Simulation–Based Algorithms for the Optimization of Sensor Deployment

Author(s):  
Yannick Kenné ◽  
François Le Gland ◽  
Christian Musso ◽  
Sébastien Paris ◽  
Yannick Glemarec ◽  
...  
Sensors ◽  
2020 ◽  
Vol 20 (24) ◽  
pp. 7137
Author(s):  
Shadan Golestan ◽  
Ioanis Nikolaidis ◽  
Eleni Stroulia

The effectiveness of sensor-based applications for smart homes and smart buildings is conditioned upon the deployment configuration of their underlying sensors. Real-world evaluation of alternative possible sensor-deployment configurations is labor-intensive, costly, and time-consuming, which implies the need for a simulation-based methodology. In this work, we report on such a methodology that supports the modeling of indoor spaces, the activities of their occupants, and the behaviors of different types of sensors. We argue that, in order for a simulation to be useful for the purpose of evaluating a sensor deployment configuration, it has to generate realistic event streams of individual sensors over time, as well as realistic compositions of sensor events within a time window. We have evaluated our simulator for smart indoor spaces, SIMsis toolkit, in the context of our Smart-Condo ambient-assisted living platform, supporting the observation and analysis of activities of daily living (ADLs). Our findings indicate that SIMsis produces realistic agent traces and sensor readings, and has the potential to support the process of developing and deploying sensor-based applications.


2009 ◽  
Vol 23 (2) ◽  
pp. 117-127 ◽  
Author(s):  
Astrid Wichmann ◽  
Detlev Leutner

Seventy-nine students from three science classes conducted simulation-based scientific experiments. They received one of three kinds of instructional support in order to encourage scientific reasoning during inquiry learning: (1) basic inquiry support, (2) advanced inquiry support including explanation prompts, or (3) advanced inquiry support including explanation prompts and regulation prompts. Knowledge test as well as application test results show that students with regulation prompts significantly outperformed students with explanation prompts (knowledge: d = 0.65; application: d = 0.80) and students with basic inquiry support only (knowledge: d = 0.57; application: d = 0.83). The results are in line with a theoretical focus on inquiry learning according to which students need specific support with respect to the regulation of scientific reasoning when developing explanations during experimentation activities.


2004 ◽  
Author(s):  
L. L. Kusumoto ◽  
◽  
R. M. Gehorsam ◽  
B. D. Comer ◽  
J. R. Grosse

2008 ◽  
Author(s):  
Steven Russell ◽  
David Dorsey ◽  
Michael Ford ◽  
Meredith Cracraft ◽  
Vivek Khare ◽  
...  
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