Break on Through: An Analysis of Computer Damage Cases

The following Article is an extensive inquiry into computer damage cases through a comprehensive study of over three hundred computer damage cases. Throughout the study, the authors have performed an empirical categorization of the essential aspects of computer damage cases and analyzed the most relevant issues, interpretations, and arguments available for each computer damage category. These categories include fundamental facets, such as legal elements; motive and intent; results; profile of perpetrators; and means of perpetration, including, if applicable, the software involved. The Article provides a comprehensive analysis and conceptual approach for understanding computer damage cases by discussing the legal elements of computer damage offenses under the CFAA; considering the CFAA’s practical application; discussing the essential features involved in the perpetration of computer damage offenses and profiling the attackers; and summarizing the researchers’ findings

Diffusion of Innovations: A Longitudinal Study of a Virtual Community

The exponential growth and global access of the Internet may have signaled a basic change in human sociology. Increasingly, people are choosing to relate to each other through computer-mediated channels by forming virtual communities. As these virtual communities become more pervasive, it is important that we gain an understanding of the nature of these social systems. This study will analyze the content of warehoused electronic communications to study these communities. The preliminary analysis examines the viability of the community and the diffusion of innovations. The ongoing inquiry will use computerized content analysis to gain deeper insight into community dynamics, leadership and communication character

AI Chatbots as Multi-Role Pedagogical Agents: Transforming Engagement in CS Education

This study investigates the use of Artificial Intelligence (AI)-powered, multi-role chatbots as a means to enhance learning experiences and foster engagement in computer science education. Leveraging a design-based research approach, we develop, implement, and evaluate a novel learning environment enriched with four distinct chatbot roles: Instructor Bot, Peer Bot, Career Advising Bot, and Emotional Supporter Bot. These roles, designed around the tenets of Self-Determination Theory, cater to the three innate psychological needs of learners - competence, autonomy, and relatedness. Additionally, the system embraces an inquiry-based learning paradigm, encouraging students to ask questions, seek solutions, and explore their curiosities. We test this system in a higher education context over a period of one month with 200 participating students, comparing outcomes with conditions involving a human tutor and a single chatbot. Our research utilizes a mixed-methods approach, encompassing quantitative measures such as chat log sequence analysis, and qualitative methods including surveys and focus group interviews. By integrating cutting-edge Natural Language Processing techniques such as topic modelling and sentiment analysis, we offer an in-depth understanding of the system's impact on learner engagement, motivation, and inquiry-based learning. This study, through its rigorous design and innovative approach, provides significant insights into the potential of AI-empowered, multi-role chatbots in reshaping the landscape of computer science education and fostering an engaging, supportive, and motivating learning environment

Development and Application of a Malaysian Socio-Technical Disaster Model

Understanding of the development and causes of the disasters provides a tool for organizational and institutional diagnosis of vulnerability and risks. The hindsight gained from these negative events could be utilized by government and enterprises to design organizational structures that will help reduce the likelihood of disaster as the nation progresses. A multi strategy research was designed utilizing qualitative and quantitative approach to develop a socio-technical disaster model and a learning system for Malaysia. Using a grounded theory approach, six inquiry reports were used to identify the phases associated with the development of the socio-technical disasters and their underlying causes. Management of the inquiry into these disasters and the recommendations made by the tribunal of inquiry were also analyzed. Nvivo software program was utilized to model the latent errors attributed to the disasters. A survey was conducted among Malaysian Disaster experts who were selected using judgmental sampling in order to determine their views on disaster and disaster inquiry management. Data obtained from both qualitative and quantitative study was then transferred into a Visual Basic 6.0 computer program to form a learning and advice model. Despite the differences of disasters involved and their technologies, the disasters were found to exhibit common features and characteristics. The findings demonstrated that socio-technical disasters are not sudden cataclysmic events but they evolved in phases with long developmental period. Underlying causes of the disasters are found to be due to latent errors that are accumulated and get embedded in the system during the incubation period. Inside the organization, a complex set of managerial, procedural, training, safety and failure to learn factors interact with external factors of regulatory and human failures to produce the disasters. The experts were found to have only fair perception towards the management of Public and Royal inquiries into disasters in the country. They were least satisfied with recommendations and learning aspect of the inquiry. This commensurate with the overall perception of the experts that the management of the disaster inquiry should be improved in order to increase learning from them. It was suggested that a flexible guideline should be developed so that it is not entirely left to the personal style of the chairman as currently practiced. The data obtained from the study was further utilized to develop an advice and learning model for public access through an application of an expert system. This is a useful tool for teaching at higher institutions; media of instructions for training institutions and industries; and e- learning for professional development

Malaysian Socio-Technical Disaster Model and Learning System

Understanding of the development and causes of the disasters provides a tool for organizational and institutional diagnosis of vulnerability and risks. The hindsight gained from these negative events could be utilized by government and enterprises to design organizational structures that will help reduce the likelihood of disaster as the nation progresses. A multi strategy research was designed utilizing qualitative and quantitative approach to develop a socio-technical disaster model and a learning system for Malaysia. Using a grounded theory approach, six inquiry reports were used to identify the phases associated with the development of the socio-technical disasters and their underlying causes. Management of the inquiry into these disasters and the recommendations made by the tribunal of inquiry were also analyzed. Nvivo software program was utilized to model the latent errors attributed to the disasters. A survey was conducted among Malaysian Disaster experts who were selected using judgmental sampling in order to determine their views on disaster and disaster inquiry management. Data obtained from both qualitative and quantitative study was then transferred into a Visual Basic 6.0 computer program to form a learning and advice model. Despite the differences of disasters involved and their technologies, the disasters were found to exhibit common features and characteristics. The findings demonstrated that socio-technical disasters are not sudden cataclysmic events but they evolved in phases with long developmental period. Underlying causes of the disasters are found to be due to latent errors that are accumulated and get embedded in the system during the incubation period. Inside the organization, a complex set of managerial, procedural, training, safety and failure to learn factors interact with external factors of regulatory and human failures to produce the disasters. The experts were found to have only fair perception towards the management of Public and Royal inquiries into disasters in the country. They were least satisfied with recommendations and learning aspect of the inquiry. This commensurate with the overall perception of the experts that the management of the disaster inquiry should be improved in order to increase learning from them. It was suggested that a flexible guideline should be developed so that it is not entirely left to the personal style of the chairman as currently practiced. The data obtained from the study was further utilized to develop an advice and learning model for public access through an application of an expert system. This is a useful tool for teaching at higher institutions; media of instructions for training institutions and industries; and e- learning for professional developmen

Virtually There: Examining a Collaborative Online International Learning Pre-Departure Study Abroad Intervention

As more guided study abroad interventions move online and into a collaborative format, it is important to not only examine the influence of students’ social interactions as related to their intercultural development and experiences in the interventions, but also understand which variables influenced the success of an intervention. The purpose of this study was to identify factors that influenced students’ intercultural development and experiences in a collaborative online international learning pre-departure study abroad intervention. To explore these questions I designed a collaborative online international learning intervention for pre-departure study abroad students. Pre-departure U.S. study abroad students and international students coming to study abroad in the U.S. attended an online, collaborative seminar together over the course of six weeks in the fall and five weeks in the spring. Garrison et al.’s (2000) Community of Inquiry model influenced the seminar design and data analysis. A mixed-methods approach was used to gather data needed to study the intervention outcomes. Data was obtained from: (1) a needs assessment; (2) pre and post IDI® scores from intervention and comparison groups; (3) focus groups; and (4) online discussions. The three forms of data analysis used in this study, the IDI®, Community of Inquiry framework, and phenomenological review of participants’ text, provided a layered understanding of the research questions. Data analysis suggested that designing and sustaining a successful Community of Inquiry, as well as a successful online collaborative learning environment, is not without its challenges. This research demonstrated several technical and social challenges of building a Community of Inquiry and how a redesign of an intervention can influence outcomes. Several challenges of collaborative learning and creating online communities identified in Computer-supported collaborative learning research were also apparent in this study. Overall, this study underscored several variables that influence learning outcomes and experiences within a collaborative online international learning intervention

Scientific Literacy in the digital age: tools, environments and resources for co-inquiry

This paper describes some European and International projects to promote Scientific Literacy in the digital age as well as technologies, environments and resources for co-inquiry. The aim of this research is also to describe computer applications, software tools and environments that were designed to support processes of collaborative inquiry learning to promote Scientific Literacy. These tools are analyzed by describing their interfaces and functionalities. The outcomes of this descriptive research points out some effects on student learning and competences developed known from the literature. This paper argues the importance of promoting scientific citizenship not only through schools and Universities (formal learning), but also non-credit online courses and community-based learning programmes (non-formal context), as well as daily life activities, educational open digital materials through social networks (informal scenario)

From design to narrative: the development of inquiry-based learning models

The University of Nottingham and the Open University are partners in a ca. £1.2m project to help school students learn the skills of modern science. The three-year project, Personal Inquiry (PI) (funded by the UK ESRC and EPSRC research councils), is developing a new approach of 'scripted inquiry learning', where children investigate a science topic with classmates by carrying out explorations between their classroom, homes and discovery centres, guided by a personal computer. This paper describes our progress to date on the development of four models for inquiry-based learning, as part of the PI project. These are being used as the basis for the development of educational scenarios and associated scripts to explore the use of mobile technologies in supporting an inquiry-based approach to teaching Scientific thinking across formal and informal learning