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Creators/Authors contains: "Chiou, Yan-Ming"

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  1. With the rising of remote work and schooling, the adaption of emerging technologies to teach the concepts of cybersecurity becomes critical. In this work, we present the concept, design, and prototype of a Mixed Reality-based cybersecurity education application on phishing, so that school children could be exposed to the subject remotely and practice to differentiate malicious from genuine messages. 
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  2. With the shortage of cybersecurity professionals, there is a critical need to train more young-generation cybersecurity professionals to fill the gap. In this work, we designed interactive activities that make abstract cybersecurity concepts more tangible by using exciting new mixed reality (MR) technology to teach cybersecurity skills and raise the potential interest in cybersecurity careers for middle school students. We plan to analyze the immersive experience, situational interest, and workload after the experiment to study the participants' learning performance and user experience. 
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  3. null (Ed.)
    With children spending more time online, personal data are stored on their devices making them susceptible to online risks. Exposing students to cybersecurity education at an early age is critical for raising awareness and knowledge. Yet access to cybersecurity education curricular materials that are engaging for young students is limited. In this work, we present interactive cybersecurity stories for students in grades 3-5 delivered through a commercial social robot. Through focus groups and interviews we subsequently investigated teachers’ views on using a social robot for cybersecurity education, interest in incorporating social robots in the classroom, and perceptions of the ways in which social robots can impact teaching practice and student learning. Findings indicated that teachers found the social robot engaging and expressed interest in using it in their classroom despite some concerns. Findings have implications for the design and implementation of cybersecurity curricula delivered through emerging technologies. 
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  4. Social robots have recently been gaining attention in the education field. Given their capabilities, researchers can use social robots in various ways that support human-robot interactions. In this paper, we present an interactive cybersecurity education program to teach children about foundation cybersecurity concepts using a social robot. To create child-robot interactions in cybersecurity education, we devised three processes. First, in collaboration with practicing teachers we developed an interactive story to support student engagement and learning of cybersecurity concepts. Second, we prototyped animations for the story on the social robot. Third, we use a mixed-methods approach to pilot test our cybersecurity education program. Our research highlights the potential of social robot use in education, both for child-robot interaction and K-12 cybersecurity education. 
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  5. Collaborative learning has been shown to be beneficial for children's learning performance, increasing the curiosity and intensity of the ability of cooperation. Mixed-Reality with collaborative learning is the trending research topic in the Human-Computer Interaction (HCI) area. Additionally, with the rise of attention to global warming which brings in more extreme weather and climate conditions, the earth science education would be one of the crucial topics for the next generation. Moreover, there are few augmented reality and mixed reality applications on earth science subject. In this paper, we propose a Mixed Reality Tornado Simulator which offers an earth science education in a collaborative setting. Students and the instructor can cooperate on learning the knowledge of the formation and its damage cause on human-built structures, farming, and vegetation by using our mixed reality application with the Microsoft HoloLens. Also, for evaluating the learning performance in this mixed reality setting, we propose to study the cognitive load while the student is learning the abstract knowledge in Earth Science. We will separate the student into a control group and experimental groups and use different teaching instruments to test the difference of cognitive load. 
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