SACM - United Kingdom
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9667
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Item Restricted Human Action Recognition Based on Convolutional Neural Networks and Vision Transformers(University of Southampton, 2025-05) Alomar, Khaled Abdulaziz; Xiaohao, CaiThis thesis explores the impact of deep learning on human action recognition (HAR), addressing challenges in feature extraction and model optimization through three interconnected studies. The second chapter surveys data augmentation techniques in classification and segmentation, emphasizing their role in improving HAR by mitigating dataset limitations and class imbalance. The third chapter introduces TransNet, a transfer learning-based model, and its enhanced version, TransNet+, which utilizes autoencoders for improved feature extraction, demonstrating superior performance over existing models. The fourth chapter reviews CNNs, RNNs, and Vision Transformers, proposing a novel CNN-ViT hybrid model and comparing its effectiveness against state-of-the-art HAR methods, while also discussing future research directions.23 0Item Restricted ASSESSING THE IMPACT OF THE INTRODUCTION OF A RESEARCH-LED COMPUTER SCIENCE FRAMEWORK FOR PRIMARY EDUCATION IN THE KINGDOM OF SAUDI ARABIA(UNIVERSITY OF GLASGOW, 2024-02) Alharbi, Noha Abdulkhalig; Cutts, QuintinPrimary teachers around the world are being asked to teach computational thinking with little or no prior knowledge and limited support. This dissertation starts with analysing the challenges primary teachers face when teaching a subject new to them, identifying a lack of content and pedagogical content knowledge as a critical hurdle among many. Related situations in other subject areas are identified, where a new perspective on those subject areas has become central, and their approaches explored: the introduction of inquiry science and a more problem-based focus for mathematics both made use of a high-level framework that helped teachers to connect the top-level outcomes with low-level classroom materials provided to them. Computer science education is considered as a tool to develop computational thinking skills among learners, and there are worldwide efforts to implement it at the K-12 education level. However, being a relatively new subject, the teachers face similar challenges as the Mathematics and Science teachers mentioned above. Therefore, drawing on the mathematics/science experience, and on existing frameworks and research findings in CS, a Research-Led Computer Science Framework (RLCSF) that has three major components is presented. These components include the problem domain, computing domain, and problem-solving process, and computational thinking is presented as a modelling activity. The effectiveness of the framework was evaluated in the Kingdom of Saudi Arabia (KSA). To ensure that KSA is an appropriate evaluation context, data was collected from 114 teachers using the METRECC survey tool. This survey work provided detailed insight into the state of the intended and enacted curriculum at the K-12 level in KSA and the challenges the teachers face while teaching CS. The survey reports that the teachers in KSA have a limited understanding of computational thinking and problem-solving, and hence KSA is an appropriate context. For the evaluation, a Professional Development Program (PDP) was developed for teachers in which a teacher training guide was created, and a Professional Development Course (PDC) was conducted to educate the teachers about the way the RLCSF works and can solve the Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) issues. As part of the PDP, other teacher training sessions were conducted during teaching. The researcher not only trained the teachers but also recorded their use of the framework and feedback using mixed-method approaches such as focus group studies, interviews and learners evaluation. To ensure the effectiveness of the results, another training session and interview were conducted with the teachers. The researcher involved one of the experienced group teachers, who is a non-CS background teacher from KSA, in the process of training and presentation. The objective is to investigate if the RLCSF can be transferred by a teacher who can teach the training processes and has recently experienced the framework. The second training guide is text-based, along with a video presentation explaining the examples given in the text guide. The teacher continued to assist teachers during their teaching. In the first semester, the CS teachers were able to use the materials more effectively than the non-CS teachers, but in the second semester, non-CS teachers were also at the same level. Teachers were able to start creating lessons using the material and framework. The results also reflect that the performance of learners from the experimental group was better than that of the control group learners. In the end, the non-CS teachers developed an understanding of why and how to develop computational thinking. The CS teachers had earlier focused only on teaching tools, but they developed an understanding of the importance of computational thinking. The teachers understand that modelling is a critical process in problem-solving. The results are promising and show that teachers are better able to understand different examples in the given curriculum and are able to deliver the contents more effectively.15 0Item Restricted Exploring Gamification by Evaluating Interfaces of Task Management Apps and Developing an Interface to Ensure Inclusiveness of Different Students’ Needs.(Newcastle University, 2024-09) Almakran, Raneem; Claisse, CarolineThe aim of this project is to evaluate and develop a prototype of a gamified task management app that enhances engagement for diverse students in academic contexts, such as students with ADHD symptoms. ADHD students face challenges with managing tasks, which affect their academic performance. Existing task management apps are designed for general users, but none specifically fulfill the needs of students with ADHD symptoms. Therefore, this paper evaluates two existing task management apps and presents a prototype designed to manage tasks in an enjoyable way by including gamification features such as competing with friends, collecting points, and taking care of a plant by achieving tasks. To understand user needs, semi-structured interviews were conducted with two students who identified with ADHD symptoms. Interviews were analysed using a qualitative approach. The results demonstrated the challenges faced in academia and how students tend not to use current task management apps for academic tasks. To test the usability of the gamified prototype, one participant was interviewed. Before the usability test, an ADHD persona and some scenarios were presented to the participant. The results were encouraging, suggesting that the gamified interface is engaging and enjoyable while managing tasks.50 0Item Restricted Visualising of cyber crime data by Communication Structured Acyclic Nets(Newcastle University, 2024-09-02) Alahmadi, Mohammed Saud; Koutny, MaciejCommunication Structured Acyclic Nets (CSA-nets) are a Petri net-based formalism used to represent the behaviour of Complex Evolving Systems (CES). CSA-nets, comprising sets of acyclic nets, are suitable tools for modelling and visualising the behaviour of event-based systems. Each subsystem is represented using a separate acyclic net, linked to others through a set of buffer places depicting their interactions. However, CSA-nets suffer from challenges especially in analysing and visualising CESs that have a large number of subsystems resulting from alternative and concurrent execution scenarios. Moreover, CSA-nets currently lack the capability to represent multiple or coloured tokens, thereby limiting their ability to represent several similar processes simultaneously. This thesis introduces extensions for CSA-nets to capture compactly the relationships between interacting systems’ components represented by sets of acyclic nets. Specifically, it introduces a way of folding buffer places to address the issue of a large number of buffer places. Then it introduces a new class of CSA-nets, called Parameterised Communication Structured Acyclic Nets (PCSA-nets), using multi-coloured tokens and allowing places to accept multiple tokens distinguished by parameters. The thesis also aims at improving the visualisation of csa-nets by rearranging their component acyclic nets to minimise the number of crossing arcs by taking inspiration from the main ideas behind three well-known sorting algorithms (bubble sort, insertion sort, and selection sort). Furthermore, this thesis presents a novel approach that combines TCP protocol anomaly detection with visual analysis through CSA-nets. The strategy provides a clear visualisation of cyber attack behaviours, leading a deeper understanding of Distributed Denial of Service (DDoS) patterns and their underlying causes. A new concept of Timed-Coloured Communication Structured Acyclic Nets (TCCSA-nets) is introduced, which allows elaboration of the system’s performance and emphasising the system’s operations in real-time. This approach allows for the classification of messages as abnormal if their duration exceeds a predetermined time limit.39 0