An Introduction to MultiAgent Systems.

Mobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning. Although there have been qualitative analyses of the use of mobile devices in education, systematic quantitative analyses of the effects of mobile-integrated education are lacking. This study performed a meta-analysis and research synthesis of the effects of integrated mobile devices in teaching and learning, in which 110 experimental and quasiexperimental journal articles published during the period 1993-2013 were coded and analyzed. Overall, there was a moderate mean effect size of 0.523 for the application of mobile devices to education. The effect sizes of moderator variables were analyzed and the advantages and disadvantages of mobile learning in different levels of moderator variables were synthesized based on content analyses of individual studies. The results of this study and their implications for both research and practice are discussed. This is a meta-analysis and research synthesis study for mobile-integrated education.110 published journal articles that were written over a 20-year period were coded and analyzed.The application of mobile devices to education has a moderate mean effect size.The effect sizes of moderator variables were analyzed.The benefits and drawbacks of mobile learning were synthesized.

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The effects of integrating mobile devices with teaching and learning on students' learning performance

This paper aims to investigate how a gamified learning approach influences science learning, achievement and motivation, through a context-aware mobile learning environment, and explains the effects on motivation and student learning. A series of gamified learning activities, based on MGLS Mobile Gamification Learning System, was developed and implemented in an elementary school science curriculum to improve student motivation and to help students engage more actively in their learning activities. The responses to our questionnaire indicate that students valued the outdoor learning activities made possible by the use of a smartphone and its functions. Pre- and post-test results demonstrated that incorporating mobile and gamification technologies into a botanical learning process could achieve a better learning performance and a higher degree of motivation than either non-gamified mobile learning or traditional instruction. Further, they revealed a positive relationship between learning achievement and motivation. The correlation coefficient for ARCS dimensions and post-test shows that the ARCS-A attention is greater than ARCS-R, ARCS-C and ARCS-S. This means that the attention ARCS-A of this system is an important dimension in this research. The results could provide parents, teachers and educational organizations with the necessary data to make more relevant educational decision.

A mobile gamification learning system for improving the learning motivation and achievements

The existing studies suggest that if technology is interwoven comprehensively into pedagogy, it can act as a powerful tool for effective learning of the elementary students. This study conducted the meta-analysis by integrating the quantitative findings of 122 peer-reviewed academic papers that measured the impact of technology on learning effectiveness of elementary students. The results confirmed that the technology has a medium effect on learning effectiveness of elementary students. Further, this study analysed the effect sizes of moderating variables such as domain subject, application type, intervention duration, and learning environment. Finally, the impact of technology at different levels of moderating variables has been discussed and the implications for theory and practice are provided.

A meta-analysis of the impact of technology on learning effectiveness of elementary students

Different methods can be used for learning, and they can be compared in several aspects, especially those related to learning outcomes. In this paper, we present a study in order to compare the learning effectiveness and satisfaction of children using an iPhone game for learning the water cycle vs. the traditional classroom lesson. The iPhone game includes multiple interaction forms and combined augmented reality AR mini-games with non-AR mini-games. The traditional classroom lesson had the same learning content as the iPhone game. Thirty-eight children participated in the study. The analyses showed that the children made significant learning gains about the water cycle, regardless of the method used. Even though the results showed that the iPhone method achieved higher knowledge results than the traditional classroom lesson, no statistically significant differences were found between the iPhone and the classroom lesson. When analysing the motivational outcomes, the results showed that the children found the iPhone game to be more satisfying than the classroom lessons. Since the iPhone game achieved similar learning results and a higher motivational effect than the classroom lesson, this suggests that games of this kind could be used as a tool in primary schools to reinforce students' lessons.

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Mobile learning vs. traditional classroom lessons: a comparative study

Three groups participated in a study on the added value of mobile technology for learning English as a second language for primary school students. The first group had classroom lessons in English about zoo animals and their characteristics. The second group took classroom lessons and worked with a mobile application on location in a public zoo. The third group received the same treatment as the second but, as an extension, was allowed to take the mobile application home for a fortnight. A pre- and a posttest were conducted to measure the individual change in mastery of a set of targeted English words. The results showed that the group which took the mobile phone home improved the most. However, when the additional learning time, spent apart from school, of this third group was controlled for, the superior performance of the group disappeared. The results indicate that students are motivated to use the application in their spare time and that this benefits their learning. The conclusion is that formal school learning can be augmented by learning in an informal context, away from school.

Mobile English learning: An evidence-based study with fifth graders

Two groups participated in a study on the added value of a gaming context and intelligent adaptation for a mobile learning application. The control group worked at home for a fortnight with the original Mobile English Learning application (MEL-original) developed in a previous project. The experimental group worked at home for a fortnight with MEL-enhanced, the original application embedded in an adventure game and augmented with intelligent adaptation. Two learning themes were used: Zoo animals and Neighbourhood. Both groups attended lessons at school on Zoo Animals and Neighbourhood during the same periods they were allowed to work with the application at home. A pre- and post-test were conducted to establish the initial vocabulary knowledge and the knowledge acquired during the learning phase. The main results indicated that the students in the experimental condition (MEL-enhanced) outperformed the children from the control group (MEL-original), although the former group did not spend more time with the learning material than the latter, and that the students in the experimental group valued MEL-enhanced more than the children from the control group valued MEL-original.

The added value of a gaming context and intelligent adaptation for a mobile learning application for vocabulary learning

A multi-agent systems approach to distributed bayesian information fusion

Situation assessment in crisis management applications can be supported by automated information fusion systems, such as Distributed Perception Networks. DPNs are self-organizing fusion systems that can infer hidden events through interpretation of huge amounts of heterogeneous and noisy observations. DPNs are a logical layer on top of existing communication, sensing, processing and data storage infrastructure. They can reliably and efficiently process information of various quality obtained from humans and sensors through the existing communication systems, such as mobile phone networks or internet. In addition, modularity of DPNs supports efficient design and maintenance of very complex fusion systems. In this paper, a fully functional prototype of a DPN system is presented that fuses information from gas sensors and human observations. The task of the system is to compute probability values for the hypothesis that a particular gas is present in the environment. It is discussed how such a system could be used for crisis management.

Distributed Perception Networks for Crisis Management

This paper introduces design principles for modular Bayesian fusion systems which can (i) cope with large quantities of heterogeneous information and (ii) can adapt to changing constellations of information sources on the fly. The presented approach exploits the locality of relations in causal probabilistic processes, which facilitates decentralized modeling and information fusion. Observed events resulting from stochastic causal processes can be modeled with the help of Bayesian networks, compact and mathematically rigorous probabilistic models. With the help of the theory of Bayesian networks and factor graphs we derive design and organization rules for modular fusion systems which implement exact belief propagation without centralized configuration and fusion control. These rules are applied in distributed perception networks (DPN), a multi agent systems approach to distributed Bayesian information fusion. While each DPN agent has limited fusion capabilities, multiple DPN agents can autonomously collaborate to form complex modular fusion systems. Such self-organizing systems of agents can adapt to the available information sources at runtime and can infer critical hidden events through interpretation of complex patterns consisting of many heterogeneous observations.

Marinus Maris

Papers

Mobile English learning: An evidence-based study with fifth graders

The added value of a gaming context and intelligent adaptation for a mobile learning application for vocabulary learning

A multi-agent systems approach to distributed bayesian information fusion

Distributed Perception Networks for Crisis Management

A Distributed Approach to Information Fusion Systems Based on Causal Probabilistic Models