Дисертації з теми "Complex Systems Learning Environments"
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AlZahrani, Saleh Saeed. "Regionally distributed architecture for dynamic e-learning environment (RDADeLE)." Thesis, De Montfort University, 2010. http://hdl.handle.net/2086/3814.
Повний текст джерелаCollins, Jayne-Louise. "System learning in complex and emergent environments: A study of how leaders in one education system enabled capacity for learning focused on the enactment of moral purpose." Thesis, Australian Catholic University, 2016. https://acuresearchbank.acu.edu.au/download/fdd4a61d52c7a4b13f1eb2a06858e8d44f9ae1660e6392d284d50a90d54b67f6/73775935/201601_Jayne_Louise_Collins.pdf.
Повний текст джерелаBarris, Coralie Sian. "An examination of learning design in elite springboard diving." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/63807/1/Coralie_Barris_Thesis.pdf.
Повний текст джерелаPelliciari, Marcos Roberto de Mendonça. "A liderança do docente como elo integrador no processo ensino-aprendizagem baseado em problemas (Problem-Based Learning) em ambientes híbridos na engenharia." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/18/18157/tde-02052013-161901/.
Повний текст джерелаMany institutions have developed new ways to improve the teaching-learning process, trying to adequate the classes to the emerging new technologies based on Web 2.0, as in the case of social media. In this re-inventing process teachers must have the leadership skills both in classrooms and virtual learning environments, allowing the students to overcome their expectations of the learning process. This dissertation is focused on a case study that seeks to identify what is the ideal leadership profile into hybrid environments, using a group satisfaction index, graphical analysis and student speeching skills. The teaching methodology used by the teacher was the PBL (Problem-Based Learning) that emphasizes the critical mindset. The research was carried out during the disciplines into the Manufacturing Engineering graduation and post-graduation program of Universidade de São Paulo (USP) EESC department. The students were challenged by the PBL methodology to think about the best way to build their own know how. The data obtained with the application of questionaries in the 2011 and 2012 semesters showed that the \"Laissez-Faire\" leadership is not recommended during the PBL methodology implementation, requiring more interferences and attention from the teacher to break the paradigm of the traditional teaching models. The conclusion is that the connection between the traditional and the new teaching-learning processes can be built using situational leadership, alternating between transformational leadership and transactional models, contextually, excluding the Laissez-faire.
Corrêa, Ygor. "O agir linguageiro na perspectiva dos sistemas adaptativos complexos em ambiente virtual de aprendizagem em EAD." Universidade do Vale do Rio dos Sinos, 2014. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3850.
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UNISINOS - Universidade do Vale do Rio dos Sinos
O presente estudo concebe o papel central da língua no desenvolvimento humano por meio de um agir linguageiro. Nessa perspectiva, compreende-se que a linguagem se situa em práticas interacionais e está em permanente transformação. Este estudo tem caráter empírico de cunho qualitativo, inserido na plataforma Moodle, investigando a especificidade das interações realizadas em Chats, em uma disciplina de Ensino à Distância (EAD) na perspectiva da Teoria da Complexidade (GLEICK, 1994; JOHNSON 2003; LARSENFREEMAN 1997, 2008, 2009; MORIN 2008) e do Interacionismo Sociodiscursivo - ISD (BRONCKART, 1999, 2008). A compreensão epistemológica deste estudo abarca o agir humano em desenvolvimento caracterizado como um sistema adaptativo complexo. Sendo que, a partir das práticas de nível mais baixo, mas não menos complexas, os comportamentos acabam por emergir. Assim, os interagentes desenvolvem comportamentos observáveis que emergem das condições iniciais, encaminhando-se às manifestações de auto-organização. O agir humano situado na plataforma, assim como as práticas situadas por meio de tipos específicos de discursos (BRONCKART, 1999) estão entendidos como geradores de movimentos de complexidade. As relações discursivas tecnologicamente situadas foram observadas quanto à forma como os interagentes se adaptavam ao contexto discursivo. A partir das interações analisadas, elencaram-se, então, tipos de discurso e foram propostos quatro tipos de Movimentos de Complexidade que emergiram das interações discursivas: Movimento 1 – Dinamicidade discursiva entre interagentes; Movimento 2 – Não-linearidade interacional; Movimento 3 – Adaptação de agentividade (espaço-tempo) e Movimento 4 – Comportamento emergente. A análise do agir linguageiro, situado por meio de tipos de discurso identificados, apresentou baixo índice de variação da escrita em linguagem formal; como era de se esperar, dado o caráter formal da troca entre pares. O estudo permitiu evidenciar que os tipos de discurso se adaptam na medida em que os interagentes passam por mudanças interacionais de fases co-construídas em processo, alternando entre os tipos de discurso relato interativo e relato misto interativo-teórico pela ausência do discurso teórico.
This study conceives the central role of language in the human development through language acting. In this perspective, it is comprehended that language is situated in interactional practices and it is permanently transformed. This study has an empirical character and a qualitative approach, inserted in the Moodle platform, investigating the specificity of the interactions made in Chats in a Distance Learning Environment according to the Complexity Theory perspective (GLEICK, 1989; JOHNSON 2003; LARSEN-FREEMAN 1997, 2008, 2009; MORIN 2008) and the Sociodiscursive Interactionism perspective (BRONCKART, 1999, 2008). The epistemological comprehension of this study considers that the language acting under development is characterized as a complex adaptive system, in which behaviors eventually emerge from practices of lower level, but not less complex. Then, the interactants develop observing behaviors that emerge from the initial conditions, heading towards self-organization manifestations. The situated language acting on the platform, as well as the situated practices through specific types of discourse (BRONCKART, 2008), are understood as generators of complexity movements. The ways interactants adapted themselves to the discursive context were observed as discursive relations technologically situated. From the analyzed interactions, types of discourse were established and four types of complexity movements, which emerged from the discursive interactions, were proposed: Movement 1 – Discursive Dynamics among interactants; Movement 2 – Non-Interactional linearity; Movement 3 – Agentivity Adaptation (space-time); Movement 4 – Emergent Behavior. The analysis of the situated language acting, through identified types of discourse, presented a low rate of variation in formal language use, as it was expected, due to the formal character of the exchange among pairs. The study allowed us to evidence that the types of discourse are adaptable as the interactants go through phases of interactional change coconstructed in process, alternating between interactive-reporting and mixed theoreticalinteractive types of discourse, by the absence of theoretical discourse.
Eriksson, Oskar, and Mattias Larsson. "Increasingly Complex Environments in Deep Reinforcement Learning." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-259193.
Повний текст джерелаI denna studie använde vi deep reinforcement learning för att träna autonoma agenter och utvärderade inverkan av att använda miljöer med ökande komplexitet över tid. Detta jämfördes med att använda en fixerad komplexitet. Utöver detta jämförde vi att använda en tränad agent som startpunkt för träning i en miljö med en annan komplexitet, jämfört med att använda en otränad agent. Studien avgränsades till att bara träna och analysera agenter på en variant av 2D-spelet Snake. Hinder placerades slumpmässigt ut på kartan, och komplexiteten motsvarar antalet hinder. Prestationen mättes i antal frukter som agenten lyckades äta. Resultaten visade att agenten som tränades i miljöer med ökande komplexitet presterade bättre totalt sett. Med hänsyn till tidigare forskning drogs slutsatsen att detta verkar vara ett generellt fenomen, men att mer forskning behövs på ämnet. Vidare visade resultaten att det finns fördelar med att använda en redan tränad agent som startpunkt för träning i en miljö med en annan komplexitet, vilket var en del av författarnas hypotes.
Ullah, Hassan Qudrat. "Decision making and learning in complex dynamic environments /." [S.l.] : [s.n.], 2002. http://aleph.unisg.ch/hsgscan/hm00250491.pdf.
Повний текст джерелаAitkenhead, Matthew. "Using artificial intelligence to model complex systems." Thesis, University of Aberdeen, 2003. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU602065.
Повний текст джерелаHurst, Jacob Machar. "Learning classifier systems in robotic environments." Thesis, University of the West of England, Bristol, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274088.
Повний текст джерелаAllison, Colin. "Systems support for distributed learning environments." Thesis, University of St Andrews, 2003. http://hdl.handle.net/10023/14519.
Повний текст джерелаBarros, Ana Paula Rodrigues Magalhães de. "Práticas culturais (re)constituídas quando aulas de Matemática são mediadas pela internet em um ambiente híbrido /." Rio Claro, 2019. http://hdl.handle.net/11449/181348.
Повний текст джерелаResumo: A internet tem sido uma fonte crescente de recursos que podem ser utilizados para o ensino. Pesquisas têm mostrado a contribuição de softwares, vídeos, dentre outros materiais online para o ensino e aprendizagem da Matemática, entretanto é comum perceber que as potencialidades da internet têm sido pouco aproveitadas nas aulas de Matemática. Nesse sentido, a sala de aula caracterizada por sua complexidade, mesmo quando faz uso de recursos da internet mantém práticas de ensino e aprendizagem que expressam culturas socialmente produzidas quando a internet ainda não se fazia presente. Nessa direção, contei com os pressupostos da investigação qualitativa e de um trabalho colaborativo entre mim e as professoras de duas turmas do primeiro ano de escolas públicas estaduais do estado de São Paulo, sendo uma na cidade de Vinhedo e outra na cidade de Nova Odessa: Escola Técnica Estadual (ETEC), para buscar compreender práticas culturais de ensinar e aprender (re)constituídas nas aulas de Matemática mediadas pela internet em um ambiente híbrido. Considerei as características do ambiente híbrido para a condução das aulas cujo estudo sobre o conceito de Função foi o foco em ambas as escolas. Adotei as análises narrativas para expressar a produção do meu conhecimento sobre os dados constituídos nas duas salas de aulas, as quais são vistas nessa pesquisa como comunidades de prática que são sistemas complexos. Assim, meu olhar para os dados foi a partir da Ciência da Complexidade. Os resultad... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The internet is currently offering more and more resources that can be used for teaching purposes. Research has shown how the use of software, video, and other online materials are contributing to the teaching and learning of Mathematics. However, it is noticeable that the potentialities of the Internet have been poorly used in Mathematics classes. In this sense, even when the classroom – characterized by its complexity – uses internet resources, teaching and learning practices will mostly express a culture socially produced when the Internet was not present. Therefore, this research seeks to understand cultural practices (re)constituted in mathematics classes mediated by the Internet in a hybrid environment. The research is based on qualitative investigation, and on collaborative work between myself and two grade 10 teachers from public schools in the state of São Paulo. One school was a regular school in the city of Vinhedo, and the other was a technical school in the city of Nova Odessa. In both schools, classes were focused on the concept of function, and the features of a hybrid environment were considered during class implementation. Narrative analysis was used to communicate the knowledge built from the data produced in the two classrooms, which are acknowledged in this research as complex systems. As such, the data was analyzed from the lens of Complexity Science. Research outcomes show that teaching is facilitated by the potentialities of a hybrid environment in orde... (Complete abstract click electronic access below)
Doutor
Poor, Kristopher D. "An analysis of learning algorithms in complex stochastic environments." Thesis, Monterey, Calif. : Naval Postgraduate School, 2007. http://bosun.nps.edu/uhtbin/hyperion-image.exe/07Jun%5FPoor.pdf.
Повний текст джерелаThesis Advisor(s): Christian Darken. "June 2007." Includes bibliographical references (p. 47). Also available in print.
Zhang, Tingnan. "Modeling and control of locomotion in complex environments." Diss., Georgia Institute of Technology, 2016. http://hdl.handle.net/1853/54984.
Повний текст джерелаSullivan, John P. "Emergent Learning: Three Learning Communities as Complex Adaptive Systems." Thesis, Boston College, 2009. http://hdl.handle.net/2345/663.
Повний текст джерелаIn the 2007-2008 school year, the author conducted a collaborative case study (Stake, 2000) with the goal of discovering and describing "emergent learning" in three high school classrooms. Emergent learning, defined as the acquisition of new knowledge by an entire group when no individual member of the group possessed it before, is implied by the work of many theorists working on an educational analog of a natural phenomenon called a complex adaptive system. Complex adaptive systems are well networked collectives of agents that are non-linear, bounded and synergistic. The author theorized that classes that maximized the features of complex adaptive systems could produce emergent learning (a form of synergy), and that there was a continuum of this complexity, producing a related continuum of emergence. After observing a co-curricular jazz group, an English class, and a geometry class for most of one academic year, collecting artifacts and interviewing three students and a teacher from each class, the author determined that there was indeed a continuum of complexity. He found that the actively complex nature of the Jazz Rock Ensemble produced an environment where emergence was the norm, with the ensemble producing works of music, new to the world, with each performance. The English section harnessed the chaotic tendencies of students to optimize cognitive dissonance and frequently produce emergent learning, while the mathematics section approached the learning process in a way that was too rigidly linear to allow detectable emergence to occur
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Kubica, Tommy. "Adaptable Collaborative Learning Environments." Technische Universität Dresden, 2018. https://tud.qucosa.de/id/qucosa%3A73177.
Повний текст джерелаWorm, Arne. "On control and interaction in complex distributed systems and environments /." Linköping : Univ, 2000. http://www.bibl.liu.se/liupubl/disp/disp2000/tek664s.htm.
Повний текст джерелаThompson, Kate. "Models as mindtools for environmental education: How do students use models to learn about a complex socio-environmental system?" University of Sydney, 2008. http://hdl.handle.net/2123/3608.
Повний текст джерелаEnvironmental issues are complex and understanding them involves integration of different areas of knowledge, feedback and time delays, however strategies to cope with complexity are not often used or taught in environmental education. The aim of this thesis is to examine the benefit of three such strategies for environmental education: multiple external representations, learning from models, and collaborative learning. The socio-environmental system modelled was visitor impact in a national park in Australia. Students in Year 9 and 10 from two schools were given a text description (Text group) and either a system dynamics model (SDM group), an agent-based model (ABM group), or both models (SDM & ABM group). This experimental design allowed learning outcomes (environmental and system dynamics knowledge, and understanding of the socio-environmental system) and use of the model(s) (in terms of the proportion of time spent on each screen, activities, and strategies) to be compared in each learning environment (individual and collaborative). Multiple external representations were the most successful strategy in the individual learning environment in terms of increases in environmental knowledge. However, students given only the system dynamics model had greater understanding of the system, and students given only the agent-based model increased environmental knowledge easily identified in the animated representation. Prior knowledge, patterns of use, strategies for changing variables and the representational affordances of the models explained some of these differences. In particular, prior knowledge was an important indicator of how students coordinated use of the models in the SDM & ABM group. Learning with a system dynamics model was the most successful strategy for students in the collaborative learning environment. Differences between the learning environments were detected in all groups with respect to both learning outcomes and use of the models due to prior knowledge, interrogation of the models, and the learning environments themselves. These experiments have provided evidence that strategies for understanding complex systems provide viable methods of communicating complex ideas to school-aged students with varying levels of prior knowledge. In particular, multiple external representations provided students with flexibility in how they learned; models allowed students to experiment with a system otherwise not allowed; and a collaborative learning environment facilitated students’ interpretation of a system dynamics model.
Attebo, Edvin. "Safe learning and control in complex systems." Thesis, Umeå universitet, Institutionen för fysik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-178164.
Повний текст джерелаNg, D. T. H. (David Tung Him) 1963 Carleton University Dissertation Computer Science. "Learning systems, adaptive data structures and random environments." Ottawa.:, 1989.
Знайти повний текст джерелаBall, N. R. "Cognitive maps in Learning Classifier Systems." Thesis, University of Reading, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280670.
Повний текст джерелаDimitriou, Georgios. "Integrating Unmanned Aerial Vehicles into surveillance systems in complex maritime environments." Thesis, Monterey, California: Naval Postgraduate School, 2013. http://hdl.handle.net/10945/37613.
Повний текст джерелаOne of the most important missions all Navies have is to constantly and sufficiently monitor their area of responsibility. This task becomes more challenging when a surveillance system operates in a complex environment with high traffic of merchant and fishing vessels and the existence of many islands. Potential tactics that targets might use increase the difficulty of this task. Integrating Unmanned Aerial Vehicles (UAVs) into a surveillance system that consists of ground radars and surface ships might enhance the systems capabilities and mitigate its vulnerabilities. In this study, the extremely complex maritime environment of the Aegean Sea is modeled in the Map Aware Non Uniform Automata (MANA) agent-based simulation environment to explore the effectiveness of UAVs in those conditions. The results from almost 100,000 simulated Intelligence, Surveillance, and Reconnaissance missions are analyzed using descriptive statistics, ANOVA, stepwise regression, and partition trees. It was found that by integrating one or two UAVs into a traditional surveillance system, it becomes more efficient in the detection and persistent surveillance of enemies and neutral targets. The most important factors that affect the surveillance systems performance are the detection capabilities of its sensors, the communication accuracy, and the enemys counter-detection capability. Thus, Greece and other countries with similar geographical characteristics should deploy UAVs in a maritime surveillance role.
Bondorowicz, Stefan. "Adaptive control of complex dynamic systems." Thesis, University of Oxford, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302787.
Повний текст джерелаLiu, Hairong. "Student modeling in e-learning environments /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p1420936.
Повний текст джерелаEagle, Nathan Norfleet. "Machine perception and learning of complex social systems." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/32498.
Повний текст джерелаIncludes bibliographical references (p. 125-136).
The study of complex social systems has traditionally been an arduous process, involving extensive surveys, interviews, ethnographic studies, or analysis of online behavior. Today, however, it is possible to use the unprecedented amount of information generated by pervasive mobile phones to provide insights into the dynamics of both individual and group behavior. Information such as continuous proximity, location, communication and activity data, has been gathered from the phones of 100 human subjects at MIT. Systematic measurements from these 100 people over the course of eight months has generated one of the largest datasets of continuous human behavior ever collected, representing over 300,000 hours of daily activity. In this thesis we describe how this data can be used to uncover regular rules and structure in behavior of both individuals and organizations, infer relationships between subjects, verify self- report survey data, and study social network dynamics. By combining theoretical models with rich and systematic measurements, we show it is possible to gain insight into the underlying behavior of complex social systems.
by Nathan Norfleet Eagle.
Ph.D.
Al-Jubouri, Bassma. "Multi-criteria optimisation for complex learning prediction systems." Thesis, Bournemouth University, 2018. http://eprints.bournemouth.ac.uk/30857/.
Повний текст джерелаBarkrot, Felicia, and Mathias Berggren. "Using machine learning for control systems in transforming environments." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166984.
Повний текст джерелаTong, Xiao Thomas. "Statistical Learning of Some Complex Systems: From Dynamic Systems to Market Microstructure." Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:10917.
Повний текст джерелаStatistics
Alfonso, Espinosa Bexy. "Agents with Affective Traits for Decision-Making in Complex Environments." Doctoral thesis, Universitat Politècnica de València, 2017. http://hdl.handle.net/10251/90497.
Повний текст джерелаProbablemente algunos eventos recientes nos han conducido a preguntarnos por qué las personas toman decisiones aparentemente irracionales y en contra de alguna lógica fácilmente comprensible. El hecho de que estas decisiones estén bajo la influencia de las emociones a menudo explica lo que, a primera vista, parece no tener una explicación aceptable. En este sentido, se han encontrado evidencias que prueban que las emociones y otras características afectivas condicionan las decisiones más allá de una deliberación meramente racional. Entender cómo las emociones tienen lugar, cómo cambian y cómo influyen en el comportamiento, ha sido tradicionalmente de interés para muchos campos de investigación, incluyendo la psicología y la neurología. Además, otras ciencias como la economía conductual o la inteligencia artificial reconocen el importante papel de las características afectivas en esta tarea. Específicamente, la inteligencia artificial utiliza los resultados obtenidos en psicología para crear agentes que simulan el comportamiento humano. Sin embargo, a menudo los esfuerzos individuales de investigación en el modelado del afecto se solapan, carecen de la suficiente integración y de un sistema conceptual común. Esto limita a las investigaciones individuales para disponer de los beneficios que ofrecen el intercambio y la cooperación, y hace más compleja la tarea de simular los procesos afectivos. Las emociones y teorías relacionadas han sido clasificadas, formalizadas y modeladas. No obstante, reconocidos investigadores argumentan que un lenguaje formal común, un sistema conceptual informal y una arquitectura de agentes de propósito general, mejorarán significativamente el intercambio interdisciplinar y la coordinación intradisciplinar. En la literatura se propone una amplia cantidad de modelos afectivos que modelan: la relación entre las emociones y la cognición, la relación entre las emociones y el comportamiento, las emociones para evaluar las situaciones, la regulación de emociones, etc. Estos modelos son herramientas útiles para abordar aspectos particulares relacionados con las emociones. Además, se han realizado propuestas computacionales que abordan aspectos específicos sobre la base de teorías psicológicas específicas. En éstas soluciones, la ausencia de una plataforma y/o sistema conceptual dificulta la retroalimentación entre las teorías psicológicas y las propuestas computacionales. Esta tesis sistematiza y formaliza teorías relacionadas con el afecto, lo cual beneficia el intercambio interdisciplinar y la coordinación intradisciplinar, y por tanto, permite el desarrollo de las disciplinas correspondientes. Específicamente esta tesis realiza las siguientes contribuciones: (1) una plataforma teórica que incluye los conceptos y procesos principales que debería poseer un modelo de agentes afectivos con razonamiento práctico; (2) una arquitectura de agentes de propósito general que comparte los conceptos de la plataforma teórica propuesta; (3) un lenguaje formal independiente de la implementación, para diseñar agentes afectivos que poseen la arquitectura propuesta; y (4) un lenguaje de agentes específico para implementar agentes afectivos el cual es un extensión de un lenguaje BDI. Algunos estudios con participantes humanos han ayudado a validar las contribuciones de esta tesis. Estos incluyen juegos clásicos de teoría de juegos y un estudio con 300 participantes, los cuales han proporcionado la información necesaria para evaluar las contribuciones. La validación se ha realizado en tres direcciones: determinar si la propuesta computacional que se ha realizado representa mejor el comportamiento humano que propuestas computacionales tradicionales; determinar si esta propuesta permite mejorar las teorías psicológicas empleadas por defecto; y determinar si el comportamiento de los agentes afectivos propuestos se acerca más al comportamiento humano que el compor
Probablement alguns esdeveniments recents ens han conduït a preguntar-nos per què les persones prenen decisions que aparentment són irracionals i que van en contra d'algun tipus de lògica fàcilment comprensible. El fet que aquestes decisions estiguin sota la influència de les emocions sovint explica el que, a primera vista, sembla no tenir una explicació acceptable. En aquest sentit, s'han trobat evidències que proven que les emocions i altres característiques afectives condicionen les decisions més enllà d'una deliberació merament racional. Entendre com les emocions tenen lloc, com canvien i com influeixen en el comportament, ha estat tradicionalment d'interès per a molts camps d'investigació, incloent la psicologia i la neurologia. A més, altres ciències com l'economia conductual, la intel·ligència artificial i, en general, totes les ciències que intenten entendre, explicar o simular el comportament humà, reconeixen l'important paper de les característiques afectives en aquesta tasca. Específicament, la intel·ligència artificial utilitza els resultats obtinguts en psicologia per crear agents que simulen el comportament humà. No obstant això, sovint els esforços individuals d'investigació en el modelatge de l'afecte es solapen, no tenen la suficient integració ni compten amb un sistema conceptual comú. Això limita a les investigacions individuals, que no poden disposar dels beneficis que ofereixen l'intercanvi i la cooperació, i fa més complexa la tasca de simular els processos afectius. Les emocions i teories relacionades han estat classificades, formalitzades i modelades. No obstant això reconeguts investigadors argumenten que un llenguatge formal comú, un sistema conceptual informal i una arquitectura d'agents de propòsit general, milloraran significativament l'intercanvi interdisciplinar i la coordinació intradisciplinar. En la literatura es proposa una àmplia quantitat de models afectius que modelen: la relació entre les emocions i la cognició, la relació entre les emocions i el comportament, les emocions per avaluar les situacions, la regulació d'emocions, etc. Aquests models són eines útils per abordar aspectes particulars relacionats amb les emocions. A més, s'han realitzat propostes computacionals que aborden aspectes específics sobre la base de teories psicològiques específiques. En aquestes solucions, l'absència d'una plataforma i/o sistema conceptual dificulta la retroalimentació entre les teories psicològiques i les propostes computacionals. Aquesta tesi sistematitza i formalitza teories relacionades amb l'afecte, la qual cosa beneficia l'intercanvi interdisciplinar i la coordinació intradisciplinar, i per tant, permet el desenvolupament de les disciplines corresponents. Específicament aquesta tesi realitza les següents contribucions: (1) una plataforma teòrica que inclou els conceptes i processos principals que hauria de posseir un model d'agents afectius amb raonament pràctic; (2) una arquitectura d'agents de propòsit general que comparteix els conceptes de la plataforma teòrica proposta; (3) un llenguatge formal independent de la implementació, per dissenyar agents afectius que posseeixen l'arquitectura proposada; i (4) un llenguatge d'agents específic per implementar agents afectius el qual és un extensió d'un llenguatge BDI. Alguns estudis amb participants humans han ajudat a validar les contribucions d'aquesta tesi. Aquests inclouen jocs clàssics de teoria de jocs i un estudi amb 300 participants, els quals han proporcionat la informació necessària per avaluar les contribucions. La validació s'ha realitzat en tres direccions: determinar si la proposta computacional que s'ha realitzat representa millor el comportament humà que propostes computacionals tradicionals; determinar si aquesta proposta permet millorar les teories psicològiques emprades per defecte; i determinar si el comportament dels agents afectius proposats s'acosta més al
Alfonso Espinosa, B. (2017). Agents with Affective Traits for Decision-Making in Complex Environments [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/90497
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Xu, Zhijie. "Construction and management of large-scale and complex virtual manufacturing environments." Thesis, University of Derby, 2000. http://hdl.handle.net/10545/336327.
Повний текст джерелаPang, Kingsley King Wai. "The guiding process in discovery hypertext learning environments for the Internet." Thesis, Loughborough University, 1998. https://dspace.lboro.ac.uk/2134/17821.
Повний текст джерелаReves, Ian P. "New assemblies for learning : flexible construction systems aimed at new concepts of learning environments." Thesis, Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/39616.
Повний текст джерелаPassey, Jr David Joseph. "Growing Complex Networks for Better Learning of Chaotic Dynamical Systems." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8146.
Повний текст джерелаNichols, David. "Intelligent student systems : an application of viewpoints to intelligent learning environments." Thesis, Lancaster University, 1993. http://eprints.lancs.ac.uk/53447/.
Повний текст джерелаKim, So Young. "Model-based metrics of human-automation function allocation in complex work environments." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/41230.
Повний текст джерелаHaas, William Randall Jr. "Forager Mobility, Constructed Environments, and Emergent Settlement Hierarchy: Insights from Altiplano Archaeology." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/332849.
Повний текст джерелаBenincasa, Stefano. "Evolutionary Behavioral Economics: Essays on Adaptive Rationality in Complex Environments." Doctoral thesis, Università degli studi di Trento, 2020. http://hdl.handle.net/11572/268752.
Повний текст джерелаTopcu, Taylan Gunes. "Management of Complex Sociotechnical Systems." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97844.
Повний текст джерелаDoctor of Philosophy
A system is an integrated set of elements that achieve a purpose or goal. An autonomous system (ADS) is an engineered element that often substitutes for a human decision-maker, such as in the case of an autonomous vehicle. Sociotechnical systems (STSs) are systems that involve the collaboration of a human decision-maker with an ADS to fulfill their objectives. Historically, STSs have been used primarily for handling safety critical tasks, such as management of nuclear power plants. By design, STSs rely heavily on a collaboration between humans and ADS decision-makers. Therefore, the overall characteristics of a STS, such as system safety, performance, or reliability; is fully dependent on human decisions. The problem with that is that people are independent entities, who can be influenced by operational conditions. Unlike their engineered counterparts, people can be cognitively challenged, tired, or distracted, and consequently make mistakes. The current dependency on human decisions, incentivize business owners and engineers alike to increase the level of automation in engineered systems. This allows them to reduce operational costs, increase performance, and minimize human errors. However, the recent commercial aircraft accidents (e.g., Boeing 737-MAX) have indicated that increasing the level of automation is not always the best strategy. Given that increasing technological capabilities will spread the adoption of STSs, vast majority of existing jobs will either be fully replaced by an ADS or will change from a manual set-up into a STS. Therefore, we need a better understanding of the relationships between social (human) and engineered elements. This dissertation, brings together management science with systems thinking to investigate the dependencies between people and the autonomous systems they collaborate within complex socio-technical enterprises. The dissertation is organized in three mutually exclusive essays, each investigating a distinct facet of STSs: safe management, collaboration, and efficiency measurement. The first essay investigates the amount of work handled by safety-critical decision makers in STSs. Primary contribution of this study is to use an analytic method to quantify the amount of work a person could safely handle within a STSs. This method also allows to capture the aggregate impact of the social and technical factors that originate from operational conditions on workload. The second essay studies how teams of humans and their autonomous partners share work, given their preferences and operational conditions. This study presents a novel integration of machine learning algorithms to understand operational influences that propel a human-decision maker to handle the work manually or delegate it to ADSs. The results demonstrate that autonomous units successfully handle simple operational conditions. More complex conditions require both workers and their autonomous counterparts to collaborate towards common objectives. The third essay explores the complementary and contrasting roles of data-driven analytical management approaches that deal with the operational factors and investigates their sensitivity to sample size. The results are organized based on their fundamental assumptions, limitations, mathematical structure, sensitivity to sample size, and their practical usefulness. To summarize, this dissertation provides an interdisciplinary and pragmatic research approach that benefits from the strengths of both theoretical and data-driven empirical approaches. Broader impacts of this dissertation are disseminated among the literatures of systems engineering, operations research, management science, and mechanical design.
Hassebroek, Pamela Burns. "Institutionalized Environments and Information Security Management: Learning from Y2K." Diss., Available online, Georgia Institute of Technology, 2007, 2007. http://etd.gatech.edu/theses/available/etd-06192007-111256/.
Повний текст джерелаRogers, Juan D., Committee Chair ; Klein, Hans K., Committee Member ; Bolter, Jay David, Committee Member ; Nelson-Palmer, Mike, Committee Member ; Kingsley, Gordon, Committee Member.
Urwin, Gerry. "Learning from complex information systems implementation : case studies in ERP projects." Thesis, Henley Business School, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268860.
Повний текст джерелаMcKeown, Gary. "Implicit learning : representations and mechanisms in the control of complex systems." Thesis, Queen's University Belfast, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337107.
Повний текст джерелаGelbrecht, Maximilian. "Physics-based Machine Learning Approaches to Complex Systems and Climate Analysis." Doctoral thesis, Humboldt-Universität zu Berlin, 2021. http://dx.doi.org/10.18452/23010.
Повний текст джерелаComplex systems such as the Earth's climate are comprised of many constituents that are interlinked through an intricate coupling structure. For the analysis of such systems it therefore seems natural to bring together methods from network theory, dynamical systems theory and machine learning. By combining different concepts from these fields three novel approaches for the study of complex systems are considered throughout this thesis. In the first part, a novel complex network construction method is introduced that is able to identify the most important wind paths of the South American Monsoon system. Aside from the importance of cross-equatorial flows, this analysis points to the impact Rossby Wave trains have both on the precipitation and low-level circulation. This connection is then further explored by showing that the precipitation is phase coherent to the Rossby Wave. As such, the first part of this thesis demonstrates how complex networks can be used to identify spatiotemporal variability patterns within large amounts of data, that are then further analysed with methods from nonlinear dynamics. Most complex systems exhibit a large number of possible asymptotic states. To investigate and track such states, Monte Carlo Basin Bifurcation analysis (MCBB), a novel numerical method is introduced in the second part. Situated between the classical analysis with macroscopic order parameters and a more thorough, detailed bifurcation analysis, MCBB combines random sampling with clustering methods to identify and characterise the different asymptotic states and their basins of attraction. Forecasts of complex system are the next logical step. When doing so, it is not always straightforward how prior knowledge in data-driven methods. One possibility to do is by using Neural Partial Differential Equations. Here, it is demonstrated how high-dimensional spatiotemporally chaotic systems can be modelled and predicted with such an approach in the last part of the thesis.
Jamal, Hala, and Ameera Shanaah. "The Role of Learning Management Systems in Educational Environments: An Exploratory Case Study." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13790.
Повний текст джерелаMoualek, Idir. "Intelligent decision support systems for interative decision making in complex environments applied to regional planning." Thesis, University of Nottingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243349.
Повний текст джерелаElmasry, Sarah Khalil. "Integration Patterns of Learning Technologies." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/29070.
Повний текст джерелаPh. D.
Williams, Douglas Charles. "Hypermedia-supported authentic learning environments (HALE) : examination of tools and features which can support student learning /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Повний текст джерелаAlmohammadi, Khalid. "Type-2 fuzzy logic based systems for adaptive learning and teaching within intelligent e-learning environments." Thesis, University of Essex, 2016. http://repository.essex.ac.uk/17211/.
Повний текст джерелаYang, Yiming. "Motion synthesis for high degree-of-freedom robots in complex and changing environments." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31236.
Повний текст джерелаRagan, Eric Dennis. "Supporting Learning through Spatial Information Presentations in Virtual Environments." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/23207.
Повний текст джерелаComplicating these issues are details regarding display types and interaction devices used for educational applications. Compared to desktop displays, more immersive VE systems often provide display features (e.g., stereoscopy, increased field of view) that support improved perception and understanding of spatial information. Additionally, immersive VE often allow more familiar, natural interaction methods (e.g., physical walking or rotation of the head and body) to control viewing within the virtual space. It is unknown how these features interact with the types of spatial information presentations to affect learning.
The research presented in this dissertation investigates these issues in order to further the knowledge of how to design VEs to support learning. The research includes six studies (five empirical experiments and one case study) designed to investigate how spatial information presentations affect learning effectiveness and learner strategies. This investigation includes consideration for the complexity of spatial information layouts, the features of display systems that could affect the effectiveness of spatial strategies, and the degree of navigational control for accessing information. Based on the results of these studies, we created a set of design guidelines for developing VEs for learning-related activities. By considering factors of virtual information presentation, as well as those based on the display-systems, our guidelines support design decisions for both the software and hardware required for creating effective educational VEs.
Ph. D.
Haghighi, Mona. "Rule-based Risk Monitoring Systems for Complex Datasets." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6248.
Повний текст джерелаKammerzell, Robert L. "Acquisition of a static human target in complex terrain study of perceptual learning utilizing virtual environments." Thesis, Monterey, Calif. : Naval Postgraduate School, 2008. http://edocs.nps.edu/npspubs/scholarly/theses/2008/Sept/08Sep%5FKammerzell.pdf.
Повний текст джерелаThesis Advisor(s): McCauley, Michael. "September 2008." Description based on title screen as viewed on November 5, 2008. Includes bibliographical references (p. 85-88). Also available in print.