QoE-aware Q-learning resource allocation for NOMA wireless multimedia communications

IET Networks ◽  
2020 ◽  
Vol 9 (5) ◽  
pp. 262-269
Author(s):  
Shuan He ◽  
Wei Wang
Keyword(s):  
Resource Allocation ◽  
Multimedia Communications ◽  
Wireless Multimedia ◽  
Learning Resource ◽  
Q Learning

Fairness Resource Allocation in Blind Wireless Multimedia Communications

2013 ◽  
Vol 15 (4) ◽  
pp. 946-956 ◽  
Author(s):  
Liang Zhou ◽  
Min Chen ◽  
Yi Qian ◽  
Hsiao-Hwa Chen
Keyword(s):  
Resource Allocation ◽  
Multimedia Communications ◽  
Wireless Multimedia

scholarly journals A Q-learning based Resource Allocation for Downlink Non-Orthogonal Multiple Access Systems Considering QoS

IEEE Access ◽  
2021 ◽  
pp. 1-1
Author(s):  
Qi Zhai ◽  
Miodrag Bolic ◽  
Yong Li ◽  
Wei Cheng ◽  
Chenxi Liu
Keyword(s):  
Resource Allocation ◽  
Multiple Access ◽  
Q Learning

scholarly journals Design of English Multimedia Teaching System Based on Diversification Theory

2017 ◽  
Vol 12 (01) ◽  
pp. 119 ◽  
Author(s):  
Minsheng Lou
Keyword(s):  
Resource Allocation ◽  
Teaching Method ◽  
Multimedia Technology ◽  
Traditional Teaching ◽  
System Framework ◽  
Learning Resource ◽  
Teaching System ◽  
Teaching Activities ◽  
English Teaching ◽  
Multimedia Teaching

Based on the diversification theory, this paper designed a multimedia technology-based English teaching system framework which is used to assist English teaching in classroom. The whole system framework consists of two parts: the part of learning resource allocation and the part of English teaching activities. Learning resource allocation is mainly to expand English learning materials from the traditional printed resources to audios, videos, animations and other forms of resources; the use of multimedia resources for teaching activities is achieved mainly through the English speech teaching and lecturing device designed with the function of playing multimedia files. In order to test the application effect of multimedia technology in English teaching, this paper chose the public course of “Vocational English” as the experimental content, and compared the effect of respectively using multimedia technology to teach freshmen of Grade 2016 and adopting the traditional teaching method to teach students of Grade 2015. The outcome shows that the use of multimedia technology in English teaching can improve students’ interest in learning, reduce their pressure of learning English, and enhance their sense of accomplishment in learning, indicating that multimedia-assisted teaching can effectively improve English teaching results.

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