This paper proposes a simple method for localization using an electronic compass. Electronic compasses are often used to detect the heading of mobile robots. However, electronic compasses have one drawback when used inside a building: they can easily be disturbed by electromagnetic sources (e.g., power lines) or large ferro-magnetic structures (e.g., bookshelves). However, this paper introduces another indoor application of electronic compasses. We take advantage of the magnetic¯eld disturbances by using them as distinctive place recognition signatures. Wē rst gather information about the changing heading as our robot travels along the hallway outside the lab, and then store this information. As the robot traverses the hallway, it gathers the information from the electronic compass and matches it with the pre-stored data. If a match is found, the robot can determine its current position. We use a sequential least-squares approximation approach for matching the signature. The simulation results will show that the robot can distinguish its location by using these signatures.

This paper describes how fuzzy control can be applied to a sonar-based mobile robot. Behavior-based fuzzy control for HelpMate behaviors was designed using sonar sensors. The fuzzy controller provides a mechanism for combining sensor data from all sonar sensors which present di®erent information.The behavior-based approach is implemented as an individual high priority behavior. The highest level behavior is called the task-oriented behavior, which consists of two subtasks, wall following and goal seeking. The middle level behavior is obstacle avoidance. The lowest level is an emergency behavior. Each behavior was built as an atomic agent based on the intelligent machine architecture (IMA). The results demonstrate that each behavior works correctly. The HelpMate robot can follow the wall, go to the goal, and avoid obstacles detected by the sonar sensors.

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Purpose – Aassignments have been linked with various benefits, including a higher quality of learning and academic achievement. The purpose of this study was to explore the relationship between assignment completion and academic achievement in higher education. Specifically, it investigated the impact of instructor feedback and three constructs of self-regulation (self-efficacy, time management, and help-seeking) on assignment completion (time spent on assignments and number of assignments completed) and academic achievement. Methodology – The study employed a correlational research design and a self-report survey. Data was collected from 1,106 undergraduate students in six universities in Thailand through a convenience sampling approach. Structural equation modelling was used to establish the strength of the relationships among the constructs of the model. Findings – The number of assignments completed was found to have a strong association with academic achievement. Time management was the strongest predictor of the number of assignments completed as well as time spent on assignments. Time management was also the mediator between self-efficacy and the number of assignments completed. However, help-seeking was negatively associated with both the number of assignments completed and academic achievement. Significance – These results have educational implications, and should be helpful for instructors, instructional designers and educators who may use the information to offer undergraduate students appropriate learning tools, strategies and environments for supporting assignment completion and academic achievement. Keywords: Academic achievement, assignment completion, help-seeking, Thai higher education, time management, self-efficacy.

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