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Journal articles on the topic 'Simulation games'

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Published: 4 June 2021

Last updated: 28 July 2024

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1

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.

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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.

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2

Besse, Cheryl, Laura Vogelsang, and Jill Zdunich. "The Simulation Games." Nurse Educator 45, no. 6 (May 12, 2020): 339–42. http://dx.doi.org/10.1097/nne.0000000000000832.

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3

Beuk, Frederik. "Sales Simulation Games." Journal of Marketing Education 38, no. 3 (July 26, 2016): 170–82. http://dx.doi.org/10.1177/0273475315604686.

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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.

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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.

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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.

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Vaz de Carvalho, Carlos, Manuel Pereira Lopes, and António Galrão Ramos. "Lean Games Approaches – Simulation Games and Digital Serious Games." International Journal of Advanced Corporate Learning (iJAC) 7, no. 1 (April 3, 2014): 11. http://dx.doi.org/10.3991/ijac.v7i1.3433.

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6

Möring, Sebastian. "The Metaphor-Simulation Paradox in the Study of Computer Games." International Journal of Gaming and Computer-Mediated Simulations 5, no. 4 (October 2013): 48–74. http://dx.doi.org/10.4018/ijgcms.2013100103.

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This article discusses the metaphor-simulation paradox in the study of computer games. It is derived from three observations. Firstly, often when authors use the concept of metaphor with regard to games they use it in conceptual and textual vicinity to the concept of simulation. Secondly, the concept of metaphor is often applied to signify seemingly abstract games in opposition to mimetic simulations. Both observations can be made within an artgame discourse of the study of computer games as well as within the more general discourse of the study of computer games. Thirdly, however, the definitions for simulation as well as for metaphor are strikingly similar which culminates in the metaphor-simulation paradox i.e. the notions of metaphor and simulation are not distinct enough in order to make the distinctions which are usually made with these notions with regard to computer games. In an attempt to reconcile both notions with regard to computer games this article will make three suggestions. Observing that simulations are often called metaphors with regard to their degree of reduction or abstraction the first suggestion argues that simulations are essentially synecdochic and hence metaphoric when following a broad notion of metaphor. Based on the assumption that simulation is not a matter of similarity the second suggestion proposes to distinguish between a first order simulation and a second order simulation which can then be considered metaphoric. As a third and final suggestion the author offers to consider simulation and metaphor as related via the notion of the model. Simulations are based on models and metaphors provide models such that one can speak of metaphor based simulations.

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Ferri, Gabriele. "Rhetorics, Simulations and Games." International Journal of Gaming and Computer-Mediated Simulations 5, no. 1 (January 2013): 32–49. http://dx.doi.org/10.4018/jgcms.2013010103.

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Oiligarchy (Pedercini (Molleindustria), 2008) and Phone Story (Pedercini (Molleindustria) & Yes Lab, 2011) are two apparently simple games that integrate game-based and simulational components in a wider rhetorical discourse. It is reductive to consider these satires as simple “gamified” pieces: their use of simulations as well as ludic elements is functional to a political rhetoric that cannot be reduced to mindless escapism. Oiligarchy is a piece raising awareness on the dependency of Western societies on oil. It simulates oil-extraction using mathematical models to describe the decline of production rates; it also employs game mechanics to confute the player's initial assumptions and to propose a persuasive message. Phone Story is a playable satire of Apple advertising, simulating the “identity correction” genre adopted by political activists. This piece also features ludic mechanics to create a complex discourse enhancing its satirical effectiveness. These examples show the potentialities of an overlapping between simulation, playful elements and rhetorical persuasion - suggesting their mutual compatibility and stressing the need for further research in this area.

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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.

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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.

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Narayanasamy, Viknashvaran, Kok Wai Wong, Chun Che Fung, and Shri Rai. "Distinguishing games and simulation games from simulators." Computers in Entertainment 4, no. 2 (April 2006): 9. http://dx.doi.org/10.1145/1129006.1129021.

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Hutagalung, Milka, Norbert Hundeshagen, Dietrich Kuske, Martin Lange, and Etienne Lozes. "Two-Buffer Simulation Games." Electronic Proceedings in Theoretical Computer Science 220 (July 31, 2016): 27–38. http://dx.doi.org/10.4204/eptcs.220.3.

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11

Ivutin, A. N., and E. V. Larkin. "Simulation of Concurrent Games." Bulletin of the South Ural State University. Series "Mathematical Modelling, Programming and Computer Software" 8, no. 2 (2015): 43–54. http://dx.doi.org/10.14529/mmp150204.

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12

Chatterjee, Krishnendu, Thomas A. Henzinger, Jan Otop, and Yaron Velner. "Quantitative fair simulation games." Information and Computation 254 (June 2017): 143–66. http://dx.doi.org/10.1016/j.ic.2016.10.006.

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13

Kutergina, Evgeniia. "Computer-Based Simulation Games in Public Administration Education." NISPAcee Journal of Public Administration and Policy 10, no. 2 (December 20, 2017): 119–33. http://dx.doi.org/10.1515/nispa-2017-0014.

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Abstract Computer simulation, an active learning technique, is now one of the advanced pedagogical technologies. Th e use of simulation games in the educational process allows students to gain a firsthand understanding of the processes of real life. Public- administration, public-policy and political-science courses increasingly adopt simulation games in universities worldwide. Besides person-to-person simulation games, there are computer-based simulations in public-administration education. Currently in Russia the use of computer-based simulation games in Master of Public Administration (MPA) curricula is quite limited. Th is paper focuses on computer- based simulation games for students of MPA programmes. Our aim was to analyze outcomes of implementing such games in MPA curricula. We have done so by (1) developing three computer-based simulation games about allocating public finances, (2) testing the games in the learning process, and (3) conducting a posttest examination to evaluate the effect of simulation games on students’ knowledge of municipal finances. Th is study was conducted in the National Research University Higher School of Economics (HSE) and in the Russian Presidential Academy of National Economy and Public Administration (RANEPA) during the period of September to December 2015, in Saint Petersburg, Russia. Two groups of students were randomly selected in each university and then randomly allocated either to the experimental or the control group. In control groups (n=12 in HSE, n=13 in RANEPA) students had traditional lectures. In experimental groups (n=12 in HSE, n=13 in RANEPA) students played three simulation games apart from traditional lectures. Th is exploratory research shows that the use of computer-based simulation games in MPA curricula can improve students’ outcomes by 38 %. In general, the experimental groups had better performances on the post-test examination (Figure 2). Students in the HSE experimental group had 27.5 % better scores than students in the HSE control group. Students of the RANEPA experimental group had 38.0 % better scores than students in the RANEPA control group. Research indicates that lecture-based courses are less effective than courses with more interactive approaches. Therefore, our study highlights the need to implement computer-based simulation games in MPA programmes in Russian universities. Computer-based simulation games provide students with practical skills for their future careers.

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14

Korteling, Hans J. E., Anne S. Helsdingen, and Ralf R. Sluimer. "An Empirical Evaluation of Transfer-of-Training of Two Flight Simulation Games." Simulation & Gaming 48, no. 1 (October 7, 2016): 8–35. http://dx.doi.org/10.1177/1046878116671057.

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Aim. The objective of this study was to collect evidence of transfer-of-training to professional performance provided by two stand-alone PC-based flight games. Background. These realistic games, Falcon 4.0 (F-16 specific) and Microsoft Flight Simulator (civil aircraft), are designed for entertainment purposes, lacking any purposeful or explicit instructional support. Method. This quasi-experimental study used three pre-existing groups of gamers (n = 37; Falcon 4.0 gamers, Microsoft Flight Simulator gamers and control group: gamers without flight game experience) that performed three typical F-16 flight tasks in a high-fidelity fixed-base flight simulator. Results. The Falcon 4.0 gamers performed substantially better on almost all tasks compared to the control group, and to a lesser degree to Microsoft Flight Simulator gamers. The Falcon 4.0 group showed near- and far-transfer on almost all flight performance measures: the game had prepared them for the generic and specific military aspects of the test flight tasks. Performance of the Microsoft Flight Simulator gamers indicated only far-transfer, i.e., transfer of more generic flight skills from the game to the test flight tasks. Conclusion. Both near- and far-transfer of job related competences may occur by playing realistic entertainment games.

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15

Ovchinnikov, V. M. "Representation of Historical Events and Realities in the Space of Virtualized Global Strategy Game Universes." Concept: philosophy, religion, culture 7, no. 3 (September 29, 2023): 7–25. http://dx.doi.org/10.24833/2541-8831-2023-3-27-7-25.

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The article explores the possibilities and prospects of using an audio visualized (multimedia) text, which, according to the author, is the phenomenon of a computer game (in particular, the genre of global strategy) to represent the historical process in the form of its simulation. The study aims to identify the possibilities and limitations of demonstrating elements of world-system analysis in the space of the game universe of global historical strategies. The goals are: 1) to analyze key aspects of virtualized game simulation in the form of global strategy; 2) to systematize characteristic features of the combination of scientific and subjective factors in game simulation; 3) to identify the influence of the cultural factor on creating virtual worlds in games; 4) to conduct case-studies considering games through the prism of the theoretical framework of game simulation. The study employs the historical-genetic method and discourse analysis. Axiological and anthropological approaches are used to find sociocultural specificities of game simulations by investigating their value orientations and practices in the game and in the community of gamers. The study specifies features of variable modelling on the example of game universes of Civilization, Crusader Kings, Europa Universalis etc. The results of the study include the analysis of 1) history reconstruction in global game strategies from the point of view of philosophy of culture; 2) game mechanics reflecting their creators’ and gamers’ personal features; 3) creating cultural landscape in global simulation games. The author suggests that modern global strategies is not only a kind of virtual entertainment and cybertext, but also a means of reliving the historical narrative when mass consciousness can explore alternative history. This approach makes way for spreading historical knowledge via historical simulation.

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Jimenez, Nadia, Sonia San-Martin, Carmen Camarero, and Rebeca San Jose Cabezudo. "What kind of video gamer are you?" Journal of Consumer Marketing 36, no. 1 (January 14, 2019): 218–27. http://dx.doi.org/10.1108/jcm-06-2017-2249.

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PurposeThis paper aims to attempt to understand the extent to which the effect of motivations on purchase intention varies for diverse segments of video gamers (depending on their personality).Design/methodology/approachInformation was collected from 511 Spanish video game consumers. Structural equation modeling, clustering and multi-group analysis were then conducted to compare results between segments of gamers.FindingsResults show that hedonic, social and mainly addiction motivations lead to purchase intention of game-related products. Moreover, the authors identify a typology of gamer that gives rise to differences in motivations-purchase intention links: Analysts include individuals who are essentially conscientious, prefer inventive or cognitive and simulation games and whose behavior is more influenced by hedonic and social motivations to play; socializers comprise individuals who are mainly extrovert and emotionally stable gamers and who prefer sports and strategy games. The motivations to play that affect their purchase intentions are mainly social; and sentinels include individuals that are unmindful and introvert, prefer inventive, cognitive, sports and simulation games, and whose social motivations drive their purchase intentions.Originality/valueThere are 2,200 million video gamers around the world, although it is assumed that this vast market is not homogeneous, which has implications for consumer motivations and purchase intention. However, the currently available classifications that address this challenge are rather limited. In this sense, the present paper provides valuable insights into understanding how personality offers a useful variable to segment consumers in the video game industry and how it moderates the effect of motivations on purchase behavior.

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Spiteri, Leonard, and Robert Vella. "Simulation Games as an Alternative Formative Assessment Tool for Experiential Learning in VET Marketing Education: A Desk-Research Review." MCAST Journal of Applied Research & Practice 8, no. 1 (May 3, 2024): 47–69. http://dx.doi.org/10.5604/01.3001.0054.5094.

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Simulation games continue to be widely used in marketing education. Based upon a review of simulation tools from the past decade, this study gathers insights on how simulations can be used as an effective assessment tool to enhance learning in marketing and digital marketing vocational subjects. In particular, this research looks more closely at the opportunities afforded by simulation games for experiential learning in relation to formative assessments as well as the challenges presented by the application and validity of the games. This study made use of the desk-based approach as a line of research study while making use of secondary data that is available in competent scholarly literature related to simulation games as an alternative formative assessment tool for experiential learning in VET marketing education. The methodological flow followed in this research used the five phases implementation of industry 4.0 technologies as suggested by Garrido-Lova (2021). This research is original as, through desk-research, the study gave an overview of how simulation games can contribute towards experiential learning. The study indicated that a plethora of evidence points towards the number of pedagogical effects students benefit from when assessments take a formative approach and are carried out through a simulation game. This research should be of keen interest to current and future users of marketing simulation games who might have questions about how to use them effectively in a vocational setting and for assessment purposes.

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Licata, Betty Jo. "Announcement for Simulation & Games." Simulation & Games 19, no. 2 (June 1988): 156. http://dx.doi.org/10.1177/104687818801900203.

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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.

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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.

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Simons, Kenneth L. "New technologies in simulation games." System Dynamics Review 9, no. 2 (June 1993): 135–52. http://dx.doi.org/10.1002/sdr.4260090204.

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Zayceva, Ol'ga, and Pavel Katyshev. "Social Parameters in the Genre of Communicative Simulation." Virtual Communication and Social Networks 2023, no. 4 (June 2, 2023): 215–21. http://dx.doi.org/10.21603/2782-4799-2023-2-4-215-221.

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Communicative simulation is a virtual practice that reproduces offline forms of social interaction using information and communication technologies. This research parametrized communicative simulation genres and described the interpersonal aspect of virtual interaction in a virtual environment, i.e., bricolage form, intersemiotics, and reduced corporality. Communicative simulations differ from such social practices as offline simulations or role games. The social aspect of communicative simulations includes (1) the media nature of virtual interaction; (2) the hybrid nature of communicative simulations that combines the features of both ordinary simulations and text-based role games; (3) the dual nature of social interaction, carried out simultaneously in material and diegetic spaces. As a result, the social aspect of communicative simulation can be presented in the form of a three-level model: material, diegeological, instrumental levels.

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Tomai, Emmett, David Salinas, and Rosendo Salazar. "A Rule-Based Framework for Modular Development of In-Game Interactive Dialogue Simulation." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 7, no. 2 (October 9, 2011): 69–76. http://dx.doi.org/10.1609/aiide.v7i2.12473.

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In this paper, we discuss approaches to dialogue in interactive video games and interactive narrative research. We propose that situating interactive dialogue in the simplified expectations of video games is a profitable way to investigate computational dialogue simulation. Taking cues from existing physical simulations such as combat, we propose a hypothetical game environment and design goals for an embedded interactive dialogue system. We present a modular framework targeted at that environment, which is designed to enable incremental development and exploration of dialogue concepts. We describe this framework together with a work-in-progress system for simulating simple in-game negotiation dialogues.

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Bach, Mirjana Pejić, Tamara Ćurlin, Ana Marija Stjepić, and Maja Meško. "Quo Vadis Business Simulation Games in the 21st Century?" Information 14, no. 3 (March 13, 2023): 178. http://dx.doi.org/10.3390/info14030178.

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Business simulation games have become popular in higher education and business environments. The paper aims to identify the primary research trends and topics of business simulation games research using a systematic and automated literature review with the motivation of research (learning driven and domain driven). Based on these findings, the future development of business simulation games research projected papers that research business simulation games were extracted from Scopus. Second, the research timeline, main publication venues and citation trends have been analysed. Third, the most frequent words, phrases, and topics were extracted using text mining. Results indicate that the research on business simulation games has stagnated, with the most cited papers published in the 2000s. There is a balance between learning-driven and domain driven-research, while technology-driven research is scarce, indicating that the technology used for business simulation games is mature. We project that the research on business simulation games needs to be directed in the area of new technologies that could improve communication with and among the users (virtual reality, augmented reality, simulation games) and technologies that could improve the reasoning and decision-making complexity in business simulation games (artificial intelligence).

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Rusca, M., J. Heun, and K. Schwartz. "Water management simulation games and the construction of knowledge." Hydrology and Earth System Sciences 16, no. 8 (August 16, 2012): 2749–57. http://dx.doi.org/10.5194/hess-16-2749-2012.

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Abstract. In recent years, simulations have become an important part of teaching activities. The reasons behind the popularity of simulation games are twofold. On the one hand, emerging theories on how people learn have called for an experienced-based learning approach. On the other hand, the demand for water management professionals has changed. Three important developments are having considerable consequences for water management programmes, which educate and train these professionals. These developments are the increasing emphasis on integration in water management, the characteristics and speed of reforms in the public sector and the shifting state-society relations in many countries. In response to these developments, demand from the labour market is oriented toward water professionals who need to have both a specialist in-depth knowledge in their own field, as well as the ability to understand and interact with other disciplines and interests. In this context, skills in negotiating, consensus building and working in teams are considered essential for all professionals. In this paper, we argue that simulation games have an important role to play in (actively) educating students and training the new generation of water professionals to respond to the above-mentioned challenges. At the same time, simulations are not a panacea for learners and teachers. Challenges of using simulation games include the demands it places on the teacher. Setting up the simulation game, facilitating the delivery and ensuring that learning objectives are achieved require considerable knowledge and experience as well as considerable time-inputs of the teacher. Moreover, simulation games usually incorporate a case-based learning model, which may neglect or underemphasize theories and conceptualizations. For simulations to be effective, they have to be embedded in this larger theoretical and conceptual framework. Simulations, therefore, complement rather than substitute traditional teaching methods.

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Rusca, M., J. Heun, and K. Schwartz. "Water management simulation games and the construction of knowledge." Hydrology and Earth System Sciences Discussions 9, no. 3 (March 12, 2012): 3063–85. http://dx.doi.org/10.5194/hessd-9-3063-2012.

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Abstract. In recent years simulations have become an important part of teaching activities. The reasons behind the popularity of simulation games are twofold. On the one hand, emerging theories on how people learn have called for an experienced-based learning approach. On the other hand, the demand for water management professionals has changed. Three important developments are having considerable consequences for water management programmes, which educate and train these professionals. These developments are the increasing emphasis on integration in water management, the characteristics and speed of reforms in the public sector and the shifting state-society relations in many countries. In response to these developments, demand from the labour market is oriented toward water professionals who need to have both a specialist in-depth knowledge in their own field, as well as the ability to understand and interact with other disciplines and interests. In this context, skills in negotiating, consensus building and working in teams are considered essential for all professionals. In this paper we argue that simulation games have an important role to play in (actively) educating students and training the new generation of water professionals to respond to the above-mentioned challenges. At the same time, simulations are not a panacea for learners and teachers. Challenges of using simulations games include the demands it places on the teacher. Setting up the simulation game, facilitating the delivery and ensuring that learning objectives are achieved requires considerable knowledge and experience as well as considerable time-inputs of the teacher. Moreover, simulation games usually incorporate a case-based learning model, which may neglect or underemphasize theories and conceptualization. For simulations to be effective they have to be embedded in this larger theoretical and conceptual framework. Simulations, therefore, complement rather than substitute traditional teaching methods.

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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.

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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.

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Katalevsky, Dmitry. "Simulation games in business education: the experience of business simulation "Startup: the Limits to Growth"." Artificial societies 17, no. 3 (2022): 0. http://dx.doi.org/10.18254/s207751800021241-4.

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The article reveals how simulations can be used in the teaching of management disciplines. Despite the high demand from students for interactive teaching methods, simulation games are still of a limited use in business education. This is largely due to the lack of high-quality simulation games, especially considering unique domestic simulations. The article reviews the author’s experience of teaching of “Startup: Limits to Growth” Simulation Game based on the agent approach to modeling in business education. By reviewing the outcomes of many simulation sessions, we analyze the key strategies of participants’ decision-making and their misperception of complex systems. We show that business game participants on average poorly perform the simulation even considering a rather moderate nature of complexity embedded in the game provided by a couple of feedback loops and delay effects. We suggest active use of business simulations in training of contemporary managers to develop their system thinking skills and to train their holistic analysis capabilities in business.

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Dorji, Tshewang. "The Effect of Games Simulation in Improving Secondary Students' Academic Performance." International Journal of Social Learning (IJSL) 3, no. 1 (December 30, 2022): 48–64. http://dx.doi.org/10.47134/ijsl.v3i1.147.

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The main purpose of the study was to find out the effect of simulation games as an intervention program in teaching-learning economics to improve students' academic performance. The study adopts a mixed method. 27 (14 girls and 13 boys) grade twelve students in one higher secondary school participated in the study. The students were selected through non-probability convenient sampling techniques. The study revealed that the intervention program: and simulation games make concepts, ideas, and hypotheses easier to understand. The students have a positive opinion of simulation games used in teaching-learning. Simulation games make teaching-learning interesting, enjoyable, and fun. Through simulation games, students can score high marks on the class test. Students were engaged in self-assessment, self-awareness, self-monitoring, and reflective processes. However, the study revealed that simulation games are time-consuming and teachers need more time and effort for preparation and implementation. Simulation games are not always effective in teaching all micro and macroeconomics concepts.

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Pinheiro, Mateus, Windson Viana, and Ticianne de Gois Ribeiro Darin. "Why Should Red and Green Never Be Seen? Exploring Color Blindness Simulations as Tools to Create Chromatically Accessible Games." Proceedings of the ACM on Human-Computer Interaction 7, CHI PLAY (September 29, 2023): 165–96. http://dx.doi.org/10.1145/3611026.

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Video games have become an important aspect of modern culture, especially with the widespread use of mobile devices. Thus, it is important that video games are accessible to all people, but colorblind players are still affected by the use of colors in game interfaces. Some challenges of developing chromatically accessible games are the limited availability of colorblind test subjects and the importance of identifying and considering accessibility threats even in the early stages of development. Thus, digital simulations emerge as possible tools to increase accessibility and awareness. In this paper, we conducted three empirical studies that seek to verify the relationship between the identification of color accessibility problems by people with typical color vision using simulations and people with color blindness, in the context of mobile games. Results indicate concrete uses in which color blindness simulations give advantages to developers with typical vision in identifying chromatic accessibility issues in their games. Additionally, we discuss different possibilities for incorporating simulation tools, accessibility guidelines, and colorblind user participation into a realistic game design life cycle. We also discuss how the incorporation of simulation tools could be beneficial to foment the discussion of accessibility in game design studios.

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Ertz, Myriam. "Objective: Winning or Learning? A Study of Marketing Simulation Games." International Journal of Marketing Studies 8, no. 2 (March 28, 2016): 13. http://dx.doi.org/10.5539/ijms.v8n2p13.

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<p>Simulation Games are now broadly used by scores of business schools, especially in marketing. These games favour active, feedback-based learning, normally in groups, and exhibit characteristics of intrinsic motivation channelled into a learning perspective. If Simulation Games clearly spur individuals to “win”, it is more difficult to assess whether they effectively empower them to “learn”. This study is a literature review that examines the limitations of learning effectiveness of Simulation Games. The article then proposes two theses intended to explain the potential causes of Simulation Game ineffectiveness: (1) the incompatibility of evaluation tools and (2) pedagogical deficiency inherent in Simulation Games.</p>

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Dmitrenko, Natalia Ye, Oksana V. Voloshyna, and Olha Yu Pinaieva. "Simulation Game in Quasi-Professional Training of Pre-Service Teachers." Scientific Bulletin of Mukachevo State University. Series «Pedagogy and Psychology» 8, no. 2 (June 30, 2022): 33–39. http://dx.doi.org/10.52534/msu-pp.8(2).2022.33-39.

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The relevance of the study lies in the need to highlight the problem of using simulation games in the quasi-professional training of pre-service teachers, bringing the educational process closer to the teachers’ real working conditions. The purpose of this paper is to cover the method of using simulation games and its various techniques in the quasi-professional training of pre-service teachers while studying psychological and pedagogical disciplines and to investigate the attitude and level of motivation of pre-service teachers towards the use of simulation games in training for professional activities. Theoretical methods (analysis, synthesis, comparison) were used to examine the problem in the psychological and pedagogical literature, clarify the nature and features of the process of training pre-service teachers for professional activities using simulation games, as well as empirical methods (questionnaires, observations, expert assessments, self-assessment) which were used to investigate the attitude and level of motivation of pre-service teachers towards the use of simulation games in training for professional activities. This paper article presents the structure of the simulation game and methods of working with the simulation game. The authors describe the advantages and disadvantages of using the simulation game in training of preservice teachers in higher education. The results of students’ survey on the specific features of organising simulation games and increasing their efficiency are presented: students’ attitude towards the use of simulation games in the educational process and the degree of activity of pre-service teachers in organising simulation games. The study confirmed that the use of simulation games in the quasi-professional training of pre-service teachers contributes to the effective formation of professional competence of pre-service teachers and forms a positive attitude towards the teaching profession, enhances learning interests and students’ interest in future professional activities. The paper shows that most students are interested in simulation games and believe that participation in simulation games has a positive effect not only on learning, mood, and relationships of students, but also plays a considerable role in their professional development. The practical significance of the study is to give examples and recommendations for the use of simulation games while studying psychological and pedagogical disciplines, as well as to outline the subject and social contexts of educational activities of future teachers

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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.

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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.

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Zheng, Zhongtian, Tongtong Wang, Qijia Feng, Zherong Pan, Xifeng Gao, and Kui Wu. "Proxy Asset Generation for Cloth Simulation in Games." ACM Transactions on Graphics 43, no. 4 (July 19, 2024): 1–12. http://dx.doi.org/10.1145/3658177.

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Simulating high-resolution cloth poses computational challenges in real-time applications. In the gaming industry, the proxy mesh technique offers an alternative, simulating a simplified low-resolution cloth geometry, proxy mesh. This proxy mesh's dynamics drive the detailed high-resolution geometry, visual mesh , through Linear Blended Skinning (LBS). However, generating a suitable proxy mesh with appropriate skinning weights from a given visual mesh is non-trivial, often requiring skilled artists several days for fine-tuning. This paper presents an automatic pipeline to convert an ill-conditioned highresolution visual mesh into a single-layer low-poly proxy mesh. Given that the input visual mesh may not be simulation-ready, our approach then simulates the proxy mesh based on specific use scenarios and optimizes the skinning weights, relying on differential skinning with several well-designed loss functions to ensure the skinned visual mesh appears plausible in the final simulation. We have tested our method on various challenging cloth models, demonstrating its robustness and effectiveness.

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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.

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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.

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Tornqvist, Dominicus. "Exploratory Play in Simulation Sandbox Games." International Journal of Game-Based Learning 4, no. 2 (April 2014): 78–95. http://dx.doi.org/10.4018/ijgbl.2014040105.

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There is a kind of seemingly nonsensical play behavior found in the simulation sandbox game genre. This behavior is very spontaneous and impulsive and associated with self-initiated learning, and here the author seeks to better understand what it is, and why it seems associated with simulation sandbox games. That is: What purpose does it serve, and what might provoke it? This requires a review of the literature on this play behavior, and that of the simulation sandbox genre, respectively. From this review the author concluded firstly that there is strong support that exploratory play is for discovering the structure and behavior of systems, and secondly that the observable characteristics of exploratory play make it a highly probable candidate for the bizarre behavior observed in simulation sandbox games. Moreover, several hypotheses were generated by identifying many characteristics of the genre (e.g. system complexity and responsiveness) that are directly relevant to the theorized motivations for exploratory play, suggesting some directions for future research into what conditions and designs might encourage exploratory play. Knowledge of the relationship between this genre and this form of play could prove invaluable for designing games for learning, because despite being centrally relevant to many studies on game-based learning, exploratory play has been neglected. It has been needlessly isolated in distinct strands of research on its components, which will be unified here to provide a comprehensive account of this behavior and its importance to future research in this area.

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Fuloria, Sanjay. "Employee Development Using Business Simulation Games." NHRD Network Journal 15, no. 3 (June 30, 2022): 353–60. http://dx.doi.org/10.1177/26314541221088044.

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Employee development is not a choice for most organisations. It is something to be done to motivate employees and to keep them engaged. Different training and self-learning methods are used by employers for employee development. This article proposes the use of business simulation games, which offer many learning benefits to participants while keeping them engaged. This article also provides an example of a business simulation game, which illustrates how a multidisciplinary approach can be used for the development of employees.

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Nekrasova, Marina, Aleksandr Sablukov, Alexey Novikov, Svetlana Yushkova, Tatiana Seregina, and Marina Kindzerskaya. "Environmental simulation games for transport workers." Transportation Research Procedia 63 (2022): 2186–93. http://dx.doi.org/10.1016/j.trpro.2022.06.246.

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Hutagalung, Milka, Martin Lange, and Etienne Lozes. "Buffered Simulation Games for Büchi Automata." Electronic Proceedings in Theoretical Computer Science 151 (May 21, 2014): 286–300. http://dx.doi.org/10.4204/eptcs.151.20.

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Szilagyi, Miklos N. "Agent-Based Simulation of Contribution Games." Games Review 1, no. 1 (2015): 11–28. http://dx.doi.org/10.18488/journal.100/2015.1.1/100.1.11.28.

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Vorobeychik, Yevgeniy. "Probabilistic analysis of simulation-based games." ACM Transactions on Modeling and Computer Simulation 20, no. 3 (September 2010): 1–25. http://dx.doi.org/10.1145/1842713.1842719.

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Thorelli, Hans B. "Ecology of International Business Simulation Games." Simulation & Gaming 32, no. 4 (December 2001): 492–506. http://dx.doi.org/10.1177/104687810103200406.

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Yeo, Gee Kin, and Philip Chin Leong Ho. "Controlling Information Access in Simulation Games." Simulation & Gaming 27, no. 2 (June 1996): 261–71. http://dx.doi.org/10.1177/1046878196272008.

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Tomikura, Masaya. "Problems of Designing GLOBAL Simulation/Games." Simulation & Gaming 29, no. 4 (December 1998): 456–61. http://dx.doi.org/10.1177/104687819802900409.

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O'Sullivan, Terence. "Simulation games and social work education." Social Work Education 7, no. 3 (June 1988): 12–16. http://dx.doi.org/10.1080/02615478811220161.

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Ye, Xiaozhen, Per Backlund, Jianguo Ding, and Huansheng Ning. "Fidelity in Simulation-Based Serious Games." IEEE Transactions on Learning Technologies 13, no. 2 (April 1, 2020): 340–53. http://dx.doi.org/10.1109/tlt.2019.2913408.

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Renz, Jochen, Risto Miikkulainen, Nathan R. Sturtevant, and Mark H. M. Winands. "Guest Editorial: Physics-Based Simulation Games." IEEE Transactions on Computational Intelligence and AI in Games 8, no. 2 (June 2016): 101–3. http://dx.doi.org/10.1109/tciaig.2016.2571560.

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Merkuryeva, Galina. "Computer simulation in industrial management games." IFAC Proceedings Volumes 33, no. 20 (July 2000): 71–75. http://dx.doi.org/10.1016/s1474-6670(17)38028-x.

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Caruana, Albert, Antonella La Rocca, and Ivan Snehota. "Learner Satisfaction in Marketing Simulation Games." Journal of Marketing Education 38, no. 2 (June 9, 2016): 107–18. http://dx.doi.org/10.1177/0273475316652442.

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Golden, Peggy A., and Jerald R. Smith. "Utilising Simulation Games: Three Consulting Experiences." Journal of Management Development 9, no. 2 (February 1990): 16–21. http://dx.doi.org/10.1108/02621719010138685.

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Kellomäki, Timo. "Fast Water Simulation Methods for Games." Computers in Entertainment 16, no. 1 (December 23, 2017): 1–14. http://dx.doi.org/10.1145/2700533.

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