scholarly journals Sistema de Criptografía Simétrico para la Enseñanza de las Matrices Inversas Modulares

2021 ◽  
Vol 3 (3) ◽  
pp. 57-62
Author(s):  
Fausto Abraham Jacques García ◽  
Sandra Luz Canchola Magdaleno ◽  
Gloria Nelida Avecilla Ramírez
Keyword(s):  
Student Learning ◽  
Student Performance ◽  
Mobile Devices ◽  
Undergraduate Students ◽  
Symmetric Cryptography ◽  
Cryptographic Algorithm ◽  
Hill Cipher ◽  
Para Determinar ◽  
The Hill ◽  
Matrix Calculation

El presente artículo describe la enseñanza de las matrices inversas modulares usando el algoritmo de criptografía simétrica Hill Cipher y su implementación en dispositivos móviles con Sistema operativo Android. El proceso de descifrado en el algoritmo Hill Cipher involucra el cálculo de matrices inversas modulares. El objetivo de este trabajo es la enseñanza del cálculo necesario para la obtención de matrices inversas modulares a estudiantes de licenciatura en las áreas de las ciencias computacionales a través del proceso de descifrado en la criptografía simétrica. Se realizó un experimento con dos grupos de estudiantes, el grupo experimental y el grupo de control. Se aplicó una prueba en ambos grupos para determinar el aprendizaje de los estudiantes. Un análisis comparativo entre ambos grupos muestra un incremento en el desempeño del grupo experimental en el cálculo de las matrices inversas modulares. This article describes the teaching of modular inverse matrices with the symmetric cryptographic algorithm Hill Cipher and its implementation on mobile devices with Android Operative System. The decryption in the Hill Cipher algorithm involves the calculus of modular inverse matrices. The goal of this paper is the teaching of modular inverse matrix calculation to undergraduate students of Computer Sciences through the decryption in symmetric cryptography. An experiment was conducted on two groups of students, the control and the experimental groups. To measure student learning, a test was applied to both groups. Comparison of control and experimental groups results show an increase in student performance for the calculation of modular inverse matrices.  

scholarly journals Application of Hill Cipher Algorithm in Securing Text Messages

2018 ◽  
Author(s):  
Andysah Putera Utama Siahaan
Keyword(s):  
Computer Security ◽  
Matrix Theory ◽  
Text Messages ◽  
Symmetric Cryptography ◽  
Cryptographic Algorithm ◽  
Hill Cipher ◽  
Encryption And Decryption ◽  
The Matrix ◽  
Cryptographic Techniques ◽  
The Hill

Computer security aims to help users prevent fraud or detect fraud in an information-based system. The information must be secured to be free from threats. Cryptographic techniques can prevent data theft. One cryptographic algorithm is Hill Cipher. This algorithm is one symmetric cryptography algorithm. The Hill Cipher algorithm uses an m x m sized matrix as the key to encryption and decryption. The fundamental matrix theory used in Hill Cipher is multiplication between matrices and inverses the matrix. Hill Cipher has two types of matrices in general, 2 x 2 and 3 x 3. This study discusses the order 2 x 2. The application of Hill Cipher in text-shaped media is highly recommended because it has fast encryption and decryption speeds. This method is very good at securing data that will be transmitted on an open network.

scholarly journals Design, implementation, and assessment of an interactive simulation to teach undergraduate immunology students hemolytic disease of the newborn

2021 ◽  
Vol 45 (2) ◽  
pp. 299-306
Author(s):  
Maurizio Costabile
Keyword(s):  
Student Learning ◽  
Student Performance ◽  
Undergraduate Students ◽  
South Australia ◽  
Interactive Simulation ◽  
Hemolytic Disease ◽  
The University ◽  
The Impact ◽  
Interactive Simulations ◽  
Blood Grouping

Hemolytic disease of the newborn (HDN) is a potentially fatal condition caused by a Rhesus (Rh) antigen incompatibility between a mother and fetus. As a result, determining the Rh status of expectant parents is a routine clinical assessment. Both the physiological and immunological basis of this condition are taught to undergraduate students. At the University of South Australia, some undergraduate immunology students find this topic challenging. The author designed, implemented, and assessed the impact of an interactive simulation to facilitate student learning of HDN. The students were actively engaged in determining the blood grouping and Rh status of an expectant mother and father and then determining the possibility of developing HDN. The simulation was found to take only 15 min to complete yet led to a significant increase in student performance in an end of semester exam question. Student perceived understanding was found to significantly improve following the introduction of the simulation, even though the content had been covered in a formal lecture. Student feedback was highly positive of this learning approach. In conclusion, short, interactive simulations can be used effectively to enhance student learning of challenging concepts.

scholarly journals Online and Clicker Quizzing on Jargon Terms Enhances Definition-Focused but Not Conceptually Focused Biology Exam Performance

2019 ◽  
Vol 18 (4) ◽  
pp. ar54 ◽  
Author(s):  
Steven C. Pan ◽  
James Cooke ◽  
Jeri L. Little ◽  
Mark A. McDaniel ◽  
Erin R. Foster ◽  
...  
Keyword(s):  
Student Learning ◽  
Student Performance ◽  
Undergraduate Students ◽  
Conceptual Knowledge ◽  
Conceptual Learning ◽  
Exam Performance ◽  
Online Experiment ◽  
Science Technology ◽  
And Mathematics

Mastery of jargon terms is an important part of student learning in biology and other science, technology, engineering, and mathematics domains. In two experiments, we investigated whether prelecture quizzes enhance memory for jargon terms, and whether that enhanced familiarity can facilitate learning of related concepts that are encountered during subsequent lectures and readings. Undergraduate students enrolled in neuroanatomy and physiology courses completed 10-minute low-stakes quizzes with feedback on jargon terms either online (experiment 1) or using in-class clickers (experiment 2). Quizzes occurred before conventional course instruction in which the terms were used. On exams occurring up to 12 weeks later, we observed improved student performance on questions that targeted memory of previously quizzed jargon terms and their definitions relative to questions on terms that were not quizzed. This pattern occurred whether those questions were identical (experiment 1) or different (experiment 2) from those used during quizzing. Benefits of jargon quizzing did not consistently generalize, however, to exam questions that assessed conceptual knowledge but not necessarily jargon knowledge. Overall, this research demonstrates that a brief and easily implemented jargon-quizzing intervention, deliverable via Internet or in-class platforms, can yield substantial improvements in students’ course-relevant scientific lexica, but does not necessarily impact conceptual learning.

scholarly journals Unimodular matrix and bernoulli map on text encryption algorithm using python

2021 ◽  
Vol 12 (2) ◽  
pp. 447-455
Author(s):  
Samsul Arifin ◽  
Indra Bayu Muktyas ◽  
Puguh Wahyu Prasetyo ◽  
Abdul Azis Abdillah
Keyword(s):  
Matrix Multiplication ◽  
Text Message ◽  
Encryption Algorithm ◽  
Symmetric Cryptography ◽  
Full Matrix ◽  
Unimodular Matrix ◽  
Hill Cipher ◽  
Encryption Algorithms ◽  
Map Series ◽  
The Hill

One of the encryption algorithms is the Hill Cipher. The square key matrix in the Hill Cipher method must have an inverse modulo. The unimodular matrix is one of the few matrices that must have an inverse. A unimodular matrix can be utilized as a key in the encryption process. This research aims to demonstrate that there is another approach to protect text message data. Symmetric cryptography is the sort of encryption utilized. A Bernoulli Map is used to create a unimodular matrix. To begin, the researchers use an identity matrix to generate a unimodular matrix. The Bernoulli Map series of real values in (0,1) is translated to integers between 0 and 255. The numbers are then inserted into the unimodular matrix's top triangular entries. To acquire the full matrix as the key, the researchers utilize Elementary Row Operations. The data is then encrypted using modulo matrix multiplication.

scholarly journals Novel Quantum Encryption Algorithm Based on Multiqubit Quantum Shift Register and Hill Cipher

2014 ◽  
Vol 2014 ◽  
pp. 1-5 ◽  
Author(s):  
Rifaat Zaidan Khalaf ◽  
Alharith Abdulkareem Abdullah
Keyword(s):  
Key Management ◽  
Shift Register ◽  
The Novel ◽  
Cryptographic Algorithm ◽  
Diffie Hellman ◽  
Hill Cipher ◽  
Man In The Middle ◽  
Diffie Hellman Key Exchange ◽  
The Hill ◽  
Attack Strategy

Based on a quantum shift register, a novel quantum block cryptographic algorithm that can be used to encrypt classical messages is proposed. The message is encoded and decoded by using a code generated by the quantum shift register. The security of this algorithm is analysed in detail. It is shown that, in the quantum block cryptographic algorithm, two keys can be used. One of them is the classical key that is used in the Hill cipher algorithm where Alice and Bob use the authenticated Diffie Hellman key exchange algorithm using the concept of digital signature for the authentication of the two communicating parties and so eliminate the man-in-the-middle attack. The other key is generated by the quantum shift register and used for the coding of the encryption message, where Alice and Bob share the key by using theBB84 protocol. The novel algorithm can prevent a quantum attack strategy as well as a classical attack strategy. The problem of key management is discussed and circuits for the encryption and the decryption are suggested.

scholarly journals Pan, Cooke, Little, McDaniel, Foster, Connor, & Rickard (2019) Online and clicker quizzing on jargon terms enhances definition-focused but not conceptually-focused biology exam performance (preprint)

2019 ◽  
Author(s):  
Steven C. Pan ◽  
James Cooke ◽  
Jeri Little ◽  
Mark McDaniel ◽  
Erin R. Foster ◽  
...  
Keyword(s):  
Student Learning ◽  
Student Performance ◽  
Undergraduate Students ◽  
Conceptual Knowledge ◽  
Conceptual Learning ◽  
Exam Performance ◽  
Online Experiment

Mastery of jargon terms is an important part of student learning in biology and other STEM domains. In two experiments we investigated whether pre-lecture quizzes enhance memory for jargon terms, and whether that enhanced familiarity can facilitate learning of related concepts that are encountered during subsequent lectures and readings. Undergraduate students enrolled in neuroanatomy and physiology courses completed 10-minute low-stakes quizzes with feedback on jargon terms either online (Experiment 1) or using in-class clickers (Experiment 2). Quizzes occurred prior to conventional course instruction in which the terms were used. On exams occurring up to 12 weeks later, we observed improved student performance on questions that targeted recall of previously quizzed jargon terms and their definitions, relative to questions on terms that were not quizzed. This pattern occurred whether those questions were identical (Experiment 1) or different (Experiment 2) from that used during quizzing. Benefits of jargon quizzing did not consistently generalize, however, to exam questions that assessed conceptual knowledge but not necessarily jargon knowledge. Overall, this research demonstrates that a brief and easily implemented jargon quizzing intervention, deliverable via internet or in-class platforms, can yield substantial improvements in students’ course-relevant scientific lexica, but does not necessarily impact conceptual learning.

STEGANOGRAFI DENGAN MENGGUNAKAN METODE LSB DAN ALGORITMA HILL CIPHER

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Sherly Gina Supratman
Keyword(s):  
Digital Images ◽  
Text Messages ◽  
The Internet ◽  
Digital Imagery ◽  
Least Significant Bit ◽  
Hill Cipher ◽  
Secure Data ◽  
Audio Video ◽  
The Hill

AbstrakJaringan Komunikasi seperti Internet� merupakan jaringan yang tidak aman untuk mentransmisi data, seperti teks, audio,video dan citra digital. Salah satu cara untuk pengamanan data dapat dilakukan dengan menggunakan proses kriptografi dan �steganografi. Penggunaan ini dengan tujuan untuk merahasiakan pesan yang dikirim dan sekaligus menghindarkan pesan tersebut dari kecurigaan pihak lain yang tidak berkepentingan.Pesan yang digunakan dalam makalah ini adalah berupa text dengan menyisipkannya pada gambar. Pada proses kriptografi, pesan yang berupa text akan dienkrip dengan algoritma Hill Chiper, dan kemudian pesan yang telah dienkrip akan dilakukan proses steganografi pada citra digital� 8 bit dengan skala 0 � 255, dengan metode Least Significant Bit ( LSB ).�Kata kunci: Kriptografi, Hill Chiper, Steganografi, Least Significant Bit�AbstractCommunication Networks such as the Internet are unsafe networks for transmitting data, such as text, audio, video and digital imagery. One way to secure data can be done by using cryptography and steganography process. This use is for the purpose of concealing messages being transmitted and avoiding such messages from the suspicion by others who are not interested.The message used in this paper is text by inserting it in the image. In the cryptographic process, text messages will be encrypted with the Hill Chiper algorithm, and then the encrypted message will be steganographed on 8-bit digital images on a scale of 0-255, using the Least Significant Bit (LSB) method.�Keywords: Cryptography, Hill Chiper, Steganography, Least Significant Bit

scholarly journals Predicting Student Performance Using Data Mining and Learning Analytics Techniques: A Systematic Literature Review

2020 ◽  
Vol 11 (1) ◽  
pp. 237
Author(s):  
Abdallah Namoun ◽  
Abdullah Alshanqiti
Keyword(s):  
Academic Success ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Student Outcomes ◽  
Predictive Analytics ◽  
Research Work ◽  
Supervised Machine Learning ◽  
Bibliographic Databases ◽  
Learning And Teaching

The prediction of student academic performance has drawn considerable attention in education. However, although the learning outcomes are believed to improve learning and teaching, prognosticating the attainment of student outcomes remains underexplored. A decade of research work conducted between 2010 and November 2020 was surveyed to present a fundamental understanding of the intelligent techniques used for the prediction of student performance, where academic success is strictly measured using student learning outcomes. The electronic bibliographic databases searched include ACM, IEEE Xplore, Google Scholar, Science Direct, Scopus, Springer, and Web of Science. Eventually, we synthesized and analyzed a total of 62 relevant papers with a focus on three perspectives, (1) the forms in which the learning outcomes are predicted, (2) the predictive analytics models developed to forecast student learning, and (3) the dominant factors impacting student outcomes. The best practices for conducting systematic literature reviews, e.g., PICO and PRISMA, were applied to synthesize and report the main results. The attainment of learning outcomes was measured mainly as performance class standings (i.e., ranks) and achievement scores (i.e., grades). Regression and supervised machine learning models were frequently employed to classify student performance. Finally, student online learning activities, term assessment grades, and student academic emotions were the most evident predictors of learning outcomes. We conclude the survey by highlighting some major research challenges and suggesting a summary of significant recommendations to motivate future works in this field.

scholarly journals Measuring supports from learning assistants that promote engagement in active learning: evaluating a novel social support instrument

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Dania Hernandez ◽  
Gema Jacomino ◽  
Uma Swamy ◽  
Krista Donis ◽  
Sarah L. Eddy
Keyword(s):  
Social Support ◽  
Active Learning ◽  
Student Performance ◽  
Undergraduate Students ◽  
Social Supports ◽  
Informational Support ◽  
Confirmatory Factor Analyses ◽  
Appraisal Support ◽  
Instrument Measuring ◽  
Support Students

Abstract Background Active learning supports student performance, but can be challenging to implement in large courses. The Learning Assistant (LA) Program is a growing intervention to support students in large active learning classrooms. This program places advanced undergraduates who have training in pedagogical methods in active learning classrooms to interact with and support students during in-class activities. LAs increase student performance, but the mechanism behind this is still unclear. Social support is a promising framework to help elucidate the types and extent of assistance LAs provide to students and begin exploring the “how” behind LAs effectiveness. The aim of this study was to develop an instrument measuring undergraduate students’ perceptions of the social supports for active learning available to them in the classroom. This instrument was based on both the broader social support literature and the literature on what factors encourage students to engage deeply in active learning. To provide initial evidence of validity, the instrument was completed in six sections of General Chemistry I at one R1 university. Exploratory and confirmatory factor analyses were applied to determine the internal structure of the instrument. Then the instrument’s relationship to engagement in active learning was evaluated as another form of validity evidence. Results These analyses best supported a three-factor instrument that included five items representing supportive feedback provided during active learning (appraisal support), eight items representing emotional support during active learning, and six items representing the communications of norms and values related to active learning (informational support). All three factors were individually correlated with three measures of engagement. In regression analyses with all three factors measured together, only informational support predicted changes in two of the three measures of engagement. Conclusions This study supports the use of the Perception of Social Supports for Active Learning (PSSALI) instrument to understand students’ perceptions of the supports they are receiving to engage in active learning in chemistry courses. One implication of this work is that in order to increase engagement, learning assistants should clearly communicate the value of active learning and the classroom norm of active participation.

Communication And Respect for people with Dementia: Student learning – A novel practical experience of undergraduate students interacting with people with dementia in care homes (innovative practice)

Dementia ◽  
2016 ◽  
Vol 16 (2) ◽  
pp. 243-248 ◽  
Author(s):  
Julia Helen Wood ◽  
Ledia Alushi ◽  
John A Hammond
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Practical Experience ◽  
Educational Programme ◽  
Care Homes ◽  
Healthcare Students ◽  
Innovative Practice ◽  
People With Dementia

We designed an educational programme for multiple disciplines to improve healthcare students’ preparedness to work with people with dementia. It consisted of class-based sessions followed by a volunteer experience interacting with persons with dementia in care homes. This paper discusses the value and impact of this innovative experience.

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