and academia have worked towards raising students’ interests in cybersecurity through game-like competitions to fill a shortfall of cybersecurity professionals.
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