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Kleanthi Santamouri

Publications and source records attributed to Kleanthi Santamouri.

2 recordsLinked to original sources

Deepfakes and Synthetic Media: Generation, Detection, and Governance

Deepfakes, synthetic audiovisual content produced by deep generative models, have escalated into a critical threat across civilian and military domains, enabling identity fraud, disinformation campaigns, and evidence fabrication. In high-stakes environments, ranging from journalism and finance to healthcare and legal contexts, the consequences extend to severe misinformation, market manipulation, identity fraud, and the erosion of institutional trust. This entry explores how modern visual intelligence and computer vision techniques are used to detect deepfakes. It outlines key deepfake generation models, such as GANs, autoencoders, neural rendering, and diffusion systems, while also explaining how adversarial methods enhance realism and challenge existing detectors. The overview highlights visual artifacts, digital patterns, and physiological cues commonly leveraged in detection and reviews major CNN, transformer, and frequency-based approaches. It also summarizes evaluation practices and the difficulty of achieving strong generalization. Finally, it identifies emerging directions, including modern intelligence techniques for civilian and military content verification. This survey covers generation architectures (GANs, latent diffusion, neural rendering, video synthesis), the spatial, temporal, frequency-domain, and physiological artifacts they produce, and the detector families that exploit them. We examine evaluation benchmarks and protocols, highlighting cross-generator generalization as the field's central open challenge. Beyond detection, we discuss cryptographic provenance standards, watermarking, and regulatory frameworks (EU AI Act, DSA, GDPR). We conclude that effective deepfake governance requires defense-in-depth integrating forensic detection, verifiable provenance, and institutional accountability.

cs.CV↗

A Qualitative Comparative Study of Communication in Higher Distance Education

The rise of open and distance education has made it more important than ever to have communication tools that are simple, flexible, and good for helping students work together, talk to each other, and feel connected. Researchers have already looked at how instant messaging apps like WhatsApp and Telegram can be used for learning. Viber, on the other hand, has not been studied as much, especially when it comes to its use in higher education at a distance. This article builds on a previously published conference case study conducted at the Hellenic Open University (HOU), which examined the use of Viber in distance collaborative projects. The present study extends that work by offering a comparative discussion of communication ecosystems in higher distance education. Using ideas from connectivism learning theory, along with the concepts of social presence and community-based learning, this article looks at how chatting on Viber can add to and improve formal online learning. The findings show that Viber is not just a simple messaging app. It also works as a casual space where students pass along what they know, give each other a hand, and slowly build a sense of being part of a group. This lines up with other research showing that social media can help students in distance learning feel less isolated. Overall, the study shows why it makes sense to include informal chat platforms when planning courses for higher education at a distance.

cs.CY↗