Computer Fraud Challenge
Context for Use
The Computer Fraud Challenge is an informal formative assessment activity to be used after students have studied computer fraud and abuse conducted in today's technology environment. The activity was designed specifically to supplement Chapter 6 of the Romney & Steinbart, 12e, Accounting Information Systems text.
- This PowerPoint game can be played in class by having students divide into two teams with the instructor serving as the moderator.
- If students bring their laptops to class, the game can be played in drill and practice pairs.
- In the online environment, the game can be played during an Eliminate Live session.
- The game can also be played individually outside of class time as a form of drill and practice.
- Familiarity with computer fraud and abuse techniques from course readings or class lecture.
Description and Teaching Materials
- Game 1 (27 scenarios) Computer Fraud Challenge Game #1 (PowerPoint 2007 (.pptx) 1.3MB Jul16 12)
- Game 2 (27 different scenarios with correct response locations varied). Computer Fraud Challenge Game #2 (PowerPoint 2007 (.pptx) 1.3MB Jul16 12)
- Solution Keys for Game 1 Solution Key to Game #1 (Microsoft Word 2007 (.docx) 1.1MB Jul16 12) & Game 2 Solution Key to Game #2 (Microsoft Word 2007 (.docx) 1.1MB Jul16 12)). The keys include explanations for the correct response when a character provides an incorrect answer.
- Teaching notes (printable version of the text on the website with additional tips) Teaching Notes (Microsoft Word 2007 (.docx) 25kB Jul16 12)
Teaching Notes and Tips
- These PowerPoint games were designed with Office 2007. They are fully compatible with Office 2010. Playing instructions are included within the PowerPoint slides.
- The 27 scenarios included in each game represent a small sample of computer frauds perpetrated. After each scenario is covered, the instructor should review the key aspects of the particular type of computer fraud.
- I let students use their laptop computers to search for answers. Of course, they usually cannot find verbatim definitions or examples. Having references available helps generate discussion as teams try to determine the correct response .
- For each incorrect response provided by a celebrity, an explanation of that particular fraud should be provided as well. Students will want to know the difference. Some of the incorrect answers are purely fictitious terms or phrases.
- On repeat plays, I was also pleasantly surprised to see students intentionally seeking questions from characters they hadn't previously selected. They became more interested in learning than winning the game.