Browsing by Author "Mahenge, Michael P. J."

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Mobile edge computing: cost-efficient content delivery in resource-constrained mobile computing environment
(International Journal of Mobile Computing and Multimedia Communications, 2019) Mahenge, Michael P. J.; Li, Chunlin; Sanga, Camilius A.
The overwhelming growth of resource-intensive and latency-sensitive applications trigger challenges in legacy systems of mobile cloud computing (MCC) architecture. Such challenges include congestion in the backhaul link, high latency, inefficient bandwidth usage, insufficient performance, and quality of service (QoS) metrics. The objective of this study was to find out the cost-efficient design that maximizes resource utilization at the edge of the mobile network which in return minimizes the task processing costs. Thus, this study proposes a cooperative mobile edge computing (coopMEC) to address the aforementioned challenges in MCC architecture. Also, in the proposed approach, resource- intensive jobs can be unloaded from users’ equipment to MEC layer which is potential for enhancing performance in resource-constrained mobile devices. The simulation results demonstrate the potential gain from the proposed approach in terms of reducing response delay and resource consumption. This, in turn, improves performance, QoS, and guarantees cost-effectiveness in meeting users’ demands.
Resources allocation and sharing in wireless virtual networks
(IJARCCE) Kitindi, Edvin J.; Mahenge, Michael P. J.
Towards developing a fast reliable instant e-learning networks of distributed systems (friends) for higher education institutions in Tanzania
(Nova Science Publishers, 2022) Mahenge, Michael P. J.; Sanga, Camilius A.
The accessibility, availability and affordability of Information and Communication Technology (ICT) in developing countries has brought new opportunities in improving learning and teaching in Higher Education Institutions (HEIs) through E-Learning. The overwhelming development of resource-intensive contents such as video streaming, simulations, Virtual Reality (VR), augmented reality (AR), 3D graphic visualization, and others emerging educational technologies used for E-Learning applications has not only resulted into enhancing education delivery but also it has caused challenges in performance and capacity of smart mobile devices. Consequently, this chapter proposes a Mobile Edge Computing (MEC) supporting E-learning framework to reinforce learning processes in HEIs which are geographically sparsely distributed systems in different locations. Moreover, by leveraging the advanced capacity of MEC framework such as offloading, content caching closer to users, and ability to collaborate with the cloud computing, it enhances flexibility in learning, content sharing and guarantees cost-efficient learning with minimum response time. Thus in order to determine the potential of the proposed MEC-supported E-learning framework, we designed a case study and configured it in a simulation environment using edgeCloudSim simulator. The results demonstrate that the proposed framework improves average response time and content download time.
Virtual labs versus hands-on labs for teaching and learning computer networking: a comparison study
(International Journal of Research Studies in Educational Technology, 2017-01-16) Shimba, Martin; Mahenge, Michael P. J.; Sanga, Camilius A.
The purpose of this study was to determine the effectiveness of simulation approach (virtual labs) versus hands on labs approach for teaching and learning computer networking skills in Higher Learning Institutions in Tanzania. The study was conducted at Sokoine University of Agriculture. The theoretical framework which guided this study is Experiential Learning Theory. Experiments were conducted involving configuring Virtual LAN using simulation and hands on Lab approach for teaching and learning. The experiment involved control group and experimental group. In a control group students were taught using Hands on Lab approach while in experiment group students were taught using Simulation approach. In a control group, students were able to configure VLAN and verify or troubleshoot the connection while in the experimental group students configured VLAN with difficulty and failed to verify the connection. From the analysis of data obtained from instructors, it was found that simulation approach is used to a greater extent compared to hands on labs. The reason for this is because of the shortage of tools and hence, instructors rely mostly on the use of simulation approach. Furthermore, students considered both simulation and hands on lab approaches as useful teaching methods to enhance teaching and learning of computer networking skills. Students preferred hands on lab approach to be used over simulation approach due to different reasons including: hands on lab approach enables students to acquire practical or concrete skills and problem solving skills compared to simulation approach. Therefore from the results of this study, hands on lab approach is more effective for imparting practical and problem solving skills, knowledge and competency to students compared to simulation approach.