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Studies in Computational Intelligence 1080 Wael M. S. Yafooz Hussain Al-Aqrabi Arafat Al-Dhaqm Abdelhamid Emara Editors Kids Cybersecurity Using Computational Intelligence Techniques Studies in Computational Intelligence Volume 1080 Series Editor Janusz Kacprzyk, Polish Academy of Sciences, Warsaw, Poland The series “Studies in Computational Intelligence” (SCI) publishes new developments and advances in the various areas of computational intelligence—quickly and with a high quality. The intent is to cover the theory, applications, and design methods of computational intelligence, as embedded in the fields of engineering, computer science, physics and life sciences, as well as the methodologies behind them. The series contains monographs, lecture notes and edited volumes in computational intelligence spanning the areas of neural networks, connectionist systems, genetic algorithms, evolutionary computation, artificial intelligence, cellular automata, self-organizing systems, soft computing, fuzzy systems, and hybrid intelligent systems. Of particular value to both the contributors and the readership are the short publication timeframe and the world-wide distribution, which enable both wide and rapid dissemination of research output. Indexed by SCOPUS, DBLP, WTI Frankfurt eG, zbMATH, SCImago. All books published in the series are submitted for consideration in Web of Science. · · Wael M. S. Yafooz Hussain Al-Aqrabi · Arafat Al-Dhaqm Abdelhamid Emara Editors Kids Cybersecurity Using Computational Intelligence Techniques Editors Wael M. S. Yafooz Hussain Al-Aqrabi Computer Science Department University of Huddersfield Taibah University Huddersfield, UK Madinah, Saudi Arabia Abdelhamid Emara Arafat Al-Dhaqm Department of Computer Science University Technology Malaysia(UTM) and Engineering Skudai, Johor, Malaysia Taibah University Madinah, Saudi Arabia ISSN 1860-949X ISSN 1860-9503 (electronic) Studies in Computational Intelligence ISBN 978-3-031-21198-0 ISBN 978-3-031-21199-7 (eBook) https://doi.org/10.1007/978-3-031-21199-7 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Contents State-of-the-Art Everyday Cyber Safety for Students ................................. 3 Lori L. Sussman Machine Learning Approaches for Kids’ E-learning Monitoring ....... 25 Howida Abubaker Al-kaaf Factors Influencing on Online Education Outcomes–An Empirical Study Based on Kids’ Parents ...................................... 37 Hong Diep Ngo and Van Chien Nguyen Review on the Social Media Management Techniques Against Kids Harmful Information ......................................... 51 Zakarya Mohsen Al-Hodiany Review of Information Security Management Frameworks ............ 69 Arafat Al-Dhaqm, Siti Hajar Othman, Wael M. S. Yafooz, and Abdulalem Ali Database Forensics Field and Children Crimes ....................... 81 Arafat Al-Dhaqm, Wael M. S. Yafooz, Siti Hajar Othman, and Abdulalem Ali From Exhibitionism to Addiction, or Cyber Threats Among Children and Adolescents .......................................... 93 Marek Górka Cyberbullying and Kids Cyber Security Protection of Users Kids on Twitter Platform Using Naïve Bayes ....... 109 Saud Alshammari, Eman Aljabarti, and Yusliza Yusoff v vi Contents The Impact of Fake News Spread on Social Media on the Children in Indonesia During Covid-19 ....................................... 121 Ihyani Malik, Abdillah Abdillah, Lukman Nul Hakim Amran Saputra, Inayah Mappatoba, and Wahyuddin S A Preventive Approach to Weapons Detection for Children Using Quantum Deep Learning ........................................... 141 Syed Atif Ali Shah Learning Arabic for Kids Online Using Google Classroom ............ 155 Mahyudin Ritonga, Adam Mudinillah, Muhammad Zalnur, and Fauzul Fil Amri Child Emotion Recognition via Custom Lightweight CNN Architecture ...................................................... 165 Muhammad Hussain and Hussain Al-Aqrabi Cybercrime Sentimental Analysis for Child Youtube Video Dataset Using Hybrid Support Vector Machine with Ant Colony Optimization Algorithm ............................................ 175 Kalimuthu Sivanantham, Blessington Praveen P, V. Deepa, and R. Mohan Kumar Cyberbullying Awareness Through Sentiment Analysis Based on Twitter ........................................................ 195 Izzah Sakinah Ahmad, Mohd Faaizie Darmawan, and Corrienna Abdul Talib The Impact of Fake News on Kid’s Life from the Holy Al-Qur’an Perspective ............................................. 213 Mahyudin Ritonga, Apri Wardana Ritonga, Pahri, and S. Purnamasari Early Prediction of Dyslexia Risk Factors in Kids Through Machine Learning Techniques ...................................... 225 Liyakathunisa, Nagham Alhawas, and Abdullah Alsaeedi Development of Metamodel for Information Security Risk Management ...................................................... 243 Mohammed Salem, Siti Hajar Othman, Arafat Al-Dhaqm, and Abdulalem Ali Detecting Kids Cyberbullying Using Transfer Learning Approach: Transformer Fine-Tuning Models ................................... 255 Wael M. S. Yafooz, Arafat Al-Dhaqm, and Abdullah Alsaeedi YouTube Sentiment Analysis: Performance Model Evaluation ......... 269 Tawfeeq Alsanoosy and Aali Alqarni State-of-the-Art Everyday Cyber Safety for Students Lori L. Sussman Abstract Cybersecurity is a fast-evolving topic. There are many approaches and technologies designed to protect students. The jargon quickly becomes overpow- ering in exploring what it is and what to do about it. This chapter provides basic information that is accessible to students. We will explore cybersecurity from the perspective of the National Institute of Standards and Technology (NIST) framework. This model uses the topic areas of identify, protect, detect, respond and recover to create an environment of everyday cyber safety. The chapter then goes on to describe how cybercriminals influence behavior. This knowledge will help students identify cybercriminal behavior and become more cyber safe. The chapter provides tips on actions students can take to secure their environment. After completing this chapter, students will have the requisite cybersecurity vocabulary to recognize personal cyber safety requirements and turn that knowledge into action. · · · Keywords Cybersecurity Cyber safety Student cyber safety Student · · cybersecurity Cyber awareness Cyber education 1 Introduction Felice had a federal work-study job freshman year helping Professor Davis with research and administrative tasks. One afternoon, she got a text from Professor D asking, “Are you on campus today?” Felice responded “yes” immediately to her boss. The Professor texted that he was at a conference, and they were supposed to use Amazon gift cards as prizes during a presentation. Could she purchase 10 $25 Amazon.com eGift Cards and text them? The professor provided the link, which brought Felice to the needed Amazon page. Felice used the department’s credit card B L. L. Sussman ( ) Department of Technology, 224 John Mitchell Center, University of Southern Maine, 3 Pride Lane, Windham, ME 04062, USA e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 3 W. M. Yafooz et al. (eds.), Kids Cybersecurity Using Computational Intelligence Techniques, Studies in Computational Intelligence 1080, https://doi.org/10.1007/978-3-031-21199-7_1 4 L.L.Sussman and sent the $250 worth of gift cards promptly. The professor thanked her profusely via text. Only later did Felice learn that the text was fraudulent and that she was a victim of a focused text cyberattack called spear smishing. Students are an attractive target for cybercriminals. In July 2020, Comparitech reported that the education sector experienced over 1,327 data breaches, resulting in 24.5 million records exposed since 2005 [1]. Higher education accounted for three- quarters of those breaches. Unfortunately, there is no magical technology that can prevent all breaches. The best method for deterring these attacks is to help students better understand their vulnerabilities, learn about common types of cyberattacks, and employ strategies to safeguard data and resources. While online learning provides positive opportunities for students, it is more important than ever to strengthen cybersecurity defenses to deal with new and emerging attacks. This chapter provides students with the information to identify common cyber threats. We start with a common cybersecurity vocabulary to understand the terms used when securing their cyberspaces. Next, we provide a foundation and detail student actions. The intention is to introduce cybersecurity best practice tips to protect student data and devices. Finally, we cover ways students can detect if their protection fails or is compromised. The chapter concludes with checklists to help students. 2 Cyber Security Terms that Everyone Who Uses a Computer Should Know There are many opinions on what common cybersecurity terminology is most important to master, but much of that is situationally dependent. The United States Cyberse- curity and Infrastructure Security Agency (CISA) posts an extensive glossary under its National Initiative for Cybersecurity Careers and Studies (NICCCS) located at https://niccs.cisa.gov/about-niccs/cybersecurity-glossary. However, to help students secure their everyday cyberspaces, we will look at the essential items. It is best to start developing the vocabulary we need and using a framework that is well respected and used globally. The National Institute of Standards and Technology (NIST) provides easy-to-understand language. Table 1 provides a list of basic terms to help students understand critical terms for everyday cyber safety. In addition, the NIST Model has five essential areas based on actions one must take to deal with all aspects of cyber safety. The steps of the NIST Cybersecurity Framework include identify, protect, detect, respond, and recover (Fig. 1). Using and applying these five categories and applying, it is possible for students to assure that their cyber environment is safer.