ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
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- Creators: Davulcu, Hasan
Description
Deep neural networks have been shown to be vulnerable to adversarial attacks. Typical attack strategies alter authentic data subtly so as to obtain adversarial samples that resemble the original but otherwise would cause a network's misbehavior such as a high misclassification rate. Various attack approaches have been reported, with some showing state-of-the-art performance in attacking certain networks. In the meanwhile, many defense mechanisms have been proposed in the literature, some of which are quite effective for guarding against typical attacks. Yet, most of these attacks fail when the targeted network modifies its architecture or uses another set of parameters and vice versa. Moreover, the emerging of more advanced deep neural networks, such as generative adversarial networks (GANs), has made the situation more complicated and the game between the attack and defense is continuing. This dissertation aims at exploring the venerability of the deep neural networks by investigating the mechanisms behind the success/failure of the existing attack and defense approaches. Therefore, several deep learning-based approaches have been proposed to study the problem from different perspectives. First, I developed an adversarial attack approach by exploring the unlearned region of a typical deep neural network which is often over-parameterized. Second, I proposed an end-to-end learning framework to analyze the images generated by different GAN models. Third, I developed a defense mechanism that can secure the deep neural network against adversarial attacks with a defense layer consisting of a set of orthogonal kernels. Substantial experiments are conducted to unveil the potential factors that contribute to attack/defense effectiveness. This dissertation also concludes with a discussion of possible future works of achieving a robust deep neural network.
ContributorsDing, Yuzhen (Author) / Li, Baoxin (Thesis advisor) / Davulcu, Hasan (Committee member) / Venkateswara, Hemanth Kumar Demakethepalli (Committee member) / Yang, Yezhou (Committee member) / Arizona State University (Publisher)
Created2022
Description
In the last decade, the immense growth of computational power, enhanced data storage capabilities, and the increasing popularity of online learning systems has led to adaptive learning systems becoming more widely available. Parallel to infrastructure enhancements, more researchers have started to study the adaptive task selection systems, concluding that suggesting tasks appropriate to students' needs may increase students' learning gains.
This work built an adaptive task selection system for undergraduate organic chemistry students using a deep learning algorithm. The proposed model is based on a recursive neural network (RNN) architecture built with Long-Short Term Memory (LSTM) cells that recommends organic chemistry practice questions to students depending on their previous question selections.
For this study, educational data were collected from the Organic Chemistry Practice Environment (OPE) that is used in the Organic Chemistry course at Arizona State University. The OPE has more than three thousand questions. Each question is linked to one or more knowledge components (KCs) to enable recommendations that precisely address the knowledge that students need. Subject matter experts made the connection between questions and related KCs.
A linear model derived from students' exam results was used to identify skilled students. The neural network based recommendation system was trained using those skilled students' problem solving attempt sequences so that the trained system recommends questions that will likely improve learning gains the most. The model was evaluated by measuring the predicted questions' accuracy against learners' actual task selections. The proposed model not only accurately predicted the learners' actual task selection but also the correctness of their answers.
This work built an adaptive task selection system for undergraduate organic chemistry students using a deep learning algorithm. The proposed model is based on a recursive neural network (RNN) architecture built with Long-Short Term Memory (LSTM) cells that recommends organic chemistry practice questions to students depending on their previous question selections.
For this study, educational data were collected from the Organic Chemistry Practice Environment (OPE) that is used in the Organic Chemistry course at Arizona State University. The OPE has more than three thousand questions. Each question is linked to one or more knowledge components (KCs) to enable recommendations that precisely address the knowledge that students need. Subject matter experts made the connection between questions and related KCs.
A linear model derived from students' exam results was used to identify skilled students. The neural network based recommendation system was trained using those skilled students' problem solving attempt sequences so that the trained system recommends questions that will likely improve learning gains the most. The model was evaluated by measuring the predicted questions' accuracy against learners' actual task selections. The proposed model not only accurately predicted the learners' actual task selection but also the correctness of their answers.
ContributorsKOSELER EMRE, Refika (Author) / VanLehn, Kurt A (Thesis advisor) / Davulcu, Hasan (Committee member) / Hsiao, Sharon (Committee member) / Hansford, Dianne (Committee member) / Arizona State University (Publisher)
Created2020