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Abstract
Escape rooms have gained popularity across the globe, be it for entertainment, team building, or learning purposes. Solving puzzles has intrigued humanity since ancient times and playing games together facilitated intercultural encounters, encouraging mutual learning. This situated action builds on the idea of a mobile escape room within a suitcase, which when traveling shares previous encounters and collects new puzzles, thereby ever evolving. A suitcase will arrive in Sibu, Malaysia, with augmented reality stickers that entail puzzles created in Namibia. Visitors need to solve the puzzles to open the suitcase, which contains treats from Namibia, as well as materials to create new puzzles. Visitors participate in creating their own cultural puzzles, upload them to the augmented reality application, and thereby contribute to a new multicultural escape suitcase. The puzzles can also be played back at home, and the suitcase will continue evolving as it travels.
Abstract
Indigenous people across the globe have all too often been marginalised and not been considered in decisions that directly concern their life. We maintain the significance of incorporating indigenous perspectives in society to create a global dialogue through direct participation. In this light we propose a situated action in which our co-author from the Ju/’hoansi tribe, one of the San ethnicity in Southern Africa, digitally records semi-structured conversations with members of other indigenous communities at the conference and public spaces in Sibu. Then participants are engaged into a participatory exploration of processing the audio files into sound installations and soundscapes which “amplify indigenous voices“. We anticipate that the products can be reused for further initiatives in the different countries, raising awareness and calling for action on matters of concern for indigenous people.
Abstract
In this paper we present the co-design and implementation of an extended reality escape room with 26 primary school students. The aim of our study was to explore the co-design process with students and to co-create a playable escape room, providing an asymmetric immersive experience in which players collaborate. We realised the complexity of designing such an escape room with primary students. We share our experiences and learnings in regard to required capacities and skills of co-designers, and adjustment of complexity and timing to players. We also maintain that the integration of extended reality technologies into escape rooms requires further research to realise asymmetric co-located collaboration.
Abstract
This paper presents an integrated approach combining in-person teaching with digital assessments in a mechanical engineering course, leveraging a blended learning environment to enhance both physical and remote instructions. The primary focus is on addressing challenges associated with digital exams, such as hardware and software limitations, connectivity issues, and the risk of cheating. To mitigate these barriers for digital exams, the paper proposes creating unique exam tasks based on student IDs and employing semi-automatic grading of computer drawings using Python scripts, which streamline the assessment process while ensuring accuracy and fairness.
Traditional assessment methods typically involve written exams, computer-based tests, practical labs, oral exams, and project-based assessments. These methods require students to attend exams in person, with activities strictly monitored to prevent cheating. However, this approach highlights the need to transition from traditional methods to digital assessments, focusing on knowledge application rather than simply recalling the information. In order to show the possibility of such a transition, a Computer-Aided Design (CAD) course is employed as a case study, where theoretical knowledge is assessed through digital quizzes and practical skills via design challenges and final exams. By creating unique tasks based on student IDs, the course ensures exam integrity and fairness and still allows students to work on the assigned problem on their own computer device and on their own time schedule. Additionally, a semi-automatic system compares the volumetric properties of student-generated 3D models with reference solutions using Python scripts. This approach significantly reduces manual grading workload while maintaining high assessment standards.
The course structure aligns learning activities with desired outcomes through the Constructive Alignment of Biggs et. al. Weekly quizzes handled via Moodle automatically grade the theoretical knowledge of the students, while biweekly tutorials and practical sessions support the transition from theory to practical application. Design challenges, graded and contributing to the final exam score, motivate students and provide continuous feedback and assessment. This dynamic learning environment not only engages students but also enhances the retention of theoretical knowledge and its practical application through digital tools.
In conclusion, this paper showcases the successful integration of digital assessment methodologies in mechanical engineering education. By addressing and overcoming challenges early, and aligning learning activities with outcomes, the blended learning approach enhances the educational experience. The strategic use of unique exam tasks and semi-automatic grading systems not only ensures fair and accurate assessments but also prepares students for the demands of the digital age in their professional careers.
Abstract
In this paper, we shed light on shared hosting services’ security and trust implications and measure their attack surfaces. To do so, we analyzed 30 shared hosters and found that all of them might leak relevant information, which could be abused unnoticed. An adversary could use this attack surface to covertly extract data from various third parties registered with a shared hoster. Furthermore, we found that most hosters suffer from vulnerabilities that can be used by an internal attacker (i.e., someone using the service) to compromise other hosted services or the entire system.
Abstract
For years, researchers have been analyzing mobile Android apps to investigate diverse properties such as software engineering practices, business models, security, privacy, or usability, as well as differences between marketplaces. While similar studies on iOS have been limited, recent work has started to analyze and compare Android apps with those for iOS. To obtain the most representative analysis results across platforms, the ideal approach is to compare their characteristics and behavior for the same set of apps, e. g., to study a set of apps for iOS and their respective counterparts for Android. Previous work has only attempted to identify and evaluate such cross-platform apps to a limited degree, mostly comparing sets of apps independently drawn from app stores, manually matching small sets of apps, or relying on brittle matches based on app and developer names. This results in (1) comparing apps whose behavior and properties significantly differ, (2) limited scalability, and (3) the risk of matching only a small fraction of apps.
In this work, we propose a novel approach to create an extensive dataset of cross-platform apps for the iOS and Android ecosystems. We describe an analysis pipeline for discovering, retrieving, and matching apps from the Apple App Store and Google Play Store that we used to create a set of 3,322 cross-platform apps out of 10,000 popular apps for iOS and Android, respectively. We evaluate existing and new approaches for cross-platform app matching against a set of reference pairs that we obtained from Google's data migration service. We identify a combination of seven features from app store metadata and the apps themselves to match iOS and Android apps with high confidence (95.82 %). Compared to previous attempts that identified 14 % of apps as cross-platform, we are able to match 34 % of apps in our dataset. To foster future research in the cross-platform analysis of mobile apps, we make our pipeline available to the community.
Abstract
This paper challenges the conventional assumption in cybersecurity that users act as rational actors. Despite numerous technical solutions, awareness campaigns, and organizational strategies aimed at bolstering cybersecurity, these often overlook the prevalence of non-rational user behavior. Our study, involving a survey of 208 participants, empirically demonstrates this aspect. We found that a significant portion of users (55.3%) would accept a substantial risk (35%) to click on a potentially malicious link or attachment. This propensity increases to 61% when users are led to believe there is a 65% chance of facing no adverse consequences. To address this irrationality, we explored the efficacy of nudging mechanisms within email systems. Our qualitative user study revealed that incorporating a simple colored nudge in the email intably enhance the ability of users to discern malicious emails, improving decision-making accuracy by an average of 10%.
Abstract
Filter lists are used by various users, tools, and researchers to identify tracking technologies on the Web. These lists are created and maintained by dedicated communities. Aside from popular blocking lists (e.g., EasyList), the communities create region-specific blocklists that account for trackers and ads that are only common in these regions. The lists aim to keep the size of a general blocklist minimal while protecting users against region-specific trackers.
In this paper, we perform a large-scale Web measurement study
to understand how different region-specific filter lists (e.g., a blocklist specifically designed for French users) protect users when visiting websites. We define three privacy scenarios to understand when and how users benefit from these regional lists and what effect they have in practice. The results show that although the lists differ significantly, the number of rules they contain is unrelated to the number of blocked requests. We find that the lists’ overall efficacy varies notably. Filter lists also do not meet the expectation that they increase user protection in the regions for which they were designed. Finally, we show that the majority of the rules on the lists were not used in our experiment and that only a fraction of the rules would provide comparable protection for users.
Experiencing relational devaluation at work through social stressors has been linked to various detrimental outcomes. In the current study, we investigate the role of hardiness and mindfulness as personal resources which help employees to effectively cope with such stressors and thereby prevent burnout.
We focus on trait mindfulness as the innate capacity of paying and maintaining attention to present-moment experiences with an open and nonjudgmental attitude. It has been shown to promote concentration and well-being and to facilitate decision making; it is often seen as an important resource for overcoming challenges in everyday work life.
Hardiness also constitutes a personality profile of dispositional resilience that describes how people deal with stressful events and includes the core aspects of challenge (conviction that challenges offer opportunities), engagement (actively tackling tasks and challenges) and a sense of control (conviction of influence over one's own life circumstances). People with high hardiness show better health and higher job satisfaction and performance.
We build our hypothesis according to the extended version of the Job Demands–Resources model, which states that personal resources protect employees from burnout, because they shape employees’ perceptions of and reactions towards their work environment. In a similar vein, stress theory suggests that personal resources mitigate burnout through lower stress appraisals, greater use of adaptive coping, and flexibility in matching coping to appraisals.
We measured social stressors at work with the scale developed by Frese et al and further asked participants to work on the Maslach Burnout Inventory, the Mindful Attention and Awareness Scale and the short version of the Revised Norwegian Dispositional Resilience (Hardiness) Scale. Our cross-sectional study was based on a sample of N = 174 employees from a broad range of organizations and job types.
Statistical Analyses revealed significant negative correlations of both personal resources with reported symptoms of burnout and the perception of social stressors as well. However, in line with prior research, they indeed did not attenuate the relationship between social stressors and emotional exhaustion at work. Theoretical and practical implications as well as limitations and avenues for future research are discussed.