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  • This thesis introduces, implements and evaluates an innovative concept for assessing driving behavior in public transportation through Mobile Crowd Sensing (MCS), under the field of Advanced Public Transportation System (APTS) - a sub-group of Intelligent Transportation Systems (ITS). Aggressive driving behavior is known to be a cause of avoidable accidents and to increase fuel consumption. In public transportations, it is also a case for costumers’ dissatisfaction. Monitoring the quality of driving behavior is a key element to overcome this issue and to improve road safety and customer satisfaction. In this research project, a software application (app) for mobile devices was developed as an experimental tool / proof-of-concept, to monitor aggressive driving behavior in bus drivers, collecting data coming from mobile device’s accelerometer and passengers’ qualitative evaluation. The experimental procedure took place in public transportation in Macau (bus only) and consisted of data collection of drivers’ aggressive driving behavior using the developed application. The analysis of collected data suggests that MCS is a viable way to assess drivers’ behavior in public transportation, thus contributing to the improvement of the service and increase of road safety. Although the methodology has been tailor-made for Macau public transportation, it is believed that the same concept can be applied to other cities, leading them towards the goal of becoming smarter cities. Keywords: driving behavior; mobile crowd sensing; crowdsourcing; smart city; advanced public transportation system; intelligent transportation system; road safety; mobile device accelerometer

  • This thesis articulates the development of a holistic approach to enhance learning and teaching in an object-oriented programming course. Starting with the premise that it is not possible to improve teaching without understanding how students learn programming, this thesis embodies the processes and reflections experienced while applying knowledge of how students learn programming, to design a learning environment that enhances learning outcomes. First, a theoretically based framework for the teaching of the course is developed. A holistic approach using a plurality of pedagogic theories, taxonomies, and instructional designs is employed to bridge the gaps between the bodies of knowledge relating to the ways that students approach programming and the application of this knowledge to design the course. Second, in two cycles of action research, the course is implemented and the analysis of its outcome is conducted using mixed methods data collection techniques. The evaluation is integrative and seeks multiple forms of evidence for student engagement and improved learning. The original contributions from this research in the form of new initiatives, perceptions, and understandings, as well as implications for theory and practice are described. A claim to knowledge is established by explaining the significance of the research to student learning, personal practice and beliefs, institutional influence, and potential for influence on computing education research. Quality criteria are applied to assess the validity and rigor of the action research project, and the research is appraised as a scholarly enquiry and a transformative process that led to innovative forms of thinking and acting

Last update from database: 4/23/24, 9:59 PM (UTC)