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The problem of cloud forensics is the difficulty in identifying and accessing evidence log. It also used to store illegal and prohibited content. This research proposes to address this problem by developing a comprehensive activity for investigating Google Drive with digital forensics. We will explore the techniques and methodologies required to uncover digital artifacts within Google Drive by using National Institute of Standards and Technology (NIST) method, covering aspects such as user activity logs, file metadata, document revisions, and access permissions. The NIST method consists of collection, interpretation, and reporting activities. Collection activities include protect, acquire and ensure. Interpretation activities include recover, navigate, identify, and analyze. And reporting activities consist of reporting results and writing reports. The result of this paper is by using the DB Browser tool, the artifact such as activity log, file metadata, document revision, and access permission is not present. Meanwhile when using Magnet Axiom, the evidence is found but not related to the scenario. Our aim is to provide a structured approach that digital forensics experts can employ to navigate Google Drive and extract relevant evidence effectively. [ABSTRACT FROM AUTHOR]

Purpose. One of the main directions of teaching methodology is the creation of a personalized educational route. In the context of the development of the digital educational environment, it is necessary to explore the possibilities of combining individualization of learning with modern digital platforms. The key concept in the study of this topic is the "digital footprint". The article presents a model for displaying a digital footprint in the form of a digital profile, a universal diagnosis of the understanding of the educational text is compiled to create its own text field and it is recorded that the secondary educational text can be a digital artifact that remains in cloud storage and forms part of the digital footprint for a certain period of time. Methodology. The research is based on the analysis and synthesis of psychological, pedagogical and educational literature, on modeling the process of fixing secondary educational texts in the form of a digital artifact, which will be part of the digital footprint, as well as displaying the levels of subject, meta-subject and personal results. Results. The concepts of digital footprint and digital artifact, secondary educational text, and semantic reading are defined. A digital footprint model consisting of digital artifacts in the form of secondary educational texts has been developed, and a universal diagnostic of the understanding of the educational text has been created to create a secondary text by students. Practical implications. The results can be applied in creating a digital educational environment of an educational organization based on the compilation and accumulation of a digital footprint of each student, in the analysis of digital artifacts presented in the form of secondary educational texts, in the development of a system for evaluating educational results achieved using modern technologies.

Archaeogaming is an area of increasing interest within archaeology. As archaeogaming's theory and practice are being fleshed out, it is worth considering if there are parallels to traditional archaeological methods within the study of video games. Here, we examine one such possibility: is there an archaeogaming equivalent to experimental archaeology? As a case study, we explore the system used for the mid-1980s development of an unreleased video game prototype for the game company Activision. Through examining this development system, whose use would be otherwise invisible in the finished software artifact, we demonstrate how we have both reconstructed a seemingly lost piece of the system virtually and used this reconstruction for experiments. The methodology we describe can be applied to digital artifacts within contemporary archaeology beyond the scope of video games, and it illustrates some key differences between studying physical and digital artifacts. [ABSTRACT FROM AUTHOR]

While mobile devices have become the norm in communication, thus becoming the most important source of personal data, the emergence of privacy and security concerns have compelled smartphone vendors to implement new ways of securing the data stored on such devices. Law enforcement agencies face ever-growing challenges in retrieving evidence from perpetrators' devices and forensic examiners face the difficult task of being up-to-date with the research and developments in cybersecurity. [ABSTRACT FROM AUTHOR]

This paper describes and examines students' shared construction of meanings while learning about quadratic functions via digital artifacts that simulate real-world phenomena, like the motion of a ball on an inclined plane, focusing specifically on the role of the teacher in that construction process. The study follows the interactions of twenty 15-year-old students and their teacher during the completion of three sequential digital tasks, analyzing how these interactions promote the students' ability to construct the mathematical meanings of the quadratic function. The study was guided by the theory of semiotic mediation, which treats artifacts as fundamental to cognition and views learning as the evolution from meanings connected to the use of a certain artifact to those recognizable as mathematical. The data analysis showed students progressing from the description of the real-world phenomenon toward a construction of the meaning of the quadratic function that models the phenomenon. While marking the "critical moments" in this progress, we analyze the communication strategies used by the teacher to facilitate it. Our research findings showed evidence that certain types of questions and the strategy "re-voicing" can be particularly effective in prompting students' construction of mathematical meanings. [ABSTRACT FROM AUTHOR]

Information technology's hardware and software are constantly evolving. The rise in cybercrime cases is consistent with this trend. While operating systems can be hacked, personal data can be stolen and encrypted, making it impossible for users to access the information. Cybercriminals are using social media data to target personal information currently. Users' usernames, passwords, and other personal information can be stored in a device's memory, as well as browser cookies. Pre-analysis, analysis, and post-analysis are the three stages of the research process. "Live Memory Acquisition" is the proper method for obtaining data from a device's memory. There is digital evidence in the form of an email address, a password, Facebook, and PayPal accounts as well as a link URL discovered in the analysis of the results of the acquisition of artifact one. The results of the artifact 2 acquisition did not reveal any passwords. There was no evidence of email or Facebook passwords in the analysis of artifact 3 acquisition results, but the overall data test results showed that the total number of test results on artifact 1 was 100%, 57.14% on artifact 2, and 71.42% on artifact 3.

Overview: The shift toward digital offerings poses challenges for companies that are adapting their development process from creating physical products to new digital artifacts. The ways in which companies design physical products and their interaction with customers is not effective in the digital domain. This article outlines how Sorgenia, a fast-growing utility company in Italy, conceptualized and designed the mobile app its consumers use to access its services. The classical dimensions of the user experience (aesthetic, emotional, and symbolic) need to be layered and coordinated throughout the customer's interaction with the app to make the underlying values emerge progressively. In doing so, customers can be guided to comprehend a digital artifact fully, overcoming the interpretive barriers caused by the lack of physicality. [ABSTRACT FROM AUTHOR]