The rapid expansion of digital technology has increased the demand for individuals who possess strong cybersecurity knowledge, analytical ability, problem-solving capacity, adaptability, and ethical awareness. High school students studying computer science represent an important future source of cybersecurity talent; therefore, educational institutions need innovative methods for identifying and developing the skills that support cybersecurity learning. At the same time, video games have become a common part of the digital lives of many adolescents. Although gaming is frequently discussed in relation to entertainment and possible negative effects, it may also provide repeated opportunities for players to practice problem-solving, strategic planning, pattern recognition, persistence, collaboration, rapid decision-making, and adaptation. Several of these abilities may be relevant to computer science and cybersecurity education.

This research paper examines the extent to which video game playing habits can contribute to the development of cybersecurity-related skills among high school students studying computer science. The paper adopts a balanced and evidence-based position. It does not claim that playing commercial video games automatically produces cybersecurity expertise. Rather, it argues that certain forms of gaming may develop transferable cognitive, behavioral, and social abilities that can support cybersecurity learning when those abilities are deliberately connected with formal instruction, practical exercises, ethical guidance, and cybersecurity-specific learning environments.

The study proposes a mixed-method, quasi-experimental research design involving approximately 200 high school computer science students. Quantitative data may be collected through a gaming habits questionnaire, cybersecurity knowledge tests, practical skills assessments, logical reasoning tasks, and pre-test/post-test comparisons. Qualitative data may be obtained through classroom observation, student interviews, and teacher interviews. An experimental group would receive structured game-based cybersecurity learning activities in addition to conventional instruction, while a comparison group would receive the same core cybersecurity content through conventional approaches.

The paper concludes that balanced and purposeful gaming may provide a useful foundation for selected cybersecurity-related abilities, but educational benefits are likely to depend on the nature of the game, the intensity and quality of engagement, the learner's prior knowledge, and the presence of structured instruction and reflection. The strongest educational value is expected when game-based experiences are intentionally aligned with measurable cybersecurity learning outcomes