Analysis of Bullying in Cooperative Multi-agent Systems’ Communications

Cooperative Multi-agent Systems frameworks do not include modules to test communications yet. The proposed framework incorporates robust analysis tools using IDKAnalysis2.0 to evaluate bullying effect in communications. The present work is based on ICARO-T. This platform follows the Adaptive Multi-agent Systems paradigm. Experimentation with ICARO-T includes two deployments: the equitative and the authoritative. Results confirm the usefulness of the analysis tools when exporting to Cooperative Multi-agent Systems that use different configurations. Besides, ICARO-T is provided with new functionality by a set of tools for communication analysis

An Analysis Architecture for Communications in Multi-agent Systems

Evaluation tools are significant from the Agent Oriented Software Engineering (AOSE) point of view. Defective designs of communications in Multi-agent Systems (MAS) may overload one or several agents, causing a bullying effect on them. Bullying communications have avoidable consequences, as high response times and low quality of service (QoS). Architectures that perform evaluation functionality must include features to measure the bullying activity and QoS, but it is also recommendable that they have reusability and scalability features. Evaluation tools with these features can be applied to a wide range of MAS, while minimizing designer’s effort. This work describes the design of an architecture for communication analysis, and its evolution to a modular version, that can be applied to different types of MAS. Experimentation of both versions shows differences between its executions

Web 2.0 technologies for learning: the current landscape – opportunities, challenges and tensions

This is the first report from research commissioned by Becta into Web 2.0 technologies for learning at Key Stages 3 and 4. This report describes findings from an additional literature review of the then current landscape concerning learner use of Web 2.0 technologies and the implications for teachers, schools, local authorities and policy makers

Editor’s Note

The research works presented in this issue are based on various topics of interest, among which are included: Mobile services, mpeg, agent-based Simulation, complexity, management accounting systems, animal-drawn vehicles, traffic and transport, possibility theory, precautionary saving, MAS, ambient intelligence, gamification, sustainable environments, disaster recovery, DSS, constraint programming and ICT

ABS-SOCI: An Agent-Based Simulator of Student Sociograms

Sociograms can represent the social relations between students. Some kinds of sociograms are more suitable than others for achieving a high academic performance of students. However, for now, at the beginning of an educative period, it is not possible to know for sure how the sociogram of a group of students will be or evolve during a semester or an academic year. In this context, the current approach presents an Agent-Based Simulator (ABS) that predicts the sociogram of a group of students taking into consideration their psychological profiles, by evolving an initial sociogram through time. This simulator is referred to as ABS-SOCI (ABS for SOCIograms). For instance, this can be useful for organizing class groups for some subjects of engineering grades, anticipating additional learning assistance or testing some teaching strategies. As experimentation, ABS-SOCI has been executed 100 times for each one of four real scenarios. The results show that ABS-SOCI produces sociograms similar to the real ones considering certain sociometrics. This similarity has been corroborated by statistical binomial tests that check whether there are significant differences between the simulations and the real cases. This experimentation also includes cross-validation and an analysis of sensitivity. ABS-SOCI is free and open-source to (1) ensure the reproducibility of the experiments; (2) to allow practitioners to run simulations; and (3) to allow developers to adapt the simulator for different environments

The perception of emotion in artificial agents

Given recent technological developments in robotics, artificial intelligence and virtual reality, it is perhaps unsurprising that the arrival of emotionally expressive and reactive artificial agents is imminent. However, if such agents are to become integrated into our social milieu, it is imperative to establish an understanding of whether and how humans perceive emotion in artificial agents. In this review, we incorporate recent findings from social robotics, virtual reality, psychology, and neuroscience to examine how people recognize and respond to emotions displayed by artificial agents. First, we review how people perceive emotions expressed by an artificial agent, such as facial and bodily expressions and vocal tone. Second, we evaluate the similarities and differences in the consequences of perceived emotions in artificial compared to human agents. Besides accurately recognizing the emotional state of an artificial agent, it is critical to understand how humans respond to those emotions. Does interacting with an angry robot induce the same responses in people as interacting with an angry person? Similarly, does watching a robot rejoice when it wins a game elicit similar feelings of elation in the human observer? Here we provide an overview of the current state of emotion expression and perception in social robotics, as well as a clear articulation of the challenges and guiding principles to be addressed as we move ever closer to truly emotional artificial agents

Parents\u27 Perceptions of Life Skill Development and Satisfaction With Utah 4-H

The 4-H program is the nation’s largest youth development program with near six million members nationwide. Utah 4-H provides this program to the residents of Utah through Utah State University’s Extension Service. The program focuses on teaching life skills to youth to prepare them for their future using hands on educational programs tied to project areas, or particular topics like equine science or fine arts. Utah 4-H has many different stakeholders, one of which being the parents of its members. For youth programs to continue to be successful, these programs must show stakeholders their significance and ensure that its audience is meeting desired outcomes. The purpose of this study was to evaluate parents’ perceptions of Utah 4-H. To accomplish this the study sought to identify emerging issues impacting youth, parent perceptions of life skills development, and parent satisfaction with Utah 4-H. Parents perceived that Utah 4-H should create programs addressing health, appropriate technology use, mental health, and financial literacy. As for life skill development, all 36 life skill presented showed a need for further development from Utah 4-H. Through reallocation of resources and policy changes, Utah 4-H can better teach life skills to its members. With the exception of one item, parents were moderately satisfied with Utah 4-H on each component of the program presented and overall, as well