Software vulnerability assessment is essential for prioritising remediation, yet the manual assignment of Common Vulnerability Scoring System metrics is time-consuming, subjective, and prone to error. This study develops and evaluates a design science artefact for predicting vulnerability severity directly from natural-language descriptions. More than 15,000 confirmed vulnerability records were collected from ten open-source projects represented in the CVE-NVD repositories. The descriptions were cleaned through punctuation removal, tokenisation, stopword removal, and Porter stemming. Textual features were represented using n-grams, term frequency-inverse document frequency, and Word2Vec, while Information Gain was applied for feature selection. A deep neural network with three hidden layers was developed for binary classification of vulnerabilities as Severe or Non-Severe. Its performance was compared with Random Forest, Support Vector Machine, Decision Tree, k-nearest neighbours, and Naïve Bayes classifiers using stratified 10-fold cross-validation. The deep neural network achieved average accuracy, precision, and recall values of 71.2%, 68.5%, and 72.0%, respectively, and generally outperformed the conventional classifiers across the reported metrics. However, performance varied among projects, with AUC-ROC values ranging from 0.385 for Gentoo to 0.720 for Windows 7, and the Decision Tree exceeded the deep neural network on the Gentoo dataset. These findings indicate that natural-language descriptions can support automated severity prediction, while also showing that model performance depends on project-specific data characteristics and data availability.
Paul Teye, Stephen Opoku Oppong, Dickson Keddy Wornyo et al.· Asian Journal of Research in...· 0 citations
This study investigates how mobile learning supports self-directed learning (SDL) in programming education through a case study of SoloLearn. A cross-sectional survey of 708 undergraduate students at the University of Education, Winneba examined app usage, perceptions, and programming confidence, framed by Knowles' (1975) SDL Theory and Fredricks et al.'s (2004) Student Engagement Framework. Partial least squares structural equation modeling (PLS-SEM) revealed a sequential pathway from self-management to motivation, monitoring, strategy use, and perceived academic performance. Most participants (67.8%) reported increased confidence, while 60.3% reported improvements in real-world application skills, though challenges included limited advanced content, ad disruptions, and insufficient feedback. The findings suggest that SoloLearn effectively develops foundational SDL skills but requires adaptive features, project-based modules, and improved collaborative tools to support deeper learning. Results should be interpreted cautiously due to the single-institution, male-dominated sample. Overall, the study contributes to understanding how mobile learning platforms could support SDL in programming education and also offers practical insights for integrating such platforms into diverse instructional contexts.
D. Essel· Advances in Mobile Learning...· 0 citations