Intelligent automatic community grouping system by multiagents

We have developed an intelligent ubiquitous web-based e-learning system based on multiagents. The proposed system, intelligent ubiquitous web-based e-learning multiagent system, uses the new distributed multiagent framework and neural networks for e-learning grouping. The proposed system implements the user’s individual satisfaction network by analyzing the degree of satisfaction among learners in groups in a web environment. The satisfaction network is personalized by providing weights to the learners’ degree of satisfaction in the e-learning grouping. It constructs the learners’ satisfaction network model about the e-learning grouping. Based on this network model, the proposed system can decide if the group remains, or is reorganized, or breaks down for the next time, and the system learns about these states. This work was presented in part at the 12th International Symposium on Artificial Life and Robotics, Oita, Japan, January 25–27, 2007     

A new model for context-aware transactions in mobile services

With the ubiquity of handheld devices (such as smart phones and PDAs) and the availability of a wide range of mobile services (such as mobile banking, road traffic updates, and weather forecast), people can nowadays access information and conduct online transactions virtually anywhere and anytime. In such flexible, dynamic but less reliable environment, transaction management technology is believed to provide service reliability and data consistency. Indeed, in mobile and ubiquitous environments where devices as well as services can seamlessly join and leave the ubiquitous network; transaction management can be very helpful during the recovery of services from failure. Current transaction models and commit protocols do not take into account context information. However, in mobile environments, it is imperative to consider context information in the commit of a transaction—i.e., a transaction can be successfully completed if it meets the required context. In this paper, we propose a new model for context-aware transactions and their performance management in mobile environments. Unlike conventional transactions, context-aware transactions adapt to the required context. By context, we mean the service’s context as well as the users’ context that includes users’ needs and preferences. This paper designs and develops the proposed transaction model and evaluates its performance in terms of time and message complexities as well as transaction’s throughput.     

The role of experience and innovation characteristics in the adoption and continued use of e-learning websites

With the advent of e-learning technologies in the past decade, the accessibility of training, teaching, and learning has drastically increased. The challenge for the education enterprise now is how to attract learners to their e-learning services. In this study, a technology adoption model is developed to predict the users’ intention of adoption and their continued use behavior. The results show significant evidence in support of the hypothesis. The findings indicate that perceptions of relative advantage and compatibility are significantly related to users’ intention to use e-learning. Also, the intention is significantly related to their actual use of e-learning. Furthermore, the technology adoption of learners with prior e-learning experience is different from those without prior e-learning experience. These findings may contribute to deeper understanding of e-learning users’ perceptions in terms of adoption and continued use behavior.     

An empirical investigation linking learners’ adoption of blended learning to their intention of full e-learning

Learning management system (LMS) is playing a major role in higher academic institutions worldwide. Even though full e-learning is becoming a feasible strategy for a number of institutions in the world, some institutions, especially those in developing countries, are resisting a full e-learning environment. Consequently, these academic institutions initially adopt LMS for blended learning to assess their readiness for full e-learning transformation. There are a number of studies that investigate the determinants of full e-learning, but very limited studies investigate the link between learners’ perception of blended learning and full e-learning. The objective of this study was to link learners’ adoption (perceived ease of use, perceived usefulness (PU) and satisfaction) of LMS in blended learning and their personal characteristics (self-efficacy, technology experience and personal innovativeness) to their intention to use full e-learning. Data were collected through a questionnaire from 512 learners in Oman. The study found that personal innovativeness, PU and satisfaction of LMS in blended learning are significant to learners’ intention to engage in full e-learning. Thus, learners’ adoption of LMS in blended learning boosts their intention to full e-learning. The results provide useful insights for practitioners and researchers on full e-learning planning and strategy.     

User sensitive research in e-learning: exploring the role of individual user characteristics

The increasing need for active and accessible learning in the inclusive knowledge society drives the demand for e-learning that engages users much more effectively than ever before. In this context, it is crucial to conduct research that embraces innovation in user sensitive design, or else influential individual user differences may be overlooked. The objective of this paper is to explore the creation of successful e-learning systems that are able to increase users’ learning performance and enhance their personal learning experiences. The paper reports two converging and complimentary approaches, namely case studies and experimentation. First, case studies are used to explore the extent to which effective e-learning systems comply with eight specific factors. Of the eight, accessibility, individual differences and student modeling turn out to be the weakest points in current practice. Second, an empirical study investigates the influences of user individual user differences on users’ learning outcomes in an e-learning environment. The experiment found that individual differences in motivation to learn and expectations about e-learning significantly impacted users’ learning achievements. Third, based on these studies, improvements in research methodology are identified towards greater consideration of user sensitive research issues, thus enabling us to outline improved experimental procedures. Further experiment results should provide us with better insights into the arguments needed to carefully assess benefits of developing and involving a user model in an e-learning application. Consequently, evaluation and justification could now encompass both system performance as well as user performance.     

Articulation of information requirements for personalised knowledge construction

The quality of information provision influences considerably knowledge construction driven by individual users’ needs. In the design of information systems for e-learning, personal information requirements should be incorporated to determine a selection of suitable learning content, instructive sequencing for learning content, and effective presentation of learning content. This is considered as an important part of instructional design for a personalised information package. The current research reveals that there is a lack of means by which individual users’ information requirements can be effectively incorporated to support personal knowledge construction. This paper presents a method which enables an articulation of users’ requirements based on the rooted learning theories and requirements engineering paradigms. The user’s information requirements can be systematically encapsulated in a user profile (i.e. user requirements space), and further transformed onto instructional design specifications (i.e. information space). These two spaces allow the discovering of information requirements patterns for self-maintaining and self-adapting personalisation that enhance experience in the knowledge construction process.     

The design and implementation of a competency-based intelligent mobile learning system

Mobile learning provides a ubiquitous learning context for the learners to select appropriate learning paths and learning objects. Adaptive learning methods and correct learning path planning can help to achieve the goal of learning anytime and anywhere. Moreover, the display ability of mobile learning devices has become a key factor affecting the interest and acquisition time of learners. Achieving the desired functionality is currently an important topic in the field of mobile learning. This paper uses competency-based learning as the basis to evaluate the knowledge deficiency that the learner must overcome. We then use carrier selection, fuzzy interpolation computation, and ant-genetic algorithm techniques to select the appropriate learning paths and objects. Finally, we use NFC’s point-to-point technology to transfer the learning content in the learning device to a larger screen with NFC capability in the user’s environment to display the same content, thus providing a complete learning system.     

An ontological modelling of user requirements for personalised information provision

The knowledge economy offers opportunity to a broad and diverse community of information systems users to efficiently gain information and know-how for improving qualifications and enhancing productivity in the work place. Such demand will continue and users will frequently require optimised and personalised information content. The advancement of information technology and the wide dissemination of information endorse individual users when constructing new knowledge from their experience in the real-world context. However, a design of personalised information provision is challenging because users’ requirements and information provision specifications are complex in their representation. The existing methods are not able to effectively support this analysis process. This paper presents a mechanism which can holistically facilitate customisation of information provision based on individual users’ goals, level of knowledge and cognitive styles preferences. An ontology model with embedded norms represents the domain knowledge of information provision in a specific context where users’ needs can be articulated and represented in a user profile. These formal requirements can then be transformed onto information provision specifications which are used to discover suitable information content from repositories and pedagogically organise the selected content to meet the users’ needs. The method is provided with adaptability which enables an appropriate response to changes in users’ requirements during the process of acquiring knowledge and skills.     

E-Learning personalization based on hybrid recommendation strategy and learning style identification

Personalized learning occurs when e-learning systems make deliberate efforts to design educational experiences that fit the needs, goals, talents, and interests of their learners. Researchers had recently begun to investigate various techniques to help teachers improve e-learning systems. In this paper, we describe a recommendation module of a programming tutoring system - Protus, which can automatically adapt to the interests and knowledge levels of learners. This system recognizes different patterns of learning style and learners’ habits through testing the learning styles of learners and mining their server logs. Firstly, it processes the clusters based on different learning styles. Next, it analyzes the habits and the interests of the learners through mining the frequent sequences by the AprioriAll algorithm. Finally, this system completes personalized recommendation of the learning content according to the ratings of these frequent sequences, provided by the Protus system. Some experiments were carried out with two real groups of learners: the experimental and the control group. Learners of the control group learned in a normal way and did not receive any recommendation or guidance through the course, while the students of the experimental group were required to use the Protus system. The results show suitability of using this recommendation model, in order to suggest online learning activities to learners based on their learning style, knowledge and preferences.     

视频、图形和英特网的融合--当前的挑战和机遇

We have witnessed an increasing convergence of digital video,computer graphics and networkingtechnologies in the last a few years.The future multimedia becomes as vivid and realistic as digitalvideo,as structured and interactive as computer graphics,and most importantly becomes ubiquitousand fully networked that enables compelling content access to anywhere,anyone,anytime,anydevice,and in whatever forms.There are,however,multiple challenges:1 .Multimedia information is huge2 .Internet currentl…     

Utilizing learning process to improve recommender system for group learning support

With the rapid increasing of learning materials and learning objects in e-learning, the need for recommender system has also become more and more imperative. Although, the traditional recommendation system has achieved great success in many domains, it is not suitable to support e-learning recommender system because the approach in e-learning is hybrid and it is obtained mainly by two mechanisms: the learners’ learning processes and the analysis of social interaction. Therefore, this study proposes a flexible recommendation approach to satisfy this demand. The recommendation is designed based on a multidimensional recommendation model. Furthermore, we use Markov Chain Model to divide the group learners into advanced learners and beginner learners by using the learners’ learning activities and learning processes so that we can correctly estimate the rating which also include learners’ social interaction. The experimental result shows that the proposed system can give a more satisfying and qualified recommendation.     

Recent advances in multimedia networking

In recent years, the ubiquity of multimedia services along with the proliferation of mobile devices and the demand for new audio and video applications are changing the life style of users. User demands for multimedia access anywhere, anytime from any device are creating new challenges for research communities from both academia and industry. It is expected that video-based services alone will account for 50 percent of all consumer network traffic in 2012 and we will continue to witness the explosive growth in users sharing multimedia content over the Internet. In this context, new network, application, and user-based approaches must be created to deal with such complex multimedia systems. This paper presents some of the recent advances in multimedia networking focusing primarily on areas that have been receiving attention recently and are expected to continue to generate further interests in coming years. These areas include Quality of Experience (QoE) and various related standardization issues, Content Distribution Networks (CDNs), multimedia communications, mobile Multimedia. This paper also briefly highlights some of the major challenges that still need to be addressed to enable the support and delivery of multimedia services anywhere, anytime over highly heterogeneous infrastructures and user terminal devices.     

基于多Agent的个性化协作学习系统研究与实现

远程教育技术的高速发展为远程学习者提供了极大的便利,使得学生可以在任何时候任何地点学习适合自己的内容。然而远程学习者地理上的分散性,也不可避免地产生了大量的孤独学习者。因此怎样提供一种有效的方法,将具有相同兴趣的学生组织到一起,并帮助他们在学习过程中能够共同分享学习经验、交流学习资料,已逐渐成为革新E—Learning技术中的一个研究热点。该文构建了一个基于多Agent机制的个性化协作学习系统,并提出了一种新颖的打分／交换的用户动态聚类算法,从学生的资源请求中发现学生兴趣,并有效地将具有相同兴趣的学生自动组成学习社区。实验证明,该算法具有较高的效率和良好的可扩展性。     

The Design and Implementation of a Mobile Learning Resource

The convergence of mobile communications and handheld computers offers the opportunity to develop technology that will assist individuals and groups to learn anytime, anywhere. We describe the theory-informed design, implementation and evaluation of a handheld learning device. It is intended to support children to capture everyday events such as images, notes and sounds, to relate them to web-based learning resources, to organise these into a visual knowledge map, and to share them with other learners and teachers. A working prototype system, for children aged 9–11, is discussed and evaluated, as an exemplar of personal mobile systems for life-long learning.     

Experience with usability evaluation of e-learning systems

Progress in the field of e-learning has been slow, with related problems mainly associated with the poor design of e-learning systems. Moreover, because of a depreciated importance of usability, usability studies are not very frequent. This paper reports the experience with the usability assessment of intelligent learning and teaching systems which are based on TEx-Sys model and are intended to enhance the process of knowledge acquisition in daily classroom settings. The applied scenario-based usability evaluation, as a combination of behaviour and opinion based measurements, enabled to quantify usability in terms of users’ (teachers’ and students’) performance and satisfaction. According to the achieved results, the main directions for interface redesign are offered. The acquired experience indicates that useful usability assessments with a significant identification of interface limitations can be performed quite easily and quickly. On the other hand, it raised a series of questions which, in order to be clarified, require further comprehensive research, the more so if the employment of universal design within e-learning context is considered.     

DAN网络WBDM管理模型的研究

针对设备域网络DAN(Device Area Network)的网络管理，提出了一个WBDM(Web-based Device Management)管理模型，解决了家庭、企业设备环境中传统管理模型中存在的专用性、复杂性、人机界面和Web化等问题，为系统管理员在任何时间和任何地点提供了友好的、平台无关的、易于使用的远程监控嵌入式设备的方法。     

CloudyGame: Enabling cloud gaming on the edge with dynamic asset streaming and shared game instances

Multimedia Tools and Applications - Cloud gaming has emerged as a new computer game delivery paradigm that promises gaming anywhere, anytime, on any device, by running the computer game on a cloud...     

Using management procedure gaps to enhance e-learning implementation in Africa

Management of Universities in Ghana have established good rationale for embracing e-learning as a new paradigm of educational delivery, and have demonstrated commitment by investing and building technology infrastructure necessary for e-learning. However, the approach to evaluate the institutional context as guide to successful e-learning implementation remains a problem. In the absence of standards for evaluation to guide the implementation process, this research investigated management approaches to facilitating e-learning implementation at a leading university in Ghana. To gain depth in understanding activities that support e-learning, a pilot survey was conducted. This was used to refine the research instruments. The survey questionnaire, interviews conducted, and institutional documents on e-learning activities provided depth of management practices that supports e-learning. The management procedures were then compared with some e-learning implementation best practice, and gaps were established.This paper has demonstrated that by using dimensional tools to establish procedure gaps in e-learning implementation, the short and long-term strategic plans will be put in perspective. The tool show how the university is moving from its current practices of educational delivery to e-learning or some blend. Universities with problems as discussed in this paper may achieve success by assembling an implementation team and a leader, determining the appropriate learning technology, clearly outlining the process of implementation and having an ongoing evaluation process to institutionalise the innovative e-learning approach. The policy and strategy document, showing the institutional position must include the pedagogical goals, infrastructure requirements, evaluation, collaboration with stakeholders, quality control, technical support, budget and funding and resource planning.     

Explaining and predicting users’ continuance intention toward e-learning: An extension of the expectation–confirmation model

Although e-learning has been prompted to various education levels, the intention to continue using such systems is still very low, and the acceptance-discontinuance anomaly phenomenon (i.e., users discontinue using e-learning after initially accepting it) is a common occurrence. This paper synthesizes the expectation–confirmation model (ECM), the technology acceptance model (TAM), the theory of planned behavior (TPB), and the flow theory to hypothesize a theoretical model to explain and predict the users’ intentions to continue using e-learning. The hypothesized model is validated empirically using a sample collected from 363 learners of a Web-based learning program designed for continuing education. The results demonstrate that satisfaction has the most significant effect on users’ continuance intention, followed by perceived usefulness, attitude, concentration, subjective norm, and perceived behavior control as significant but weaker predictors. The implications of these findings for e-learning practitioners are discussed at the end of this work.     

Diversified users’ satisfaction with advanced mobile phone features

Mobile phones are widely used all over the world, and with their increasing number of value-added features, they are becoming far more than a mere mobile voice communication device. Rather, they provide a powerful platform for accessing information universally. This paper reports a study which scrutinized users’ preference levels with five new mobile phone design features facilitating universal information access through mobile phones: camera, colour screen, voice-activated dialling, Internet browsing, and wireless connectivity (e.g. Bluetooth, infrared, etc.). The survey study involved college students and investigated the degree to which each of the above features impacts the users’ overall satisfaction and enhances the potential of mobile phones to contribute to different aspects of universal access. Our results show that colour screen, voice-activated dialling, and Internet browsing feature can strongly predict users’ satisfaction level, and their preference levels together account for 22.7% of the variance of the users’ overall satisfaction. Users’ satisfaction levels are significantly different between models with colour screen feature and those without, and models with Internet browsing features and those without. Since mobile phone design needs to accommodate the needs and preferences of diversified user groups, the performed study also investigated the difference in users’ preference levels of the five new features for different ethnic groups, and difference in mobile phone owned by different genders. The result indicates that Asian female users in the U.S. market have higher preference level on colour screen feature than Caucasian female users. Significantly higher percentage of male users own phones with camera, Internet browsing, and wireless connectivity features than female users. The empirical study reported in this paper provides a comprehensive picture of how new design features can enhance the mobile phone as a universal access device, and what impact they have brought about. It can also help manufacturers adopt a universal design perspective in view of the differences in preference levels of users with different ethnicity and genders.