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The interaction and collaboration between humans and multiple robots represent a novel field of research known as human multirobot systems. Adequately designed systems within this field allow teams composed of both humans and robots to work together effectively on tasks, such as monitoring, exploration, and search and rescue operations. This article presents a deep reinforcement learning-based affective workload allocation controller specifically for multihuman multirobot teams. The proposed controller can dynamically reallocate workloads based on the performance of the operators during collaborative missions with multirobot systems. The operators' performances are evaluated through the scores of a self-reported questionnaire (i.e., subjective measurement) and the results of a deep learning-based cognitive workload prediction algorithm that uses physiological and behavioral data (i.e., objective measurement). To evaluate the effectiveness of the proposed controller, we conduct an exploratory user experiment with various allocation strategies. The user experiment uses a multihuman multirobot CCTV monitoring task as an example and carry out comprehensive real-world experiments with 32 human subjects for both quantitative measurement and qualitative analysis. Our results demonstrate the performance and effectiveness of the proposed controller and highlight the importance of incorporating both subjective and objective measurements of the operators' cognitive workload as well as seeking consent for workload transitions, to enhance the performance of multihuman multirobot teams. 

Contribution: A novel proactive and collaborative learning paradigm was proposed to engage learners with different backgrounds and enable effective retention and transfer of the multidisciplinary artificial intelligence (AI)-cybersecurity knowledge. Specifically, the proposed learning paradigm contains: 1) an immersive learning environment to motivate the students for exploring AI/machine learning (ML) development in the context of real-world cybersecurity scenarios by constructing learning models with tangible objects and 2) a proactive education paradigm designed with the use of collaborative learning activities based on game-based learning and social constructivism. Background: Increasing evidence shows that AI techniques can be manipulated, evaded, and misled, which can result in new and profound security implications. There is an education and training gap to foster a qualified cyber-workforce that understands the usefulness, limitations, and best practices of AI technologies in the cybersecurity domain. Efforts have been made to incorporate a comprehensive curriculum to meet the demand. There still remain essential challenges for effectively educating students on the interaction of AI and cybersecurity. Intended Outcomes: A novel proactive and collaborative learning paradigm is proposed to educate and train a qualified cyber-workforce in this new era where security breaches, privacy violations, and AI have become commonplace. Application Design: The development of this learning paradigm is grounded in the pedagogical approaches of technology-mediated learning and social constructivism. Findings: Although the research work is still ongoing, the prototype learning paradigm has shown encouraging results in promoting the learners’ engagement in applied AI learning. 

Human state recognition is a critical topic with pervasive and important applications in human–machine systems. Multimodal fusion, which entails integrating metrics from various data sources, has proven to be a potent method for boosting recognition performance. Although recent multimodal-based models have shown promising results, they often fall short in fully leveraging sophisticated fusion strategies essential for modeling adequate cross-modal dependencies in the fusion representation. Instead, they rely on costly and inconsistent feature crafting and alignment. To address this limitation, we propose an end-to-end multimodal transformer framework for multimodal human state recognition called Husformer. Specifically, we propose using cross-modal transformers, which inspire one modality to reinforce itself through directly attending to latent relevance revealed in other modalities, to fuse different modalities while ensuring sufficient awareness of the cross-modal interactions introduced. Subsequently, we utilize a self-attention transformer to further prioritize contextual information in the fusion representation. Extensive experiments on two human emotion corpora (DEAP and WESAD) and two cognitive load datasets [multimodal dataset for objective cognitive workload assessment on simultaneous tasks (MOCAS) and CogLoad] demonstrate that in the recognition of the human state, our Husformer outperforms both state-of-the-art multimodal baselines and the use of a single modality by a large margin, especially when dealing with raw multimodal features. We also conducted an ablation study to show the benefits of each component in Husformer. Experimental details and source code are available at https://github.com/SMARTlab-Purdue/Husformer. 

This Innovative Practice Work-in-Progress paper presents a virtual, proactive, and collaborative learning paradigm that can engage learners with different backgrounds and enable effective retention and transfer of the multidisciplinary AI-cybersecurity knowledge. While progress has been made to better understand the trustworthiness and security of artificial intelligence (AI) techniques, little has been done to translate this knowledge to education and training. There is a critical need to foster a qualified cybersecurity workforce that understands the usefulness, limitations, and best practices of AI technologies in the cybersecurity domain. To address this import issue, in our proposed learning paradigm, we leverage multidisciplinary expertise in cybersecurity, AI, and statistics to systematically investigate two cohesive research and education goals. First, we develop an immersive learning environment that motivates the students to explore AI/machine learning (ML) development in the context of real-world cybersecurity scenarios by constructing learning models with tangible objects. Second, we design a proactive education paradigm with the use of hackathon activities based on game-based learning, lifelong learning, and social constructivism. The proposed paradigm will benefit a wide range of learners, especially underrepresented students. It will also help the general public understand the security implications of AI. In this paper, we describe our proposed learning paradigm and present our current progress of this ongoing research work. In the current stage, we focus on the first research and education goal and have been leveraging cost-effective Minecraft platform to develop an immersive learning environment where the learners are able to investigate the insights of the emerging AI/ML concepts by constructing related learning modules via interacting with tangible AI/ML building blocks. 

The Cyber Human Ecosystem for Engaged Security Education (CHEESEHub) is an open web platform that hosts communitycontributed containerized demonstrations of cybersecurity concepts. In order to maximize flexibility, scalability, and utilization, CHEESEHub is currently hosted in a Kubernetes cluster on the Jetstream academic cloud. In this short paper, we describe the security model of CHEESEHub and specifically the various Kubernetes security features that have been leveraged to secure CHEESEHub. This ensures that the various cybersecurity exploits hosted in the containers cannot be misused, and that potential malicious users of the platform are cordoned off from impacting not just other legitimate users, but also the underlying hosting cloud. More generally, we hope that this article will provide useful information to the research computing community on a less discussed aspect of cloud deployment: the various security features of Kubernetes and their application in practice.