Scenarios Generation for Multi-Agent simulation of Electricity Markets based on Intelligent Data Analysis

This document presents a tool able to automatically gather data provided by real energy markets and to generate scenarios, capture and improve market players’ profiles and strategies by using knowledge discovery processes in databases supported by artificial intelligence techniques, data mining algorithms and machine learning methods. It provides the means for generating scenarios with different dimensions and characteristics, ensuring the representation of real and adapted markets, and their participating entities. The scenarios generator module enhances the MASCEM (Multi-Agent Simulator of Competitive Electricity Markets) simulator, endowing a more effective tool for decision support. The achievements from the implementation of the proposed module enables researchers and electricity markets’ participating entities to analyze data, create real scenarios and make experiments with them. On the other hand, applying knowledge discovery techniques to real data also allows the improvement of MASCEM agents’ profiles and strategies resulting in a better representation of real market players’ behavior. This work aims to improve the comprehension of electricity markets and the interactions among the involved entities through adequate multi-agent simulation.

From activity to active learning: drawing and dialogue interaction in virtual learning environments for computer-supported collaborative work in design.

Virtual learning environments (VLEs) would appear to be particular effective in computer-supported collaborative work (CSCW) for active learning. Most research studies looking at computer-supported collaborative design have focused on either synchronous or asynchronous modes of communication, but near-synchronous working has received relatively little attention. Yet it could be argued that near-synchronous communication encourages creative, rhetorical and critical exchanges of ideas, building on each other’s contributions. Furthermore, although many researchers have carried out studies on collaborative design protocol, argumentation and constructive interaction, little is known about the interaction between drawing and dialogue in near-synchronous collaborative design. The paper reports the first stage of an investigation into the requirements for the design and development of interactive systems to support the learning of collaborative design activities. The aim of the study is to understand the collaborative design processes while sketching in a shared white board and audio conferencing media. Empirical data on design processes have been obtained from observation of seven sessions with groups of design students solving an interior space-planning problem of a lounge-diner in a virtual learning environment, Lyceum, an in-house software developed by the Open University to support its students in collaborative learning.

e-learning in project management using simulation models: a case study based on the replication of an experiment

Current e-learning systems are increasing their importance in higher education. However, the state of the art of e-learning applications, besides the state of the practice, does not achieve the level of interactivity that current learning theories advocate. In this paper, the possibility of enhancing e-learning systems to achieve deep learning has been studied by replicating an experiment in which students had to learn basic software engineering principles. One group learned these principles using a static approach, while the other group learned the same principles using a system-dynamics-based approach, which provided interactivity and feedback. The results show that, quantitatively, the latter group achieved a better understanding of the principles; furthermore, qualitatively, they enjoyed the learning experience

Measuring the value of “all play and no work”: can rigorous assessment of simulation games drive innovative teaching in construction?

The construction field is dynamic and dominated by complex, ill-defined problems for which myriad possible solutions exist. Teaching students to solve construction-related problems requires an understanding of the nature of these complex problems as well as the implementation of effective instructional strategies to address them. Traditional approaches to teaching construction planning and management have long been criticized for presenting students primarily with well-defined problems - an approach inconsistent with the challenges encountered in the industry. However, growing evidence suggests that employing innovative teaching approaches, such as interactive simulation games, offers more active, hands-on and problem-based learning opportunities for students to synthesize and test acquired knowledge more closely aligned with real-life construction scenarios. Simulation games have demonstrated educational value in increasing student problem solving skills and motivation through critical attributes such as interaction and feedback-supported active learning. Nevertheless, broad acceptance of simulation games in construction engineering education remains limited. While recognizing benefits, research focused on the role of simulation games in educational settings lacks a unified approach to developing, implementing and evaluating these games. To address this gap, this paper provides an overview of the challenges associated with evaluating the effectiveness of simulation games in construction education that still impede their wide adoption. An overview of the current status, as well as the results from recently implemented Virtual Construction Simulator (VCS) game at Penn State provide lessons learned, and are intended to guide future efforts in developing interactive simulation games to reach their full potential.

The plasticity of the mirror system: how reward learning modulates cortical motor simulation of others

Cortical motor simulation supports the understanding of others' actions and intentions. This mechanism is thought to rely on the mirror neuron system (MNS), a brain network that is active both during action execution and observation. Indirect evidence suggests that alpha/beta suppression, an electroencephalographic (EEG) index of MNS activity, is modulated by reward. In this study we aimed to test the plasticity of the MNS by directly investigating the link between alpha/beta suppression and reward. 40 individuals from a general population sample took part in an evaluative conditioning experiment, where different neutral faces were associated with high or low reward values. In the test phase, EEG was recorded while participants viewed videoclips of happy expressions made by the conditioned faces. Alpha/beta suppression (identified using event-related desynchronisation of specific independent components) in response to rewarding faces was found to be greater than for non-rewarding faces. This result provides a mechanistic insight into the plasticity of the MNS and, more generally, into the role of reward in modulating physiological responses linked to empathy.

Strain Gauge Analysis of the Effect of Porcelain Firing Simulation on the Prosthetic Misfit of Implant-Supported Frameworks

Objectives: This study investigated the effect of porcelain firing on the misfit of implant-supported frameworks and analyzed the influence of preheat treatment on the dimensional alterations.Materials and Methods: Four external-hex cylindrical implants were placed in polyurethane block. Ten frameworks of screw-retained implant-supported prostheses were cast in Pd-Ag using 2 procedures: (1) control group (CG, n = 5): cast in segments and laser welded; and test group (TG, n = 5): cast in segments, preheated, and laser welded. All samples were subjected to firing to simulate porcelain veneering firing. Strain gauges were bonded around the implants, and microstrain values (mu epsilon = 10(-6)epsilon) were recorded after welding (M1), oxidation cycle (M2), and glaze firing (M3). Data were statistically analyzed (2-way analysis of variance, Bonferroni, alpha = 0.05).Results: The microstrain value in the CG at M3 (475.2 mu epsilon) was significantly different from the values observed at M1 (355.6 mu epsilon) and M2 (413.9 mu epsilon). The values at M2 and M3 in the CG were not statistically different. Microstrain values recorded at different moments (M1: 361.6 mu epsilon/M2: 335.3 mu epsilon/M3: 307.2 mu epsilon) did not show significant difference.Conclusions: The framework misfit deteriorates during firing cycles of porcelain veneering. Metal distortion after porcelain veneering could be controlled by preheat treatment. (Implant Dent 2012;21:225-229)

Teaching and learning data structures supported by computers: An experiment using CADILAG tool

This paper aims to present the use of a learning object (CADILAG), developed to facilitate understanding data structure operations by using visual presentations and animations. The CADILAG allows visualizing the behavior of algorithms usually discussed during Computer Science and Information System courses. For each data structure it is possible visualizing its content and its operation dynamically. Its use was evaluated an the results are presented. © 2012 AISTI.

Learning for sustainability - LforS: Simulation games - a creative tool for interactive learning

Description of simulation and training games as tool for awareness and capacity development in multi steakeholder processes

Livelihood and Community Development: LforS learning and simulation game

Up to 15 people can participate in the game, which is supervised by a moderator. Households consisting of 1-5 people discuss options for diversification of household strategies. Aim of the game: By devising appropriate strategies, households seek to stand up to various types of events while improving their economic and social situation and, at the same time, taking account of ecological conditions. The annual General Community Meeting (GCM) provides an opportunity for households to create a general set-up at the local level that is more or less favourable to the strategies they are pursuing. The development of a community investment strategy, to be implemented by the GCM, and successful coordination between households will allow players to optimise their investments at the household level. The household who owns the most assets at the end of the game wins. Players participate very actively, as the game stimulates lively and interesting discussions. They find themselves confronted with different types of decision-making related to the reality of their daily lives. They explore different ways to model their own household strategies and discuss risks and opportunities. Reflections on the course of the game continually refer to the real-life situations of the participants.

Sustainable Pasture Management : LforS learning and simulation game

Three teams consisting of 2 to 5 persons each play the game. Each team represents a farm. Each team decides jointly on its strategy. In annual meetings in winter, the farm teams jointly discuss, evaluate and decide on how to proceed and actions to be taken. The farms make use of three different pasture areas (village pasture, intensive pasture and summer pasture) for grazing their livestock. The carrying capacity of each pasture area is different and varies according to the season. In each season, the farms have to decide on how many livestock units to graze on which pasture. Overgrazing and pasture degradation occur if the total number of livestock units exceeds the carrying capacity of a specific pasture area. Overgrazing results in a reduction of pasture productivity. To diversify and improve their livelihood strategy farms can make individual investments to increase productivity at the farm level, eg. in fodder production or in income generating activities. At the community level, collective investments can be made which may influence livestock and household economy, e.g. rehabilitate and improve pasture productivity, improve living conditions on remote pastures etc. Events occurring in the course of the game represent different types of (risk) factors such as meteorology, market, politics etc. that may positively or negatively influence livestock production and household economy. A sustainable management of pastures requires that farms actively regulate the development of their herds, that they take measures to prevent pasture degradation and to improve pasture productivity, and that they find a balance between livestock economy and other productive activities. The game has a double aim: a) each farm aims at its economic success and prosperity, and b) the three farm teams jointly have to find and implement strategies for a sustainable use of pasture areas.

Simulation Games - A Creative Tool for Capacity Building: Experience from the Learning for Sustainability Approach

Games that simulate complex realities to be dealt with in teams are an effective tool for fostering interactive learning processes. they link different levels of decision-making in the household, community and societal contexts. Negotiation and harmonisation of different perceptions and interests, be it within or between different households, form the basis of a common strategy for sustainable development.