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: Huang, Dijiang
Description
Recent trends in big data storage systems show a shift from disk centric models to memory centric models. The primary challenges faced by these systems are speed, scalability, and fault tolerance. It is interesting to investigate the performance of these two models with respect to some big data applications. This thesis studies the performance of Ceph (a disk centric model) and Alluxio (a memory centric model) and evaluates whether a hybrid model provides any performance benefits with respect to big data applications. To this end, an application TechTalk is created that uses Ceph to store data and Alluxio to perform data analytics. The functionalities of the application include offline lecture storage, live recording of classes, content analysis and reference generation. The knowledge base of videos is constructed by analyzing the offline data using machine learning techniques. This training dataset provides knowledge to construct the index of an online stream. The indexed metadata enables the students to search, view and access the relevant content. The performance of the application is benchmarked in different use cases to demonstrate the benefits of the hybrid model.
ContributorsNAGENDRA, SHILPA (Author) / Huang, Dijiang (Thesis advisor) / Zhao, Ming (Committee member) / Maciejewski, Ross (Committee member) / Chung, Chun-Jen (Committee member) / Arizona State University (Publisher)
Created2017
Description
Personalized learning is gaining popularity in online computer science education due to its characteristics of pacing the learning progress and adapting the instructional approach to each individual learner from a diverse background. Among various instructional methods in computer science education, hands-on labs have unique requirements of understanding learners' behavior and assessing learners' performance for personalization. Hands-on labs are a critical learning approach for cybersecurity education. It provides real-world complex problem scenarios and helps learners develop a deeper understanding of knowledge and concepts while solving real-world problems. But there are unique challenges when using hands-on labs for cybersecurity education. Existing hands-on lab exercises materials are usually managed in a problem-centric fashion, while it lacks a coherent way to manage existing labs and provide productive lab exercising plans for cybersecurity learners. To solve these challenges, a personalized learning platform called ThoTh Lab specifically designed for computer science hands-on labs in a cloud environment is established. ThoTh Lab can identify the learning style from student activities and adapt learning material accordingly. With the awareness of student learning styles, instructors are able to use techniques more suitable for the specific student, and hence, improve the speed and quality of the learning process. ThoTh Lab also provides student performance prediction, which allows the instructors to change the learning progress and take other measurements to help the students timely. A knowledge graph in the cybersecurity domain is also constructed using Natural language processing (NLP) technologies including word embedding and hyperlink-based concept mining. This knowledge graph is then utilized during the regular learning process to build a personalized lab recommendation system by suggesting relevant labs based on students' past learning history to maximize their learning outcomes. To evaluate ThoTh Lab, several in-class experiments were carried out in cybersecurity classes for both graduate and undergraduate students at Arizona State University and data was collected over several semesters. The case studies show that, by leveraging the personalized lab platform, students tend to be more absorbed in a lab project, show more interest in the cybersecurity area, spend more effort on the project and gain enhanced learning outcomes.
ContributorsDeng, Yuli (Author) / Huang, Dijiang (Thesis advisor) / Li, Baoxin (Committee member) / Zhao, Ming (Committee member) / Hsiao, Sharon (Committee member) / Arizona State University (Publisher)
Created2021