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A Quick Perspective on the Current State of IoT Security
Published in Mahmoud Elkhodr, Qusay F. Hassan, Seyed Shahrestani, Networks of the Future, 2017
Musa G. Samaila, João B. F. Sequeiros, Acácio F. P. P. Correia, Mário M. Freire, Pedro R. M. Inácio
Still continuing with smart toy hacking incidents, in 2016, a security hole was found in the app of the Smart Toy Bear [80] that allowed attackers to gain unauthorized access to the network, which can enabled a malicious entity to launch other attack campaigns. As more smart cars join the IoT, many more vulnerabilities are being uncovered. For example, a research team headed by Stephen Savage, a professor of Computer Science at the University of California, San Diego [81], has discovered a security flaw in the OS of a car that allowed the team to take control of the car within 18 seconds by playing a music file infected with a malware on the CD player of the car. According to Savage, third-party and original equipment manufacturer (OEM) software are responsible for many of the vulnerabilities found in cars recently. In addition, after an in-depth security analysis of a Samsung smart home platform, a group of researchers at the University of Michigan and Microsoft [82] has found security flaws that can enable attackers to take control of a smart home and do all kinds of things ranging from triggering a smoke detector to planting a backdoor PIN code in a digital lock system. Finally, as unmanned aerial vehicles popularly known as drones become commonplace, new research by a computer security team at the Johns Hopkins University [83] has revealed security holes in some commercial drones. The team has discovered three different ways to send rogue commands to the device using a laptop, which includes sending thousands of requests that can overwhelm the processor and crash it. This is a serious cyber threat, since an attacker can take over a drone and use it for a different purpose that could harm other people.
Play
Published in Krystina Castella, Designing for Kids, 2018
Smart toys, with their own intelligence through embedded sensors, respond through speech recognition and use accelerometers and other electronics for the child to engage with the toy. Some technologies, when combined, can animate the toy and give it a lifelike persona or personalize the experience or play for the child. Adaptation of new play technologies in education, health and science is a burgeoning field. The problems occur when the toy does too much for the child, not when the child is playing with the toy.
An Examination of Pre-School Children's Interaction Levels and Motivation in Learning English with AR-Supported Educational Toys
Published in International Journal of Human–Computer Interaction, 2022
Fatma Burcu Topu, Rabia Meryem Yılmaz, Ayşegül Takkaç Tulgar
The effects of technological developments are also observed in toys used in the education process, and smart toys have been developed by integrating digital features into toys. Compared to traditional toys, smart toys have the potential to increase student-material interaction, develop imagination and creativity by combining real and virtual experience (Brito et al., 2018; Kara et al., 2013). When the vocabulary development process in foreign language education is evaluated, in addition to traditional flashcards, multimedia materials such as digital books, educational software, music, animation and video are also used to make the word to be learned easier to understand (Christ et al., 2018; Martínez et al., 2017; Segers & Verhoeven, 2003). Such materials are to attract students' interest and increase their desire to learn a new language (Blyth, 2018; Waddington et al., 2018). In this study; Augmented Reality (AR) technology, which allows integrating multimedia materials with digital audio-visual features into traditional toys such as flashcards, matching cards and puzzles used in English education, is used. With the purpose of integrating technology in language education, Virtual Reality (VR) technology also serves as a popular source enriching the experience of language learning. Though sharing such similar characteristics with AR technology as their integration of 3 D technology and the stimulation of interaction with language learning materials and other language learners (Solak & Erdem, 2015), VR is a technology that relies solely on virtual environments that may potentially challenge users (Zheng et al., 2009). However, as it combines reality with virtuality, AR stands in a position to encompass real and virtual elements supporting learners’ engagement and participation in the language learning experience (Brito et al., 2018). The use of such rich interactive AR supported materials in the preschool period can indirectly contribute to the physical, emotional and cognitive development of students by enabling them to enjoy the learning process through their interactions with their teachers, friends and materials (Blyth, 2018; Brito et al., 2018; Turkan et al., 2017). Therefore, to ensure the development of children in all aspects, it is important that materials with a high level of interaction should be used in learning environments so that learner motivation increases in the process of language learning.