Early Post-Secondary Student Performance of Adversarial Thinking
Early Post-Secondary Student Performance of Adversarial Thinking
复制标题
早期专上学生对抗性思维的表现
DOI：
10.1145/3446871.3469743
复制
发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Krishnamurthi, Shriram
中科院分区：
文献类型：
--
作者：
Young, Nick;Krishnamurthi, Shriram
动机“对抗性思维”（at）被视为网络安全的核心思想。我们相信类似的想法也可以应用到其他关键领域，比如理解社交网络和机器学习的危险。我们可以期待早期的中学后计算机学生有什么样的能力？特别是，他们能有意义地分析远远超出他们技术知识范围的计算系统吗？他们的分析仅限于社会空间还是仅限于技术空间？法在中学后的入门课程中，我们研究学生对设计用于广泛定义的练习的问题的反应。为此，我们开发了一个标题，提供对理想内容的深入了解。我们发现这些学生在这方面相当强。他们通常能够采取对抗性或同情的观点，并分析相当复杂的系统。最重要的是，他们可以有意义地这样做：（a）在明确的网络安全背景之外，（B）甚至从入门水平开始，（c）在他们理解评估中的关键技术之前，另一方面，我们也发现了一些学生没有尽可能多地探索系统的情况，并且没有参考他们知道的其他材料，这可能是缺乏迁移的证据。此外，我们的题目将受益于细化，这将使学生的反应更复杂的分析。我们的工作提供了一个基线评估，我们可以期望从学生。这表明at可以在课程的早期引入，并在计算机安全之外的环境中引入。
Motivation. “Adversarial thinking” (at) is viewed as a central idea in cybersecurity. We believe a similar idea carries over into other critical areas as well, such as understanding the perils of social networks and machine learning.Objectives. What kinds of at can we expect of early post-secondary computing students? In particular, can they meaningfully analyze computing systems that are well beyond their technical ken? Is their analysis limited to only a social or only a technical space?Method. In an introductory post-secondary course, we study student responses to questions designed to exercise at, broadly defined. To do this we develop a rubric that provides insight into desirable content.Results. We find that these students are fairly strong at at. They are regularly able to adopt an adversarial or empathetic viewpoint and analyze quite sophisticated systems. Most of all, they can meaningfully do so (a) outside an explicit cybersecurity context, (b) even from an introductory level, and (c) well before they understand well the key technologies under evaluation.On the other hand, we also find several instances where students do not explore systems as much as they could, and fail to reference other material they know, which could be evidence of lack of transfer. In addition, our rubric would benefit from refinement that would enable a more sophisticated analysis of student responses.Discussion. Our work provides a baseline evaluation of what we can expect from students. It suggests that at can be introduced early in the curriculum, and in contexts outside computer security.
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