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Use Cipherfell as a shared problem-solving experience.

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Students should justify a security decision with

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evidence, not race to finish the game.

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This fifty-minute lesson focuses on the first

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identity case, with optional extensions for later

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classes. The teacher tutorial prepares you to

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facilitate that discussion.

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Set one observable goal: identify a claim,

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compare two independent sources, and justify an

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identity decision. Start with Case One. Later

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cases explore secrecy, access, information leakage, forged

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orders, integrity, and recovery. Spread the full

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campaign across several sessions.

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Before class, open the live game in

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the browser students will use. Test movement,

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dialogue, sound, and saved progress. Use a

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separate demo profile for projection. Prepare a

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screenshot backup and set an appropriate volume.

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The game stores progress locally; it does

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not provide a teacher dashboard or a

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class roster.

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Explain the optional research prompt before students

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start. They can choose No and still

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play. Logging and short knowledge checks are

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separate from the classroom task. If your

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course collects exports, explain the purpose and

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handling in advance and use the institution's

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process. Do not equate opting into logging

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with participation credit.

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Use the first five minutes to frame

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the evidence question. Spend five minutes on

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controls, then fifteen on paired investigation. Use

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ten minutes to compare decisions, ten to

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connect the reasoning to a new security

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situation, and five for an exit ticket.

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If play runs long, preserve the discussion

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and reflection.

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Project a brief think-aloud. Read the stranger's

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claim, then ask what would check it

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independently. Demonstrate movement, one conversation, and the

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Case board. Stop before selecting the final

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answer. Invite students to predict their next

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evidence source and explain why it might

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help, then send pairs to investigate.

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Work in pairs: one navigator and one

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evidence checker. Record the claim, source, observation,

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and an alternative explanation. Switch roles halfway

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through. Collect a short justification, not just

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a success screenshot, so students can demonstrate

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their reasoning without finishing the case.

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When a pair stalls, ask which objective

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they are following, which source they have

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checked, and what remains uncertain. Point them

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to Help or an available hint. Ask

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them to explain the feedback before retrying.

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For motor or reading barriers, offer shared

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controls and a screenshot discussion route. Check

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any AI-tutor answer against the evidence.

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Invite two pairs with different reasoning to

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explain their decisions. Ask which evidence was

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independent, what could be copied or misunderstood,

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and what new information would change their

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minds. Compare the quality of their justification.

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A correct choice without a defensible explanation

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is an invitation to investigate further, not

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proof of mastery.

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Now change the setting. An unexpected message

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claims to come from campus IT and

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asks for a password reset. Ask students

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to name the claim, identify a separate

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trusted channel, and explain what they would

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verify. Then discuss where the village analogy

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breaks down. The goal is transferable reasoning,

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not treating game rules as a complete

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security procedure.

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Use a six-point exit ticket: two points

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each for the claim, independent evidence, and

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a justified decision. Do not grade combat

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speed or random drops. CSV export requires

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logging and is per browser. Your lesson

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may end before the game's post-check, so

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use your own assessment.

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Collect the exit ticket and ask students

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to name one change in their reasoning.

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Remind them to return with the same

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browser if continuing later. Reserve dungeons and

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East Ward jobs for an extension, not

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a requirement for this first lesson. Your

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reusable teaching cycle is frame, investigate, compare,

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transfer, and reflect.