د/ايمان زغلول قاسم

استاذ تكنولوجيا التعليم المساعد بكلية التربية بالزلفي

Security Protocols

3D Digital Legos for Teaching
Security Protocols
Li Yu, Student Member, IEEE, Lane Harrison, Student Member, IEEE, Aidong Lu, Member, IEEE,
Zhiwei Li, Student Member, IEEE, and Weichao Wang, Member, IEEE
Abstract—We have designed and developed a 3D digital Lego system as an education tool for teaching security protocols effectively
in Information Assurance courses (Lego is a trademark of the LEGO Group. Here, we use it only to represent the pieces of a
construction set.). Our approach applies the pedagogical methods learned from toy construction sets by treating security primitives as
Lego pieces and protocols as construction results. Simulating the Lego toys, the digital Legos use matching shapes to help students
understand the relationships among security primitives and protocols. Specifically, we present a flexible Lego generation method that
can use various intuitive shapes to represent abstract and complex security protocols. Our design allows easy generation of new Lego
sets and creation of different course materials. The integrated system also provides 3D interaction methods that simulate the real
Lego building experience. For selected security courses, we have designed sample demonstrations and experiments for a set of
important protocols. The initial evaluation results show encouraging feedback from students on using digital Legos in introductory
security courses.
Index Terms—Security protocol, digital Lego, construction set, visualization for education.
Ç
1 INTRODUCTION
INFORMATION assurance education for both college students
and the general public has been well recognized by many
universities as an important topic since the early nineties.
For example, Pothamsetty has investigated 25 security
courses offered by multiple universities that are designated
as NSA Centers of Academic Excellence, and found that
most of them adopted a curriculum structure of introductory-
advanced information assurance courses [1]. Our
experiences in teaching introductory and advanced security
courses have led us to realize that there exists a gap
between the teaching of security primitives and protocols,
which may severely impact the learning outcomes of
information assurance education. It has been shown that a
group of secure primitives may finally compose vulnerable
protocols if they are inappropriately organized. Therefore,
special efforts must be made in the course plan to cultivate
the capability of students to select suitable primitives and
organize them appropriately. We believe that an interactive
education environment for demonstration and exercises can
help bridge this teaching gap.
The objective of this project is to develop an innovative
digital construction set by integrating the achievements in
security education and visualization. We also design
instructional demonstrations and hands-on experiments,
using the set to assist students in bridging security
primitives and protocols. Our approach applies the pedagogical
methods that have been learned from the success of
children and adult education, using electronic blocks or
construction sets [2], [3]. Specifically, we treat security
primitives as Lego pieces and protocols as construction
results. Our work can serve two tightly integrated purposes:
automatic demonstrations of protocol decomposition to
help students understand the relationships among primitives
and protocols, and hands-on experiments to cultivate
their capabilities to manipulate primitives and design
protocols that satisfy different security requirements. The
latter is one of the ultimate objectives of information
assurance education.
The main contribution of this research is a 3D digital
Lego approach that visualizes security protocols effectively
and automatically to teach information assurance courses.
Compared to traditional methods, this approach attempts to
better reveal the relationships among security primitives
and protocols, thereby improving security education outcomes.
Our design of 3D digital Legos allows other
instructors to develop, share, and modify the sample Lego
sets so that they can generate their own demonstration and
experiment materials easily. Based on this approach, we
have developed a prototype system with several important
interaction functions that can be used as a user-friendly
demonstration and experiment environment. We have also
performed initial evaluations to assess this Lego-based
approach on teaching introductory security courses and
received positive feedback.
The paper is organized as follows: Section 2 discusses
related work on construction sets in education and
graphical approaches for information assurance courses.
In Section 3, we present our efforts to explore suitable
representations of security protocols using real Lego toys,
which help us design the 3D digital Legos. Section 4
IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES, VOL. 4, NO. 2, APRIL-JUNE 2011 125
. L. Yu, L. Harrison, and A. Lu are with the Department of Computer
Science, College of Computing and Informatics, University of North
Carolina at Charlotte, 9201 University City Blvd, Charlotte, NC 28223.
E-mail: {lyu8, ltharri1, [email protected]
. Z. Li and W. Wang are with the Department of Software and Information
Systems, University of North Carolina at Charlotte, 9201 University City
Blvd, Charlotte, NC 28223. E-mail: {zli19, [email protected]
Manuscript received 16 Feb. 2010; revised 4 June 2010; accepted 11 July 2010;
published online 27 July 2010.
For information on obtaining reprints of this article, please send e-mail to:
[email protected], and reference IEEECS Log Number TLT-2010-02-0016.
Digital Object Identifier no. 10.1109/TLT.2010.19.
1939-1382/11/.00  2011 IEEE Published by the IEEE CS & ES
describes

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