Abstract: Existing learning techniques such as problem-based learning, project-based learning, or case study learning are learning techniques that focus mainly on technical details, but give no specific guidelines on learner’s experience and emotional learning aspects such as arousal salience and valence, being emotional states important factors affecting engagement and retention. Some approaches involving emotion in educational settings, such as social and emotional learning, lack neuroscientific rigorousness and use of specific neurobiological mechanisms. On the other hand, neurobiology approaches lack educational applicability. And educational approaches mainly focus on cognitive aspects and disregard conditioning learning. First, authors start explaining the reasons why it is hard to learn thoughtfully, then they use the method of neurobiological mapping to track the main limbic system functions, such as the reward circuit, and its relations with perception, memories, motivations, sympathetic and parasympathetic reactions, and sensations, as well as the brain cortex. The authors conclude explaining the major finding: The mechanisms of nonconscious learning and the triggers that guarantee long-term memory potentiation. Afterward, the educational framework for practical application and the instructors’ guidelines are established. An implementation example in engineering education is given, namely, the study of tuned-mass dampers for earthquake oscillations attenuation in skyscrapers. This work represents an original learning technique based on nonconscious learning mechanisms to enhance long-term memories that complement existing cognitive learning methods.
Abstract: The purposes of this study are 1) to identify
learning styles of university students in Bangkok, and 2) to study
the frequency of the relevant instructional context of the identified
learning styles. Learning Styles employed in this study are those of
Honey and Mumford, which include 1) Reflectors, 2) Theorists, 3)
Pragmatists, and 4) Activists. The population comprises 1383
students and 5 lecturers. Research tools are 2 questionnaires – one
used for identifying students- learning styles, and the other used for
identifying the frequency of the relevant instructional context of
the identified learning styles.
The research findings reveal that 32.30 percent - are Activists,
while 28.10 percent are Theorists, 20.10 are Reflectors, and 19.50
are Pragmatists. In terms of the relevant instructional context of the
identified 4 learning styles, it is found that the frequency level of
the instructional context is totally in high level. Moreover, 2 lists of
the context being conducted most frequently are 'Lead'in activity
to review background knowledge,- and 'Information retrieval
report.' And these two activities serve the learning styles of
theorists and activists. It is, therefore, suggested that more
instructional context supporting the activists, the majority of the
population, learning best by doing, as well as emotional learning
situation should be added.
Abstract: RoboCup Rescue simulation as a large-scale Multi
agent system (MAS) is one of the challenging environments for
keeping coordination between agents to achieve the objectives
despite sensing and communication limitations. The dynamicity of
the environment and intensive dependency between actions of
different kinds of agents make the problem more complex. This point
encouraged us to use learning-based methods to adapt our decision
making to different situations. Our approach is utilizing
reinforcement leaning. Using learning in rescue simulation is one of
the current ways which has been the subject of several researches in
recent years. In this paper we present an innovative learning method
implemented for Police Force (PF) Agent. This method can cope
with the main difficulties that exist in other learning approaches.
Different methods used in the literature have been examined. Their
drawbacks and possible improvements have led us to the method
proposed in this paper which is fast and accurate. The Brain
Emotional Learning Based Intelligent Controller (BELBIC) is our
solution for learning in this environment. BELBIC is a
physiologically motivated approach based on a computational model
of amygdale and limbic system. The paper presents the results
obtained by the proposed approach, showing the power of BELBIC
as a decision making tool in complex and dynamic situation.
Abstract: The Combination of path planning and path following is the main purpose of this paper. This paper describes the developed practical approach to motion control of the MRL small size robots. An intelligent controller is applied to control omni-directional robots motion in simulation and real environment respectively. The Brain Emotional Learning Based Intelligent Controller (BELBIC), based on LQR control is adopted for the omni-directional robots. The contribution of BELBIC in improving the control system performance is shown as application of the emotional learning in a real world problem. Optimizing of the control effort can be achieved in this method too. Next the implicit communication method is used to determine the high level strategies and coordination of the robots. Some simple rules besides using the environment as a memory to improve the coordination between agents make the robots' decision making system. With this simple algorithm our team manifests a desirable cooperation.
Abstract: In this paper a new control strategy based on Brain
Emotional Learning (BEL) model has been introduced. A modified
BEL model has been proposed to increase the degree of freedom,
controlling capability, reliability and robustness, which can be
implemented in real engineering systems.
The performance of the proposed BEL controller has been
illustrated by applying it on different nonlinear uncertain systems,
showing very good adaptability and robustness, while maintaining
stability.