Personalized question-based cybersecurity recommendation systems

En ces temps de pandémie Covid19, une énorme quantité de l’activité humaine est modifiée pour se faire à distance, notamment par des moyens électroniques. Cela rend plusieurs personnes et services vulnérables aux cyberattaques, d’où le besoin d’une éducation généralisée ou du moins accessible sur la cybersécurité. De nombreux efforts sont entrepris par les chercheurs, le gouvernement et les entreprises pour protéger et assurer la sécurité des individus contre les pirates et les cybercriminels. En raison du rôle important joué par les systèmes de recommandation dans la vie quotidienne de l'utilisateur, il est intéressant de voir comment nous pouvons combiner les systèmes de cybersécurité et de recommandation en tant que solutions alternatives pour aider les utilisateurs à comprendre les cyberattaques auxquelles ils peuvent être confrontés. Les systèmes de recommandation sont couramment utilisés par le commerce électronique, les réseaux sociaux et les plateformes de voyage, et ils sont basés sur des techniques de systèmes de recommandation traditionnels. Au vu des faits mentionnés ci-dessus, et le besoin de protéger les internautes, il devient important de fournir un système personnalisé, qui permet de partager les problèmes, d'interagir avec un système et de trouver des recommandations. Pour cela, ce travail propose « Cyberhelper », un système de recommandation de cybersécurité personnalisé basé sur des questions pour la sensibilisation à la cybersécurité. De plus, la plateforme proposée est équipée d'un algorithme hybride associé à trois différents algorithmes basés sur la connaissance, les utilisateurs et le contenu qui garantit une recommandation personnalisée optimale en fonction du modèle utilisateur et du contexte. Les résultats expérimentaux montrent que la précision obtenue en appliquant l'algorithme proposé est bien supérieure à la précision obtenue en utilisant d'autres mécanismes de système de recommandation traditionnels. Les résultats suggèrent également qu'en adoptant l'approche proposée, chaque utilisateur peut avoir une expérience utilisateur unique, ce qui peut l'aider à comprendre l'environnement de cybersécurité.With the proliferation of the virtual universe and the multitude of services provided by the World Wide Web, a major concern arises: Security and privacy have never been more in jeopardy. Nowadays, with the Covid 19 pandemic, the world faces a new reality that pushed the majority of the workforce to telecommute. This thereby creates new vulnerabilities for cyber attackers to exploit. It’s important now more than ever, to educate and offer guidance towards good cybersecurity hygiene. In this context, a major effort has been dedicated by researchers, governments, and businesses alike to protect people online against hackers and cybercriminals. With a focus on strengthening the weakest link in the cybersecurity chain which is the human being, educational and awareness-raising tools have been put to use. However, most researchers focus on the “one size fits all” solutions which do not focus on the intricacies of individuals. This work aims to overcome that by contributing a personalized question-based recommender system. Named “Cyberhelper”, this work benefits from an existing mature body of research on recommender system algorithms along with recent research on non-user-specific question-based recommenders. The reported proof of concept holds potential for future work in adapting Cyberhelper as an everyday assistant for different types of users and different contexts

Hybrid human-AI driven open personalized education

Attaining those skills that match labor market demand is getting increasingly complicated as prerequisite knowledge, skills, and abilities are evolving dynamically through an uncontrollable and seemingly unpredictable process. Furthermore, people's interests in gaining knowledge pertaining to their personal life (e.g., hobbies and life-hacks) are also increasing dramatically in recent decades. In this situation, anticipating and addressing the learning needs are fundamental challenges to twenty-first century education. The need for such technologies has escalated due to the COVID-19 pandemic, where online education became a key player in all types of training programs. The burgeoning availability of data, not only on the demand side but also on the supply side (in the form of open/free educational resources) coupled with smart technologies, may provide a fertile ground for addressing this challenge. Therefore, this thesis aims to contribute to the literature about the utilization of (open and free-online) educational resources toward goal-driven personalized informal learning, by developing a novel Human-AI based system, called eDoer. In this thesis, we discuss all the new knowledge that was created in order to complete the system development, which includes 1) prototype development and qualitative user validation, 2) decomposing the preliminary requirements into meaningful components, 3) implementation and validation of each component, and 4) a final requirement analysis followed by combining the implemented components in order develop and validate the planned system (eDoer). All in all, our proposed system 1) derives the skill requirements for a wide range of occupations (as skills and jobs are typical goals in informal learning) through an analysis of online job vacancy announcements, 2) decomposes skills into learning topics, 3) collects a variety of open/free online educational resources that address those topics, 4) checks the quality of those resources and topic relevance using our developed intelligent prediction models, 5) helps learners to set their learning goals, 6) recommends personalized learning pathways and learning content based on individual learning goals, and 7) provides assessment services for learners to monitor their progress towards their desired learning objectives. Accordingly, we created a learning dashboard focusing on three Data Science related jobs and conducted an initial validation of eDoer through a randomized experiment. Controlling for the effects of prior knowledge as assessed by the pretest, the randomized experiment provided tentative support for the hypothesis that learners who engaged with personal eDoer recommendations attain higher scores on the posttest than those who did not. The hypothesis that learners who received personalized content in terms of format, length, level of detail, and content type, would achieve higher scores than those receiving non-personalized content was not supported as a statistically significant result

A Framework for Personalized Content Recommendations to Support Informal Learning in Massively Diverse Information WIKIS

Personalization has proved to achieve better learning outcomes by adapting to specific learners’ needs, interests, and/or preferences. Traditionally, most personalized learning software systems focused on formal learning. However, learning personalization is not only desirable for formal learning, it is also required for informal learning, which is self-directed, does not follow a specified curriculum, and does not lead to formal qualifications. Wikis among other informal learning platforms are found to attract an increasing attention for informal learning, especially Wikipedia. The nature of wikis enables learners to freely navigate the learning environment and independently construct knowledge without being forced to follow a predefined learning path in accordance with the constructivist learning theory. Nevertheless, navigation on information wikis suffer from several limitations. To support informal learning on Wikipedia and similar environments, it is important to provide easy and fast access to relevant content. Recommendation systems (RSs) have long been used to effectively provide useful recommendations in different technology enhanced learning (TEL) contexts. However, the massive diversity of unstructured content as well as user base on such information oriented websites poses major challenges when designing recommendation models for similar environments. In addition to these challenges, evaluation of TEL recommender systems for informal learning is rather a challenging activity due to the inherent difficulty in measuring the impact of recommendations on informal learning with the absence of formal assessment and commonly used learning analytics. In this research, a personalized content recommendation framework (PCRF) for information wikis as well as an evaluation framework that can be used to evaluate the impact of personalized content recommendations on informal learning from wikis are proposed. The presented recommendation framework models learners’ interests by continuously extrapolating topical navigation graphs from learners’ free navigation and applying graph structural analysis algorithms to extract interesting topics for individual users. Then, it integrates learners’ interest models with fuzzy thesauri for personalized content recommendations. Our evaluation approach encompasses two main activities. First, the impact of personalized recommendations on informal learning is evaluated by assessing conceptual knowledge in users’ feedback. Second, web analytics data is analyzed to get an insight into users’ progress and focus throughout the test session. Our evaluation revealed that PCRF generates highly relevant recommendations that are adaptive to changes in user’s interest using the HARD model with rank-based mean average precision (MAP@k) scores ranging between 100% and 86.4%. In addition, evaluation of informal learning revealed that users who used Wikipedia with personalized support could achieve higher scores on conceptual knowledge assessment with average score of 14.9 compared to 10.0 for the students who used the encyclopedia without any recommendations. The analysis of web analytics data show that users who used Wikipedia with personalized recommendations visited larger number of relevant pages compared to the control group, 644 vs 226 respectively. In addition, they were also able to make use of a larger number of concepts and were able to make comparisons and state relations between concepts

Modeling Human Group Behavior In Virtual Worlds

Virtual worlds and massively-multiplayer online games are rich sources of information about large-scale teams and groups, offering the tantalizing possibility of harvesting data about group formation, social networks, and network evolution. They provide new outlets for human social interaction that differ from both face-to-face interactions and non-physically-embodied social networking tools such as Facebook and Twitter. We aim to study group dynamics in these virtual worlds by collecting and analyzing public conversational patterns of users grouped in close physical proximity. To do this, we created a set of tools for monitoring, partitioning, and analyzing unstructured conversations between changing groups of participants in Second Life, a massively multi-player online user-constructed environment that allows users to construct and inhabit their own 3D world. Although there are some cues in the dialog, determining social interactions from unstructured chat data alone is a difficult problem, since these environments lack many of the cues that facilitate natural language processing in other conversational settings and different types of social media. Public chat data often features players who speak simultaneously, use jargon and emoticons, and only erratically adhere to conversational norms. Humans are adept social animals capable of identifying friendship groups from a combination of linguistic cues and social network patterns. But what is more important, the content of what people say or their history of social interactions? Moreover, is it possible to identify whether iii people are part of a group with changing membership merely from general network properties, such as measures of centrality and latent communities? These are the questions that we aim to answer in this thesis. The contributions of this thesis include: 1) a link prediction algorithm for identifying friendship relationships from unstructured chat data 2) a method for identifying social groups based on the results of community detection and topic analysis. The output of these two algorithms (links and group membership) are useful for studying a variety of research questions about human behavior in virtual worlds. To demonstrate this we have performed a longitudinal analysis of human groups in different regions of the Second Life virtual world. We believe that studies performed with our tools in virtual worlds will be a useful stepping stone toward creating a rich computational model of human group dynamics

Living analytics methods for the social web

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