cases where the Embodied MAS needs to learn new
knowledge, and when communicating does not apply
or is not secure. For example, when installing a new
sensor in the AUV scenario, the student MAS sends
a physical agent to the teacher MAS to learn with its
physical agents. Then, the transferred agent returns
with the knowledge to operate the sensor.
6 CONCLUSION
This work presented bio-inspired protocols for Em-
bodied MAS inspired by ecological relations. It
shows the importance of preserving the integrity of
the agents’ knowledge depending on the situation that
an Embodied MAS could be exposed to when it is
inserted in real environments where maintaining the
knowledge can be crucial to the mission’s success.
Three protocols based on ecological relations
were implemented: Predation, Mutualism, and In-
quilinism. In predation, all agents of a MAS is trans-
ferred to another MAS to dominate it. In this situa-
tion, the Sender MAS has crucial knowledge in a mis-
sion; nevertheless, it is physically damaged, then they
transfer their agents to a MAS with similar hardware
and dominates it. In mutualism, some MAS agents
can be transferred to another MAS to learn or ex-
change knowledge. After that, they can return to the
Sender MAS to share the new knowledge acquired
during the transference. In Inquilinism, all agents
from the Sender MAS are transferred to another MAS
to preserve their knowledge without dominating it.
As future work, we aim to implement an ecosys-
tem of Embodied MAS in the computer lab of our
university to broaden the testing environment and the
number of devices involved. Moreover, a new feature
called the dominance degree is being developed. The
degree of dominance maps all possible predation re-
lation between Embodied MAS. Thus, an Embodied
MAS with less dominance degree can not prey on the
other, but the bio-inspired protocol will automatically
change the relation to inquilinism if it tries.
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