{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,31]],"date-time":"2026-03-31T03:43:43Z","timestamp":1774928623017,"version":"3.50.1"},"reference-count":85,"publisher":"Emerald","issue":"1","license":[{"start":{"date-parts":[[2020,11,13]],"date-time":"2020-11-13T00:00:00Z","timestamp":1605225600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["ICS"],"published-print":{"date-parts":[[2021,5,10]]},"abstract":"<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title>\n<jats:p>This paper aims to highlight the potential of using capture the flag (CTF) challenges, as part of an engaging cybersecurity learning experience for enhancing skills and knowledge acquirement of undergraduate students in academic programs.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title>\n<jats:p>The approach involves integrating interactivity, gamification, self-directed and collaborative learning attributes using a CTF hosting platform for cybersecurity education. The proposed methodology includes the deployment of a pre-engagement survey for selecting the appropriate CTF challenges in accordance with the skills and preferences of the participants. During the learning phase, storytelling elements were presented, while a behavior rubric was constructed to observe the participants\u2019 behavior and responses during a five-week lab. Finally, a survey was created for getting feedback from the students and for extracting quantitative results based on the attention, relevance, confidence and satisfaction (ARCS) model of motivational design.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Findings<\/jats:title>\n<jats:p>Students felt more confident about their skills and were highly engaged to the learning process. The outcomes in terms of technical skills and knowledge acquisition were shown to be positive.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Research limitations\/implications<\/jats:title>\n<jats:p>As the number of participants was small, the results and information retrieved from applying the ARCS model only have an indicative value; however, specific challenges to overcome are highlighted which are important for the future deployments.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Practical implications<\/jats:title>\n<jats:p>Educators could use the proposed approach for deploying an engaging cybersecurity learning experience in an academic program, emphasizing on providing hands-on practice labs and featuring topics from real-world cybersecurity cases. Using the proposed approach, an educator could also monitor the progress of the participants and get qualitative and quantitative statistics regarding the learning impact for each exercise.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Social implications<\/jats:title>\n<jats:p>Educators could demonstrate modern cybersecurity topics in the classroom, closing further the gap between theory and practice. As a result, students from academia will benefit from the proposed approach by acquiring technical skills, knowledge and experience through hands-on practice in real-world cases.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title>\n<jats:p>This paper intends to bridge the existing gap between theory and practice in the topics of cybersecurity by using CTF challenges for learning purposes and not only for testing the participants\u2019 skills. This paper offers important knowledge for enhancing cybersecurity education programs and for educators to use CTF challenges for conducting cybersecurity exercises in academia, extracting meaningful statistics regarding the learning impact.<\/jats:p>\n<\/jats:sec>","DOI":"10.1108\/ics-04-2019-0050","type":"journal-article","created":{"date-parts":[[2020,11,12]],"date-time":"2020-11-12T13:07:38Z","timestamp":1605186458000},"page":"105-132","source":"Crossref","is-referenced-by-count":24,"title":["Adapting CTF challenges into virtual cybersecurity learning environments"],"prefix":"10.1108","volume":"29","author":[{"given":"Stylianos","family":"Karagiannis","sequence":"first","affiliation":[]},{"given":"Emmanouil","family":"Magkos","sequence":"additional","affiliation":[]}],"member":"140","published-online":{"date-parts":[[2020,11,13]]},"reference":[{"key":"key2021050810165913500_ref001","unstructured":"Alvarez-Xochihua, O., Bettati, R. and Cifuentes, L. (2010), \u201cMixed-initiative intelligent tutoring addressing case-based problem solving\u201d, (Vol. 2). Technical Report TAMU-CS-TR-2010-7."},{"issue":"1","key":"key2021050810165913500_ref002","doi-asserted-by":"crossref","first-page":"74","DOI":"10.1016\/j.compedu.2008.12.020","article-title":"Investigating the impact of video games on high school students\u2019 engagement and learning about genetics","volume":"53","year":"2009","journal-title":"Computers and Education"},{"key":"key2021050810165913500_ref003","first-page":"93","article-title":"Gamifying ICS security training and research: design, implementation, and results of S3","volume-title":"In Proceedings of the 2017 Workshop on Cyber-Physical Systems Security and Privacy","year":"2017"},{"key":"key2021050810165913500_ref004","article-title":"Classroom observation: some ethical implications","year":"1998"},{"key":"key2021050810165913500_ref005","doi-asserted-by":"crossref","first-page":"65","DOI":"10.1016\/j.compedu.2013.08.003","article-title":"Scaffolding game-based learning: impact on learning achievements, perceived learning, and game experiences","volume":"70","year":"2014","journal-title":"Computers and Education"},{"key":"key2021050810165913500_ref006","first-page":"12","article-title":"Cybersecurity and ethical hacking for SMEs","volume-title":"In Proceedings of the 11th International Knowledge Management in Organizations Conference on The changing face of Knowledge Management Impacting Society","year":"2016"},{"issue":"2","key":"key2021050810165913500_ref007","doi-asserted-by":"crossref","first-page":"108","DOI":"10.1177\/105382599601900208","article-title":"Fun in learning: the pedagogical role of fun in adventure education","volume":"19","year":"1996","journal-title":"Journal of Experiential Education"},{"issue":"7","key":"key2021050810165913500_ref008","doi-asserted-by":"crossref","first-page":"642","DOI":"10.17485\/ijst\/2015\/v8i7\/67760","article-title":"Learning cybersecurity through gamification","volume":"8","year":"2015","journal-title":"Indian Journal of Science and Technology"},{"issue":"1-2","key":"key2021050810165913500_ref009","doi-asserted-by":"crossref","first-page":"47","DOI":"10.1023\/A:1008684120893","article-title":"Community support for constructionist learning","volume":"7","year":"1998","journal-title":"Computer Supported Cooperative Work (CSCW))"},{"key":"key2021050810165913500_ref010","first-page":"3","article-title":"User models for adaptive hypermedia and adaptive educational systems","volume-title":"The Adaptive Web","year":"2007"},{"key":"key2021050810165913500_ref011","article-title":"Automatic problem generation for capture-the-flag competitions","volume-title":"In 2015 {USENIX} Summit on Gaming, Games, and Gamification in Security Education (3GSE 15)","year":"2015"},{"issue":"3","key":"key2021050810165913500_ref056a","doi-asserted-by":"crossref","first-page":"29","DOI":"10.1109\/MC.2018.2883567","article-title":"Cybersecurity curricula 2017 and boeing: linking curricular guidance to professional practice","volume":"52","year":"2019","journal-title":"Computer"},{"issue":"2","key":"key2021050810165913500_ref012","first-page":"91","article-title":"Teaching critical thinking within an institutionalized problem based learning paradigm\u2013quite a challenge","volume":"6","year":"2018","journal-title":"Journal of Problem Based Learning in Higher Education"},{"key":"key2021050810165913500_ref013","first-page":"39","article-title":"The zone of proximal development in Vygotsky\u2019s analysis of learning and instruction","volume":"1","year":"2003","journal-title":"Vygotsky\u2019s Educational Theory in Cultural Context"},{"issue":"1","key":"key2021050810165913500_ref014","doi-asserted-by":"crossref","first-page":"94","DOI":"10.1016\/j.ijme.2018.12.004","article-title":"Interactivity, active collaborative learning, and learning performance: the moderating role of perceived fun by using personal response systems","volume":"17","year":"2019","journal-title":"The International Journal of Management Education"},{"key":"key2021050810165913500_ref050a","article-title":"PicoCTF: a game-based computer security competition for high school students","year":"2014","journal-title":"2014 {USENIX} Summit on Gaming, Games, and Gamification in Security Education (3GSE 14)"},{"key":"key2021050810165913500_ref015","first-page":"206","article-title":"Quick quiz: a gamified approach for enhancing learning","volume-title":"Pacis","year":"2013"},{"key":"key2021050810165913500_ref016","article-title":"Challenge based learning in cybersecurity education","volume-title":"In Proceedings of the International Conference on Security and Management (SAM) (p. 1). The Steering Committee of The World Congress in Computer Science","year":"2011"},{"key":"key2021050810165913500_ref017","first-page":"1","article-title":"Effectiveness of cybersecurity competitions","volume-title":"In Proceedings of the International Conference on Security and Management (SAM)","year":"2012"},{"key":"key2021050810165913500_ref018","article-title":"An offline capture the flag-style virtual machine and an assessment of its value for cybersecurity education","volume-title":"In 2015 {USENIX} Summit on Gaming, Games, and Gamification in Security Education (3GSE 15)","year":"2015"},{"key":"key2021050810165913500_ref019","article-title":"Learning obstacles in the capture the flag model","volume-title":"In 2014 {USENIX} Summit on Gaming, Games, and Gamification in Security Education (3GSE 14)","year":"2014"},{"issue":"6","key":"key2021050810165913500_ref020","doi-asserted-by":"crossref","first-page":"44","DOI":"10.1007\/s11528-010-0453-9","article-title":"An architecture for case-based learning","volume":"54","year":"2010","journal-title":"TechTrends"},{"key":"key2021050810165913500_ref021","first-page":"715","article-title":"Intrinsic motivation and the process of learning: Beneficial effects of contextualization. Personalization, and choice","volume-title":"Journal of Educational Psychology","year":"1996"},{"key":"key2021050810165913500_ref022","article-title":"Trends of the usage of adaptive learning in intelligent tutoring systems. Databases and information systems BalticDB&is \u20182012, 191","year":"2012"},{"issue":"2","key":"key2021050810165913500_ref023","doi-asserted-by":"crossref","first-page":"75","DOI":"10.1109\/MSP.2015.27","article-title":"Evaluation theory and practice applied to cybersecurity education","volume":"13","year":"2015","journal-title":"IEEE Security and Privacy"},{"key":"key2021050810165913500_ref024","first-page":"915","article-title":"Control-Alt-Hack: the design and evaluation of a card game for computer security awareness and education","volume-title":"In Proceedings of the 2013 ACM SIGSAC conference on Computer and communications security","year":"2013"},{"key":"key2021050810165913500_ref025","first-page":"1","article-title":"What do you mean by collaborative learning?","volume-title":"Collaborative-Learning: Cognitive and Computational Approaches","year":"1999"},{"key":"key2021050810165913500_ref026","first-page":"3","article-title":"Virtual learning environments","volume-title":"3rd Hellenic Conference \u201cInformation and Communication Technologies in Education\"","year":"2002"},{"key":"key2021050810165913500_ref027","volume-title":"Capture-the-Flag: Learning Computer Security under Fire","year":"2004"},{"issue":"4","key":"key2021050810165913500_ref028","doi-asserted-by":"crossref","first-page":"56","DOI":"10.1177\/160940690400300405","article-title":"Students' involvement in faculty research: ethical and methodological issues","volume":"3","year":"2004","journal-title":"International Journal of Qualitative Methods"},{"key":"key2021050810165913500_ref029","first-page":"225","article-title":"Capture the flag unplugged: an offline cyber competition","volume-title":"In Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","year":"2017"},{"issue":"1","key":"key2021050810165913500_ref030","doi-asserted-by":"crossref","first-page":"18","DOI":"10.1177\/074171369704800103","article-title":"Self-directed learning: toward a comprehensive model","volume":"48","year":"1997","journal-title":"Adult Education Quarterly"},{"key":"key2021050810165913500_ref031","first-page":"54","article-title":"User profiles for personalized information access","volume-title":"The Adaptive Web","year":"2007"},{"key":"key2021050810165913500_ref032","article-title":"Using games to improve network security decisions","year":"2006"},{"issue":"3","key":"key2021050810165913500_ref033","doi-asserted-by":"crossref","first-page":"2","DOI":"10.1145\/1281320.1281322","article-title":"Cognitive science implications for enhancing training effectiveness in a serious gaming context","volume":"7","year":"2007","journal-title":"Journal on Educational Resources in Computing ( Computing)"},{"key":"key2021050810165913500_ref034","article-title":"Skills and characteristics of successful cybersecurity advocates","volume-title":"Thirteenth Symposium on Usable Privacy and Security ({SOUPS}","year":"2017"},{"issue":"1","key":"key2021050810165913500_ref035","article-title":"Game based cyber security training: are serious games suitable for cyber security training?","volume":"3","year":"2016","journal-title":"International Journal of Serious Games"},{"issue":"1","key":"key2021050810165913500_ref036","doi-asserted-by":"crossref","first-page":"47","DOI":"10.1177\/0022487106295726","article-title":"Preparing teachers to learn from teaching","volume":"58","year":"2007","journal-title":"Journal of Teacher Education"},{"issue":"6","key":"key2021050810165913500_ref037","doi-asserted-by":"crossref","first-page":"58","DOI":"10.1109\/MSP.2011.177","article-title":"The value of capture-the-Flag exercises in education: an interview with Chris Eagle","volume":"9","year":"2011","journal-title":"IEEE Security and Privacy"},{"key":"key2021050810165913500_ref038","article-title":"Labtainers: a Docker-based framework for cybersecurity labs","volume-title":"In Proc. 2017 USENIX Workshop on Advances in Security Education","year":"2017"},{"key":"key2021050810165913500_ref039","volume-title":"Observational strategies for child study","year":"1980"},{"issue":"1","key":"key2021050810165913500_ref040","doi-asserted-by":"crossref","first-page":"65","DOI":"10.1007\/BF02299613","article-title":"Instructional design models for well-structured and III-structured problem-solving learning outcomes","volume":"45","year":"1997","journal-title":"Educational Technology Research and Development"},{"issue":"1","key":"key2021050810165913500_ref041","doi-asserted-by":"crossref","first-page":"61","DOI":"10.1007\/BF02299477","article-title":"Activity theory as a framework for designing constructivist learning environments","volume":"47","year":"1999","journal-title":"Educational Technology Research and Development"},{"issue":"2","key":"key2021050810165913500_ref042","first-page":"241","article-title":"Cognitive and social constructivism: developing tools for an effective classroom","volume":"130","year":"2009","journal-title":"Education"},{"key":"key2021050810165913500_ref043","first-page":"93)","volume-title":"The Gamification of Learning and Instruction","year":"2012"},{"issue":"5","key":"key2021050810165913500_ref044","doi-asserted-by":"crossref","first-page":"640","DOI":"10.1134\/S1547477116050289","article-title":"Virtualization in education: information security lab in your hands","volume":"13","year":"2016","journal-title":"Physics of Particles and Nuclei Letters"},{"issue":"3","key":"key2021050810165913500_ref045","doi-asserted-by":"crossref","first-page":"2","DOI":"10.1007\/BF02905780","article-title":"Development and use of the ARCS model of instructional design","volume":"10","year":"1987","journal-title":"Journal of Instructional Development"},{"issue":"1","key":"key2021050810165913500_ref046","first-page":"16","article-title":"Social constructivism","volume":"1","year":"2001","journal-title":"Emerging Perspectives on Learning, Teaching, and Technology"},{"key":"key2021050810165913500_ref047","volume-title":"Learning from \u201cShadow Security","year":"2014"},{"issue":"2","key":"key2021050810165913500_ref048","doi-asserted-by":"crossref","first-page":"192","DOI":"10.1080\/13562517.2012.696541","article-title":"Creating high challenge\/high support academic environments through constructive alignment: student outcomes","volume":"18","year":"2013","journal-title":"Teaching in Higher Education"},{"key":"key2021050810165913500_ref049","first-page":"1","article-title":"Building an ethical hacking site for learning and student engagement","volume-title":"SoutheastCon 2016","year":"2016"},{"key":"key2021050810165913500_ref050","first-page":"47","article-title":"Using capture-the-flag to enhance the effectiveness of cybersecurity education","volume-title":"In Proceedings of the 18th Annual Conference on Information Technology Education","year":"2017"},{"key":"key2021050810165913500_ref051","article-title":"Developing adaptive intelligent tutoring systems: a general framework and its implementations","year":"2000"},{"key":"key2021050810165913500_ref052","first-page":"1","article-title":"An intelligent tutoring system for teaching grammar english tenses","volume":"9","year":"2016","journal-title":"European Academic Research"},{"issue":"1","key":"key2021050810165913500_ref053","doi-asserted-by":"crossref","first-page":"5","DOI":"10.1080\/03075079412331382103","article-title":"Current educational reform and the significance of problem-based learning","volume":"19","year":"1994","journal-title":"Studies in Higher Education"},{"key":"key2021050810165913500_ref054","article-title":"Class capture-the-flag exercises","volume-title":"In 2014 {USENIX} Summit on Gaming, Games, and Gamification in Security Education (3GSE 14)","year":"2014"},{"key":"key2021050810165913500_ref055","first-page":"57","article-title":"Implementation and trial practices for hacking competition CTF as introductory educational experience for information literacy and security learning. In","volume":"5","year":"2016","journal-title":"Proceedings of ICIA 2016"},{"key":"key2021050810165913500_ref056","first-page":"98","article-title":"Teaching cybersecurity through competition","year":"2016","journal-title":"In Annual International Conference on Computer Science Education: Innovation and Technology"},{"issue":"9","key":"key2021050810165913500_ref057","doi-asserted-by":"crossref","first-page":"721","DOI":"10.1046\/j.1365-2923.2000.00749.x","article-title":"Effectiveness of problem\u2010based learning curricula: theory, practice and paper darts","volume":"34","year":"2000","journal-title":"Medical Education"},{"issue":"2","key":"key2021050810165913500_ref058","first-page":"1","article-title":"Situating constructionism","volume":"36","year":"1991","journal-title":"Constructionism"},{"issue":"1","key":"key2021050810165913500_ref056b","first-page":"11","article-title":"Identifying core concepts of cybersecurity: results of two Delphi processes","volume":"61","year":"2017","journal-title":"IEEE Transactions on Education"},{"key":"key2021050810165913500_ref059","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1109\/IPTCOMM.2017.8169747","article-title":"The docker security playground: a hands-on approach to the study of network security","volume-title":"2017 Principles, Systems and Applications of IP Telecommunications (IPTComm)","year":"2017"},{"issue":"79","key":"key2021050810165913500_ref060","doi-asserted-by":"crossref","first-page":"75","DOI":"10.1002\/ace.7908","article-title":"Collaborative learning: people laboring together to construct knowledge","volume":"1998","year":"1998","journal-title":"New Directions for Adult and Continuing Education"},{"issue":"3","key":"key2021050810165913500_ref061","first-page":"4","article-title":"An observational study of peer learning for high school students at a cybersecurity camp","volume":"14","year":"2016","journal-title":"Information Systems Education Journal"},{"issue":"1","key":"key2021050810165913500_ref062","first-page":"14","article-title":"Game-based learning in universities and lifelong learning: \u2018UniGame: social skills and knowledge training\u2019 game concept","volume":"10","year":"2004","journal-title":"Journal of Universal Computer Science"},{"key":"key2021050810165913500_ref063","first-page":"9","article-title":"A hybrid approach for user profiling","volume-title":"36th Annual HI International Conference on System Sciences, 2003. Proceedings of the","year":"2003"},{"key":"key2021050810165913500_ref064","article-title":"Event-sampling and other methods for studying everyday experience. Handbook of research methods in social and personality psychology","year":"2000"},{"issue":"1","key":"key2021050810165913500_ref065","first-page":"68","article-title":"Examining social presence in online courses in relation to students perceived learning and satisfaction","volume":"7","year":"2003","journal-title":"Journal of Asynchronous Learning Networks"},{"issue":"5","key":"key2021050810165913500_ref066","first-page":"31","article-title":"Problem based learning: an instructional model and its constructivist framework","volume":"35","year":"1995","journal-title":"Educational Technology"},{"key":"key2021050810165913500_ref067","first-page":"193","article-title":"Intelligent user profiling","volume-title":"Artificial Intelligence an International Perspective","year":"2009"},{"key":"key2021050810165913500_ref068","article-title":"Hackerbot: attacker chatbots for randomised and interactive security labs, using SecGen and oVirt","volume-title":"In 2018 {USENIX} Workshop on Advances in Security Education ({ASE} 18)","year":"2018"},{"key":"key2021050810165913500_ref069","article-title":"Security scenario generator (SecGen): a framework for generating randomly vulnerable rich-scenario VMs for learning computer security and hosting {CTF} events","volume":"17","year":"2017","journal-title":"2017 {USENIX} Workshop on Advances in Security Education ({ASE}"},{"key":"key2021050810165913500_ref070","volume-title":"The Generalized Intelligent Framework for Tutoring (GIFT)","year":"2012"},{"key":"key2021050810165913500_ref071","first-page":"31","article-title":"A vignette-based method for improving cybersecurity talent management through cyber defense competition design","volume-title":"In Proceedings of the 2015 ACM SIGMIS Conference on Computers and People Research","year":"2015"},{"key":"key2021050810165913500_ref072","article-title":"Shell We play a game? CTF-as-a-service for security education","volume":"17","year":"2017","journal-title":"In 2017 {USENIX} Workshop on Advances in Security Education ({ASE}"},{"key":"key2021050810165913500_ref073","first-page":"87","article-title":"Toward virtual campuses: collaborative virtual labs and personalized learning services in a real-life context","volume-title":"Proceedings of the Seventh IASTED International Conference on Web-based Education (WBE \u201808)","year":"2008"},{"issue":"1","key":"key2021050810165913500_ref074","doi-asserted-by":"crossref","first-page":"87","DOI":"10.1007\/s10798-011-9160-x","article-title":"Attitudes towards science, technology, engineering and mathematics (STEM) in a project-based learning (PjBL) environment","volume":"23","year":"2013","journal-title":"International Journal of Technology and Design Education"},{"issue":"2","key":"key2021050810165913500_ref075","doi-asserted-by":"crossref","first-page":"307","DOI":"10.1007\/s11423-011-9225-2","article-title":"Learners\u2019 perceptions and illusions of adaptivity in computer-based learning environments","volume":"60","year":"2012","journal-title":"Educational Technology Research and Development"},{"key":"key2021050810165913500_ref076","first-page":"3","article-title":"Teaching network security through live exercises","volume-title":"Security Education and Critical Infrastructures","year":"2003"},{"key":"key2021050810165913500_ref077","first-page":"474","article-title":"Adaptive user profile model and collaborative filtering for personalized news","volume-title":"Asia-Pacific Web Conference","year":"2006"},{"key":"key2021050810165913500_ref078","doi-asserted-by":"crossref","first-page":"332","DOI":"10.1145\/2676723.2677290","article-title":"Teaching cybersecurity analysis skills in the cloud","volume-title":"Proceedings of the 46th ACM Technical Symposium on Computer Science Education","year":"2015"},{"key":"key2021050810165913500_ref079","first-page":"12","article-title":"Experiences in cyber security education: the MIT Lincoln laboratory capture-the-flag exercise","volume-title":"Proceedings of the 4th Conference on Cyber Security Experimentation and Test (CSET\u201911)","year":"2011"},{"key":"key2021050810165913500_ref080","first-page":"111","article-title":"Sampling data and data collection in qualitative research","volume-title":"Nursing and Midwifery Research: Methods and Appraisal for Evidence-based Practice","year":"2016","edition":"5th Edition"},{"issue":"2","key":"key2021050810165913500_ref081","first-page":"1","article-title":"Information security curricula in computer science departments: theory and practice","volume":"1","year":"2002","journal-title":"The George Washington University Journal of Information Security"},{"issue":"2","key":"key2021050810165913500_ref082","first-page":"25","article-title":"The constructivist connection: linking theory, best practice, and technology","volume":"12","year":"1995","journal-title":"Journal of Computing in Teacher Education"}],"container-title":["Information &amp; Computer Security"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/www.emerald.com\/insight\/content\/doi\/10.1108\/ICS-04-2019-0050\/full\/xml","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/www.emerald.com\/insight\/content\/doi\/10.1108\/ICS-04-2019-0050\/full\/html","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,7,25]],"date-time":"2025-07-25T01:22:52Z","timestamp":1753406572000},"score":1,"resource":{"primary":{"URL":"http:\/\/www.emerald.com\/ics\/article\/29\/1\/105-132\/103790"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2020,11,13]]},"references-count":85,"journal-issue":{"issue":"1","published-online":{"date-parts":[[2020,11,13]]},"published-print":{"date-parts":[[2021,5,10]]}},"alternative-id":["10.1108\/ICS-04-2019-0050"],"URL":"https:\/\/doi.org\/10.1108\/ics-04-2019-0050","relation":{},"ISSN":["2056-4961","2056-4961"],"issn-type":[{"value":"2056-4961","type":"print"},{"value":"2056-4961","type":"print"}],"subject":[],"published":{"date-parts":[[2020,11,13]]}}}