Advances in multiple-valued logic (MVL) have been inspired, in large part, by advances in integrated circuit technology Multiple-valued logic has matured to the point where four-valued logic is now part of commercially available VLSI IC's Besides reduction in chip area, MVL offers other benefits such as the potential for circuit test This paper describes the historical and technical background of MVL, and areas of present and future application It is intended, as well, to serve as a tutorial for the nonspecialist

The Prospects for Multivalued Logic: A Technology and Applications View

In the modern world of constant connectivity, it is difficult to detach students from technology. Today, we walk into classrooms that are filled with computers and Ethernet plugs. Students are carrying laptops, smartphones, and other devices into classrooms for their learning needs. Although technology in classroom has its benefits, many students constantly succumb to its use during class for non-class related purposes, thereby impacting their learning. This study draws upon the augmented version of the theory of planned behavior, social learning theory and the pedagogical literature to investigate the factors influencing students' attitudes and intentions to use technology during class for non-class related purposes. The hypothesized model was validated by conducting a survey to collect the data and using partial least squares for analysis. The results demonstrate that students' attitudes are influenced by student consumerism, escapism, lack of attention, cyber-slacking anxiety, and distraction by others' cyber-slacking behavior. Further, lack of attention is shaped by intrinsic and extrinsic motivation, class engagement, and apathy towards course material. Theoretical and practical implications of the findings are discussed. We investigate the factors influencing students' intentions to cyber-slack in class.We used a survey to collect 267 usable responses and PLS to analyze the data.Attitude, SN, DN, and PBC influence students' intentions to cyber-slack.Consumerism, lack of attention, and other beliefs shape cyber-slacking attitude.Intrinsic and extrinsic motivations influence students' lack of attention in class.

Cyber-slacking in the classroom

Taking advantage of the continuously improving, web-based learning systems plays an important role for self-learning, especially in the case of working people. Nevertheless, learning systems do not generally adapt to learners' profiles. Learners have to spend a lot of time before reaching the learning goal that is compatible with their knowledge background. To overcome such difficulties, an e-learning schema is introduced that adapts to the learners' ICT (Information and Communication Technologies) knowledge level. The IEEE Reference Model (WG 1) defined by the Learning Technology Standards Committee (LTSA) is extended and used for this purpose. The proposed approach is based on the usage of electronic questionnaires (e-questionnaires) designed by a group of experts. Through the automatic analysis of the learners' responses to the questionnaires, all learners are assigned to different learner profiles. According to these profiles they are served with learning material that best matches their educational needs. We have implemented our approach in five European countries and the overall case study illustrates very promising results.

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An intelligent e-learning system based on learner profiling and learning resources adaptation

This large-scale study used the extended technology acceptance model to examine the different factors influencing Chinese university students’ intentions to use the Internet-based technology with a learning focus. Specifically, the subject norm was conceptualised as a three-dimensional construct consisting of teacher influence, peer influence and institutional support. The data were collected from 4561 university students from 16 universities in China. The results indicated that 64% of the variance in Chinese university students’ behavioural intentions were explained by their perceptions of ease of use and that the subjective norm significantly influenced their perceptions of the usefulness of the Internet-based technology with a learning focus. Perceived usefulness, perceived ease of use and the subjective norm significantly influenced students’ attitudes towards using the Internet-based technology with a learning focus. In addition, Chinese university students’ intentions to use the Internet-based technology with a learning focus were significantly influenced by attitude, perceived usefulness and the subjective norm. This study identified both theoretical and practical explanations for these relationships.

Chinese students’ intentions to use the Internet-based technology for learning

In this study, we show the effectiveness of a virtual environment comprising 18 computer games that cover mathematics topics in a playful setting and that can be executed on the Internet with the possibility of player interaction through chat. An arithmetic pre-test contained in the Scholastic Performance Test was administered to 300 children between 7 and 10 years old, including 162 males and 138 females, in the second grade of primary school. Twenty-six children whose scores showed a low level of mathematical knowledge were chosen and randomly divided into the control (CG) and experimental (EG) groups. The EG participated to the virtual environment and the CG participated in reinforcement using traditional teaching methods. Both groups took a post-test in which the Scholastic Performance Test (SPT) was given again. A statistical analysis of the results using the Student's t-test showed a significant learning improvement for the EG and no improvement for the CG (p≤0.05). The virtual environment allows the students to integrate thought, feeling and action, thus motivating the children to learn and contributing to their intellectual development.

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Effect of a virtual environment on the development of mathematical skills in children with dyscalculia.

While various integrated circuit technologies have been proposed for multiple-valued logic, it appears that for the near future current-mode integrated injection logic (I2L) will predominate. The present paper suggests I2L circuits for the various gate types and design approaches that have been proposed, including some memory elements, and discusses some of the problems of using I2L multiple-valued logic chips in practical designs.

Some I2L circuits for multiple-valued logic

The decreasing costs of digital processors coupled with the dramatic increase in their actual and contemplated use in systems design and product engineering make it imperative that electrical engineering students understand the characteristics and capabilities of digital processors as system components. Educating undergraduates to understand the structure and behavior of digital processors as components presents a different set of problems from those encountered in teaching engineers computer programming. This paper outlines the requirements for such education, concluding that the use of LSI microprocessors in the digital laboratory offers the best solution. The choice of laboratory topics to be covered and the selection of equipment are discussed, along with some possible classes of experiments. The relationship between these laboratory courses and the selection of equipment are discussed, along with some possible classes of experiments. The relationship between these laboratory courses and other topics in the EE curriculum is treated briefly. Finally, an appendix is included which lists and briefly discusses the phased acquisition of equipment and implementation of the undergraduate EE digital systems laboratory at the authors' institution.

Microprocessors in undergraduate digital design laboratories

The``state'' of a sequential machine is interpreted as the sequence-to-sequence input-output mapping performed by the machine. Such mappings have been called sequential functions. This concept of state is applied to the theory of binary linear sequential machines. The modulo-2 adders are assumed to have an inherent delay td?0, and the effects of initial conditions are considered. The pertinent results from the algebra of delay polynomials are summarized, and the state structure of linear sequential functions is outlined. It is shown that every retrospective linear sequential function can be realized using only unit-delay modulo-2 adders, and bounds are derived on the minimum realizable delay between input and output.

James H. Pugsley

Papers

Some I2L circuits for multiple-valued logic

Microprocessors in undergraduate digital design laboratories

Sequential Functions and Linear Sequential Machines