Biblio

Security patterns are proven solutions to recurring problems in software development. The growing importance of secure software development has introduced diverse research efforts on security patterns that mostly focused on classification schemes, evolution and evaluation of the patterns. Despite a huge mature history of research and popularity among researchers, security patterns have not fully penetrated software development practices. Besides, software security education has not been benefited by these patterns though a commonly stated motivation is the dissemination of expert knowledge and experience. This is because the patterns lack a simple embodiment to help students learn about vulnerable code, and to guide new developers on secure coding. In order to address this problem, we propose to conduct intelligent data mining in the context of software engineering to discover learner-friendly software security patterns. Our proposed model entails knowledge discovery from large scale published real-world vulnerability histories in software applications. We harness association rule mining for frequent pattern discovery to mine easily comprehensible and explainable learner-friendly rules, mainly of the type "flaw implies fix" and "attack type implies flaw", so as to enhance training in secure coding which in turn would augment secure software development. We propose to build a learner-friendly intelligent tutoring system (ITS) based on the newly discovered security patterns and rules explored. We present our proposed model based on association rule mining in secure software development with the goal of building this ITS. Our proposed model and prototype experiments are discussed in this paper along with challenges and ongoing work.

Novice programmers exhibit a repertoire of affective states over time when they are learning computer programming. The modeling of frustration is important as it informs on the need for pedagogical intervention of the student who may otherwise lose confidence and interest in the learning. In this paper, contextual and keystroke features of the students within a Java tutoring system are used to detect frustration of student within a programming exercise session. As compared to psychological sensors used in other studies, the use of contextual and keystroke logs are less obtrusive and the equipment used (keyboard) is ubiquitous in most learning environment. The technique of logistic regression with lasso regularization is utilized for the modeling to prevent over-fitting. The results showed that a model that uses only contextual and keystroke features achieved a prediction accuracy level of 0.67 and a recall measure of 0.833. Thus, we conclude that it is possible to detect frustration of a student from distilling both the contextual and keystroke logs within the tutoring system with an adequate level of accuracy.