More Like this

1. TransRisk: Mobility Privacy Risk Prediction based on Transferred Knowledge

   https://doi.org/10.1145/3534581  

   Xie, Xiaoyang ; Hong, Zhiqing ; Qin, Zhou ; Fang, Zhihan ; Tian, Yuan ; Zhang, Desheng ( July 2022 , Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies)

   Human mobility data may lead to privacy concerns because a resident can be re-identified from these data by malicious attacks even with anonymized user IDs. For an urban service collecting mobility data, an efficient privacy risk assessment is essential for the privacy protection of its users. The existing methods enable efficient privacy risk assessments for service operators to fast adjust the quality of sensing data to lower privacy risk by using prediction models. However, for these prediction models, most of them require massive training data, which has to be collected and stored first. Such a large-scale long-term training data collection contradicts the purpose of privacy risk prediction for new urban services, which is to ensure that the quality of high-risk human mobility data is adjusted to low privacy risk within a short time. To solve this problem, we present a privacy risk prediction model based on transfer learning, i.e., TransRisk, to predict the privacy risk for a new target urban service through (1) small-scale short-term data of its own, and (2) the knowledge learned from data from other existing urban services. We envision the application of TransRisk on the traffic camera surveillance system and evaluate it with real-world mobility datasets already collected in a Chinese city, Shenzhen, including four source datasets, i.e., (i) one call detail record dataset (CDR) with 1.2 million users; (ii) one cellphone connection data dataset (CONN) with 1.2 million users; (iii) a vehicular GPS dataset (Vehicles) with 10 thousand vehicles; (iv) an electronic toll collection transaction dataset (ETC) with 156 thousand users, and a target dataset, i.e., a camera dataset (Camera) with 248 cameras. The results show that our model outperforms the state-of-the-art methods in terms of RMSE and MAE. Our work also provides valuable insights and implications on mobility data privacy risk assessment for both current and future large-scale services. 

   more » « less
2. Aligning Legal Definitions of Personal Information with the Computer Science of Identifiability

   https://doi.org/10.2139/ssrn.3893833  

   Jordan, Scott ( January 2021 , Research Conference on Communication, Information and Internet Policy (TPRC))

   The computer science literature on identification of people using personal information paints a wide spectrum, from aggregate information that doesn’t contain information about individual people, to information that itself identifies a person. However, privacy laws and regulations often distinguish between only two types, often called personally identifiable information and de-identified information. We show that the collapse of this technological spectrum of identifiability into only two legal definitions results in the failure to encourage privacy-preserving practices. We propose a set of legal definitions that spans the spectrum. We start with anonymous information. Computer science has created anonymization algorithms, including differential privacy, that provide mathematical guarantees that a person cannot be identified. Although the California Consumer Privacy Act (CCPA) defines aggregate information, it treats aggregate information the same as de-identified information. We propose a definition of anonymous information based on the technological possibility of logical association of the information with other information. We argue for the exclusion of anonymous information from notice and consent requirements. We next consider de-identified information. Computer science has created de-identification algorithms, including generalization, that minimize (but not eliminate) the risk of re-identification. GDPR defines anonymous information but not de-identified information, and CCPA defines de-identified information but not anonymous information. The definitions do not align. We propose a definition of de-identified information based on the reasonableness of association with other information. We propose legal controls to protect against re-identification. We argue for the inclusion of de-identified information in notice requirements, but the exclusion of de-identified information from choice requirements. We next address the distinction between trackable and non-trackable information. Computer science has shown how one-time identifiers can be used to protect reasonably linkable information from being tracked over time. Although both GDPR and CCPA discuss profiling, neither formally defines it as a form of personal information, and thus both fail to adequately protect against it. We propose definitions of trackable information and non-trackable information based on the likelihood of association with information from other contexts. We propose a set of legal controls to protect against tracking. We argue for requiring stronger forms of user choice for trackable information, which will encourage the use of non-trackable information. Finally, we address the distinction between pseudonymous and reasonably identifiable information. Computer science has shown how pseudonyms can be used to reduce identification. Neither GDPR nor CCPA makes a distinction between pseudonymous and reasonable identifiable information. We propose definitions based on the reasonableness of identifiability of the information, and we propose a set of legal controls to protect against identification. We argue for requiring stronger forms of user choice for reasonably identifiable information, which will encourage the use of pseudonymous information. Our definitions of anonymous information, de-identified information, non-trackable information, trackable information, and reasonably identifiable information can replace the over-simplified distinction between personally identifiable information versus de-identified information. We hope that this full spectrum of definitions can be used in a comprehensive privacy law to tailor notice and consent requirements to the characteristics of each type of information. 

   more » « less
3. Augmented reality head-up displays effect on drivers’ spatial knowledge acquisition

   https://doi.org/10.1177/1071181319631287  

   de Oliveira Faria, Nayara ; Kandil, Dina ; Gabbard, Joseph L. ( November 2019 , Proceedings of the Human Factors and Ergonomics Society Annual Meeting)

   Background: Drivers gather most of the information they need to drive by looking at the world around them and at visual displays within the vehicle. Navigation systems automate the way drivers navigate. In using these systems, drivers offload both tactical (route following) and strategic aspects (route planning) of navigational tasks to the automated SatNav system, freeing up cognitive and attentional resources that can be used in other tasks (Burnett, 2009). Despite the potential benefits and opportunities that navigation systems provide, their use can also be problematic. For example, research suggests that drivers using SatNav do not develop as much environmental spatial knowledge as drivers using paper maps (Waters & Winter, 2011; Parush, Ahuvia, & Erev, 2007). With recent growth and advances of augmented reality (AR) head-up displays (HUDs), there are new opportunities to display navigation information directly within a driver’s forward field of view, allowing them to gather information needed to navigate without looking away from the road. While the technology is promising, the nuances of interface design and its impacts on drivers must be further understood before AR can be widely and safely incorporated into vehicles. Specifically, an impact that warrants investigation is the role of AR HUDS in spatial knowledge acquisition while driving. Acquiring high levels of spatial knowledge is crucial for navigation tasks because individuals who have greater levels of spatial knowledge acquisition are more capable of navigating based on their own internal knowledge (Bolton, Burnett, & Large, 2015). Moreover, the ability to develop an accurate and comprehensive cognitive map acts as a social function in which individuals are able to navigate for others, provide verbal directions and sketch direction maps (Hill, 1987). Given these points, the relationship between spatial knowledge acquisition and novel technologies such as AR HUDs in driving is a relevant topic for investigation. Objectives: This work explored whether providing conformal AR navigational cues improves spatial knowledge acquisition (as compared to traditional HUD visual cues) to assess the plausibility and justification for investment in generating larger FOV AR HUDs with potentially multiple focal planes. Methods: This study employed a 2x2 between-subjects design in which twenty-four participants were counterbalanced by gender. We used a fixed base, medium fidelity driving simulator for where participants drove while navigating with one of two possible HUD interface designs: a world-relative arrow post sign and a screen-relative traditional arrow. During the 10-15 minute drive, participants drove the route and were encouraged to verbally share feedback as they proceeded. After the drive, participants completed a NASA-TLX questionnaire to record their perceived workload. We measured spatial knowledge at two levels: landmark and route knowledge. Landmark knowledge was assessed using an iconic recognition task, while route knowledge was assessed using a scene ordering task. After completion of the study, individuals signed a post-trial consent form and were compensated $10 for their time. Results: NASA-TLX performance subscale ratings revealed that participants felt that they performed better during the world-relative condition but at a higher rate of perceived workload. However, in terms of perceived workload, results suggest there is no significant difference between interface design conditions. Landmark knowledge results suggest that the mean number of remembered scenes among both conditions is statistically similar, indicating participants using both interface designs remembered the same proportion of on-route scenes. Deviance analysis show that only maneuver direction had an influence on landmark knowledge testing performance. Route knowledge results suggest that the proportion of scenes on-route which were correctly sequenced by participants is similar under both conditions. Finally, participants exhibited poorer performance in the route knowledge task as compared to landmark knowledge task (independent of HUD interface design). Conclusions: This study described a driving simulator study which evaluated the head-up provision of two types of AR navigation interface designs. The world-relative condition placed an artificial post sign at the corner of an approaching intersection containing a real landmark. The screen-relative condition displayed turn directions using a screen-fixed traditional arrow located directly ahead of the participant on the right or left side on the HUD. Overall results of this initial study provide evidence that the use of both screen-relative and world-relative AR head-up display interfaces have similar impact on spatial knowledge acquisition and perceived workload while driving. These results contrast a common perspective in the AR community that conformal, world-relative graphics are inherently more effective. This study instead suggests that simple, screen-fixed designs may indeed be effective in certain contexts. 

   more » « less
4. Personalized augmented reality via fog-based imitation learning

   Ahn, Surin ; Gorlatova, Maria ; Naghizadeh, Parinaz ; Chiang, Mung. ( April 2019 , Proceedings of the Workshop on Fog Computing and the IoT)

   Augmented reality (AR) technologies are rapidly gaining momentum in society and are expected to play a critical role in the future of cities and transportation. In such dynamic settings with a heterogeneous population of AR users, it is important for holograms to be placed in the surrounding environment with regard to the users' preferences. However, the area of AR personalization remains largely unexplored. This paper proposes to use behavioral cloning, an algorithm for imitation learning, as a means of automatically generating policies that capture user preferences of hologram positioning. We argue in favor of employing the fog computing paradigm to minimize the volume of data sent to the cloud, and thereby preserve user privacy and increase both communication efficiency and learning efficiency. Through preliminary results obtained with a custom, Unity-based AR simulator, we demonstrate that user-specific policies can be learned quickly and accurately. 

   more » « less
5. Board 197: A Gamified Approach for Active Exploration to Discover Systematic Solutions for Fundamental Engineering Problems

   Ilbeigi, Mohammad ; Bairaktarova, Diana ; Ehsani, Romina ( June 2023 , 2023 ASEE Annual Conference & Exposition)

   Previous studies have convincingly shown that traditional, content-centered, and didactic teaching methods are not effective for developing a deep understanding and knowledge transfer. Nor does it adequately address the development of critical problem-solving skills. Active and collaborative instruction, coupled with effective means to encourage student engagement, invariably leads to better student learning outcomes irrespective of academic discipline. Despite these findings, the existing construction engineering programs, for the most part, consist of a series of fragmented courses that mainly focus on procedural skills rather than on the fundamental and conceptual knowledge that helps students become innovative problem-solvers. In addition, these courses are heavily dependent on traditional lecture-based teaching methods focused on well-structured and closed-ended problems that prepare students to plug variables into equations to get the answer. Existing programs rarely offer a systematic approach to allow students to develop a deep understanding of the engineering core concepts and discover systematic solutions for fundamental problems. Without properly understanding these core concepts, contextualized in domain-specific settings, students are not able to develop a holistic view that will help them to recognize the big picture and think outside the box to come up with creative solutions for arising problems. The long history of empirical learning in the field of construction engineering shows the significant potential of cognitive development through direct experience and reflection on what works in particular situations. Of course, the complex nature of the construction industry in the twenty-first century cannot afford an education through trial and error in the real environment. However, recent advances in computer science can help educators develop virtual environments and gamification platforms that allow students to explore various scenarios and learn from their experiences. This study aims to address this need by assessing the effectiveness of guided active exploration in a digital game environment on students’ ability to discover systematic solutions for fundamental problems in construction engineering. To address this objective, through a research project funded by the NSF Division of Engineering Education and Centers (EEC), we designed and developed a scenario-based interactive digital game, called Zebel, to guide students solve fundamental problems in construction scheduling. The proposed gamified pedagogical approach was designed based on the Constructivism learning theory and a framework that consists of six essential elements: (1) modeling; (2) reflection; (3) strategy formation; (4) scaffolded exploration; (5) debriefing; and (6) articulation. We also designed a series of pre- and post-assessment instruments for empirical data collection to assess the effectiveness of the proposed approach. The proposed gamified method was implemented in a graduate-level construction planning and scheduling course. The outcomes indicated that students with no prior knowledge of construction scheduling methods were able to discover systematic solutions for fundamental scheduling problems through their experience with the proposed gamified learning method. 

   more » « less