International Journal of Advanced Research and Development 69 International Journal of Advanced Research and Development ISSN: 2455-4030, Impact Factor: RJIF 5.24 www.advancedjournal.com Volume 2; Issue 1; January 2017; Page No. 69-73 ITS for teaching DES information security Algorithm Abed Elhaleem A Elnajjar Department of Information Technology, Faculty of Engineering & Information Technology, Al-Azhar University, Gaza, Palestine Abstract Lately there is more attention paid to technological development in intelligent tutoring systems. This field is becoming an interesting topic to many researchers. In this paper, we are presenting an intelligent tutoring system for teaching DES Information Security Algorithm called DES-Tutor. The DES-Tutor target the students enrolled in cryptography course in the department Information Technology in Al-Azhar University in Gaza. Through DES-Tutor the student will be able to study course material and try the exercises of each lesson. An evaluation of the DES-Tutor was carried out and the results were promising. Keywords: tutoring system, teaching, information security, expert system, des algorithm, and e-learning 1. Introduction Intelligent Tutoring Systems is a multidisciplinary field that examines how to contrive educational systems that offer custom-made instruction to individual students, as good teachers try to do. Research in Intelligent Tutoring Systems has positively elated techniques and systems that offer adaptive sustenance for student when solving problem in a diversity of domains. On the other hand, there are other educational undertakings that can take advantage from personalized computer-based provision, for example discovering interactive simulations, learning examples, and playing instructive games. Offering individualized help for these actions postures exclusive challenges, since it needs an ITS that can simulate and adapt to student performances, skills and rational states frequently not as organized and welldefined as those complicated in old-style problem solving. This paper presents DES-Tutor projects that illustrate some of these challenges [38]. Intelligent Tutoring Systems can be defined as a computerized learning settings that include computational modules in learning sciences, computational linguistics, cognitive sciences, mathematics, artificial intelligence, and other areas that create intelligent systems that are wellestablished computationally [38]. At its early stages ITS got a robust input from the joint need of AI and of the educational system to discover effective applications that could illustrate the power of ICAI by enhancing instruction in the delivery of efficient tutoring for each student, customized to his/her requirements and pace of learning [38] 2. Literature Review There are many tutoring systems designed and developed for the purpose of education, some dedicated to teaching computer science students [3, 4, 8, 14, 31, 38], Arabic and English language [10 ], teaching programming languages [3, 4, 8, 32, 35], for debugging skills [2], Linear Programming [33, 36], effectiveness of e-learning [5, 30. 37], computer aided instruction [39], teaching AI searching algorithms [41], teaching database [9, 18, 20, 34 ], teaching different health topics [12, 13], teaching Computer Networks [11], teaching Computer Theory [15], teaching biology [19, 39], teaching advanced topics in information security [21], Big O Notation for Measuring Expert Systems complexity [40], intelligent tutoring system for teaching the right letter pronunciation in reciting the Holy Quran [7]. 3. DES-Tutor In this paper, we used ITSB authoring tool [38] for building the DES-Tutor. This tool designed and developed using Delphi Embarcadero XE8, 2015; this tool supported two languages: Arabic and English. It has two systems in one software. The first system is teacher system where it allows him/her to add course content, questions, answers, student profile, adjust colors and fonts of all screens, basic data for the DES-Tutor, choose the language of the interface, and level of difficulty. The second system is the student system where it allows the student to learn the lessons and try the exercises. 4. DES-Tutor Architecture This DES-Tutor has four modules: student model, domain model, teaching model, and user interface model. The domain model presents and organizes the content in lessons/chapters. The teaching model works as controller of the whole DESTutor system. The student model provides the system with all needed data so it can adapt itself with the student. The user interface model has two sections one for the teacher and the other for the student as shown in Fig 1. Fig 1: DES-Tutor Architecture. International Journal of Advanced Research and Development 70 4.1 Domain Model of DES-Tutor This model of DES-Tutor deals with the lessons in cryptography and Information Security content, studying of (DES) algorithm encryption and decryption technology. This model works on the ordering of the lessons/chapters. There are two main ingredients in it. The first one is the organization which deals with the organization and the ordering of lessons and themes. Where the chapters are: Chapter 1, Chapter 2, Chapter 3, and Chapter 4. The second component, warehouse, deals with the material being taught in itself. The material of the DES-Tutor Information Security Algorithm consists of the followings [1, 6-16, 17, 22-29]: i) Chapter one includes This chapter is to illustrate the principles of modern symmetric ciphers. For this purpose, the emphasis on the most widely used symmetric cipher: the Data Encryption Standard (DES). Though many symmetric ciphers have been established since the introduction of DES, and though it is meant to be replaced by the Advanced Encryption Standard (AES), DES stills the most significant algorithm. Furthermore, a detailed study of DES offers an understanding of the philosophies used in other symmetric ciphers. ii) Chapter two includes Key Security Concepts, Levels of Impact, Computer Security Challenges, Assets of a Computer System, Vulnerabilities & Threats & Attacks, Countermeasures, Threat Consequences & the Types of Threat Actions That Cause Each ConsequenceBased on DES and Double DES and Triple DES, Computer & Network Assets, Examples of Threats, Passive & Active Attacks, Security Requirements, Fundamental Security Design Principles, Attack Surfaces, Attack Surface Categories, Computer Security Strategy & Security implementation. iii) Chapter three includes This chapter discusses symmetric ciphers. Topics include multiple encryption, looking in particular at the most widely used multiple-encryption scheme: triple DES. iv) Chapter four includes This chapter explains the attacks just described seem impractical, anybody using two-key 3DES may sense some concern. Therefore, many researchers now feel that three-key 3DES is the favored alternative. Three-key 3DES has an operative key length of 168 bits and is well-defined as C = E( K3, D( K2, E( K1, P))) Backward compatibility with DES is provided by placing K3 = K2 or K1 = K2. 4.2 Student Model of DES-Tutor A student must have a profile in order to study course materials and try the exercises. The profile contain information about the student such as last time the student used DES-Tutor, student number, student name, level difficulty reached, current score, overall score, how many exercises attempted in each session. The current score represents student score for each difficulty level within a lesson. The overall score represents student score for all level in a lesson. 4.3 Teaching Module of DES-Tutor Teaching module works as an expert coach that controls the functionality of the system. Through this model, a student can try to answer all questions in the first difficulty level and if the student gets 75% score or more, the expert coach moves the student to second level of difficulty of the same lesson. However, if the student does not get that score, the expert coach make the student repeats the exercises of the same difficulty level. In the case the student get score Less than 50%, expert coach force the student to breach back to lessons then allows him to come back to try the exercises. 4.4 User Interfaces of DES-Tutor The ITSB tool used for building the DES-Tutor support two type of users: teachers and students. When the teacher log into the DES-Tutor, the teacher can add initial information about the student, configure and adjust the color, font name, and size of all buttons, menus, combo boxes, add lessons, add exercises, and add answers. A screenshot of the teacher interfaces is shown in Fig 2, Fig 3, Fig 4, and Fig 5. However, when the student log into the system, he/she will be able to see the lessons, examples and exercises, performance (See Fig 6, Fig 7, Fig 8 and Fig 9). Fig 2: Form for adding questions and answers Fig 3: Form for adding Lessons and Examples International Journal of Advanced Research and Development 71 Fig 4: Form for adding constants of the system Fig 5: Form for adding initial students' information Fig 6: Student lessons and examples form Fig 7: Student Exercises form. Fig 8: Message to tell student that he/she successfully finished in this level Fig 9: Student performance form. 5. Evaluation We have evaluated the DES-Tutor by presenting it to a group of teachers who specialize in teaching cryptography and a group of students in Al-Azhar University taken this course. We asked both groups to evaluate the DES-Tutor. Then we requested from them to fill questionnaire DES-Tutor. The result of the evaluation by the students and the teachers were promising. 6. Conclusion In this paper, we have designed an Intelligent Tutoring System for teaching DES Information Security Algorithm by International Journal of Advanced Research and Development 72 using ITSB authoring tool. The system is called DES-Tutor. DES-Tutor was designed to facilitate the study of learning cryptography and Information Security by the students. DES-Tutor architecture and requirements of each model in the system have been explained. We conducted an initial evaluation of the DES-Tutor by a group of teachers and students and the results were promising. References 1. Akkila, A. N. and S. S. Abu Naser (2017). "Teaching the right letter pronunciation in reciting the holy Quran using intelligent tutoring system." International Journal of Advanced Research and Development 2(1): 64-68. 2. Abu Hasanein, H. A. and S. S. Abu Naser (2017). "An intelligent tutoring system for cloud computing.". 3. Abu Naser, S. (2008). 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