Survey and Systematization of Secure Device Pairing

Secure Device Pairing (SDP) schemes have been developed to facilitate secure communications among smart devices, both personal mobile devices and Internet of Things (IoT) devices. Comparison and assessment of SDP schemes is troublesome, because each scheme makes different assumptions about out-of-band channels and adversary models, and are driven by their particular use-cases. A conceptual model that facilitates meaningful comparison among SDP schemes is missing. We provide such a model. In this article, we survey and analyze a wide range of SDP schemes that are described in the literature, including a number that have been adopted as standards. A system model and consistent terminology for SDP schemes are built on the foundation of this survey, which are then used to classify existing SDP schemes into a taxonomy that, for the first time, enables their meaningful comparison and analysis.The existing SDP schemes are analyzed using this model, revealing common systemic security weaknesses among the surveyed SDP schemes that should become priority areas for future SDP research, such as improving the integration of privacy requirements into the design of SDP schemes. Our results allow SDP scheme designers to create schemes that are more easily comparable with one another, and to assist the prevention of persisting the weaknesses common to the current generation of SDP schemes.Comment: 34 pages, 5 figures, 3 tables, accepted at IEEE Communications Surveys & Tutorials 2017 (Volume: PP, Issue: 99

Demo of BANDANA - Body Area Network Device-to-device Authentication using Natural gAit

We demonstrate the BANDANA gait-based ad-hoc device pairing scheme. Our quantization approach extracts binary fingerprints from the deviation of acceleration sequences representing instantaneous gait vs. mean gait and establishes identical keys for fingerprints generated at distinct locations on the same body via a fuzzy commitment scheme. The separation between device-pairs on same-body and distinct body is possible as the fingerprint similarity exceeds 70% for same-body device pairs but on average reaches only 50% (random guess) for different body device pairs. The application of the BANDANA ad-hoc pairing will be demonstrated on a pair of Nexus 5X android phones and with a Huawei Watch 2.Peer reviewe

Obstacles to wearable computing

In the year 2021, wearable technology could look beautiful and feel magical, but instead is exemplified by a plain wristband that looks suspiciously like a prison monitor. How can we make wearable technology that respects our privacy, enhances our daily lives, integrates with our other connected devices without leashing us to a smartphone, and visually expresses who we are? This study uses a novel method of participatory design fiction (PDFi) to understand potential users of everyday wearable technology through storytelling. I recruited participants from the general public and gave them a five-point prompt to create a design fiction (DF), which inspired the user-centred design of an everyday connected wearable device. The participants each received a technology probe to wear in the wild for a year. They then updated their DFs as a way to reflect on the implications of the technology. For the purposes of privacy, augmenting device functionality through interoperability, and integration into an Internet of Things (IoT) ecosystem, I used the Hub-of-All-Things personal data store to provide the software infrastructure. By listening to their stories, we can elicit design concepts directly from the users, to help us create wearable IoT devices that put the wearer at the centre of the design process, and are satisfying both functionally and emotionally.The Alan Turing Institute Doctoral Scheme, University of Cambridge Department of Computer Science and Technology, The Kenneth Hayter Memorial Fun

A Corpus-driven Approach toward Teaching Vocabulary and Reading to English Language Learners in U.S.-based K-12 Context through a Mobile App

In order to decrease teachers’ decisions of which vocabulary the focus of the instruction should be upon, a recent line of research argues that pedagogically-prepared word lists may offer the most efficient order of learning vocabulary with an optimized context for instruction in each of four K-12 content areas (math, science, social studies, and language arts) through providing English Language Learners (ELLs) with the most frequent words in each area. Educators and school experts have acknowledged the need for developing new materials, including computerized enhanced texts and effective strategies aimed at improving ELLs’ mastery of academic and STEM-related lexicon. Not all words in a language are equal in their role in comprehending the language and expressing ideas or thoughts. For this study, I used a corpus-driven approach which is operationalized by applying a text analysis method. For the purpose of this research study, I made two corpora, Teacher’s U.S. Corpus (TUSC) and Science and Math Academic Corpus for Kids (SMACK) with a focus on word lemma rather than inflectional and derivational variants of word families. To create the corpora, I collected and analyzed a total of 122 textbooks used commonly in the states of Florida and California. Recruiting, scanning and converting of textbooks had been carried out over a period of more than two years from October 2014 to March 2017. In total, this school corpus contains 10,519,639 running words and 16,344 lemmas saved in 16,315 word document pages. From the corpora, I developed six word lists, namely three frequency-based word lists (high-, mid-, and low-frequency), academic and STEM-related word lists, and essential word list (EWL). I then applied the word lists as the database and developed a mobile app, Vocabulary in Reading Study – VIRS, (available on App Store, Android and Google Play) alongside a website (www.myvirs.com). Also, I developed a new K-12 dictionary which targets the vocabulary needs of ELLs in K-12 context. This is a frequency-based dictionary which categorizes words into three groups of high, medium and low frequency words as well as two separate sections for academic and STEM words. The dictionary has 16,500 lemmas with derivational and inflectional forms