Keystroke dynamics as signal for shallow syntactic parsing

Keystroke dynamics have been extensively used in psycholinguistic and writing research to gain insights into cognitive processing. But do keystroke logs contain actual signal that can be used to learn better natural language processing models? We postulate that keystroke dynamics contain information about syntactic structure that can inform shallow syntactic parsing. To test this hypothesis, we explore labels derived from keystroke logs as auxiliary task in a multi-task bidirectional Long Short-Term Memory (bi-LSTM). Our results show promising results on two shallow syntactic parsing tasks, chunking and CCG supertagging. Our model is simple, has the advantage that data can come from distinct sources, and produces models that are significantly better than models trained on the text annotations alone.Comment: In COLING 201

Non-conventional keystroke dynamics for user authentication

This paper introduces an approach for user authentication using free-text keystroke dynamics which incorporates the use of non-conventional keystroke features. Semi-timing features along with editing features are extracted from the user’s typing stream. Decision trees were exploited to classify each of the user’s data. In parallel for comparison, support vector machines (SVMs) were also used for classification in association with an ant colony optimization (ACO) feature selection technique. The results obtained from this study are encouraging as low false accept rates (FAR) and false reject rates (FRR) were achieved in the experimentation phase. This signifies that satisfactory overall system performance was achieved by using the typing attributes in the proposed approach. Thus, the use of non-conventional typing features improves the understanding of human typing behavior and therefore, provides significant contribution to the authentication system

A Computational Academic Integrity Framework

L'abast creixent i la naturalesa canviant dels programes acadèmics constitueixen un repte per a la integritat dels protocols tradicionals de proves i exàmens. L'objectiu d'aquesta tesi és introduir una alternativa als enfocaments tradicionals d'integritat acadèmica, per a cobrir la bretxa del buit de l'anonimat i donar la possibilitat als instructors i administradors acadèmics de fer servir nous mitjans que permetin mantenir la integritat acadèmica i promoguin la responsabilitat, accessibilitat i eficiència, a més de preservar la privadesa i minimitzin la interrupció en el procés d'aprenentatge. Aquest treball té com a objectiu començar un canvi de paradigma en les pràctiques d'integritat acadèmica. La recerca en l'àrea de la identitat de l'estudiant i la garantia de l'autoria són importants perquè la concessió de crèdits d'estudi a entitats no verificades és perjudicial per a la credibilitat institucional i la seguretat pública. Aquesta tesi es basa en la noció que la identitat de l'alumne es compon de dues capes diferents, física i de comportament, en les quals tant els criteris d'identitat com els d'autoria han de ser confirmats per a mantenir un nivell raonable d'integritat acadèmica. Per a això, aquesta tesi s'organitza en tres seccions, cadascuna de les quals aborda el problema des d'una de les perspectives següents: (a) teòrica, (b) empírica i (c) pragmàtica.El creciente alcance y la naturaleza cambiante de los programas académicos constituyen un reto para la integridad de los protocolos tradicionales de pruebas y exámenes. El objetivo de esta tesis es introducir una alternativa a los enfoques tradicionales de integridad académica, para cubrir la brecha del vacío anonimato y dar la posibilidad a los instructores y administradores académicos de usar nuevos medios que permitan mantener la integridad académica y promuevan la responsabilidad, accesibilidad y eficiencia, además de preservar la privacidad y minimizar la interrupción en el proceso de aprendizaje. Este trabajo tiene como objetivo iniciar un cambio de paradigma en las prácticas de integridad académica. La investigación en el área de la identidad del estudiante y la garantía de la autoría son importantes porque la concesión de créditos de estudio a entidades no verificadas es perjudicial para la credibilidad institucional y la seguridad pública. Esta tesis se basa en la noción de que la identidad del alumno se compone de dos capas distintas, física y de comportamiento, en las que tanto los criterios de identidad como los de autoría deben ser confirmados para mantener un nivel razonable de integridad académica. Para ello, esta tesis se organiza en tres secciones, cada una de las cuales aborda el problema desde una de las siguientes perspectivas: (a) teórica, (b) empírica y (c) pragmática.The growing scope and changing nature of academic programmes provide a challenge to the integrity of traditional testing and examination protocols. The aim of this thesis is to introduce an alternative to the traditional approaches to academic integrity, bridging the anonymity gap and empowering instructors and academic administrators with new ways of maintaining academic integrity that preserve privacy, minimize disruption to the learning process, and promote accountability, accessibility and efficiency. This work aims to initiate a paradigm shift in academic integrity practices. Research in the area of learner identity and authorship assurance is important because the award of course credits to unverified entities is detrimental to institutional credibility and public safety. This thesis builds upon the notion of learner identity consisting of two distinct layers (a physical layer and a behavioural layer), where the criteria of identity and authorship must both be confirmed to maintain a reasonable level of academic integrity. To pursue this goal in organized fashion, this thesis has the following three sections: (a) theoretical, (b) empirical, and (c) pragmatic

A computational academic integrity framework

L'abast creixent i la naturalesa canviant dels programes acadèmics constitueixen un repte per a la integritat dels protocols tradicionals de proves i exàmens. L'objectiu d¿aquesta tesi és introduir una alternativa als enfocaments tradicionals d'integritat acadèmica, per a cobrir la bretxa del buit de l'anonimat i donar la possibilitat als instructors i administradors acadèmics de fer servir nous mitjans que permetin mantenir la integritat acadèmica i promoguin la responsabilitat, accessibilitat i eficiència, a més de preservar la privadesa i minimitzin la interrupció en el procés d'aprenentatge. Aquest treball té com a objectiu començar un canvi de paradigma en les pràctiques d'integritat acadèmica. La recerca en l'àrea de la identitat de l'estudiant i la garantia de l'autoria són importants perquè la concessió de crèdits d'estudi a entitats no verificades és perjudicial per a la credibilitat institucional i la seguretat pública. Aquesta tesi es basa en la noció que la identitat de l'alumne es compon de dues capes diferents, física i de comportament, en les quals tant els criteris d'identitat com els d'autoria han de ser confirmats per a mantenir un nivell raonable d'integritat acadèmica. Per a això, aquesta tesi s'organitza en tres seccions, cadascuna de les quals aborda el problema des d'una de les perspectives següents: (a) teòrica, (b) empírica i (c) pragmàtica.El creciente alcance y la naturaleza cambiante de los programas académicos constituyen un reto para la integridad de los protocolos tradicionales de pruebas y exámenes. El objetivo de esta tesis es introducir una alternativa a los enfoques tradicionales de integridad académica, para cubrir la brecha del vacío anonimato y dar la posibilidad a los instructores y administradores académicos de usar nuevos medios que permitan mantener la integridad académica y promuevan la responsabilidad, accesibilidad y eficiencia, además de preservar la privacidad y minimizar la interrupción en el proceso de aprendizaje. Este trabajo tiene como objetivo iniciar un cambio de paradigma en las prácticas de integridad académica. La investigación en el área de la identidad del estudiante y la garantía de la autoría son importantes porque la concesión de créditos de estudio a entidades no verificadas es perjudicial para la credibilidad institucional y la seguridad pública. Esta tesis se basa en la noción de que la identidad del alumno se compone de dos capas distintas, física y de comportamiento, en las que tanto los criterios de identidad como los de autoría deben ser confirmados para mantener un nivel razonable de integridad académica. Para ello, esta tesis se organiza en tres secciones, cada una de las cuales aborda el problema desde una de las siguientes perspectivas: (a) teórica, (b) empírica y (c) pragmática.The growing scope and changing nature of academic programmes provide a challenge to the integrity of traditional testing and examination protocols. The aim of this thesis is to introduce an alternative to the traditional approaches to academic integrity, bridging the anonymity gap and empowering instructors and academic administrators with new ways of maintaining academic integrity that preserve privacy, minimize disruption to the learning process, and promote accountability, accessibility and efficiency. This work aims to initiate a paradigm shift in academic integrity practices. Research in the area of learner identity and authorship assurance is important because the award of course credits to unverified entities is detrimental to institutional credibility and public safety. This thesis builds upon the notion of learner identity consisting of two distinct layers (a physical layer and a behavioural layer), where the criteria of identity and authorship must both be confirmed to maintain a reasonable level of academic integrity. To pursue this goal in organized fashion, this thesis has the following three sections: (a) theoretical, (b) empirical, and (c) pragmatic

Free-text keystroke dynamics authentication with a reduced need for training and language independency

This research aims to overcome the drawback of the large amount of training data required for free-text keystroke dynamics authentication. A new key-pairing method, which is based on the keyboard’s key-layout, has been suggested to achieve that. The method extracts several timing features from specific key-pairs. The level of similarity between a user’s profile data and his or her test data is then used to decide whether the test data was provided by the genuine user. The key-pairing technique was developed to use the smallest amount of training data in the best way possible which reduces the requirement for typing long text in the training stage. In addition, non-conventional features were also defined and extracted from the input stream typed by the user in order to understand more of the users typing behaviours. This helps the system to assemble a better idea about the user’s identity from the smallest amount of training data. Non-conventional features compute the average of users performing certain actions when typing a whole piece of text. Results were obtained from the tests conducted on each of the key-pair timing features and the non-conventional features, separately. An FAR of 0.013, 0.0104 and an FRR of 0.384, 0.25 were produced by the timing features and non-conventional features, respectively. Moreover, the fusion of these two feature sets was utilized to enhance the error rates. The feature-level fusion thrived to reduce the error rates to an FAR of 0.00896 and an FRR of 0.215 whilst decision-level fusion succeeded in achieving zero FAR and FRR. In addition, keystroke dynamics research suffers from the fact that almost all text included in the studies is typed in English. Nevertheless, the key-pairing method has the advantage of being language-independent. This allows for it to be applied on text typed in other languages. In this research, the key-pairing method was applied to text in Arabic. The results produced from the test conducted on Arabic text were similar to those produced from English text. This proves the applicability of the key-pairing method on a language other than English even if that language has a completely different alphabet and characteristics. Moreover, experimenting with texts in English and Arabic produced results showing a direct relation between the users’ familiarity with the language and the performance of the authentication system

Security and Usability of Authentication by Challenge Questions in Online Examination

Online examinations are an integral component of many online learning environments and a high-stake process for students, teachers and educational institutions. They are the target of many security threats, including intrusion by hackers and collusion. Collu-sion happens when a student invites a third party to impersonate him/her in an online test, or to abet with the exam questions. This research proposed a profile-based chal-lenge question approach to create and consolidate a student’s profile during the learning process, to be used for authentication in the examination process. The pro-posed method was investigated in six research studies using a usability test method and a risk-based security assessment method, in order to investigate usability attributes and security threats. The findings of the studies revealed that text-based questions are prone to usability issues such as ambiguity, syntactic variation, and spelling mistakes. The results of a usability analysis suggested that image-based questions are more usable than text-based questions (p < 0.01). The findings identified that dynamic profile questions are more efficient and effective than text-based and image-based questions (p < 0.01). Since text-based questions are associated with an individual’s personal information, they are prone to being shared with impersonators. An increase in the numbers of chal-lenge questions being shared showed a significant linear trend (p < 0.01) and increased the success of an impersonation attack. An increase in the database size decreased the success of an impersonation attack with a significant linear trend (p < 0.01). The security analysis of dynamic profile questions revealed that an impersonation attack was not successful when a student shared credentials using email asynchronously. However, a similar attack was successful when a student and impersonator shared information in real time using mobile phones. The response time in this attack was significantly different when a genuine student responded to his challenge questions (p < 0.01). The security analysis revealed that the use of dynamic profile questions in a proctored exam can influence impersonation and abetting. This view was supported by online programme tutors in a focus group study

AUTHOR VERIFICATION OF ELECTRONIC MESSAGING SYSTEMS

Messaging systems have become a hugely popular new paradigm for sending and delivering text messages; however, online messaging platforms have also become an ideal place for criminals due to their anonymity, ease of use and low cost. Therefore, the ability to verify the identity of individuals involved in criminal activity is becoming increasingly important. The majority of research in this area has focused on traditional authorship problems that deal with single-domain datasets and large bodies of text. Few research studies have sought to explore multi-platform author verification as a possible solution to problems around forensics and security. Therefore, this research has investigated the ability to identify individuals on messaging systems, and has applied this to the modern messaging platforms of Email, Twitter, Facebook and Text messages, using different single-domain datasets for population-based and user-based verification approaches. Through a novel technique of cross-domain research using real scenarios, the domain incompatibilities of profiles from different distributions has been assessed, based on real-life corpora using data from 50 authors who use each of the aforementioned domains. The results show that the use of linguistics is likely be similar between platforms, on average, for a population-based approach. The best corpus experimental result achieved a low EER of 7.97% for Text messages, showing the usefulness of single-domain platforms where the use of linguistics is likely be similar, such as Text messages and Emails. For the user-based approach, there is very little evidence of a strong correlation of stylometry between platforms. It has been shown that linguistic features on some individual platforms have features in common with other platforms, and lexical features play a crucial role in the similarities between users’ modern platforms. Therefore, this research shows that the ability to identify individuals on messaging platforms may provide a viable solution to problems around forensics and security, and help against a range of criminal activities, such as sending spam texts, grooming children, and encouraging violence and terrorism.Royal Embassy of Saudi Arabia, Londo

International Open and Distance Learning Conference proceedings book = Uluslararası Açık ve Uzaktan Öğrenme Konferansı bildiri kitabı

The 4th International Open & Distance Learning Conference- IODL 2019, which was held at Anadolu University, Eskişehir, Türkiye on 14-16 November, 2019