SIMULATION: Transactions of The Society for Modeling and Simulation International

Moon, Il-Chul; Schneider, Mike; Carley, Kathleen M.

doi: 10.1177/0037549706073689pmid: N/A

Many disciplines utilize computer games as interactive training simulations.However, their use is often limited to training mechanical skills, and they are not viewed as a sophisticated training tool with which to teach human interactions within organizations and social/organizational skills. Therefore, in this paper we examine how the players of the game America's Army changed their performance, play styles and social positions after one year of game play experience. For the initial investigation, we compare performance measures and play style at the beginning and the end of our survey period.Also, we calculate social network measures, such as centrality measures and clustering measures, to see how the social positions of the players change.After the comparison, we observe that players with one year of experience are more sensitive to communication and have tighter and denser communication networks around them.

Fishwick, Paul

doi: 10.1177/0037549706074191pmid: N/A

The computer simulation classes in the Computer and Information Sciences and Engineering Department at the University of Florida emphasize a skill set focusing on dynamic system model construction, syntax, and execution. Simulation models are treated as types of formal languages, resulting in instruction that concentrates on key facets of language such as syntax, semantics, and pragmatics. For the past 12 years, the class was predicated on learning a collection of model types and their applications. In the Fall of 2004 and 2005, we modified the class to emphasize student creativity in model construction, allowing students to design their own model representations for a fixed model structure. This experiment resulted in significant positive student feedback, and has the potential to suggest visual language exploration in other computer science classes as a means of comprehending the relevant topical material.

Hsieh, Ji-Lung; Sun, Chuen-Tsai; Kao, Gloria Yi-Ming; Huang, Chung-Yuan

doi: 10.1177/0037549706074487pmid: N/A

A growing number of epidemiologists are now working to refine computer simulation methods for diseases as a strategy for helping public policy decision-makers assess the potential efficacies of tactics in response to newly emerging epidemics. These efforts spiked after the SARS outbreak of 2002– 2003. Here we describe our attempt to help novice researchers understand epidemic dynamics with the help of the cellular automata with social mirror identity model (CASMIM), a small-world epidemiological simulation system created by Huang et al. in 2004. Using the SARS scenario as a teaching example, we designed three sets of instructional experiments to test our assumptions regarding (i) simulating epidemic transmission dynamics and associated public health policies, (ii) assisting with understanding the properties and efficacies of various public health policies, (iii) constructing an effective, low-cost (in social and financial terms) and executable suite of epidemic prevention strategies, and (iv) reducing the difficulties and costs associated with learning epidemiological concepts. With the aid of the proposed simulation tool, novice researchers can create various scenarios for discovering epidemic dynamics and for exploring applicable combinations of prevention or suppression strategies. Results from an evaluative test indicate a significant improvement in the ability of a group of college students with little experience in epidemiology to understand epidemiological concepts.

Künzel, Johanna; Hämmer, Viola

doi: 10.1177/0037549706075251pmid: N/A

One weakness of undergraduate psychology education in Germany is that students do not have many opportunities to practice their theoretical knowledge. To fill this gap, a new teaching approach has been introduced to the curriculum at the University of Bamberg, Germany.The students conduct experiments with an artificial agent, a computer simulation originating from a cognitive modeling approach. The agent, called “PSI” (see http://web.uni-bamberg.de/ppp/insttheopsy/software for various versions), is the implementation of the PSI theory (see Dörner, D., 1999, Bauplan für eine Seele, Rowohlt, Reinbek).The PSI theory integrates approaches to cognition, emotions, motivation, human action regulation, and perception. One major benefit of the work with the simulation (besides the students gaining practical experience) is that it is possible to convey knowledge about psychological processes and that interaction of different processes difficult to isolate in natural agents become clearly visible to students. In the evaluation of the course, students rated the course as a valuable addendum to the traditional education in psychology.

Bravo, Crescencio; van Joolingen, Wouter R.; de Jong, Ton

doi: 10.1177/0037549706074190pmid: N/A

Inquiry learning is a didactic approach in which students acquire knowledge and skills through processes of theory building and experimentation. Computer modeling and simulation can play a prominent role within this approach. Students construct representations of physical systems using modeling. Using simulation, they execute these representations to study the phenomena or systems modeled. However, the modeling task is complex, and students can fail to create adequate models, which prevents effective learning. This necessitates supportive measures to scaffold the modeling processes. In this paper, we address the issue of designing such support through the development of intelligent advice to be incorporated in modeling environments. The advice is based on the definition of a family of reference solutions for each modeling problem, on the comparison of the reference solutions with the students' solutions, and on the use of an advice knowledge base. This advice guides the students to the construction of a better solution, helping them acquire the knowledge required for successful modeling and for the correction of modeling mistakes. In a collaborative session, having the advice encourages discussion between students about the advice and the best way of proceeding. Empirical validations of the advice approach are presented.

Kurkovsky, Anatoly

doi: 10.1177/0037549706075541pmid: N/A

In this paper we discuss the main elements of an approach to teach simulation discipline in a small university with an interdisciplinary specialization in pharmaceutics, biology, health sciences, and computer science which are combined into a health sciences curriculum. We analyze existing ways to teach simulation courses and identify the specificity and goals within our approach. We propose the content of a simulation course sequence for the mentioned type of university. It includes three units: general simulation methodology, case studies, and building of real simulation models. The proposed new approach reinforces the problem-solving skills of students and their opportunities to conduct applied research. We implemented the proposed approach in a simulation course sequence and we successfully conducted student research projects.

Arndt, Holger

doi: 10.1177/0037549706075250pmid: N/A

System thinking skills are a prerequisite for acting successfully and responsibly in a complex world. However, traditional education largely fails to enhance system thinking skills whereas learnercentered educational methods seem more promising. Several such educational methods are compared with respect to their suitability for improving system thinking. It is proposed that integrated learning environments consisting of system dynamics models and additional didactical material have positive learning effects.This is exemplified by the illustration and validation of two learning sequences.