Use of augmented reality-enabled prototyping of cyber-physical systems for improving cyber-security education

Abstract

The use of augmented reality-enabled scenarios in cybersecurity teaching is proposed in the article to respond to new requirements for the rapid adoption of new technologies and profound knowledge of cybersecurity issues by professionals. Implementation of project-type activities based on real cybersecurity issues in application fields of cyber-physical systems is suggested to improve the competence forming. A use-case of agricultural cyber-physical system of systems is discussed as a viable example of augmented reality-enabled prototyping of cybersecurity risk-aware architecture. The necessary steps are analysis of general and business-specific tasks on cybersecurity, creation of a list of competencies, formalized in educational standards and curricula, development of gaming scenarios for the formation of hard and soft skills, development of the scenario management system for AR interfaces. The system using AR tools can be easily adapted to different cybersecurity training activities. Industrial cyber-physical systems may be vulnerable due to insecure wireless connectivity, lack of encryption, inadequate access policy. The project-based learning complex is focused on the implementation of a data acquisition, storage and processing platform for new sensor networks and instruments. Representing all the diverse information on different layers will be greatly improved by use of the developed holographic projection AR tools.