To see the other types of publications on this topic, follow the link: Simulation game.
Journal articles on the topic 'Simulation game'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Simulation game.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Parker, J. R., and Katrin Becker. "The Simulation-Game Controversy." International Journal of Gaming and Computer-Mediated Simulations 5, no. 1 (January 2013): 1–12. http://dx.doi.org/10.4018/jgcms.2013010101.
Full textAbstract:
Games use the same base technology and design strategy as do simulations, but add a few items to the mixture. Understanding this gives ‘new’ (read borrowed) tools for game creation and testing. The idea that simulations are implementations of a model, for instance, leads to a focus on the model rather than the code when designing a game. Similarly, the verification/validation pair used in simulations can be extended by adding playtesting for games, thus giving an educational game (for example) viable, demonstrable educational characteristics as well as playable (and thus engaging and motivating) characteristics. Productive work on improving games for specific purposes (serious games) can be advanced if the authors can agree on a common terminology and concept set (Shaw & Gaines, 1989), and if games can be seen as a valuable extension of a simulation that has specific characteristics that make them useful in specific circumstances. The idea of ‘fun’ is often thought of as the enemy of ‘learning’ in educational literature, and this needs to change if progress on serious and educational games is to be made. This paper will describe the hierarchy of computer simulation objects within which ludic simulations can be understood.
2
Hu, Ji Wen, Chao Feng, Yi Liu, and Ri Yi Zhu. "UTSE: A Game Engine-Based Simulation Environemnt for Agent." Applied Mechanics and Materials 496-500 (January 2014): 2142–45. http://dx.doi.org/10.4028/www.scientific.net/amm.496-500.2142.
Full textAbstract:
The development of realistic simulation environments is an expensive and time-consuming enterprise. Game Engine is the core component of modern computer games and it provides fundamental functions for games. In this paper, in order to save time and money, game engine is used as platform to develop simulation environment for agents. An Unreal Tournament-Based Simulation Environment (UTSE) for agent simulation is proposed. The reasons for selecting Unreal Engine as the start point of developing our simulation environment are presented. The implementation details of UTSE are also expatiated. And finally, a simple case is given to demonstrate the effectiveness of UTSE to rapidly produce game engine-based high fidelity simulations.
3
Danilovic, Mirceta. "Possibilities and importance of using computer games and simulations in educational process." Zbornik Instituta za pedagoska istrazivanja, no. 35 (2003): 180–92. http://dx.doi.org/10.2298/zipi0335180d.
Full textAbstract:
The paper discusses if it is possible and appropriate to use simulations (simulation games) and traditional games in the process of education. It is stressed that the terms "game" and "simulation" can and should be taken in a broader sense, although they are chiefly investigated herein as video-computer games and simulations. Any activity combining the properties of game (competition, rules, players) and the properties of simulation (i.e. operational presentation of reality) should be understood as simulation games, where role-play constitutes their essence and basis. In those games the student assumes a new identity, identifies himself with another personality and responds similarly. Game rules are basic and most important conditions for its existence, accomplishment and goal achievement. Games and simulations make possible for a student to acquire experience and practice i.e. to do exercises in nearly similar or identical life situations, to develop cognitive and psycho-motor abilities and skills, to acquire knowledge, to develop, create and change attitudes and value criteria, and to develop perception of other people?s feelings and attitudes. It is obligatory for the teacher to conduct preparations to use and apply simulation games in the process of teaching.
4
Faizan, Niluefer Deniz, Alexander Löffler, Robert Heininger, Matthias Utesch, and Helmut Krcmar. "Classification of Evaluation Methods for the Effective Assessment of Simulation Games: Results from a Literature Review." International Journal of Engineering Pedagogy (iJEP) 9, no. 1 (February 22, 2019): 19. http://dx.doi.org/10.3991/ijep.v9i1.9948.
Full textAbstract:
As a current trend in teaching, simulation games play an active and important role in the area of technology-based education. Simulation games create an envi-ronment for scholars to solve real-world problems in a risk-free environment. Therefore, they aim to increase the knowledge base as well as learning experienc-es for students. However, assessing the effectiveness of a simulation game is necessary to optimize elements of the game and increase their learning effect. In order to achieve this aim, different evaluation methods exist, which do not always involve all phases when running a simulation game. In this study, we conduct a literature review to analyze evaluation methods for three phases of simulation games: pre-game, in-game, and post-game. Thirty-one peer-reviewed research papers met specified selection criteria and we classified them according to a di-dactic framework that illustrates four phases of running simulation games: Prepa-ration, Introduction, Interaction and Conclusion phase. Based on the results, we provide a concrete evaluation strategy that will be a guide to assess simulation games during all phases. This study contributes to theory by providing an over-view of evaluation methods for the assessment of simulation games within the different game phases. It contributes to practice by providing a concrete evalua-tion strategy that can be adapted and used to assess simulation games.
5
Aarseth, Espen. "Doors and Perception: Fiction vs. Simulation in Games." Jouer, no. 9 (August 10, 2011): 35–44. http://dx.doi.org/10.7202/1005528ar.
Full textAbstract:
In this paper, the author outlines a theory of the relationship of fictional, virtual and real elements in games. Not much critical attention has been paid to the concept of fiction when applied to games and game worlds, despite many books, articles and papers using the term, often in the title. Here, it is argued that game worlds and their objects are ontologically different from fictional worlds; they are empirically upheld by the game engine, rather than by our mind stimulated by verbal information. Game phenomena such as labyrinths, moreover, are evidence that games contain elements that are just as real as their equivalents outside the game, and far from equal to the fictional counterparts.
6
Riel, Jeremy, and Kimberly A. Lawless. "Enhancing Student Affect From Multi-Classroom Simulation Games via Teacher Professional Development." International Journal of Gaming and Computer-Mediated Simulations 13, no. 1 (January 2021): 34–54. http://dx.doi.org/10.4018/ijgcms.20210101.oa3.
Full textAbstract:
Educational simulations often require players to maintain a high degree of engagement for play in the simulation to continue. Student motivation and engagement is tied to affective factors, such as interest and self-efficacy. As such, game designs and teachers who implement them should promote student interest and self-efficacy in play. In this study, a responsive online professional development (ROPD) program was provided to teachers as they implemented a multi-classroom socio-scientific simulation game for middle school social studies classrooms called GlobalEd 2. A series of ANOVAs revealed that student affect toward the game and its content, including student interest and self-efficacy, was highest when their teachers likewise had a high degree of participation in the ROPD program. This evidence demonstrates the importance that ongoing implementation supports can have in classroom-based simulations and serious games and the benefits of ROPD in furthering the impact of simulation games.
7
Maggiorini, Dario, Laura Anna Ripamonti, and Federico Sauro. "Unifying Rigid and Soft Bodies Representation: The Sulfur Physics Engine." International Journal of Computer Games Technology 2014 (2014): 1–12. http://dx.doi.org/10.1155/2014/485019.
Full textAbstract:
Video games are (also) real-time interactive graphic simulations: hence, providing a convincing physics simulation for each specific game environment is of paramount importance in the process of achieving a satisfying player experience. While the existing game engines appropriately address many aspects of physics simulation, some others are still in need of improvements. In particular, several specific physics properties of bodies not usually involved in the main game mechanics (e.g., properties useful to represent systems composed by soft bodies), are often poorly rendered by general-purpose engines. This issue may limit game designers when imagining innovative and compelling video games and game mechanics. For this reason, we dug into the problem of appropriately representing soft bodies. Subsequently, we have extended the approach developed for soft bodies to rigid ones, proposing and developing a unified approach in a game engine: Sulfur. To test the engine, we have also designed and developed “Escape from Quaoar,” a prototypal video game whose main game mechanic exploits an elastic rope, and a level editor for the game.
8
Alonso-Sanz, Ramón, and Haozhen Situ. "Quantum Fuzzy Game Simulation." Parallel Processing Letters 29, no. 03 (September 2019): 1950010. http://dx.doi.org/10.1142/s0129626419500105.
Full textAbstract:
This article studies quantum games with imprecise payoffs simulated by means of fuzzy numbers. Three two-person game-types are scrutinized via the iterated confronting of a large number of players laying in a two-dimensional lattice. In every iteration, every player interacts with his nearest neighbours and adopts the strategy of his best paid mate. Variable degree of quantum entanglement and of optimism in the fuzzy payoffs are taken into consideration in the study.
9
Beuk, Frederik. "Sales Simulation Games." Journal of Marketing Education 38, no. 3 (July 26, 2016): 170–82. http://dx.doi.org/10.1177/0273475315604686.
Full textAbstract:
This study combines the perspective of students ( n = 137) and sales instructors ( n = 248). It compares how well selling and sales management simulation games, case discussions, and traditional lectures are perceived to conform to the seven principles for good practice in undergraduate education. The study further compares each method’s performance on perceived learning outcomes. Differences between instructors who adopted a simulation game and nonadopters are investigated. Finally, we investigate the reasons why some instructors adopt and others choose not to adopt simulation games for their selling and sales management classes. We find that students consider simulation games more fun, but less useful than lectures, and about equally useful as case discussion. Computerized simulation games are less frequently used in sales education than in other business disciplines. The perceived lack of suitable games is the main reason why instructors do not adopt simulation games for sales education. Contrary to earlier speculation, prior professional work experience of the instructor is unrelated to simulation game adoption, and years of teaching experience is positively related to the use of simulation games.
10
Corbeil, Pierre. "Simulation/Game Reviews." Simulation & Gaming 21, no. 1 (March 1990): 93–96. http://dx.doi.org/10.1177/1046878190211014.
Full text
11
Chin, Jeffrey. "Simulation/Game Reviews." Simulation & Gaming 21, no. 1 (March 1990): 96–98. http://dx.doi.org/10.1177/1046878190211015.
Full text
12
Stoy, Diane B. "Simulation/Game Review." Simulation & Gaming 30, no. 4 (December 1999): 535–37. http://dx.doi.org/10.1177/104687819903000413.
Full text
13
Corbeil, Pierre. "Simulation/Game Review." Simulation & Gaming 31, no. 1 (March 2000): 130–32. http://dx.doi.org/10.1177/104687810003100114.
Full text
14
Mowat, Joanne. "Simulation/Game Reviews." Simulation & Gaming 31, no. 2 (June 2000): 288–89. http://dx.doi.org/10.1177/104687810003100211.
Full text
15
Darbandi, Kazem. "Simulation/Game Reviews." Simulation & Gaming 31, no. 2 (June 2000): 290–92. http://dx.doi.org/10.1177/104687810003100212.
Full text
16
Schafer, John C. "Simulation/Game Reviews." Simulation & Gaming 31, no. 3 (September 2000): 422–25. http://dx.doi.org/10.1177/104687810003100307.
Full text
17
Widman, Albert D. "Simulation/Game Reviews." Simulation & Gaming 31, no. 3 (September 2000): 426–28. http://dx.doi.org/10.1177/104687810003100308.
Full text
18
Corbeil, Pierre. "Simulation/Game Reviews." Simulation & Gaming 32, no. 1 (March 2001): 120–24. http://dx.doi.org/10.1177/104687810103200110.
Full text
19
Fowler, Sandra. "Simulation/Game Review." Simulation & Gaming 32, no. 4 (December 2001): 555–57. http://dx.doi.org/10.1177/104687810103200411.
Full text
20
Østergaard, Doris. "Simulation/Game Reviews." Simulation & Gaming 33, no. 1 (March 2002): 118–20. http://dx.doi.org/10.1177/1046878102033001009.
Full text
21
Fowler, Sandra. "Simulation/Game Review." Simulation & Gaming 33, no. 4 (December 2002): 522–25. http://dx.doi.org/10.1177/1046878102238616.
Full text
22
Erdem, Mehmet, and Andrew Hale Feinstein. "Simulation/Game Review." Simulation & Gaming 33, no. 2 (June 2002): 256–58. http://dx.doi.org/10.1177/1046878102332014.
Full text
23
Wong, Seng Yue, Azham Hussain, and Murtaja Ali Saare. "A SURVEY ANALYSIS: STUDENTS’ PERCEPTIONS OF USING SIMULATION GAME AS LEARNING TOOL." ASEAN Engineering Journal 12, no. 1 (February 28, 2022): 105–10. http://dx.doi.org/10.11113/aej.v12.17167.
Full textAbstract:
The potential use and effectiveness of simulation games for learning purposes have heavily drawn on human cognition or information processing theories. Lack of acceptance and study on simulation games as learning tool in higher education offer this opportunity to conduct a survey analysis on students’ perceptions on how to utilize simulation game as learning tool in higher education. This paper discusses the findings of the survey that was carried out with an objective to examine quality of simulation games meant for learning in higher education institutions. Respondents in the survey were students from a local university. Quantitative data was collected with the survey questionnaires. Finally, the analysis results uncovered to what extend students differ in their perception of participating simulation games and attitudes towards utilizing simulation games as learning tool. The survey results have shown most of the respondents agree and give positive responds on utilization simulation games as learning tool in higher education institution. Students’ perceptions (simulation as valid presentation, apply relevant theoretical knowledge to the game, and ease of use interface) also have shown their predictive effect in their learning from the participation of simulation game, with the variances 97.7%. Students also shown their strong confident that they satisfied the benefits and learning from participating in the simulation game. Simulation games are recommended as learning tool in higher education from the overall students’ perceptions in the survey.
24
PARK, JUNG-YONG, and JONG-HEE PARK. "EVENT NORMALIZATION METHODOLOGY FOR COMPUTER GAME ENVIRONMENT SIMULATION." International Journal of Software Engineering and Knowledge Engineering 19, no. 07 (November 2009): 913–32. http://dx.doi.org/10.1142/s0218194009004453.
Full textAbstract:
Computer gaming is a key component of the rapidly growing entertainment industry. Computer games are a multi-billion pound worldwide part of the entertainment industry. However, they are a relatively new type of software product and as such the manner in which they are designed and developed is still evolving. Computer games can be highly complex software systems that involve the expertise of a wide range of professionals ranging from programmers to animators, artists and musicians. When designing computer games, new game concepts can be difficult to communicate. In addition, the creative process could be benefited if game design ideas were capable of being shared widely and discussed. In this paper, we are to some extent shifting the focus from real world situation to what we shall term game world situation. That is, a logically simulated environment is created by defining situations and events based on the hierarchy structure of the situation. Our study defines event type, causality events and event normalization, and aims to develop a logical simulation method. These methods allow us to understand the communication of new game environment design. Specially, the introduction of the definition of events allows us to approach game design in a structural manner rather than by their classification. The proposed method was implemented in the context of changing among natural phenomena in a game environment.
25
Miettinen, Tuomas, Juho Salmi, Kunal Gupta, Jussi Koskela, Janne Kauttio, Tommi Karhela, and Sampsa Ruutu. "Applying Modelica Tools to System Dynamics Based Learning Games: Project Management Game." Modelling and Simulation in Engineering 2016 (2016): 1–13. http://dx.doi.org/10.1155/2016/8324914.
Full textAbstract:
Learning simulation games are interactive simulations with game characteristics. This paper presents a learning simulation game for EPCM (engineering, procurement, and construction management) project management training. The simulation model utilises system dynamics, which is a methodology for understanding the behaviour of dynamic complex systems of different domains using modelling and simulation. The system dynamics model in turn uses the equation-based Modelica modelling language: a system dynamics model created with the graphical user interface is converted to a pure Modelica model. Two Modelica environments, namely, OpenModelica and the custom Modelica solver, have been used to simulate the generated Modelica model. The focus of this article is on how generic systems modelling and simulation platforms such as Modelica based environments can be utilised in developing a learning simulation game: what benefits do they bring and what disadvantages do they have? On the one hand, it is evaluated how the Modelica language as such is suitable for being used in a learning game development. On the other hand, the suitability of the selected implementation environments, that is, OpenModelica, the custom Modelica solver, Simantics, and Simupedia, is evaluated. The paper also shortly presents how the project management game was received by its players.
26
Bridge, Dave. "The Settlement Game: A Simulation Teaching Institutional Theories of Public Law." PS: Political Science & Politics 46, no. 04 (September 30, 2013): 813–17. http://dx.doi.org/10.1017/s1049096513001091.
Full textAbstract:
AbstractMany political science subfields use classroom simulations. Public law, however, suffers from a lack of such activities. Many mock trials exist, but these games focus on jurisprudence and not on the more institutional aspects of the subfield. This article presents the Settlement Game, an original simulation that takes 15 minutes to complete and helps teach important institutional theories such as adversarial legalism, “bargaining in the shadow of the law,” and “haves” versus “have-nots” concepts heretofore overlooked by the simulations literature. I introduce relevant theories and describe how the simulation works, discussing preclass assignments, its operation, and debriefing about its connection to theory. I close with comments about assessment of students and explain why the Settlement Game is useful.
27
Omar Moeis, Armand, Shara Marcheline, Arry Rahmawan Destyanto, Teuku Yuri Zagloel, and Akhmad Hidayatno. "Indonesian Port Cluster Simulation Game: Understanding Complex System Through Simulation Game." Jurnal Penelitian Transportasi Laut 22, no. 1 (September 15, 2020): 13–20. http://dx.doi.org/10.25104/transla.v22i1.1548.
Full textAbstract:
Port Cluster is a collection of interdependent and involved companies in related activities in the same port area. Port clusters can be categorized as infrastructure. One of the characteristics of infrastructure is the number of parties involved in a problem, referred to as a Multi-Actor System. In a multi-actor system, policymaking becomes more complicated because it cannot be based on only one party's interests. Policymaking in this domain requires contemporary approaches where one of them is Simulation Gaming. This paper shows how Simulation Gaming can serve as an approach to comprehend the Indonesian Port Cluster, a multi-actor system.
28
Pászto, Vít, Jiří Pánek, René Glas, and Jasper van Vught. "Spationomy Simulation Game—Playful Learning in Spatial Economy Higher Education." ISPRS International Journal of Geo-Information 10, no. 2 (February 13, 2021): 74. http://dx.doi.org/10.3390/ijgi10020074.
Full textAbstract:
Simulation games, as a method of playful learning, have been used for more than 70 years in various disciplines with the economy as a leading application field. Their development has been tied with advances in computer science, and nowadays, hundreds of simulation games exist. However, simulation games are not just useful for encouraging disciplinary knowledge production; they also promise to be effective tools for interdisciplinary collaboration. To further explore these promises, we report on the design and playing of a simulation game on the boundary of geoinformatics and business and economics; an interdisciplinary field we have termed Spationomy. Within this game, students from different disciplinary (and cultural) backgrounds applied their knowledge and skills to tackle interdisciplinary problems. In this paper, we also analyze students’ feedback on the game to complement this aspect. The main goal is to discuss the design process that went into creating the game as well as experiences from play sessions in relation to this increase of interdisciplinary knowledge among students. In the end, we present a new gaming concept based on real-world data that can be played in other interdisciplinary situations. Here, students´ feedback on individual features of the game helped to identify future directions in the development of our simulation game.
29
Lohmann, Robert. "Taking a Glimpse Into the Future by Playing?" Simulation & Gaming 50, no. 3 (May 25, 2019): 377–92. http://dx.doi.org/10.1177/1046878119848133.
Full textAbstract:
Background. This article analyses whether an experimental policy-simulation might help political scientists in making predictions about prospective situations. Within the presented simulation-game, two groups of randomly assigned participants discussed the same issues but had different demographic structures. The ways in which their discussions transpired and results of the negotiation might provide a glimpse at how decisions might be made by societies in the future. Purpose. This article presents this special simulation-game. Furthermore, it seeks to discuss whether policy-simulations can be designed as experiments, whether there is a benefit, and for whom. Method. This study is based on both qualitative and quantitative data. The partici-pants in the simulation-game have been questioned in a pretest and in two post-tests. Furthermore, six pre- and post-interviews were conducted with involved experts. Results. The results show that the simulation-game can provide some ideas about the future, if perhaps not necessarily a wholly accurate image of the future. Observing experts and the participants gained some knowledge about how future generations might work together and where potential conflicts might be. Conclusion. Policy-simulations can be designed as experiments and might help to provide a glimpse into future, but designing such simulation-games is even more com-plex than designing simulationgames for a solely educational use.
30
Nurfirmansyah, Nenza, Rezki Yuniarti, and Agus Komarudin. "GAME SIMULASI PERAKITAN RANGKAIAN ELEKTRONIKA DASAR UNTUK SISWA SMK KELAS X BERTEKNOLOGI MOBILE AUGMENTED REALITY." JUMANJI (Jurnal Masyarakat Informatika Unjani) 4, no. 01 (July 28, 2020): 1. http://dx.doi.org/10.26874/jumanji.v4i01.69.
Full textAbstract:
The increasingly high quality curriculum that will be implemented certainly has to be accompanied by needs with good quality standards as well. It is often difficult for the education provider to provide the need for tools to support practice, with high prices and modules that are not always available making it difficult for students to study independently in these circumstances. Game is one of the media to be able to do things in the real world without the need to have real equipment, such as education games with the genre of serious games that have been developed as alternative media of modern education, accompanied by Augmented Reality (AR) technology, This simulation can be achieved by pretty good. So, the purpose of this research is to design an educational game with a simulation game genre that can represent basic electronic practice by Vocational High School students so that students can learn independently more easily and lower costs and reduce the risk of errors when do practical work directly. The game is designed with the Design Thinking approach with Mobile Augmented Reality (MAR) to simulate virtual objects. Based on the results of the game test evaluation through a questionnaire on vocational students majoring in Communication Electronics as many as 30 students, where aspects were tested terari from the respondent's background, interaction with the User Interface, and User Experience obtained by respondents from game simulations showed that the average respondent was interested in doing basic electronics assembly through simulation games with a score of 83.10% and can receive a pretty good education through the game with 79.16% test results.
31
da Silva, Marcelo Arêas R., and Geraldo Bonorino Xexéo. "Pegasus: A Simulation Tool to Support Design of Progression Games." International Journal of Computer Games Technology 2018 (December 2, 2018): 1–10. http://dx.doi.org/10.1155/2018/9341032.
Full textAbstract:
The process of designing a game involves many phases. We can summarize the work of the game designer as satisfactorily converting the idea in their mind to a digital game, which is not a simple task. Therefore, game designers should have a variety of tools to assist them. However, there are not that many specialized tools to support the game design process. Herein, we describe the experience of using Pegasus to design a part of a game. We propose an environment to simulate progression games based on game design patterns. Thus, we described the interaction of the game designer with Pegasus in such an environment, in order to support the process of creating, testing, and refining game elements before proceeding to the programming phase. Each configuration of the game elements corresponded to a simulation that could be performed multiple times, like in discrete event simulation. The results showed that Pegasus has the potential to support game design. Additionally, we presented some support components that were created to facilitate the use of the tool.
32
Seto, A. V. "P134: Escape game as a theatre-based simulation for teamwork skills training in undergraduate medical education." CJEM 20, S1 (May 2018): S104—S105. http://dx.doi.org/10.1017/cem.2018.332.
Full textAbstract:
Introduction: Teamwork skills are essential in emergency presentations. When training medical students to manage acute care cases, simulation is frequently the educational tool. However, simulation content is often medically-focused, and post-simulation debriefs may not prioritize discussion of teamwork skills, as time is limited. Furthermore, debriefing both medical and teamwork aspects of a case may add to the learners cognitive load. This innovation uses an escape game as a non-clinical simulation to gamify teamwork skills training, with a focus on the collaborator CanMEDS role. In the entertainment industry, escape games are activities where teams solve a series of puzzles together to ultimately escape a room. Methods: 2 groups of 5 second-year medical students piloted the escape game, created within a simulation theatre, designed to surface teamwork competencies under the four University of Calgary Team Scheme domains (adapted from CIHCs National Interprofessional Competency Framework and TeamSTEPPS): Leadership/Membership, Communication, Situation Monitoring, and Collaborative Decision-Making/Mutual Support. During the game, facilitators noted examples of students strengths and challenges in demonstrating teamwork competencies. Post-game, a debrief and written reflective exercise enabled students to analyze successes and challenges in demonstrating teamwork competencies, propose solutions to teamwork challenges, and write 3 goals to improve teamwork skills. All competencies listed under each Team Scheme domain represented themes used in a thematic analysis to uncover students reported teamwork challenges. Results: Each escape game is a 30-minute teamwork activity where 5 students collaborate to complete 8 puzzles, which do not require medical knowledge, in order to win. Briefing is scheduled for 15-minutes, whereas post-game debriefing and reflection is 45-minutes. Conclusion: Escape games can highlight strengths and challenges in teamwork and collaboration amongst second-year medical students. Every competency under the Team Scheme domains was highlighted by the escape game pilots, touching on both strengths and challenges, for which students demonstrated, debriefed, and reflected upon. Students self-documented teamwork challenges include issues surrounding task-focused, closed-loop communication, and frequent reassessments. Advantages of this innovation include its use as a learning progression towards acute care simulations, portability and affordability, potential interprofessional use, and customizability. Additional training time may be required to orient facilitators to this atypical simulation. The escape game will launch in MDCN490 for second-year medical students and is scheduled prior to their acute care simulations. Further teamwork challenges identified at that time will help inform teamwork curriculum development for year 3.
33
KUPFERMAN, ORNA, and YOAD LUSTIG. "LATTICED SIMULATION RELATIONS AND GAMES." International Journal of Foundations of Computer Science 21, no. 02 (April 2010): 167–89. http://dx.doi.org/10.1142/s0129054110007192.
Full textAbstract:
Multi-valued Kripke structures are Kripke structures in which the atomic propositions and the transitions are not Boolean and can take values from some set. In particular, latticed Kripke structures, in which the elements in the set are partially ordered, are useful in abstraction, query checking, and reasoning about multiple view-points. The challenges that formal methods involve in the Boolean setting are carried over, and in fact increase, in the presence of multi-valued systems and logics. We lift to the latticed setting two basic notions that have been proven useful in the Boolean setting. We first define latticed simulation between latticed Kripke structures. The relation maps two structures M1 and M2 to a lattice element that essentially denotes the truth value of the statement "every behavior of M1 is also a behavior of M2". We show that latticed-simulation is logically characterized by the universal fragment of latticed µ-calculus, and can be calculated in polynomial time. We then proceed to defining latticed two-player games. Such games are played along graphs in which each transition have a value in the lattice. The value of the game essentially denotes the truth value of the statement "the ∨-player can force the game to computations that satisfy the winning condition". An earlier definition of such games involved a zig-zagged traversal of paths generated during the game. Our definition involves a forward traversal of the paths, and it leads to better understanding of multi-valued games. In particular, we prove a min-max property for such games, and relate latticed simulation with latticed games.
34
Frederick, Heather J., Marcia A. Corvetto, Gene W. Hobbs, and Jeffrey Taekman. "The “Simulation Roulette” Game." Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 6, no. 4 (August 2011): 244–49. http://dx.doi.org/10.1097/sih.0b013e31820e0094.
Full text
35
Wu, Jianjian, Siqi Chen, and Zili Zhang. "Coalitional Game Simulation Platform." Journal of Physics: Conference Series 1213 (June 2019): 042041. http://dx.doi.org/10.1088/1742-6596/1213/4/042041.
Full text
36
Johnson, Allen. "ECOPOLY — A Simulation Game." CAM 5, no. 2 (June 1993): 3. http://dx.doi.org/10.1177/1525822x9300500202.
Full text
37
Zamith, Marcelo, Luis Valente, Bruno Feijó, Mark Joselli, and Esteban Clua. "Parallel game architectures with tardiness policy and workload balance." Journal on Interactive Systems 8, no. 1 (September 14, 2017): 1. http://dx.doi.org/10.5753/jis.2017.676.
Full textAbstract:
Computer games are real-time applications that create interactive virtual environments, usually as discrete time-stepped simulations. These simulations may have predefined time step sizes or may use variable time step sizes. These approaches are common in games, but not flexible. In the first approach, when the game runs on a machine with abundant resources, the game does not use the extra capacity to improve simulation quality (task results or presentation). The second approach usually runs the simulation as fast as possible, using the time elapsed between consecutive time steps to scale all computations, so as the simulation runs in real-time. However, this approach wastes processor time and energy and in multi-core hardware scenarios (e.g., GPUs and clusters), the problem of wasting computing resources becomes more severe. In this paper, we propose a parallel and adaptive architecture that employs workload balance, precedence of game tasks and tardiness policy in multi-core hardware to handle the aforementioned issues. The architecture uses tardiness policy to monitor and change task behavior according to the current conditions of he host hardware. On more powerful computers, the architecture is able to improve task quality if there is spare time available. On less powerful computers, the architecture restricts task functionality so that tasks are able to complete on time. We provide two examples to demonstrate how the architecture works.
38
Raghothama, Jayanth, and Sebastiaan Meijer. "Rigor in Gaming for Design: Conditions for Transfer Between Game and Reality." Simulation & Gaming 49, no. 3 (April 27, 2018): 246–62. http://dx.doi.org/10.1177/1046878118770220.
Full textAbstract:
Background. The increasing cognizance of complexity in systems has brought into focus important questions about the methods and tools we use to address them. Games for design, where games and computer simulations are used together to create concrete and tangible designs in a pluralistic way, with multiple stakeholders within the game is a new area for simulation gaming. Aim. In this article about gaming for design, embedded in the design science approach towards game science, we raise important philosophical questions about this new area, as well as attempt to address practical questions at the application level. We attempt to bridge the analytical science and design science approaches to games, and analyze them through meta-constructs of games such as fidelity, abstraction and resolution. Results. Results from two applications, through analysis of game play and debriefing of game sessions from two applications, COMPLEX and ProtoWorld are gathered and analyzed to understand the respresentational requirements for simulations and games. Conclusion. Results point to the need for rigor in gaming, particularly when modeling reference systems and rigor in assessing effects, both during game play and while debriefing. Results also point to expanded definitions of meta-constructs of games, as well as to their linked nature.
39
Zhang, Wen. "Research on Interactive Participation among Generation Z Consumers in Simulation Games." BCP Business & Management 17 (February 23, 2022): 323–31. http://dx.doi.org/10.54691/bcpbm.v17i.408.
Full textAbstract:
In recent years, the mobile game market has shown remarkable performance, especially the upsurge of simulation games which mainly targeted at Generation Z. This paper takes Picturesque Panorama of Jiangnan, a renowned simulation game in China, as a case study and focuses on the interactive participation of its players. The author conducted in-depth interviews with 15 consumers of this game and comprehensive discussions on their interactive behavior, identity and willingness to participate based on the Grounded Theory, and tries to build a model of influencing factors to explain the relationship between the three and summarizes the characteristics of interactive participation of Generation Z in simulation games: replayable, recordable and concealable.
40
Rogmans, Tim, and Wasseem Abaza. "The Impact of International Business Strategy Simulation Games on Student Engagement." Simulation & Gaming 50, no. 3 (May 25, 2019): 393–407. http://dx.doi.org/10.1177/1046878119848138.
Full textAbstract:
Background. Despite the increasing use of business simulation games in management education little is known about their effectiveness as learning tools. Aim. The aims of this study were to assess the effectiveness of an international business simulation game in enhancing levels of student engagement. Methods. We investigated student engagement levels after using a simulation game, as measured through quantitative self-reports obtained through a survey among students. The results were compared to engagement levels experienced in more traditional classroom based case discussions with the same students in the same course. The study was carried out across six class sections taught by two professors over two semesters. Results. The results show that average student engagement levels were higher during the traditional case study class than during the class using the simulation game. The standard deviation of the reported levels of student engagement was higher for the simulation game than for the traditional class, indicating that student responses were more extreme (either positive or negative) for the class using the simulation game. Students who were generally more motivated to learn reported higher levels of engagement with the simulation, whereas students with low levels of motivation who found the game complex became less engaged. Conclusion. Simulation games are not always necessarily effective in enhancing engagement among all students. The choice between traditional and experiential learning methods may be partly determined on the basis of the level of student motivation and other student characteristics.
41
Rushton, Evan, and Seth Corrigan. "Game-Assisted Assessment for Broader Adoption: Participatory Design and Game-Based Scaffolding." Electronic Journal of e-Learning 19, no. 2 (March 31, 2021): 71–87. http://dx.doi.org/10.34190/ejel.19.2.2143.
Full textAbstract:
21st Century Standards and the Deeper Learning movement emphasize the ability to think critically and solve complex problems, to work well in teams, and to communicate effectively. While traditional classroom activities can meet these objectives, digital games and simulations provide unique affordances. When designed to incorporate formative assessment functions, games and simulations can capture detailed data on learners’ performances and provide learners with immediate feedback. In spite of their strengths, barriers exist to practitioners’ adoption of game-based and simulation-based formative assessments. Adoption can be slowed where product designs do not account for unique local requirements of classrooms and schools. The current work investigates reduction and removal of barriers to adoption of games and simulations among classroom instructors through use of the Integrated BEAR Design System (IBDS). The IBDS provides a design process that accounts for local requirements by engaging practitioners in principled design and development of game-based formative assessments. The paper summarizes the IBDS and a single case in which the IBDS was applied to design a game-based formative assessment for collaborative-problem solving, Little Fish Lagoon. The game is accompanied by a stand-alone chat system, Libra Text, that allows collaborating players to send text messages to each other while they use the game. Study participants were six instructors from six U.S. schools. The participating instructors planned for broad adoption of the multiplayer collaboration game in their local classroom settings. The authors illustrate their use of the IBDS with the participating instructors in order to co-develop formative assessments that fit their local needs using data collected from the Little Fish Lagoon educational game and the Libra Text chat tool. The benefits of the IBDS, its implications for learning designers, potential improvements, and needed future research are discussed. The paper is expected to be of interest to learning and assessment designers working with educational games and simulations, and others interested in barriers to adoption of new technologies in general.
42
Voronin, Vadim Olegovich, Anna Aleksandrovna Grebennikova, and Vladimir Vladimirovich Maslyakov. "Game simulation “The City Started by You”." Теоретическая и прикладная экономика, no. 4 (April 2020): 129–43. http://dx.doi.org/10.25136/2409-8647.2020.4.34592.
Full textAbstract:
This article examines the scenario of game simulation “The City Started by You”. The game represents an information platform built on the basis of online game, where the players select a city they would like live in and the services they would like to use. The players are also given the opportunity to discuss and make management decisions regarding the development of their city. The game touches upon such questions as solidarity in society, meaning of paying taxes, value of local democracy, proactive budgeting, and implementation of direct online democracy. The game is aimed at the development of the skills for classification of the topical issues and separate delegated authority, liaising between the authorities and officials of the city’s self-governance and the residents, as well as engagement of city residents in urban management. The computer game not only calculates the consequences of the made by the student management decisions, but also takes into account the factors of the internal and external environment. It is noted that this game can be used as educational in schools and universities, as well as for increasing information transparency between the executive branches and municipal officials. The latter would require conducing educational online games within the framework of group classes with the municipal officials. The use of remote technologies built on the basis of game simulation “The City Started by You” allows to consider and analyze alternate solutions of topical issues, work out spatial development strategies, and form project thinking. Game simulator Constant improvements in the area of ensuring transparency of the local self-governance is essential for increasing public confidence in the local authorities, effective solution of topical issues, and successful conduct of the reforms.
43
Han, Hyunho, Hyunsuk Jeong, Sun-Jin Jo, Hye Jung Son, and Hyeon Woo Yim. "Relationship between the experience of online game genre and high risk of Internet gaming disorder in Korean adolescents." Epidemiology and Health 42 (April 7, 2020): e2020016. http://dx.doi.org/10.4178/epih.e2020016.
Full textAbstract:
OBJECTIVES:This study examined the association between high risk of Internet gaming disorder (IGD) and online game genres used by adolescents.METHODS: The data derived from the baseline data of the Internet user Cohort for Unbiased Recognition of gaming disorder in Early Adolescence. A total 1,532 middle school students who use online games included. The participants reported the names of the online games they used during the past year. Game genres were categorized into role playing games (RPGs), shooting, multiplayer online battle arena (MOBA), simulation, arcade, sports and action games. The risk of IGD was measured using the Internet Gaming Use-Elicited symptom Screen. The relationship between the experience of online game genre and high risk of IGD was analyzed using multiple logistic regression model.RESULTS: The game time of a student was longer if he or she had an experience of RPGs, shooting games, MOBA games, simulation games, and action games. The direct and independent association between high risk of IGD in adolescents and the genres of RPGs, simulation games and MOBA were found to be odds ratios 1.52 (95% confidence interval [CI], 1.03 to 2.26); 1.59 (95% CI, 1.03 to 2.45); and 1.51 (95% CI, 1.03 to 2.21), respectively after adjusted the potential confounding variables and the use of other online game genres.CONCLUSIONS: The present cross-sectional study has found an association between online game genres and the risk of IGD in adolescents attending a school. A cohort study should verify the causal association in future.
44
Бекдамирова, Лідія. "SOCIOMETRIC RESEARCH AND THE USE OF ITS RESULTS IN THE OPTIMIZATION OF THE SIMULATION GAME." Молодий вчений, no. 5 (93) (May 31, 2021): 291–95. http://dx.doi.org/10.32839/2304-5809/2021-5-93-55.
Full textAbstract:
Simulation games are a method of simulating modern joint actions of people in order to solve a narrow problem in the form of a model, used in almost all spheres of public life. Widespread both in Ukraine and abroad, most researchers explain the possibility of their repeated use to solve common problems and achieve certain results [1-3]. Sociologists often refer to the modeling game as a social technology. From the point of view of social technology, the modeling game belongs to the sociological means, to the practical activity of the sociologist and is aimed at providing managerial activity, as well as at defining and transforming a social object. The attribution of the simulation game to the field of management is due to the fact that this type of game unites all members of the group into a single system with the need to make a joint decision. The subject of the study is the relationships and problems that have a direct or indirect connection with the field of a particular activity, and the games played in the work team are aimed at organizing the most productive way of functioning of members of this group.
45
Derian, James Der. "The Simulation Syndrome: From War Games to Game Wars." Social Text, no. 24 (1990): 187. http://dx.doi.org/10.2307/827835.
Full text
46
Kryukov, M. M., and L. I. Kryukova. "Toward A Simulation Games Classification and Game Dialogue Types." Simulation & Games 17, no. 3 (September 1986): 393–402. http://dx.doi.org/10.1177/0037550086173008.
Full text
47
Stark, Doug. "Unsettling embodied literacy in QWOP the walking simulator." Journal of Gaming & Virtual Worlds 12, no. 1 (March 1, 2020): 49–67. http://dx.doi.org/10.1386/jgvw_00004_1.
Full textAbstract:
The purpose of this article is twofold: first, to cast a critical eye on an arguably conservative aspect of so-called ‘walking simulators’ ‐ their walking simulation and second, to position viral browser game QWOP (2008) as an intervention into dominant paradigms of video game walking control. The first half discusses how walking simulators inherit and share a ‘grammar of action’ for simulating walking with a number of other games (Galloway). I argue this grammar of action constitutes the reification of a particular subject position ‐ one associated with a normative bodymind ‐ in video gameplay via a combination of representations, control procedures and player ‘embodied literacy’ (Keogh). The second half considers QWOP’s alternate grammar of walking simulation and how this precipitates a different relationship between player and video game, prompting questions about distributed cognition, intentionality, failure and what it means for a game to be critical.
48
Hofman-Kohlmeyer, Magdalena. "Brand-Related User-Generated Content in Simulation Video Games: Qualitative Research Among Polish Players." Central European Management Journal 29, no. 1 (March 15, 2021): 61–87. http://dx.doi.org/10.7206/cemj.2658-0845.41.
Full textAbstract:
Purpose: The article sought to answer research questions regarding investigated branded content generated by players in simulation video games. How does the process work in video games? What are the characteristics of branded user-generated content in video games? To what extent players are willing to participate in branded content creation? Methodology: I conducted 20 in-depth interviews among Polish players, with the application of snowball sampling. The study participants were adult users of chosen simulation video games: The Sims, Second Life, and Euro Truck Simulator 2. Findings: We can distinguish content based on game mechanism, official add-ons, or game modding. Players frequently check some brands from a set offered by game developers and create content (e.g. in The Sims users can design house interiors with IKEA furniture). Some players are not satisfied by what a game offers and generate content based on modding (e.g. DHL trucks or McDonald’s restaurants inside the Euro Truck Simulator 2). In this respect, the article refers to Smith’s, Fischer’s, and Yongjian’s content dimensions. Branded game modifications described by respondents are characterized by a high level of similarity towards real brands and positive brand sentiment (valence). I noted no statement about player and marketer (brand) communication in gathered material. The biggest challenge for practitioners in the field of UGC in video games is how to manage brand messages. Practical Implications: Brand-related user-generated content is an important phenomenon in terms of the brand-building process and its impact on brand reception, which all require marketers’ attention. For game developers, such a content is a source of information about customer expectations. Players show their personal expectations by game modding. Originality/Value: Brand-related content generated by users is frequently associated with social media. The scholarship shows a lack of knowledge of branded user-generated content in video games.
49
Holmberg, Robert, Niklas Karlsson, and Alexander Styhre. "Rethinking Production Games." Concepts and Transformation 3, no. 3 (January 1, 1998): 271–82. http://dx.doi.org/10.1075/cat.3.3.06hol.
Full textAbstract:
Within the discourse on contemporary, post-Taylorist working life, production games and simulations are widely accepted as tools to facilitate learning and communication in organizations. We suggest that research programs dealing with production games can be seen as lying between two typical positions. Insiders — any significant group that proposes that simulations are useful — argue that they are fair representations of work practices, and that they hold specific qualities. Outsiders — researchers seeking to understand how simulations work in action — reject these kinds of 3.. priori statements, claiming that it is not meaningful to express any of the qualities of simulations prior to the simulation situation without succumbing to mythologizing simulations. This paper presents a study, undertaken from an outsider perspective, of a simulation game used in Sweden. We suggest that simulation games are complex social interactions carrying a considerable, albeit not yet fully exploited, potential for learning. The outline of the simulation favored the use of recently developed shop floor practices over old practices, and the explanation for the success of the new practices was often interpreted in terms of technical aspects of the production process. Observations and interviews indicate that research from an insider perspective tends to underestimate the emergent character of the simulations and how the game can be a vehicle for discipline and the creation of dysfunctional patterns in workgroups as well as learning. In summary, the outsider perspective could, as in this study, provide alternative perspectives on simulations, providing new insights and ideas, for research as well as practice.
50
Wilujeng, Panggio Restu. "Children and Online Game (Case Study of Simulation, Simulacra and Hyperreality in Children Playing Point Blank Game)." Berumpun: International Journal of Social, Politics, and Humanities 1, no. 1 (September 24, 2018): 25–35. http://dx.doi.org/10.33019/berumpun.v1i1.4.
Full textAbstract:
This study aims to investigate children behavior in playing online games. This is qualitative study, case study, it was explored any behaviours of children online games activity with used participant observation, in depth interview and used snowball sampling as sampling technique. The theory used in this study is a theory of Simulation, Simulacra and Hiperreality by Jean Baudrillard that explain online games create condition, consequences or results from creation of reality models and imagination which replacing reality itself where children reality can replaced by game reality. . This Study located at Caesar Game Centre inside Kampung Ngoresan, most children plays in there. The result of this study shows different behaviours between each children on playing online games because of Simulacrum,built in Point Blank game then it blurred reality of children lifeworld in the game until Hiperreality shaped.