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</div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 296</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: multimedia forensics</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">296</span> Digital Image Forensics: Discovering the History of Digital Images</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gurinder%20Singh">Gurinder Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Kulbir%20Singh"> Kulbir Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digital multimedia contents such as image, video, and audio can be tampered easily due to the availability of powerful editing softwares. Multimedia forensics is devoted to analyze these contents by using various digital forensic techniques in order to validate their authenticity. Digital image forensics is dedicated to investigate the reliability of digital images by analyzing the integrity of data and by reconstructing the historical information of an image related to its acquisition phase. In this paper, a survey is carried out on the forgery detection by considering the most recent and promising digital image forensic techniques. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Computer%20Forensics" title="Computer Forensics">Computer Forensics</a>, <a href="https://publications.waset.org/abstracts/search?q=Multimedia%20Forensics" title=" Multimedia Forensics"> Multimedia Forensics</a>, <a href="https://publications.waset.org/abstracts/search?q=Image%20Ballistics" title=" Image Ballistics"> Image Ballistics</a>, <a href="https://publications.waset.org/abstracts/search?q=Camera%20Source%20Identification" title=" Camera Source Identification"> Camera Source Identification</a>, <a href="https://publications.waset.org/abstracts/search?q=Forgery%20Detection" title=" Forgery Detection"> Forgery Detection</a> </p> <a href="https://publications.waset.org/abstracts/76669/digital-image-forensics-discovering-the-history-of-digital-images" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76669.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">255</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">295</span> Texture-Based Image Forensics from Video Frame</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Li%20Zhou">Li Zhou</a>, <a href="https://publications.waset.org/abstracts/search?q=Yanmei%20Fang"> Yanmei Fang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With current technology, images and videos can be obtained more easily than ever. It is so easy to manipulate these digital multimedia information when obtained, and that the content or source of the image and video could be easily tampered. In this paper, we propose to identify the image and video frame by the texture-based approach, e.g. Markov Transition Probability (MTP), which is in space domain, DCT domain and DWT domain, respectively. In the experiment, image and video frame database is constructed, and is used to train and test the classifier Support Vector Machine (SVM). Experiment results show that the texture-based approach has good performance. In order to verify the experiment result, and testify the universality and robustness of algorithm, we build a random testing dataset, the random testing result is in keeping with above experiment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multimedia%20forensics" title="multimedia forensics">multimedia forensics</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20frame" title=" video frame"> video frame</a>, <a href="https://publications.waset.org/abstracts/search?q=LBP" title=" LBP"> LBP</a>, <a href="https://publications.waset.org/abstracts/search?q=MTP" title=" MTP"> MTP</a>, <a href="https://publications.waset.org/abstracts/search?q=SVM" title=" SVM"> SVM</a> </p> <a href="https://publications.waset.org/abstracts/42936/texture-based-image-forensics-from-video-frame" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42936.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">434</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">294</span> Establishing Digital Forensics Capability and Capacity among Malaysia's Law Enforcement Agencies: Issues, Challenges and Recommendations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Taylor">Sarah Taylor</a>, <a href="https://publications.waset.org/abstracts/search?q=Nor%20Zarina%20Zainal%20Abidin"> Nor Zarina Zainal Abidin</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Zabri%20Adil%20Talib"> Mohd Zabri Adil Talib</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although cybercrime is on the rise, yet many Law Enforcement Agencies in Malaysia faces difficulty in establishing own digital forensics capability and capacity. The main reasons are undoubtedly because of the high cost and difficulty in convincing their management. A survey has been conducted among Malaysia’s Law Enforcement Agencies owning a digital forensics laboratory to understand their history of building digital forensics capacity and capability, the challenges and the impact of having own laboratory to their case investigation. The result of the study shall be used by other Law Enforcement Agencies in justifying to their management to establish own digital forensics capability and capacity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20forensics" title="digital forensics">digital forensics</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20forensics%20capacity%20and%20capability" title=" digital forensics capacity and capability"> digital forensics capacity and capability</a>, <a href="https://publications.waset.org/abstracts/search?q=laboratory" title=" laboratory"> laboratory</a>, <a href="https://publications.waset.org/abstracts/search?q=law%20enforcement%20agency" title=" law enforcement agency"> law enforcement agency</a> </p> <a href="https://publications.waset.org/abstracts/85550/establishing-digital-forensics-capability-and-capacity-among-malaysias-law-enforcement-agencies-issues-challenges-and-recommendations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85550.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">264</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">293</span> Insight Into Database Forensics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Enas%20K.">Enas K.</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatimah%20A."> Fatimah A.</a>, <a href="https://publications.waset.org/abstracts/search?q=Abeer%20A."> Abeer A.</a>, <a href="https://publications.waset.org/abstracts/search?q=Ghadah%20A."> Ghadah A.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Database forensics is a specialized field of digital forensics that investigates and analyzes database systems to recover and evaluate data, particularly in cases of cyberattacks and data breaches. The increasing significance of securing data confidentiality, integrity, and availability has emphasized the need for robust forensic models to preserve data integrity and maintain the chain of evidence. Organizations rely on Database Forensic Investigation (DBFI) to protect critical data, maintain trust, and support legal actions in the event of breaches. To address the complexities of relational and non-relational databases, structured forensic frameworks and tools have been developed. These include the Three-Tier Database Forensic Model (TT-DF) for comprehensive investigations, blockchain-backed logging systems for enhanced evidence reliability, and the FORC tool for mobile SQLite database forensics. Such advancements facilitate data recovery, identify unauthorized access, and reconstruct events for legal proceedings. Practical demonstrations of these tools and frameworks further illustrate their real-world applicability, advancing the effectiveness of database forensics in mitigating modern cybersecurity threats. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=database%20forensics" title="database forensics">database forensics</a>, <a href="https://publications.waset.org/abstracts/search?q=cybersecurity" title=" cybersecurity"> cybersecurity</a>, <a href="https://publications.waset.org/abstracts/search?q=SQLite%20forensics" title=" SQLite forensics"> SQLite forensics</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20forensics" title=" digital forensics"> digital forensics</a> </p> <a href="https://publications.waset.org/abstracts/196461/insight-into-database-forensics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/196461.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">19</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">292</span> Reshaping of Indian Education System with the Help of Multi-Media: Promises and Pitfalls</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Geetu%20Gahlawat">Geetu Gahlawat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The education system accustomed information on daily basis in term of variety i.e Multimedia channel. This can create a challenge to pedagogue to get hold on learner. Multimedia enhance the education system with its technology. Educators deliver their content effectively and beyond any limit through multimedia elements on another side it gives easy learning to learners and they are able to get their goals fast. This paper gives an overview of how multimedia reshape the Indian education system with its promises and pitfalls. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multimedia" title="multimedia">multimedia</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=techniques" title=" techniques"> techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/36225/reshaping-of-indian-education-system-with-the-help-of-multi-media-promises-and-pitfalls" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36225.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">286</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">291</span> The Forensic Swing of Things: The Current Legal and Technical Challenges of IoT Forensics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pantaleon%20Lutta">Pantaleon Lutta</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Sedky"> Mohamed Sedky</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Hassan"> Mohamed Hassan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The inability of organizations to put in place management control measures for Internet of Things (IoT) complexities persists to be a risk concern. Policy makers have been left to scamper in finding measures to combat these security and privacy concerns. IoT forensics is a cumbersome process as there is no standardization of the IoT products, no or limited historical data are stored on the devices. This paper highlights why IoT forensics is a unique adventure and brought out the legal challenges encountered in the investigation process. A quadrant model is presented to study the conflicting aspects in IoT forensics. The model analyses the effectiveness of forensic investigation process versus the admissibility of the evidence integrity; taking into account the user privacy and the providers’ compliance with the laws and regulations. Our analysis concludes that a semi-automated forensic process using machine learning, could eliminate the human factor from the profiling and surveillance processes, and hence resolves the issues of data protection (privacy and confidentiality). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cloud%20forensics" title="cloud forensics">cloud forensics</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20protection%20Laws" title=" data protection Laws"> data protection Laws</a>, <a href="https://publications.waset.org/abstracts/search?q=GDPR" title=" GDPR"> GDPR</a>, <a href="https://publications.waset.org/abstracts/search?q=IoT%20forensics" title=" IoT forensics"> IoT forensics</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20Learning" title=" machine Learning"> machine Learning</a> </p> <a href="https://publications.waset.org/abstracts/121576/the-forensic-swing-of-things-the-current-legal-and-technical-challenges-of-iot-forensics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121576.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">290</span> Towards a Proof Acceptance by Overcoming Challenges in Collecting Digital Evidence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lilian%20Noronha%20Nassif">Lilian Noronha Nassif</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cybercrime investigation demands an appropriated evidence collection mechanism. If the investigator does not acquire digital proofs in a forensic sound, some important information can be lost, and judges can discard case evidence because the acquisition was inadequate. The correct digital forensic seizing involves preparation of professionals from fields of law, police, and computer science. This paper presents important challenges faced during evidence collection in different perspectives of places. The crime scene can be virtual or real, and technical obstacles and privacy concerns must be considered. All pointed challenges here highlight the precautions to be taken in the digital evidence collection and the suggested procedures contribute to the best practices in the digital forensics field. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20evidence" title="digital evidence">digital evidence</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20forensics%20process%20and%20procedures" title=" digital forensics process and procedures"> digital forensics process and procedures</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20forensics" title=" mobile forensics"> mobile forensics</a>, <a href="https://publications.waset.org/abstracts/search?q=cloud%20forensics" title=" cloud forensics"> cloud forensics</a> </p> <a href="https://publications.waset.org/abstracts/60179/towards-a-proof-acceptance-by-overcoming-challenges-in-collecting-digital-evidence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60179.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">410</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">289</span> Engaging Students in Multimedia Constructivist Learning: Analysis of Students' Science Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Georgiou">Maria Georgiou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined whether there was a statistically significant difference between pretest and posttest achievement scores for students who received multimedia-based instructions in science. The paired samples t-test was used to address the research question and to establish whether there was a significant difference between pretest and posttest scores that may have occurred based on the students’ learning experience with multimedia technology. Findings indicated that there was a significant difference in students’ achievement scores before and after a multimedia-based instruction. Students’ achievement scores were increased by approximately two points, after students received multimedia-based instruction. On a paired samples t-test, a high level of significance was found, p = 0.000. Opportunities to learn with multimedia are more likely to result in sustained improvements in student achievement and a deeper understanding of science content. Multimedia can make learning more active and student-centered and activate student motivation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constructivist%20learning" title="constructivist learning">constructivist learning</a>, <a href="https://publications.waset.org/abstracts/search?q=hyperstudio" title=" hyperstudio"> hyperstudio</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia" title=" multimedia"> multimedia</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia-based%20instruction" title=" multimedia-based instruction"> multimedia-based instruction</a> </p> <a href="https://publications.waset.org/abstracts/106184/engaging-students-in-multimedia-constructivist-learning-analysis-of-students-science-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106184.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">168</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">288</span> Designing a Motivated Tangible Multimedia System for Preschoolers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kien%20Tsong%20Chau">Kien Tsong Chau</a>, <a href="https://publications.waset.org/abstracts/search?q=Zarina%20Samsudin"> Zarina Samsudin</a>, <a href="https://publications.waset.org/abstracts/search?q=Wan%20Ahmad%20Jaafar%20Wan%20Yahaya"> Wan Ahmad Jaafar Wan Yahaya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper examined the capability of a prototype of a tangible multimedia system that was augmented with tangible objects in motivating young preschoolers in learning. Preschoolers’ learning behaviour is highly captivated and motivated by external physical stimuli. Hence, conventional multimedia which solely dependent on digital visual and auditory formats for knowledge delivery could potentially place them in inappropriate state of circumstances that are frustrating, boring, or worse, impede overall learning motivations. This paper begins by discussion with the objectives of the research, followed by research questions, hypotheses, ARCS model of motivation adopted in the process of macro-design, and the research instrumentation, Persuasive Multimedia Motivational Scale was deployed for measuring the level of motivation of subjects towards the experimental tangible multimedia. At the close, a succinct description of the findings of a relevant research is provided. In the research, a total of 248 preschoolers recruited from seven Malaysian kindergartens were examined. Analyses revealed that the tangible multimedia system improved preschoolers’ learning motivation significantly more than conventional multimedia. Overall, the findings led to the conclusion that the tangible multimedia system is a motivation conducive multimedia for preschoolers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=tangible%20multimedia" title="tangible multimedia">tangible multimedia</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia" title=" multimedia"> multimedia</a>, <a href="https://publications.waset.org/abstracts/search?q=tangible%20objects" title=" tangible objects"> tangible objects</a> </p> <a href="https://publications.waset.org/abstracts/65801/designing-a-motivated-tangible-multimedia-system-for-preschoolers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65801.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">611</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">287</span> Filling the Gap of Extraction of Digital Evidence from Emerging Platforms Without Forensics Tools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yi%20Anson%20Lam">Yi Anson Lam</a>, <a href="https://publications.waset.org/abstracts/search?q=Siu%20Ming%20Yiu"> Siu Ming Yiu</a>, <a href="https://publications.waset.org/abstracts/search?q=Kam%20Pui%20Chow"> Kam Pui Chow</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digital evidence has been tendering to courts at an exponential rate in recent years. As an industrial practice, most digital evidence is extracted and preserved using specialized and well-accepted forensics tools. On the other hand, the advancement in technologies enables the creation of quite a few emerging platforms such as Telegram, Signal etc. Existing (well-accepted) forensics tools were not designed to extract evidence from these emerging platforms. While new forensics tools require a significant amount of time and effort to be developed and verified, this paper tries to address how to fill this gap using quick-fix alternative methods for digital evidence collection (e.g., based on APIs provided by Apps) and discuss issues related to the admissibility of this evidence to courts with support from international courts’ stance and the circumstances of accepting digital evidence using these proposed alternatives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=extraction" title="extraction">extraction</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20evidence" title=" digital evidence"> digital evidence</a>, <a href="https://publications.waset.org/abstracts/search?q=laws" title=" laws"> laws</a>, <a href="https://publications.waset.org/abstracts/search?q=investigation" title=" investigation"> investigation</a> </p> <a href="https://publications.waset.org/abstracts/177751/filling-the-gap-of-extraction-of-digital-evidence-from-emerging-platforms-without-forensics-tools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177751.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">286</span> Digital Forensics Compute Cluster: A High Speed Distributed Computing Capability for Digital Forensics </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daniel%20Gonzales">Daniel Gonzales</a>, <a href="https://publications.waset.org/abstracts/search?q=Zev%20Winkelman"> Zev Winkelman</a>, <a href="https://publications.waset.org/abstracts/search?q=Trung%20Tran"> Trung Tran</a>, <a href="https://publications.waset.org/abstracts/search?q=Ricardo%20Sanchez"> Ricardo Sanchez</a>, <a href="https://publications.waset.org/abstracts/search?q=Dulani%20Woods"> Dulani Woods</a>, <a href="https://publications.waset.org/abstracts/search?q=John%20Hollywood"> John Hollywood</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We have developed a distributed computing capability, Digital Forensics Compute Cluster (DFORC2) to speed up the ingestion and processing of digital evidence that is resident on computer hard drives. DFORC2 parallelizes evidence ingestion and file processing steps. It can be run on a standalone computer cluster or in the Amazon Web Services (AWS) cloud. When running in a virtualized computing environment, its cluster resources can be dynamically scaled up or down using Kubernetes. DFORC2 is an open source project that uses Autopsy, Apache Spark and Kafka, and other open source software packages. It extends the proven open source digital forensics capabilities of Autopsy to compute clusters and cloud architectures, so digital forensics tasks can be accomplished efficiently by a scalable array of cluster compute nodes. In this paper, we describe DFORC2 and compare it with a standalone version of Autopsy when both are used to process evidence from hard drives of different sizes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20forensics" title="digital forensics">digital forensics</a>, <a href="https://publications.waset.org/abstracts/search?q=cloud%20computing" title=" cloud computing"> cloud computing</a>, <a href="https://publications.waset.org/abstracts/search?q=cyber%20security" title=" cyber security"> cyber security</a>, <a href="https://publications.waset.org/abstracts/search?q=spark" title=" spark"> spark</a>, <a href="https://publications.waset.org/abstracts/search?q=Kubernetes" title=" Kubernetes"> Kubernetes</a>, <a href="https://publications.waset.org/abstracts/search?q=Kafka" title=" Kafka"> Kafka</a> </p> <a href="https://publications.waset.org/abstracts/73858/digital-forensics-compute-cluster-a-high-speed-distributed-computing-capability-for-digital-forensics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73858.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">397</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">285</span> Organizational Decision to Adopt Digital Forensics: An Empirical Investigation in the Case of Malaysian Law Enforcement Agencies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siti%20N.%20I.%20Mat%20Kamal">Siti N. I. Mat Kamal</a>, <a href="https://publications.waset.org/abstracts/search?q=Othman%20Ibrahim"> Othman Ibrahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehrbakhsh%20Nilashi"> Mehrbakhsh Nilashi</a>, <a href="https://publications.waset.org/abstracts/search?q=Jafalizan%20M.%20Jali"> Jafalizan M. Jali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of digital forensics (DF) is nowadays essential for law enforcement agencies to identify analysis and interpret the digital information derived from digital sources. In Malaysia, the engagement of Malaysian Law Enforcement Agencies (MLEA) with this new technology is not evenly distributed. To investigate the factors influencing the adoption of DF in Malaysia law enforcement agencies’ operational environment, this study proposed the initial theoretical framework based on the integration of technology organization environment (TOE), institutional theory, and human organization technology (HOT) fit model. A questionnaire survey was conducted on selected law enforcement agencies in Malaysia to verify the validity of the initial integrated framework. Relative advantage, compatibility, coercive pressure, normative pressure, vendor support and perceived technical competence of technical staff were found as the influential factors on digital forensics adoption. In addition to the only moderator of this study (agency size), any significant moderating effect on the perceived technical competence and the decision to adopt digital forensics by Malaysian law enforcement agencies was found insignificant. Thus, these results indicated that the developed integrated framework provides an effective prediction of the digital forensics adoption by Malaysian law enforcement agencies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20forensics" title="digital forensics">digital forensics</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20forensics%20adoption" title=" digital forensics adoption"> digital forensics adoption</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20information" title=" digital information"> digital information</a>, <a href="https://publications.waset.org/abstracts/search?q=law%20enforcement%20agency" title=" law enforcement agency"> law enforcement agency</a> </p> <a href="https://publications.waset.org/abstracts/103036/organizational-decision-to-adopt-digital-forensics-an-empirical-investigation-in-the-case-of-malaysian-law-enforcement-agencies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103036.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">159</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">284</span> Gender Identification Using Digital Forensics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vinod%20C.%20Nayak">Vinod C. Nayak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In day-to-day forensic practice, identification is always a difficult task. Availability of anti-mortem and postmortem records plays a major rule in facilitating this tough task. However, the advent of digital forensic is a boon for forensic experts. This study has made use of digital forensics to establish identity by radiological dimensions of maxillary sinus using workstation software. The findings suggest a significant association between maxillary sinus dimensions and human gender. The author will be discussing the methods and results of the study in this e-poster. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20forensics" title="digital forensics">digital forensics</a>, <a href="https://publications.waset.org/abstracts/search?q=identification" title=" identification"> identification</a>, <a href="https://publications.waset.org/abstracts/search?q=maxillary%20sinus" title=" maxillary sinus"> maxillary sinus</a>, <a href="https://publications.waset.org/abstracts/search?q=radiology" title=" radiology"> radiology</a> </p> <a href="https://publications.waset.org/abstracts/41653/gender-identification-using-digital-forensics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41653.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">425</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">283</span> Packet Analysis in Network Forensics: Insights, Tools, and Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dalal%20Nasser%20Fathi">Dalal Nasser Fathi</a>, <a href="https://publications.waset.org/abstracts/search?q=Amal%20Saud%20Al-Mutairi"> Amal Saud Al-Mutairi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mada%20Hamed%20Al-Towairqi"> Mada Hamed Al-Towairqi</a>, <a href="https://publications.waset.org/abstracts/search?q=Enas%20Fawzi%20Khairallah"> Enas Fawzi Khairallah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Network forensics is essential for investigating cyber incidents and detecting malicious activities by analyzing network traffic, with a focus on packet and protocol data. This process involves capturing, filtering, and examining network data to identify patterns and signs of attacks. Packet analysis, a core technique in this field, provides insights into the origins of data, the protocols used, and any suspicious payloads, which aids in detecting malicious activity. This paper explores network forensics, providing guidance for the analyst on what to look for and identifying attack sites guided by the seven layers of the OSI model. Additionally, it explains the most commonly used tools in network forensics and demonstrates a practical example using Wireshark. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=network%20forensic" title="network forensic">network forensic</a>, <a href="https://publications.waset.org/abstracts/search?q=packet%20analysis" title=" packet analysis"> packet analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=Wireshark%20tools" title=" Wireshark tools"> Wireshark tools</a>, <a href="https://publications.waset.org/abstracts/search?q=forensic%20investigation" title=" forensic investigation"> forensic investigation</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20evidence" title=" digital evidence"> digital evidence</a> </p> <a href="https://publications.waset.org/abstracts/196200/packet-analysis-in-network-forensics-insights-tools-and-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/196200.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">25</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">282</span> Development of the Web-Based Multimedia N-Screen Service System for Cross Platform</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Bae">S. Bae</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Shin"> J. Shin</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Lee"> S. Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As the development of smart devices such as Smart TV, Smartphone, Tablet PC, Laptop, the interest in N-Screen Services that can be cross-linked with heterogeneous devices is increasing. N-Screen means User-centric services that can share and constantly watch multimedia contents anytime and anywhere. However, the existing N-Screen system has the limitation that N-Screen system has to implement the application for each platform and device to provide multimedia service. To overcome this limitation, Multimedia N-Screen Service System is proposed through the web, and it is independent of different environments. The combination of Web and cloud computing technologies from this study results in increasing efficiency and reduction in costs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=N-screen" title="N-screen">N-screen</a>, <a href="https://publications.waset.org/abstracts/search?q=web" title=" web"> web</a>, <a href="https://publications.waset.org/abstracts/search?q=cloud" title=" cloud"> cloud</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia" title=" multimedia"> multimedia</a> </p> <a href="https://publications.waset.org/abstracts/36623/development-of-the-web-based-multimedia-n-screen-service-system-for-cross-platform" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36623.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">305</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">281</span> Web Browser Forensics: Tools, Techniques, and Case Studies for Investigating Digital Traces</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hissah%20Alabbadi">Hissah Alabbadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Samar%20Althagafi"> Samar Althagafi</a>, <a href="https://publications.waset.org/abstracts/search?q=Bayan%20Baz"> Bayan Baz</a>, <a href="https://publications.waset.org/abstracts/search?q=Enas%20Khairullah"> Enas Khairullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Web browser forensics is an essential domain within digital forensics, enabling the identification, collection, and analysis of digital artifacts left by browser activities. This research focuses on evaluating the effectiveness of forensic tools in analyzing web browser data and their role in investigations. By examining tools like Autopsy, Browser History Examiner, and NetAnalysis, the study highlights their capabilities, advantages, and limitations in extracting and interpreting browser artifacts such as history, cookies, and cache. The study utilizes two tools across two investigative scenarios: examining online activities linked to a mass shooting and investigating breaches of acceptable use policies. The findings highlight the importance of selecting appropriate tools for accurate evidence collection and supporting legal and policy compliance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=browser%20forensics" title="browser forensics">browser forensics</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20artifacts" title=" digital artifacts"> digital artifacts</a>, <a href="https://publications.waset.org/abstracts/search?q=forensic%20tools" title=" forensic tools"> forensic tools</a>, <a href="https://publications.waset.org/abstracts/search?q=web%20activity%20analysis" title=" web activity analysis"> web activity analysis</a> </p> <a href="https://publications.waset.org/abstracts/195917/web-browser-forensics-tools-techniques-and-case-studies-for-investigating-digital-traces" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/195917.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">21</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">280</span> 3D Multimedia Model for Educational Design Engineering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohanaad%20Talal%20Shakir">Mohanaad Talal Shakir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper tries to propose educational design by using multimedia technology for Engineering of computer Technology, Alma'ref University College in Iraq. This paper evaluates the acceptance, cognition, and interactiveness of the proposed model by students by using the statistical relationship to determine the stage of the model. Objectives of proposed education design are to develop a user-friendly software for education purposes using multimedia technology and to develop animation for 3D model to simulate assembling and disassembling process of high-speed flow. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CAL" title="CAL">CAL</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia" title=" multimedia"> multimedia</a>, <a href="https://publications.waset.org/abstracts/search?q=shock%20tunnel" title=" shock tunnel"> shock tunnel</a>, <a href="https://publications.waset.org/abstracts/search?q=interactivity" title=" interactivity"> interactivity</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title=" engineering education"> engineering education</a> </p> <a href="https://publications.waset.org/abstracts/19853/3d-multimedia-model-for-educational-design-engineering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19853.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">625</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">279</span> A Novel Methodology for Browser Forensics to Retrieve Searched Keywords from Windows 10 Physical Memory Dump</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dija%20Sulekha">Dija Sulekha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, a good percentage of reported cybercrimes involve the usage of the Internet, directly or indirectly for committing the crime. Usually, Web Browsers leave traces of browsing activities on the host computer’s hard disk, which can be used by investigators to identify internet-based activities of the suspect. But criminals, who involve in some organized crimes, disable browser file generation feature to hide the evidence while doing illegal activities through the Internet. In such cases, even though browser files were not generated in the storage media of the system, traces of recent and ongoing activities were generated in the Physical Memory of the system. As a result, the analysis of Physical Memory Dump collected from the suspect's machine retrieves lots of forensically crucial information related to the browsing history of the Suspect. This information enables the cyber forensic investigators to concentrate on a few highly relevant selected artefacts while doing the Offline Forensics analysis of storage media. This paper addresses the reconstruction of web browsing activities by conducting live forensics to identify searched terms, downloaded files, visited sites, email headers, email ids, etc. from the physical memory dump collected from Windows 10 Systems. Well-known entry points are available for retrieving all the above artefacts except searched terms. The paper describes a novel methodology to retrieve the searched terms from Windows 10 Physical Memory. The searched terms retrieved in this way can be used for doing advanced file and keyword search in the storage media files reconstructed from the file system recovery in offline forensics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=browser%20forensics" title="browser forensics">browser forensics</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20forensics" title=" digital forensics"> digital forensics</a>, <a href="https://publications.waset.org/abstracts/search?q=live%20Forensics" title=" live Forensics"> live Forensics</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20memory%20forensics" title=" physical memory forensics "> physical memory forensics </a> </p> <a href="https://publications.waset.org/abstracts/128686/a-novel-methodology-for-browser-forensics-to-retrieve-searched-keywords-from-windows-10-physical-memory-dump" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128686.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">278</span> Navigating Cyber Attacks with Quantum Computing: Leveraging Vulnerabilities and Forensics for Advanced Penetration Testing in Cybersecurity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sayor%20Ajfar%20Aaron">Sayor Ajfar Aaron</a>, <a href="https://publications.waset.org/abstracts/search?q=Ashif%20Newaz"> Ashif Newaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajjat%20Hossain%20Abir"> Sajjat Hossain Abir</a>, <a href="https://publications.waset.org/abstracts/search?q=Mushfiqur%20Rahman"> Mushfiqur Rahman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the transformative potential of quantum computing in the field of cybersecurity, with a focus on advanced penetration testing and forensics. It explores how quantum technologies can be leveraged to identify and exploit vulnerabilities more efficiently than traditional methods and how they can enhance the forensic analysis of cyber-attacks. Through theoretical analysis and practical simulations, this study highlights the enhanced capabilities of quantum algorithms in detecting and responding to sophisticated cyber threats, providing a pathway for developing more resilient cybersecurity infrastructures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cybersecurity" title="cybersecurity">cybersecurity</a>, <a href="https://publications.waset.org/abstracts/search?q=cyber%20forensics" title=" cyber forensics"> cyber forensics</a>, <a href="https://publications.waset.org/abstracts/search?q=penetration%20testing" title=" penetration testing"> penetration testing</a>, <a href="https://publications.waset.org/abstracts/search?q=quantum%20computing" title=" quantum computing"> quantum computing</a> </p> <a href="https://publications.waset.org/abstracts/185867/navigating-cyber-attacks-with-quantum-computing-leveraging-vulnerabilities-and-forensics-for-advanced-penetration-testing-in-cybersecurity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185867.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">277</span> Open Educational Resource in Online Mathematics Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Haohao%20Wang">Haohao Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Technology, multimedia in Open Educational Resources, can contribute positively to student performance in an online instructional environment. Student performance data of past four years were obtained from an online course entitled Applied Calculus (MA139). This paper examined the data to determine whether multimedia (independent variable) had any impact on student performance (dependent variable) in online math learning, and how students felt about the value of the technology. Two groups of student data were analyzed, group 1 (control) from the online applied calculus course that did not use multimedia instructional materials, and group 2 (treatment) of the same online applied calculus course that used multimedia instructional materials. For the MA139 class, results indicate a statistically significant difference (p = .001) between the two groups, where group 1 had a final score mean of 56.36 (out of 100), group 2 of 70.68. Additionally, student testimonials were discussed in which students shared their experience in learning applied calculus online with multimedia instructional materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title="online learning">online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20educational%20resources" title=" open educational resources"> open educational resources</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia" title=" multimedia"> multimedia</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/14712/open-educational-resource-in-online-mathematics-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14712.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">380</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">276</span> The Potential Benefits of Multimedia Information Representation in Enhancing Students’ Critical Thinking and History Reasoning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ang%20Ling%20Weay">Ang Ling Weay</a>, <a href="https://publications.waset.org/abstracts/search?q=Mona%20Masood"> Mona Masood</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the potential benefits of an interactive multimedia information representation in enhancing students’ critical thinking aligned with history reasoning in learning history between Secondary School students in Malaysia. Two modes of multimedia information representation implemented which are chronological and thematic information representation. A qualitative study of an unstructured interview was conducted among two history teachers, one history education lecturer, two i-think expert and program trainers and five form 4 secondary school students. The interview was to elicit their opinions on the implementation of thinking maps and interactive multimedia information representation in history learning. The key elements of interactive multimedia (e.g. multiple media, user control, interactivity, and use of timelines and concept maps) were then considered to improve the learning process. Findings of the preliminary investigation reveal that the interactive multimedia information representations have the potential benefits to be implemented as instructional resource in enhancing students’ higher order thinking skills (HOTs). This paper concludes by giving suggestions for future work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multimedia%20information%20representation" title="multimedia information representation">multimedia information representation</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=history%20reasoning" title=" history reasoning"> history reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=chronological%20and%20thematic%20information%20representation" title=" chronological and thematic information representation"> chronological and thematic information representation</a> </p> <a href="https://publications.waset.org/abstracts/17443/the-potential-benefits-of-multimedia-information-representation-in-enhancing-students-critical-thinking-and-history-reasoning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17443.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">355</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">275</span> Analysis of Various Copy Move Image Forgery Techniques for Better Detection Accuracy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Grishma%20D.%20Solanki">Grishma D. Solanki</a>, <a href="https://publications.waset.org/abstracts/search?q=Karshan%20Kandoriya"> Karshan Kandoriya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In modern era of information age, digitalization has revolutionized like never before. Powerful computers, advanced photo editing software packages and high resolution capturing devices have made manipulation of digital images incredibly easy. As per as image forensics concerns, one of the most actively researched area are detection of copy move forgeries. Higher computational complexity is one of the major component of existing techniques to detect such tampering. Moreover, copy move forgery is usually performed in three steps. First, copying of a region in an image then pasting the same one in the same respective image and finally doing some post-processing like rotation, scaling, shift, noise, etc. Consequently, pseudo Zernike moment is used as a features extraction method for matching image blocks and as a primary factor on which performance of detection algorithms depends. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=copy-move%20image%20forgery" title="copy-move image forgery">copy-move image forgery</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20forensics" title=" digital forensics"> digital forensics</a>, <a href="https://publications.waset.org/abstracts/search?q=image%20forensics" title=" image forensics"> image forensics</a>, <a href="https://publications.waset.org/abstracts/search?q=image%20forgery" title=" image forgery"> image forgery</a> </p> <a href="https://publications.waset.org/abstracts/49539/analysis-of-various-copy-move-image-forgery-techniques-for-better-detection-accuracy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49539.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">294</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">274</span> WormHex: Evidence Retrieval Tool of Social Media from Volatile Memory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Norah%20Almubairik">Norah Almubairik</a>, <a href="https://publications.waset.org/abstracts/search?q=Wadha%20Almattar"> Wadha Almattar</a>, <a href="https://publications.waset.org/abstracts/search?q=Amani%20Alqarni"> Amani Alqarni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social media applications are increasingly being used in our everyday communications. These applications utilise end-to-end encryption mechanisms, which make them suitable tools for criminals to exchange messages. These messages are preserved in the volatile memory until the device is restarted. Therefore, volatile forensics has become an important branch of digital forensics. In this study, the WormHex tool was developed to inspect the memory dump files of Windows and Mac-based workstations. The tool supports digital investigators to extract valuable data written in Arabic and English through web-based WhatsApp and Twitter applications. The results verify that social media applications write their data into the memory regardless of the operating system running the application, with there being no major differences between Windows and Mac. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=volatile%20memory" title="volatile memory">volatile memory</a>, <a href="https://publications.waset.org/abstracts/search?q=REGEX" title=" REGEX"> REGEX</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20forensics" title=" digital forensics"> digital forensics</a>, <a href="https://publications.waset.org/abstracts/search?q=memory%20acquisition" title=" memory acquisition"> memory acquisition</a> </p> <a href="https://publications.waset.org/abstracts/147426/wormhex-evidence-retrieval-tool-of-social-media-from-volatile-memory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147426.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">197</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">273</span> Multimedia Technologies Utilisation as Predictors of Lecturers’ Teaching Effectiveness in Colleges of Education in South-West, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abel%20Olusegun%20Egunjobi">Abel Olusegun Egunjobi</a>, <a href="https://publications.waset.org/abstracts/search?q=Olusegun%20Oyeleye%20Adesanya"> Olusegun Oyeleye Adesanya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching effectiveness of lecturers in a tertiary institution in Nigeria is one of the determinants of the lecturer’s productivity. In this study, therefore, lecturers’ teaching effectiveness was examined vis-à-vis their multimedia technologies utilisation in Colleges of Education (CoE) in South-West, Nigeria. This is for the purpose of ascertaining the relationship and contribution of multimedia technologies utilisation to lecturers’ teaching effectiveness in Nigerian colleges of education. The descriptive survey research design was adopted in the study, while a multi-stage sampling procedure was used in the study. A stratified sampling technique was used to select colleges of education, and a simple random sampling method was employed to select lecturers from the selected colleges of education. A total of 862 lecturers (627 males and 235 females) were selected from the colleges of education used for the study. The instrument used was lecturers’ questionnaire on multimedia technologies utilisation and teaching effectiveness with a reliability coefficient of 0.85 at 0.05 level of significance. The data collected were analysed using descriptive statistics, multiple regression, and t-test. The findings showed that the level of multimedia technologies utilisation in colleges of education was low, whereas lecturers’ teaching effectiveness was high. Findings also revealed that the lecturers used multimedia technologies purposely for personal and professional developments, so also for up to date news on economic and political matters. Also, findings indicated that laptop, Ipad, CD-ROMs, and computer instructional software were the multimedia technologies frequently utilised by the lecturers. There was also a significant difference in the teaching effectiveness between lecturers in the Federal and State COE. The government should, therefore, make adequate provision for multimedia technologies in the COE in Nigeria for lecturers’ utilisation in their instructions so as to boost their students’ learning outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=colleges%20of%20education" title="colleges of education">colleges of education</a>, <a href="https://publications.waset.org/abstracts/search?q=lecturers%E2%80%99%20teaching%20effectiveness" title=" lecturers’ teaching effectiveness"> lecturers’ teaching effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia%20technologies%20utilisation" title=" multimedia technologies utilisation"> multimedia technologies utilisation</a>, <a href="https://publications.waset.org/abstracts/search?q=Southwest%20Nigeria" title=" Southwest Nigeria"> Southwest Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/112117/multimedia-technologies-utilisation-as-predictors-of-lecturers-teaching-effectiveness-in-colleges-of-education-in-south-west-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112117.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">272</span> A Method to Enhance the Accuracy of Digital Forensic in the Absence of Sufficient Evidence in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fahad%20Alanazi">Fahad Alanazi</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Jones"> Andrew Jones</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digital forensics seeks to achieve the successful investigation of digital crimes through obtaining acceptable evidence from digital devices that can be presented in a court of law. Thus, the digital forensics investigation is normally performed through a number of phases in order to achieve the required level of accuracy in the investigation processes. Since 1984 there have been a number of models and frameworks developed to support the digital investigation processes. In this paper, we review a number of the investigation processes that have been produced throughout the years and introduce a proposed digital forensic model which is based on the scope of the Saudi Arabia investigation process. The proposed model has been integrated with existing models for the investigation processes and produced a new phase to deal with a situation where there is initially insufficient evidence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20forensics" title="digital forensics">digital forensics</a>, <a href="https://publications.waset.org/abstracts/search?q=process" title=" process"> process</a>, <a href="https://publications.waset.org/abstracts/search?q=metadata" title=" metadata"> metadata</a>, <a href="https://publications.waset.org/abstracts/search?q=Traceback" title=" Traceback"> Traceback</a>, <a href="https://publications.waset.org/abstracts/search?q=Sauid%20Arabia" title=" Sauid Arabia"> Sauid Arabia</a> </p> <a href="https://publications.waset.org/abstracts/57322/a-method-to-enhance-the-accuracy-of-digital-forensic-in-the-absence-of-sufficient-evidence-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57322.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">365</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">271</span> Using Eye-Tracking Technology to Understand Consumers’ Comprehension of Multimedia Health Information</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samiullah%20Paracha">Samiullah Paracha</a>, <a href="https://publications.waset.org/abstracts/search?q=Sania%20Jehanzeb"> Sania Jehanzeb</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20H.%20Gharanai"> M. H. Gharanai</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20R.%20Ahmadi"> A. R. Ahmadi</a>, <a href="https://publications.waset.org/abstracts/search?q=H.Sokout"> H.Sokout</a>, <a href="https://publications.waset.org/abstracts/search?q=Toshiro%20Takahara"> Toshiro Takahara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to examine how health consumers utilize pictures when developing an understanding of multimedia health documents, and whether attentional processes, measured by eye-tracking, relate to differences in health-related cognitive resources and passage comprehension. To investigate these issues, we will present health-related text-picture passages to elders and collect eye movement data to measure readers’ looking behaviors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multimedia" title="multimedia">multimedia</a>, <a href="https://publications.waset.org/abstracts/search?q=eye-tracking" title=" eye-tracking"> eye-tracking</a>, <a href="https://publications.waset.org/abstracts/search?q=consumer%20health%20informatics" title=" consumer health informatics"> consumer health informatics</a>, <a href="https://publications.waset.org/abstracts/search?q=human-computer%20interaction" title=" human-computer interaction "> human-computer interaction </a> </p> <a href="https://publications.waset.org/abstracts/13830/using-eye-tracking-technology-to-understand-consumers-comprehension-of-multimedia-health-information" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13830.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">344</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">270</span> Upgrading of Problem-Based Learning with Educational Multimedia to the Undergraduate Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sharifa%20Alduraibi">Sharifa Alduraibi</a>, <a href="https://publications.waset.org/abstracts/search?q=Abir%20El%20Sadik"> Abir El Sadik</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Elzainy"> Ahmed Elzainy</a>, <a href="https://publications.waset.org/abstracts/search?q=Alaa%20Alduraibi"> Alaa Alduraibi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Alsolai"> Ahmed Alsolai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Problem-based learning (PBL) is an active student-centered educational modality, influenced by the students' interest that required continuous motivation to improve their engagement. The new era of professional information technology facilitated the utilization of educational multimedia, such as videos, soundtracks, and photographs promoting students' learning. The aim of the present study was to introduce multimedia-enriched PBL scenarios for the first time in college of medicine, Qassim University, as an incentive for better students' engagement. In addition, students' performance and satisfaction were evaluated. Methodology: Two multimedia-enhanced PBL scenarios were implemented to the third years' students in the urinary system block. Radiological images, plain CT scan, and X-ray of the abdomen and renal nuclear scan correlated with their pathological gross photographs were added to the scenarios. One week before the first sessions, pre-recorded orientation videos for PBL tutors were submitted to clarify the multimedia incorporated in the scenarios. Other two traditional PBL scenarios devoid of multimedia demonstrating the pathological and radiological findings were designed. Results and Discussion: Comparison between the formative assessments' results by the end of the two PBL modalities was done. It revealed significant increase in students' engagement, critical thinking and practical reasoning skills during the multimedia-enhanced sessions. Students' perception survey showed great satisfaction with the new strategy. Conclusion: It could be concluded from the current work that multimedia created technology-based teaching strategy inspiring the student for self-directed thinking and promoting students' overall achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multimedia" title="multimedia">multimedia</a>, <a href="https://publications.waset.org/abstracts/search?q=pathology%20and%20radiology%20images" title=" pathology and radiology images"> pathology and radiology images</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-based%20learning" title=" problem-based learning"> problem-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=videos" title=" videos"> videos</a> </p> <a href="https://publications.waset.org/abstracts/124484/upgrading-of-problem-based-learning-with-educational-multimedia-to-the-undergraduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124484.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">161</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">269</span> Improving Technical Translation Ability of the Iranian Students of Translation Through Multimedia: An Empirical Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dina%20Zakeri">Dina Zakeri</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Aminzad"> Ali Aminzad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Multimedia-assisted teaching results in eliminating traditional training barriers, facilitating the cognition process and upgrading learning outcomes. This study attempted to examine the effects of implementing multimedia on teaching technical translation model and on the technical text translation ability of Iranian students of translation. To fulfill the purpose of the study, a total of forty-six learners were selected out of fifty-seven participants in a higher education center in Tehran based on their scores in Preliminary English Test (PET) and were divided randomly into the experimental and control groups. Prior to the treatment, a technical text translation questionnaire was devised and then approved and validated by three assistant professors of technical fields and three assistant professors of Teaching English as a Foreign Language (TEFL) at the university. This questionnaire was administered as a pretest to both groups. Control and experimental groups were trained for five successive weeks using identical course books but with a different lesson plan that allowed employing multimedia for the experimental group only. The devised and approved questionnaire was administered as a posttest to both groups at the end of the instruction. A multivariate ANOVA was run to compare the two groups’ means on the PET, pretest and posttest. The results showed the rejection of all null hypotheses of the study and revealed that multimedia significantly improved technical text translation ability of the learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multimedia" title="multimedia">multimedia</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia-mediated%20teaching" title=" multimedia-mediated teaching"> multimedia-mediated teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=technical%20translation%20model" title=" technical translation model"> technical translation model</a>, <a href="https://publications.waset.org/abstracts/search?q=technical%20text" title=" technical text"> technical text</a>, <a href="https://publications.waset.org/abstracts/search?q=translation%20ability" title=" translation ability"> translation ability</a> </p> <a href="https://publications.waset.org/abstracts/104119/improving-technical-translation-ability-of-the-iranian-students-of-translation-through-multimedia-an-empirical-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104119.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">268</span> Designing Teaching Aids for Dyslexia Students in Mathematics Multiplication</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohini%20Mohamed">Mohini Mohamed</a>, <a href="https://publications.waset.org/abstracts/search?q=Nurul%20Huda%20Mas%E2%80%99od"> Nurul Huda Mas’od</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was aimed at designing and developing an assistive mathematical teaching aid (courseware) in helping dyslexic students in learning multiplication. Computers and multimedia interactive courseware has benefits students in terms of increase learner’s motivation and engage them to stay on task in classroom. Most disability student has short attention span thus with the advantage offered by multimedia interactive courseware allows them to retain the learning process for longer period as compared to traditional chalk and talk method. This study was conducted in a public school at a primary level with the help of three special education teachers and six dyslexic students as participants. Qualitative methodology using interview with special education teachers and observations in classes were conducted. The development of the multimedia interactive courseware in this study was divided to three processes which were analysis and design, development and evaluation. The courseware was evaluated by using User Acceptance Survey Form and interview. Feedbacks from teachers were used to alter, correct and develop the application for a better multimedia interactive courseware. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disability%20students" title="disability students">disability students</a>, <a href="https://publications.waset.org/abstracts/search?q=dyslexia" title=" dyslexia"> dyslexia</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20teaching%20aid" title=" mathematics teaching aid"> mathematics teaching aid</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia%20interactive%20courseware" title=" multimedia interactive courseware"> multimedia interactive courseware</a> </p> <a href="https://publications.waset.org/abstracts/42917/designing-teaching-aids-for-dyslexia-students-in-mathematics-multiplication" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42917.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">413</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">267</span> Strategies and Approaches for Curriculum Development and Training of Faculty in Cybersecurity Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lucy%20Tsado">Lucy Tsado</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As cybercrime and cyberattacks continue to increase, the need to respond will follow suit. When cybercrimes occur, the duty to respond sometimes falls on law enforcement. However, criminal justice students are not taught concepts in cybersecurity and digital forensics. There is, therefore, an urgent need for many more institutions to begin teaching cybersecurity and related courses to social science students especially criminal justice students. However, many faculty in universities, colleges, and high schools are not equipped to teach these courses or do not have the knowledge and resources to teach important concepts in cybersecurity or digital forensics to criminal justice students. This research intends to develop curricula and training programs to equip faculty with the skills to meet this need. There is a current call to involve non-technical fields to fill the cybersecurity skills gap, according to experts. There is a general belief among non-technical fields that cybersecurity education is only attainable within computer science and technologically oriented fields. As seen from current calls, this is not entirely the case. Transitioning into the field is possible through curriculum development, training, certifications, internships and apprenticeships, and competitions. There is a need to identify how a cybersecurity eco-system can be created at a university to encourage/start programs that will lead to an interest in cybersecurity education as well as attract potential students. A short-term strategy can address this problem through curricula development, while a long-term strategy will address developing training faculty to teach cybersecurity and digital forensics. Therefore this research project addresses this overall problem in two parts, through curricula development for the criminal justice discipline; and training of faculty in criminal justice to teaching the important concepts of cybersecurity and digital forensics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cybersecurity%20education" title="cybersecurity education">cybersecurity education</a>, <a href="https://publications.waset.org/abstracts/search?q=criminal%20justice" title=" criminal justice"> criminal justice</a>, <a href="https://publications.waset.org/abstracts/search?q=curricula%20development" title=" curricula development"> curricula development</a>, <a href="https://publications.waset.org/abstracts/search?q=nontechnical%20cybersecurity" title=" nontechnical cybersecurity"> nontechnical cybersecurity</a>, <a href="https://publications.waset.org/abstracts/search?q=cybersecurity" title=" cybersecurity"> cybersecurity</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20forensics" title=" digital forensics"> digital forensics</a> </p> <a href="https://publications.waset.org/abstracts/158085/strategies-and-approaches-for-curriculum-development-and-training-of-faculty-in-cybersecurity-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158085.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">109</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=multimedia%20forensics&page=2">2</a></li> <li class="page-item"><a class="page-link" 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