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Robot simulation is a very important tool to the development of novel real-world techniques for cooperation of teams of robots. One major difficulty when trying to introduce students to robotics is that the teaching of major abstractions used to coordinate group robot behavior is not easily visualized -- it is not always true that one has enough ro...
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Citations
... For instance, Panait and Luke have created two pheromone utility models j x for foraging, trail creation, and other tasks in [20]. Tinkham and Menezes use StarLogo to simulate coordinated robots required to find their way out of a room with a door [21]. In the simulations they use a pheromone-based method to instruct agents where the exit can be found based on the success of other agents. ...
For the last half century scientists have been discovering the biological complexities of colonies of ants, termites, bees and other insects. Although these colonies are composed of individuals with limited physical and intellectual aptitude, the behavior of the system as a whole displays highly adaptive and intelligent behavior. As a result, in the last two decades, engineers have been pursuing methods to create artificial swarm intelligence and applying these concepts of complex swarming systems to traditional and novel engineering areas such as robotics, optimization algorithms, wireless networks, and military applications. In this paper, an overview of swarm theory research is provided, followed by a more in depth demonstration of swarm behaviors including swarm clustering, formation control and swarm motion.
... After evaluating all five environments, Starlogo gathered 75% of students' preference. In Florida Institute of Technology, Andy Tinkham and Ronaldo Menezes [7] developed a simulation environment for robotics using Starlogo. Starlogo was used in order to visualize notions and models of robot behavior that were impossible to implement otherwise due to the large number of robots required. ...
One of the most common difficulties an instructor faces during an introductory course in computer programming, is the lack of appropriate pedagogically efficient "tools" that will help his/her students understand fundamental notions of programming. Especially, complicated notions are, most of the times, only partially taught or left uncovered for a more advanced course. However, the use of modern technology and computers in education, programming included, is not confined only in computer science courses, but finds applications also in sciences like Math, Biology and Sociology. As a result, there has been also a demand for simpler and friendlier software environments that will provide the vehicle of knowledge dissemination for these sciences and, more generally, for education. Starlogo - introduced by Mitchell Resnick at MIT Media Laboratory - is an programming environment that simulates decentralized systems and provides an intuitive interface that can be used even by elementary school students to explore systems and worlds in which thousands of objects participate and interact with each other. Of course this same environment can be used for an introduction to programming and especially to massively parallel programming. In this paper we initially present a number of different approaches that have been used so far by instructors to improve the didactic experience of their students with the power of the Starlogo environment. Using the Starlogo environment, we also organized a series of experimental Starlogo courses. In this paper we present the way these courses were organized and some preliminary results of our experimental approach.
... De nombreux outils pour construire des simulations ontétéontété créés pour représenter les phénomènes sociaux complexes [6] en décrivant le comportement de chaque entité et leurs interactions avec les autres. Dans ce domaine, on trouve par exemple StarLogo [73], Swarm [25] [67], RePast [78] ou Ascape [58]. Plus récemment, on trouve des outils comme : @BULLET Breve [45] est un environnement qui permet de créer des simulations 3D de vie artificielle . ...
Intuitivement, une simulation graphique (monde virtuel, jeu,...) peut etre vue comme un espace borne dans lequel plusieurs entites, disposant chacune d'un comportement propre, evoluent en parallele. Il parait donc naturel d'utiliser des langages concurrents pour programmer ces comportements. Cependant, c'est rarement le cas pour des raisons de complexite de programmation et de deboguage, de non-determinisme et d'efficacite. Nous proposons d'utiliser l'Approche Reactive introduite par F. Boussinot qui permet de definir clairement les comportements d'entites graphiques. Nous avons enrichi les Icobjs qui est un modele d'objets reactifs graphiques. Il offre la possibilite a des non-specialistes de construire graphiquement des comportements complexes a partir de comportements simples et de constructeurs graphiques. Nous avons realise une implementation dont l'objet central est Icobj. Il definit une structure minimale dynamiquement extensible pour permettre une construction graphique generique. Un icobj particulier, le Workspace, execute et affiche les icobjs qu'il contient. Les comportements sont executes par un moteur reactif dedie aux Icobjs appele Reflex. Il reprend les principales primitives du formalisme Junior en modifiant la semantique de certaines instructions et en y ajoutant de nouvelles. Toutes les instructions sont formalisees par des regles de reecritures au format SOS. De plus, nous avons developpe un environnement qui permet d'interagir dynamiquement avec les simulations. Enfin, nous presentons quelques experimentations autour de l'utilisation des Icobjs dans le cadre de simulations distribuees, de simulations physiques ou de simulations multi-horloges.
