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7TH INTERNATIONAL CONFERENCE ON APPLICATION OF INFORMATION AND COMMUNICATION TECHNOLOGY AND STATISTICS IN

ECONOMY AND EDUCATION (ICAICTSEE – 2017), NOVEMBER 3-4RD, 2017, UNWE, SOFIA, BULGARIA

An Analytical Outlook towards Digital Training Security


Transformations

Zlatogor Minchev1, Luben Boyanov2, Antoan Georgiev3, Alex Tsvetanov4


1
Institute of ICT/Institute of Mathematics & Informatics, Bulgarian Academy of Sciences,
Acad. Georgi Bonchev Str., Bl. 25A, Sofia 1113, Bulgaria
E-mail: zlatogor@bas.bg
2
University of National and World Economy, Sofia 1700, Bulgaria

E-mail: lboyanov@unwe.bg
3
PMG “St. Kliment Ohridski”, Julius Irasek Str. 7, Montana 3400, Bulgaria

E-mail: antoangeorgiev@yahoo.com
4
SMG “Paisii Hilendarski”, Sofia 1000, Iskar Str. 61, Bulgaria

E-mail: alex_tsvetanov_2002@abv.bg

Abstract: Todays’ transcending digital world is inevitably changing our


understandings for living, working, communicating, entertaining and learning. The
modern educational process requires some key points to be noted in this context for
approaching successful and effective implementation. Namely – disruptive smart
innovations, active learning and trainees’ achievements suitable assessment. So, the
technological evolution addressing the new generations to come is a rather transforming
one, presenting an ingenious outlook towards the future educational role in the new
digital age. This, mainly, is emerging from the disruptive information environment, that
creates numerous socio-technological divides, gaps and ambiguities. The paper marks
future security landscape evolution plausible understandings that are further used in a
system-of-systems effectiveness assessment model. This provides a better analytical
identification for the importance of the selected entities roles towards the digital future.
Some final results experimental validation is also given, using virtual and mixed reality
interactive training layers for users’ response monitoring and comparative assessment.
Keywords: digital interactive training, security transformations, system-of systems
modelling, virtual and mixed reality validation

1. Introduction
Modern digital transformation provides an inevitable opportunity to adequately cope
the new generations from the educational and learning perspective, assuring flexible, speedy
and amusing interactive environment for multipurpose training. One of the biggest problems
in the digital world is the informational and cognitive overloads towards the human factor
[1], [2].
Presently, emerging due to the disruptive wearable technologies of mobile devices
with smart interactions via social networks, the informational and cognitive overloads
produce negative phenomena like: attention deficit, digital dementia and digital stress. These
 


7TH INTERNATIONAL CONFERENCE ON APPLICATION OF INFORMATION AND COMMUNICATION TECHNOLOGY AND STATISTICS IN
ECONOMY AND EDUCATION (ICAICTSEE – 2017), NOVEMBER 3-4RD, 2017, UNWE, SOFIA, BULGARIA

phenomena however are also combined with tech environment users’ severe addiction
related to biochemical responsive changes in their bodies [3]. However, it is expected for the
new Y- & Z- generations to establish a suitable training framework that allows proper
development of their knowledge and skills for the transcending digital future [4].
But naturally, all the educational efforts are with an uncertain role defined for the
human factor social transformations necessities, resulting from the total digitalization
disruptive wave [5].
The human needs for creativity, innovations, collaborative work, social resilient
behavior, emotions, values and believes statement are expected to be suitably joined to the
constantly evolving smart computers, robots and communications, shaping new jobs within
the future transformed reality [6].
Meeting the future socio-technological dynamics and security challenges is a rather
complex objective that definitely could benefit from the digital training evolution. An
important moment here is the human assisted artificial intelligence – AI and the future
machine replicating of AI, having a progressive role by means of generative, user oriented
adaptive learning [7].
Supportive role in the process could also be given to the virtual-augmented reality
overlaid mixing, together with 3D real prototype printing [8].
This new education & training concept is encompassing a fruitful solution for ‘active
learning’ edutainment of original & innovative imaginary ideas for the future [9].
A generalized problem towards all these digital transformations’ merits is the
appropriate, adaptive interfacing and multimodal interaction between humans (H-) and
machines (M-), being simultaneously creators, tutors & trainees. A plausible approach in
support of the H-M interactions studying and progressive developments is the establishment
of future mixed and virtual realities experimental polygons, incorporating realistic avatar
(embodied or only virtual) interfacing solutions [10].
Further on in the paper, a future snapshot of the digital age transformation key
moments will be given as a research landscape for system-of-systems effectiveness analysis.
The obtained results are also experimentally validated, using mixed and virtual realities
interactive training, implementing users’ response monitoring and assessment.

2. Digital Transformation Future Landscape Establishment


A futuristic outlook towards the digital transformation could be achieved, using
expert beliefs and literature data (see e.g. some recent studies from [11] and [12]). The
aggregated results here encompass about 250 participants in the age of 19-23 (students from
the University of National & World Economy), giving their opinion towards year 2037 and
the digital age expected dynamic transformation landscape.
The results from the presented survey outline several general conclusions for the
digital age near future (up to year 2037) transformational facets: (i) significant threats are
expected to emerge from: ‘Socio-Cultural Changes’, ‘Total Digitalisation’, ‘Technological
Excesses’; (ii) these findings are closely correlating with priority challenges to: ‘Cultivation
of Digital Social Resilience’, ‘New Digital Economy’, ‘Global Legal Framework &
Regulation’; (iii) the three key driving factors in the digital transformation are expected
from: ‘Innovative & Transformation Technologies’, ‘Mixing Digital & Objective Reality’,
‘Global Connectivity, Interaction & Governance’; (iv) and finally, the driving factors are
expected to transform future digital world, keeping some divided for the future society, due
to: ‘Technological Superiority’, ‘Transhumanisation’ and AI ‘Singularity’.


7TH INTERNATIONAL CONFERENCE ON APPLICATION OF INFORMATION AND COMMUNICATION TECHNOLOGY AND STATISTICS IN
ECONOMY AND EDUCATION (ICAICTSEE – 2017), NOVEMBER 3-4RD, 2017, UNWE, SOFIA, BULGARIA

Being rather intriguing, these findings produce a technologically sensitive future


digital landscape that is roughly granulated. So, further a more detailed study of the expected
digital transformation effects, using system modelling will be given, outlining and assessing
the plausible entities of interest from the education & training perspective.

Figure 1. Digital age transformation, threats, divides and challenges


landscape towards year 2037.
3. Effectiveness System Modelling & Assessment
The ideas behind the proposed system modelling are following the one presented in
[13], encompassing a graph-based interpretation of the ‘Entity – Relationship’ base with
feed-forward and feed-backward connectivity assumption for each model entities’ couple.
Further on, the entities’ assessment distribution is a probabilistic one, based on the
Bayesian approach in accordance with a selected scenario objective [14]. The results are
visualized into a ‘System Effectiveness Diagram’ – ‘SE Diagrams’, providing a 3D entities’
effectiveness visualization (noting Perpetual vs Intermittent entities’ two behavior dynamics
classes, graphically divided by the NW/SE diagonal plane), defining both active (white) and
passive (grey) ones in each of the two subclasses), in accordance with the relations’
probabilistic weights as follows: Ef – forward entities relationship effectiveness, Eb –
backward entities relationship effectiveness, Es – resulting, generalized system effectiveness.
The presented concepts have been successfully accomplished in I–SCIP-EA software
environment and further used in the present modelling and assessment phase. The current
model establishment was supported with some young researchers and expert data gathered
from the working discussions amongst around 300 participants from 15 nations throughout
the world (Argentina, Bulgaria, India, Iran, Italy, China, Macedonia, Montenegro, New
Zealand, Serbia, South Korea, Turkey, UK, Ukraine, USA) during: ‘Digital Future Securing’
training course within SRS’ 2017 [15], BISEC 2017 [16] & ICICSG’ 2017 [17].


7TH INTERNATIONAL CONFERENCE ON APPLICATION OF INFORMATION AND COMMUNICATION TECHNOLOGY AND STATISTICS IN
ECONOMY AND EDUCATION (ICAICTSEE – 2017), NOVEMBER 3-4RD, 2017, UNWE, SOFIA, BULGARIA

The model results (encompassing 11 entities and 26 bi-directional relations) with the
relevant SE Diagrams (concerning present – year 2017 and future expectations towards year
2027 for the digital training transformation) are depicted in Figure 2.

 
 


7TH INTERNATIONAL CONFERENCE ON APPLICATION OF INFORMATION AND COMMUNICATION TECHNOLOGY AND STATISTICS IN
ECONOMY AND EDUCATION (ICAICTSEE – 2017), NOVEMBER 3-4RD, 2017, UNWE, SOFIA, BULGARIA

 
Figure 2. Digital training transformation system modelling (a) and effectiveness assessment
results, concerning technological progressive implementation scenario for the
current (2017 – (b)) and future (2027 – (c)) time horizon.
As it is clear from Figure 2 results, some model effectiveness plausible beliefs could
be drawn for the present (2017) and future (2027) beliefs, concerning the digital training
transformation as follows:
2017:
Perpetual: 4 – ‘H-AI Decision Logic’(active), 8 – ‘Mobile Devices’ (passive),
‘Digital Overload’ – 10 (passive), 11– ‘Human Factor’ (active).
Intermittent: 1 – ‘Avatar Interfacing’ (active), 2 – ‘Training Mixed Reality’(passive),
3 – ‘Adaptive Learning’ (active), 5 – ‘Machine Replicating’ (active), 6 – ‘Digital
Regulations’(active), 7 – ‘Cloud Services’ (passive), 9 – ‘Training Assessment’ (active).
2027:
Perpetual: 4 – ‘H-AI Decision Logic’(active), 8 – ‘Mobile Devices’ (active), ‘Digital
Overload’ – 10 (passive).
Intermittent: 1 – ‘Avatar Interfacing’ (passive), 2 – ‘Training Mixed Reality’
(passive), 3 – ‘Adaptive Learning’ (active), 5 – ‘Machine Replicating’ (passive), 6 – ‘Digital
Regulations’ (active), 7 – ‘Cloud Services’ (passive), 9 – ‘Training Assessment’ (passive),
11– ‘Human Factor’(active).
The presented results are giving possibility for several key aggregated wrap-ups,
concerning the future of digital training transformation effectiveness as for both human and
technologies, taking into account the already outlined transformational landscape context
(see Section 2):


7TH INTERNATIONAL CONFERENCE ON APPLICATION OF INFORMATION AND COMMUNICATION TECHNOLOGY AND STATISTICS IN
ECONOMY AND EDUCATION (ICAICTSEE – 2017), NOVEMBER 3-4RD, 2017, UNWE, SOFIA, BULGARIA

(i) Future training mixed reality is expected to go through several transformations,


assuring avatar interface haptic advancing, machine generation, improvement and
hypermedia representation of knowledge. This will produce a dynamic, multilayered
assessment of the achieved trainees’ results, with respect to the constantly evolving necessity
for digital overload balancing due to the natural expectation of mixing digital and real world
as a transformational side effect;
(ii) Technological developments, related to artificial intelligence will still require
human in-the-loop support, accentuating at the same time on mobile devices with suitable
adaptable interface, software and web broadband network access;
(iii) The new cloud based technological innovations and mobile services are giving
possibilities for fast innovations economic benefits but open and new hybrid (both human &
machine) attack vectors, giving also priorities to web embodiment of their users, due to
‘Internet of Things’ human implantation plans;
(iv) The near future plausible expectations towards year 2027, will not demonstrate
completely phenomena like: ‘transhumanisation’ and ‘singularity’ that could become more
significant towards year 2037, keeping at the same time the importance of global social
resilience cultivation in the new digital age;
(v) Regulating the new technological training transformation will be of vital
importance for achieving knowledge contents control, successful political and economic
governance and keeping simultaneously the human factor digital overload at an acceptable
level.
Having a plausible nature, the presented general wrap-ups for the upcoming digital
training transformations were further experimentally validated, using futuristic lab like
environment with user response multilayered monitoring.

4. Experimental Validation
The accomplished ideas in this section are combining both virtual (4.1) and (4.2)
mixed reality layers that will be further briefly described. Finally, some aggregated results’
key assessments, concerning both experimental layers are presented.
4.1. Virtual Reality Training Layer
The virtual reality training has been designed, following the ideas for Intelligent
Teaching Avatar [18], but concerns the possibility to build a mobile application that could be
used both in standalone or advanced mode, implementing also decision logic from a smart
cloud service. Additionally, 2D/3D avatar user interaction was provided, using Turbo-X VR
headset with Samsung I9105 Galaxy S II Plus mobile device, having installed a tailored
CyanogenMod 13 ROM+Kernel custom software update.
The virtual teacher/assistant ‘John’ [19] application (see Figure 3) has been designed
in Unity 2017.1 and successfully animated in Reallusion’s CrazyTalk® v.8.
The intelligent part was organized, following a rule-based knowledge representation,
using Stanford University NLTK 3.3 open source Python module and a neural network layer.
The application complete interface incorporates also mind maps, combined with trainees
chatting capability to the virtual teacher avatar.


7TH INTERNATIONAL CONFERENCE ON APPLICATION OF INFORMATION AND COMMUNICATION TECHNOLOGY AND STATISTICS IN
ECONOMY AND EDUCATION (ICAICTSEE – 2017), NOVEMBER 3-4RD, 2017, UNWE, SOFIA, BULGARIA

Figure 3. John – virtual teacher [19] 3D mode Unity VR screenshot with mobile interface (a)
and the training environment architecture (b).
4.2. Mixed Reality Training Layer
The mixed reality experimental layer was ad-hoc organized in the framework of
CYREX 2017 [20]. Following a futuristic scenario simulation script, interactively played (for
about 180 minutes) from the trainees, an exploration of several digital transformation hybrid
threats dynamics (industrial espionage, social engineering, malware distribution and targeted
attacks) was performed.
The scenario multirole architecture included six main teams: a start-up company –
Neuronet (bought from a multinational corporation – Digital Delights), producing an
innovative entertainment VR brain bio-implant, finally provoking violence due to human-
machine compromised interaction (influenced from a hacktivist group – Cyber Revenge).
Other exercise participants were: United Digital World – an NGO responsible for
digital techs global regulation, using another corporation – Quantum for developing counter
bio-implant (modifying the violence effect into users’ circadian rhythm changes) and public
PR body – Digi Media.
The participants’ teams used several types of smart gadgets: phablets, tablets, smart
watches, wrist bands, desktop and mobile computers, numerous open cloud services (data
storage and sharing, encryption, chats, social media, avatars and other multimedia usage, e-
mail accounting) some accessed directly or with encrypted QR codes.


7TH INTERNATIONAL CONFERENCE ON APPLICATION OF INFORMATION AND COMMUNICATION TECHNOLOGY AND STATISTICS IN
ECONOMY AND EDUCATION (ICAICTSEE – 2017), NOVEMBER 3-4RD, 2017, UNWE, SOFIA, BULGARIA

Training was mainly organized in a closed Facebook social network group and
participants network access to the cloud services via VPN.

Figure 4. Moments and architecture of CYREX 2017, exploring mixed reality training [20].
Their behavior was explored and archived remotely via scenario events response
times’ comparison with the planned ones, similar to [21]. On-place selected trainees’
biometrics monitoring was also performed with smart stickers (for temperature and galvanic
skin response) together with brain, heart rate variability watch gadgets and video supportive
recording. This approach provided an opportunity for deeper trainees’ analysis, concerning
their physiological, cognitive and behavioral responses.
5. Results Assessment
Being with experimental origin the presented results from both training layers
validation have been tested in practice as follows: (i) a group of 25 students, exploring the
virtual reality teacher prototype, during SRS 2017 follow-up research work; (ii) a group of
30 international participants, during CYREX 2017, studying the established mixed reality.
Finally, two q-based independent surveys were performed among the trainees in order
to assure comprehensiveness for the layers’ multicriteria joint assessment, though having
different experimental nature.
Five key indicators were explored (see Figure 5), giving an aggregated and balanced
quantitative assessment (ranked in percentages and evaluating both Positive and Indefinite
indicators’ measures for comprehensiveness) to: ‘Environment Adequacy’, ‘Scenario
Complexity’, ‘Technological Effects’, ‘Human Factor Effects’ & ‘Training Satisfaction’.
Several, assumptions need to be added here, concerning the selected indicators for
aggregated training assessment, assuring their better understanding: ‘Human Factor Effects’
indicator refers to issues like: bio monitoring placebo effects, high-speed training resulting
 


7TH INTERNATIONAL CONFERENCE ON APPLICATION OF INFORMATION AND COMMUNICATION TECHNOLOGY AND STATISTICS IN
ECONOMY AND EDUCATION (ICAICTSEE – 2017), NOVEMBER 3-4RD, 2017, UNWE, SOFIA, BULGARIA

stress, headache, fatigue, easy post-training defocusing, after-training objective reality


mixing, digital dementia & stress, attention deficit, entertainment addiction.
‘Technological Effects’ indicator outlines issues related to: private information, data
and knowledge conscious/unconscious smart sharing and generating, equipment and
infrastructure possible damages/improvements, software compromising and developments.
‘Environment Adequacy’ indicator addresses issues like: training environment high
complexity ambiguities, bounded or slow interactions, limited knowledge base intelligence,
environment design and knowledge optimization.
‘Scenario Complexity’ and ‘Training Satisfaction’ indicators, are giving accent
towards users’ expectations for the future digital training, taking into account the established
training environment functionalities, fast memorizing and learning cognitive effects,
regarding the selected training approach and experimented scenarios.
The obtained validation results are giving higher training satisfaction to virtual reality
layer vs mixed one, providing a more futuristic outlook assessment to the environment
adequacy. The possibilities for multiple scenario complex implementations are however
observed in the mixed reality layer, having also a higher technological disruptive
perspective.

Figure 5. Mixed (a) and virtual reality (b) training layers aggregated assessment results.


7TH INTERNATIONAL CONFERENCE ON APPLICATION OF INFORMATION AND COMMUNICATION TECHNOLOGY AND STATISTICS IN
ECONOMY AND EDUCATION (ICAICTSEE – 2017), NOVEMBER 3-4RD, 2017, UNWE, SOFIA, BULGARIA

6. Discussion
Future digital training will generate numerous advanced opportunities for fast and
adaptive learning, oriented towards the new and upcoming generations’ cognitive needs and
desires. This unique by age transformation is also establishing and a completely new security
environment from both technological and human perspectives.
Due to the accelerated technological disruptions and innovations in the globally
connected smart mobile interactive environment, the human factor is spending more time in
the technological world, producing a lot of ambiguities towards the real one. Thus, creating a
new life-style of perpetual education via mobile hypermedia information and data sources
processing, draws phenomena of both negative and positive human physiology, cognitive
responses and skills establishment.
The new unfolding mixed reality will definitely become more complex, incorporating
virtual services and building an attractive world for spending your life time. This overlaid
digital transformation evidently requires and an adequate, dynamic assessment of the
achieved learning and educational results.
Definitely future social resilience will be also dependent on an appropriate
educational focus, keeping creativity and ingenuity in the forthcoming transhumanised world
for at least a generation more time with the current AI singularity development trend.
Keeping suitable digital regulations in this environment could benefit from digital
divides like: technological and economic superiority towards structured issues of human life.
However, appropriate human factor training will remain vital, concerning
unstructured issues for achieving social well-being with the new digital economics,
occupations and governance.

7. References
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brain-on-storytelling-the-chemistry-of-modern-communication/2/#3e0e63af70d2
4. A Digital Future Financial Services and the Generation Game, The Economist Intelligence Unit
Limited 2017,
https://perspectives.eiu.com/sites/default/files/Santander%20FINAL%20WEB%20VERSION.pdf
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http://thehumanstrategy.mit.edu/blog/human-ai-decision-systems
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& December 2017
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https://future.internetsociety.org/wp-content/uploads/2017/09/2017-Internet-Society-Global-
Internet-Report-Paths-to-Our-Digital-Future.pdf

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7TH INTERNATIONAL CONFERENCE ON APPLICATION OF INFORMATION AND COMMUNICATION TECHNOLOGY AND STATISTICS IN
ECONOMY AND EDUCATION (ICAICTSEE – 2017), NOVEMBER 3-4RD, 2017, UNWE, SOFIA, BULGARIA
12. Minchev, Z. Security Challenges to Digital Ecosystems Dynamic Transformation, In Proc. of
BISEC 2017, Belgrade, October 18, 2017, pp. 6-10
13. Minchev, Z. Methodological Approach for Modelling, Simulation & Assessment of Complex
Discrete Systems, in Proc. of National Informatics Conference Dedicated to the 80th Anniversary
of Prof. Barnev, IMI-BAS, Sofia, Bulgaria, 2016, pp. 102–110
14. Minchev, Z. Digital Security Future Objectives Foresight Modelling and Analytical Assessment,
Extended Abstracts from 12th Annual Meeting of BGSIAM, Sofia, December 20-22, 2017, pp. 76
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88&type=1&l=1ab6bcbd88
16. BISEC 2017 Web Page, http://bisec.metropolitan.ac.rs/successfully-held-bisec-2017-conference-at-
belgrade-metropolitan-university/
17. ICICSG’2017 Web Page, http://csrc.global/en/events/icicsg2017/
18. Minchev, Z. Challenges to Future Training with Interactive Intelligent Avatars, In Proc. of QED’
2014, Sofia, October 30-31, 2014, pp. 157-163
19. Tsvetanov, A. & Georgiev, A. Virtual Assistant Project, Young Researchers Session on Informatics
& Mathematics of the Bulgarian Academy of Sciences, November 14-15, 2017
20. CYREX 2017 Web Page, http://ciracresee.cleverstance.com/cyrex2017.html
21. Minchev, Z. & Boyanov, L. Predictive Identification Approach for Emerging IoT Hybrid Threats,
In Proc. of ICAICTSEE-2016, Sofia, December 2-3, 2016 (in press)

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