196 research outputs found

    20th SC@RUG 2023 proceedings 2022-2023

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    20th SC@RUG 2023 proceedings 2022-2023

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    Security and Privacy of Resource Constrained Devices

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    The thesis aims to present a comprehensive and holistic overview on cybersecurity and privacy & data protection aspects related to IoT resource-constrained devices. Chapter 1 introduces the current technical landscape by providing a working definition and architecture taxonomy of ‘Internet of Things’ and ‘resource-constrained devices’, coupled with a threat landscape where each specific attack is linked to a layer of the taxonomy. Chapter 2 lays down the theoretical foundations for an interdisciplinary approach and a unified, holistic vision of cybersecurity, safety and privacy justified by the ‘IoT revolution’ through the so-called infraethical perspective. Chapter 3 investigates whether and to what extent the fast-evolving European cybersecurity regulatory framework addresses the security challenges brought about by the IoT by allocating legal responsibilities to the right parties. Chapters 4 and 5 focus, on the other hand, on ‘privacy’ understood by proxy as to include EU data protection. In particular, Chapter 4 addresses three legal challenges brought about by the ubiquitous IoT data and metadata processing to EU privacy and data protection legal frameworks i.e., the ePrivacy Directive and the GDPR. Chapter 5 casts light on the risk management tool enshrined in EU data protection law, that is, Data Protection Impact Assessment (DPIA) and proposes an original DPIA methodology for connected devices, building on the CNIL (French data protection authority) model

    Creating an innovative, online resource to support teachers in integrating digital literacy skills into the Junior Cycle English Curriculum

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    The proliferation of digital tools into all facets of society in recent years has had no small impact on the field of post-primary education. The Irish government’s Digital Strategy for Schools (DSS) (2022, 2015) emphasises the importance of seamlessly integrating digital literacy skills into subject curricula. However, this is a new frontier for Irish post-primary teachers. As a practising teacher I identified a need for teachers to be supported in embedding digital literacy skills into their teaching practice through the provision of relevant, practical and quality resources that met the learning objectives of the subject and through access to continuous professional development (CPD) in this area. Through this Ph.D. research I created an innovative, online resource to assist post-primary English teachers in integrating digital literacy skills into the Junior Cycle curriculum. Taking a methodologically inventive approach (Dadds and Hart, 2001) I used an Educational Entrepreneurial Approach to Action Research (Crotty, 2014) to explore my passions, skills, values, work culture and the literature around digital literacy, digital inequality and digital natives. This exploratory process led me to a greater understanding of issues of inequality in my own work practice as a teacher in a DEIS school; namely that students weren’t as digitally literate as we might assume and that teachers, whose digital literacy also exists on a spectrum, may not have the time, money or motivation to upskill. I worked with students to create an animated, digital documentary and drew on these experiences to create an innovative, online, curriculum for Junior Cycle English teachers with an accompanying online, asynchronous CPD course. This dissertation presents a detailed explanation of this collaborative creative process and draws out the variety of media used to create online digital resources as a means of creating a pluralistic representation of the process. In line with Crotty’s (2014) EEA the creation of these digital resources proved transformative to me personally, to my school’s digital culture and continues to impact the wider education sphere

    Near-Real Time, Semi-Automated Threat Assessment of Information Environments

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    Threat assessment is a crucial process for monitoring and defending against potential threats in an organization’s information environment and business operations. Ensuring the security of information infrastructure requires effective information security practices. However, existing models and methodologies often fall short of addressing the dynamic and evolving nature of cyberattacks. Moreover, critical threat intelligence extracted from the threat agents lacks the ability to capture essential attributes such as motivation, opportunity, and capability (M, O, C). This contribution to knowledge clarification introduces a semi-automatic threat assessment model that can handle situational awareness data or live acquired data stream from networks, incorporating information security techniques, protocols, and real-time monitoring of specific network types. Additionally, it focuses on analysing and implementing network traffic within a specific real-time information environment. To develop the semi-automatic threat assessment model, the study identifies unique attributes of threat agents by analysing Packet Capture Application Programming Interface (PCAP) files and data stream collected between 2012 and 2019. The study utilizes both hypothetical and real-world examples of threat agents to evaluate the three key factors: motivation, opportunity, and capability. This evaluation serves as a basis for designing threat profiles, critical threat intelligence, and assessing the complexity of process. These aspects are currently overlooked in existing threat agent taxonomies, models, and methodologies. By addressing the limitations of traditional threat assessment approaches, this research contributes to advancing the field of cybersecurity. The proposed semi-automatic threat assessment model offers improved awareness and timely detection of threats, providing organizations with a more robust defence against evolving cyberattacks. This research enhances the understanding of threat agents’ attributes and assists in developing proactive strategies to mitigate the risks associated with cybersecurity in the modern information environment

    20th SC@RUG 2023 proceedings 2022-2023

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    Jornadas Nacionales de InvestigaciĂłn en Ciberseguridad: actas de las VIII Jornadas Nacionales de InvestigaciĂłn en ciberseguridad: Vigo, 21 a 23 de junio de 2023

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    Jornadas Nacionales de InvestigaciĂłn en Ciberseguridad (8ÂȘ. 2023. Vigo)atlanTTicAMTEGA: Axencia para a modernizaciĂłn tecnolĂłxica de GaliciaINCIBE: Instituto Nacional de Cibersegurida

    20th SC@RUG 2023 proceedings 2022-2023

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    Investigating Real-time Touchless Hand Interaction and Machine Learning Agents in Immersive Learning Environments

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    The recent surge in the adoption of new technologies and innovations in connectivity, interaction technology, and artificial realities can fundamentally change the digital world. eXtended Reality (XR), with its potential to bridge the virtual and real environments, creates new possibilities to develop more engaging and productive learning experiences. Evidence is emerging that thissophisticated technology offers new ways to improve the learning process for better student interaction and engagement. Recently, immersive technology has garnered much attention as an interactive technology that facilitates direct interaction with virtual objects in the real world. Furthermore, these virtual objects can be surrogates for real-world teaching resources, allowing for virtual labs. Thus XR could enable learning experiences that would not bepossible in impoverished educational systems worldwide. Interestingly, concepts such as virtual hand interaction and techniques such as machine learning are still not widely investigated in immersive learning. Hand interaction technologies in virtual environments can support the kinesthetic learning pedagogical approach, and the need for its touchless interaction nature hasincreased exceptionally in the post-COVID world. By implementing and evaluating real-time hand interaction technology for kinesthetic learning and machine learning agents for self-guided learning, this research has addressed these underutilized technologies to demonstrate the efficiency of immersive learning. This thesis has explored different hand-tracking APIs and devices to integrate real-time hand interaction techniques. These hand interaction techniques and integrated machine learning agents using reinforcement learning are evaluated with different display devices to test compatibility. The proposed approach aims to provide self-guided, more productive, and interactive learning experiences. Further, this research has investigated ethics, privacy, and security issues in XR and covered the future of immersive learning in the Metaverse.<br/

    Towards sustainable e-learning platforms in the context of cybersecurity: A TAM-driven approach

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    The rapid growth of electronic learning (e-learning) platforms has raised concerns about cybersecurity risks. The vulnerability of university students to cyberattacks and privacy concerns within e-learning platforms presents a pressing issue. Students’ frequent and intense internet presence, coupled with their extensive computer usage, puts them at higher risk of being a potential victim of cyberattacks. This problem necessitates a deeper understanding in order to enhance cybersecurity measures and safeguard students’ privacy and intellectual property in educational environments. This dissertation work addresses the following research questions: (a) To what extent do cybersecurity perspectives affect student’s intention to use e-learning platforms? (b) To what extent do students’ privacy concerns affect their intention to use e-learning platforms? (c) To what extent does students’ cybersecurity awareness affect their intention to use e-learning platforms? (d) To what extent do academic integrity concerns affect their intention to use e-learning platforms? and (e) To what extent does students’ computer self-efficacy affect their intention to use e-learning platforms? This study was conducted using an enhanced version of the technology acceptance model (TAM3) to examine the factors influencing students’ intention to use e-learning platforms. The study involved undergraduate and graduate students at Eastern Michigan University, and data were collected through a web-based questionnaire. The questionnaire was developed using the Qualtrics tool and included validated measures and scales with close-ended questions. The collected data were analyzed using SPSS 28, and the significance level for hypothesis testing was set at 0.05. Out of 6,800 distributed surveys, 590 responses were received, and after data cleaning, 582 responses were included in the final sample. The findings revealed that cybersecurity perspectives, cybersecurity awareness, academic integrity concerns, and computer self-efficacy significantly influenced students’ intention to use e-learning platforms. The study has implications for practitioners, educators, and researchers involved in designing secure e-learning platforms, emphasizing the importance of cybersecurity and recommending effective cybersecurity training programs to enhance user engagement. Overall, the study highlights the role of cybersecurity in promoting the adoption and usage of e-learning platforms, providing valuable insights for developers and educators to create secure e-learning environments and benefiting stakeholders in the e-learning industry
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