Biblio

As information and communication technologies evolve every day, so does the use of technology in our daily lives. Along with our increasing dependence on digital information assets, security vulnerabilities are becoming more and more apparent. Passwords are a critical component of secure access to digital systems and applications. They not only prevent unauthorized access to these systems, but also distinguish the users of such systems. Research on password predictability often relies on surveys or leaked data. Therefore, there is a gap in the literature for studies that consider real data in this regard. This study investigates the password security awareness of 161 computer engineering students enrolled in a Linux-based undergraduate course at Ataturk University. The study is conducted in two phases, and in the first phase, 12 dictionaries containing also real student data are formed. In the second phase of the study, a dictionary-based brute-force attack is utilized by means of a serial and parallel version of a Bash script to crack the students’ passwords. In this respect, the /etc/shadow file of the Linux system is used as a basis to compare the hashed versions of the guessed passwords. As a result, the passwords of 23 students, accounting for 14% of the entire student group, were cracked. We believe that this is an unacceptably high prediction rate for such a group with high digital literacy. Therefore, due to this important finding of the study, we took immediate action and shared the results of the study with the instructor responsible for administering the information security course that is included in our curriculum and offered in one of the following semesters.

This Innovate Practice full paper presents a cloud-based personalized learning lab platform. Personalized learning is gaining popularity in online computer science education due to its characteristics of pacing the learning progress and adapting the instructional approach to each individual learner from a diverse background. Among various instructional methods in computer science education, hands-on labs have unique requirements of understanding learner's behavior and assessing learner's performance for personalization. However, it is rarely addressed in existing research. In this paper, we propose a personalized learning platform called ThoTh Lab specifically designed for computer science hands-on labs in a cloud environment. ThoTh Lab can identify the learning style from student activities and adapt learning material accordingly. With the awareness of student learning styles, instructors are able to use techniques more suitable for the specific student, and hence, improve the speed and quality of the learning process. With that in mind, ThoTh Lab also provides student performance prediction, which allows the instructors to change the learning progress and take other measurements to help the students timely. For example, instructors may provide more detailed instructions to help slow starters, while assigning more challenging labs to those quick learners in the same class. To evaluate ThoTh Lab, we conducted an experiment and collected data from an upper-division cybersecurity class for undergraduate students at Arizona State University in the US. The results show that ThoTh Lab can identify learning style with reasonable accuracy. By leveraging the personalized lab platform for a senior level cybersecurity course, our lab-use study also shows that the presented solution improves students engagement with better understanding of lab assignments, spending more effort on hands-on projects, and thus greatly enhancing learning outcomes.

Cybersecurity competitions have been shown to be an effective approach for promoting student engagement through active learning in cybersecurity. Players can gain hands-on experience in puzzle-based or capture-the-flag type tasks that promote learning. However, novice players with limited prior knowledge in cybersecurity usually found difficult to have a clue to solve a problem and get frustrated at the early stage. To enhance student engagement, it is important to study the experiences of novices to better understand their learning needs. To achieve this goal, we conducted a 4-month longitudinal case study which involves 11 undergraduate students participating in a college-level cybersecurity competition, National Cyber League (NCL) competition. The competition includes two individual games and one team game. Questionnaires and in-person interviews were conducted before and after each game to collect the players' feedback on their experience, learning challenges and needs, and information about their motivation, interests and confidence level. The collected data demonstrate that the primary concern going into these competitions stemmed from a lack of knowledge regarding cybersecurity concepts and tools. Players' interests and confidence can be increased by going through systematic training.