A characterization of (regular) circular languages generated by monotone complete splicing systems

Circular splicing systems are a formal model of a generative mechanism of circular words, inspired by a recombinant behaviour of circular DNA. Some unanswered questions are related to the computational power of such systems, and finding a characterization of the class of circular languages generated by circular splicing systems is still an open problem. In this paper we solve this problem for monotone complete systems, which are finite circular splicing systems with rules of a simpler form. We show that a circular language L is generated by a monotone complete system if and only if the set Lin(L) of all words corresponding to L is a pure unitary language generated by a set closed under the conjugacy relation. The class of pure unitary languages was introduced by A. Ehrenfeucht, D. Haussler, G. Rozenberg in 1983, as a subclass of the class of context-free languages, together with a characterization of regular pure unitary languages by means of a decidable property. As a direct consequence, we characterize (regular) circular languages generated by monotone complete systems. We can also decide whether the language generated by a monotone complete system is regular. Finally, we point out that monotone complete systems have the same computational power as finite simple systems, an easy type of circular splicing system defined in the literature from the very beginning, when only one rule of a specific type is allowed. From our results on monotone complete systems, it follows that finite simple systems generate a class of languages containing non-regular languages, showing the incorrectness of a longstanding result on simple systems.     

An operational semantics for a calculus for wireless systems

In wireless systems, the communication mechanism combines features of broadcast, synchrony, and asynchrony. We develop an operational semantics for a calculus of wireless systems. We present different Reduction Semantics and a Labelled Transition Semantics and prove correspondence results between them. Finally, we apply CWS to the modelling of the Alternating Bit Protocol, and prove a simple correctness result as an example of the kind of properties that can be formalized in this framework.A major goal of the semantics is to describe the forms of interference among the activities of processes that are peculiar of wireless systems. Such interference occurs when a location is simultaneously reached by two transmissions. The Reduction Semantics differ on how information about the active transmissions is managed.We use the calculus to describe and analyse a few properties of a version of the Alternating Bit Protocol.     

Hybrid dynamics of stochastic programs

We provide Stochastic Concurrent Constraint Programming (sCCP), a stochastic process algebra based on CCP, with a semantics in terms of hybrid automata. We associate with each sCCP program both a stochastic and a non-deterministic hybrid automaton. Then, we compare such automata with the standard stochastic semantics (given by a Continuous Time Markov Chain) and the one based on ordinary differential equations, obtained by a fluid-flow approximation technique. We discuss in detail two case studies: Repressilator and the Circadian Clock, with particular regard to the robustness exhibited by the different semantic models and to the effect of discreteness in dynamical evolution of such systems.     

Investigating acceptance toward mobile learning to assist individual knowledge management: Based on activity theory approach

Mobile devices could facilitate human interaction and access to knowledge resources anytime and anywhere. With respect to wide application possibilities of mobile learning, investigating learners’ acceptance towards it is an essential issue. Based on activity theory approach, this research explores positive factors for the acceptance of m-learning systems. In the research, we developed an m-learning system for learners’ knowledge management and invited 152 participants who knew how to use the m-learning system then report on their experience. The results show that enhancing learners’ satisfaction, encouraging learners’ autonomy, empowering system functions, and enriching interaction and communication activities have a significant positive influence on the acceptance of m-learning systems.     

A quantitative multimodal discourse analysis of teaching and learning in a web-conferencing environment – The efficacy of student-centred learning designs

This paper presents a quantitative approach to multimodal discourse analysis for analyzing online collaborative learning. The coding framework draws together the fields of systemic functional linguistics and Activity Theory to analyze interactions between collaborative-, content- and technology-related discourse. The approach is used to examine how the task subject matter, the activity design, and the choice of interface affected interaction and collaboration for a computing course conducted in a web-conferencing environment. The analysis revealed the critical impact of activity design on the amount and type of discourse that transpired. Student-centred designs resulted in over six times more student discourse as compared to teacher-centred designs and created a learning environment where students took greater ownership over the tasks and contributed more to the content-based discussion. The paper also incorporates a rationale for the approach to coding and a reflection on its efficacy for discourse analysis in technology-based learning environments.     

Learning science in a virtual reality application: The impacts of animated-virtual actors’ visual complexity

As the technology in computer graphics advances, Animated-Virtual Actors (AVAs) in Virtual Reality (VR) applications become increasingly rich and complex. Cognitive Theory of Multimedia Learning (CTML) suggests that complex visual materials could hinder novice learners from attending to the lesson properly. On the other hand, previous studies have shown that visual complexity correlates with presence and may increase the perceived affective quality of the virtual world, towards an optimal experience or flow. Increasing these in VR applications may promote enjoyment and higher cognitive engagement for better learning outcomes. While visually complex materials could be motivating and pleasing to attend to, would they affect learning adversely? We developed a series of VR presentations to teach second-year psychology students about the navigational behaviour of Cataglyphis ants with flat, cartoon, or lifelike AVAs. To assess learning outcomes, we used Program Ratings, which measured perception of learning and perceived difficulty, and retention and transfer tests. The results from 200 students did not reveal any significant differences in presence, perceived affective quality, or learning outcomes as a function of the AVA’s visual complexity. While the results showed positive correlations between presence, perceived affective quality and perception of learning, none of these correlates with perceived difficulty, retention, or transfer scores. Nevertheless, our simulation produced significant improvements on retention and transfer scores in all conditions. We discuss possible explanations and future research directions.     

The influence of collaboration styles to children’s cognitive performance in digital problem-solving game “William Adventure”: A comparative case study

Since a large variety of digital games have been used in many fields for educational purposes, their real functions in learning have caught much attention as well. This study first defines learning characteristics of problem-solving digital games and their corresponding cognitive levels, then designs and develops a problem-solving game in accordance to the criteria. Tasks in the game context are inter-related to each other so that players need to critically and creatively think about problem solutions. Learners’ task analyses are performed to observe four elementary learners’ gaming paths, behaviors and cognitive activities, individually and collaboratively. System documentation, video recording, researcher observation, and interviews are conducted to analyze learners’ learning strategies and their cognitive performance during the gaming process.     

Modeling organizational performance indicators

Performance measurement and analysis is crucial for steering the organization to realize its strategic and operational goals. Relevant performance indicators and their relationships to goals and activities need to be determined and analyzed. Current organization modeling approaches do not reflect this in an adequate way. This paper attempts to fill the gap by presenting a framework for modeling performance indicators within a general organization modeling framework.     

A web-based formative assessment tool for Masters students: A pilot study

The use of web-based learning and assessment tools is growing in tertiary institutions around the world. To date, very few papers have reported the development and evaluation of a web-based formative assessment tool for postgraduate students. The aim of the present paper was to report on the development and evaluation of an online formative assessment tool for this student group. The web-based formative assessment tool was evaluated by a sample of undergraduate students, postgraduate students and academic staff within a psychology department in order to determine the suitability and sensitivity of the tool. The results of this pilot test suggest that the development of such a tool is both appropriate and feasible for Masters students studying psychology.     

Improving literacy and metacognition with electronic portfolios: Teaching and learning with ePEARL

Can an electronic portfolio that is both a multimedia container for student work and a tool to support key learning processes have a positive impact on the literacy practices and self-regulated learning skills of students? This article presents the findings of a yearlong study conducted in three Canadian provinces during the 2007–2008 school year initially involving 32 teachers and 388 students. Due to varying levels of implementation our final data set included 14 teachers and 296 students. Using a non-equivalent pre-test/post-test design, we found that grade 4–6 students who were in classrooms where the teacher provided regular and appropriate use of the electronic portfolio tool ePEARL (i.e., medium–high implementation condition, n = 7 classrooms and 121 students), compared to control students (n = 7 classrooms and 175 students) who did not use ePEARL, showed significant improvements (p < .05) in their writing skills on a standardized literacy measure (i.e., the constructed response subtest of the Canadian Achievement Test-4th ed.) and certain metacognitive skills measured via student self-report. The results of this study indicate that teaching with ePEARL has positive impacts on students’ literacy and self-regulated learning skills when the tool is used regularly and integrated into classroom instruction.