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