Abstract

This paper presents our novel efforts on automatically capturing and analyzing user data from a discrete-event simulation environment. We collected action data such as adding/removing blocks and running a model that enable creating calculated data fields and examining their relations across expertise groups. We found that beginner-level users use more blocks/edges and make more build errors compared to intermediate-level users. When examining the users with higher expertise, we note differences related to time spent in the tool, which could be linked to user engagement. The model running failure of beginner-level users may suggest a trial and error approach to building a model rather than an established process. Our study opens a critical line of inquiry focused on user engagement instead of process establishment, which is the current focus in the community. In addition to these findings, we report other potential uses of such user action data and lessons learned.

SpringSim 2020

Abstract:

We explore how to use conceptualization boards to familiarize students, teachers, parents, and the community in general with discrete-event simulations. We raise the question: how can we make simulations accessible to non-simulationists? We argue that with the use of tactile tools users can not only conceptualize but also create simulations. We developed a prototype board that captures discrete-event simulation’s blocks like arrivals, queues, processes and resources. The board applies the concept of gamification to engage users. The board is simple to replicate and can be created with accessible material or 3D printing capabilities. Further, we propose the board be used simultaneously with software applications to facilitate the transition from analogue to digital tools. Future work investigates 1) extended simulation, 2) universal access to simulation and 3) insight generation.

Wintersim 2018 – Creating Simulations through Conceptualization Boards

The paper reports on learning simulation creation through the simulation of engaging stories.

Abstract
When learning to create simulations, we rely on real systems to emphasize their importance on reality. However, for younger students, reliance on reality is not always engaging. Reality provides context, but students’ interest quickly fades. Through the use of four case studies, we explore the idea of having students create stories in order to engage them in learning to create simulations. Applying a narrative/story context provides a mechanism for learning and maintaining student engagement. Stories can be based on original/existing games, movies, or other sources rich in narrative. Our approach includes four components: create a game/story narrative; discuss, evaluate, and expand the narrative; implement the narrative into an animated storyboard; and implement the narrative into a simulation. Lastly, we briefly discuss the utilization of sounds on both the animated storyboard and the simulation. Future work will empirically explore the effectiveness of narrative storytelling for learning simulation creation.

The paper reports on using sound (music, sound cues) in simulations.

Abstract:
In this paper, we raise the questions: how could sound influence the usability of simulations? How could sound influence the learning of simulation creation? How could sound support processes like verification? We argue that sound can support learning by relying on music/sound cues’ emotional engagement on users and verification by providing insight into the correctness of simulation execution during runtime. For instance, sound cues could indicate when certain events occur and if processes in a simulation are operating within their specifications. We explore potential benefits and challenges posed by incorporating sound into DES models. Many perceived challenges of this incorporation overlap with known visualization challenges for conveying information during runtime, as both cases deal with conveying sensory stimuli. We present conceptual examples and report on ongoing efforts to integrate sound into a DES simulation environment.

Wintersim 2017 – Incorporating Sound in Simulations

The paper reports on the use of games for learning DES using CLOUDES.

Wintersim 2016 – Using simulation games for teaching and learning discrete-event simulation

The paper reports on learning discrete-event simulations using project-based learning (PBL) and modeling and simulation concepts, in particular those of conceptual modeling, calibration and validation. CLOUDES is used for the simulation implementation.

Springsim 2016 – Learning Discrete Event Simulation Design Methodology via Interactive and Collaborative Projects

This paper provides a discussion on the educational benefits of cloud-based simulation learning environments (CSLE), requirements for building  them and some of the challenges.

Summersim 2015 – Cloud-based Simulation Learning Environments

For those interested in reading a bit more about CLOUDES:

Wintersim 2014 – Cloud-based Discrete-Event Simulator

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