Building Versus Using Simulations

Alessi, Stephen M.

doi:10.1007/0-306-47584-7_10

Cited by 40 publications

(32 citation statements)

References 9 publications

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“…Of those that do tackle learning and practice, discussions often refer to the hypothesis that involving the clients in model building provides much of the learning useful for aiding decisions (Alessi, 2000;Andersen, Richardson, & Vennix, 1997;Paich & Sterman, 1993;Robinson, 2004;Rouwette, et al, 2011;Rouwette, Vennix, & Mullemkom, 2002;Thomke, 1998;Ward, 1989). The outcomes of client involvement in model building might take an anecdotal form in general discussion; for example, 50% of benefit of modelling is gained simply by building the model with client involvement (Robinson, 1994).…”

Section: The High Involvement Hypothesismentioning

confidence: 99%

“…More usefully, it might take a more testable form by referring to specific learning outcomes, such as those listed in Table 1. Table 1: Formulations of the high involvement hypothesis  Implicit mental models of the system converted into explicit mental models (Andersen, et al, 1997)  Refined mental models for managing the system (Rouwette, et al, 2011;Thomke, 1998)  Improved creativity and generating new ideas for improving system performance (Robinson, 2004);  Abstraction of general principles from models that can be transferred elsewhere (Alessi, 2000;Lane, 1994;Thomke, 1998) Common to all of the formulations listed in Table 1 is the theory that a simulation client has a simple predictive mental model of how the system under study behaves. Involvement in model building is hypothesised to aid clients to recognise their own implicit assumptions (Andersen et al, 1997), refine and change mental models (Rouwette et al, 2007;Thomke, 1998), enhance creativity in problem solving (Robinson, 2004), and generalise knowledge so that it can be transferred to other similar problems (Alessi, 2000;Lane, 1994;Thomke, 1998).…”

Section: The High Involvement Hypothesismentioning

confidence: 99%

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Learning from discrete-event simulation: Exploring the high involvement hypothesis

Monks

Robinson

Kotiadis

2014

European Journal of Operational Research

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Discussion of learning from discrete-event simulation often takes the form of a hypothesis stating that involving clients in model building provides much of the learning necessary to aid their decisions. Whilst practitioners of simulation may intuitively agree with this hypothesis they are simultaneously motivated to reduce the model building effort through model reuse. As simulation projects are typically limited by time, model reuse offers an alternative learning route for clients as the time saved can be used to conduct more experimentation. We detail a laboratory experiment to test the high involvement hypothesis empirically, identify mechanisms that explain how involvement in model building or model reuse affect learning and explore the factors that inhibit learning from

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Section: The High Involvement Hypothesismentioning

confidence: 99%

Section: The High Involvement Hypothesismentioning

confidence: 99%

Learning from discrete-event simulation: Exploring the high involvement hypothesis

Monks

Robinson

Kotiadis

2014

European Journal of Operational Research

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“…Model and simulation fidelity. Alessi defines a model as the mathematics or logic that underlies a simulation, and a simulation as the model plus the interface that allows users to interact with it (Alessi, 2000). Fidelity refers to the realism (usually understood in terms of detail) that the model or simulation presents.…”

Section: Application Of Simulation Principles To Virtual Familiesmentioning

confidence: 99%

”It Feels Like Being a Real Doctor:” The Virtual Family Approach in Medical Education

Robison¹,

Rajasekaran²,

Berman³

et al. 2017

MedEdPublish

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The majority of health outcomes are determined by social determinants of health (SDOH) while medical care is responsible for as little as 20% of health outcomes. This article is an introduction to the Virtual Family (VF) approach to case based instruction; a novel strategy for addressing SDOH in medical school. The VF theoretical framework is presented and practical considerations and challenges for implementation of the VF approach at three different medical schools are offered. VFs are defined as representations of families or social groups that are not real. "Virtual," in this instance, refers to people or things that do not physically exist. The VF approach allows students and educators to adjust the "lens" of a case's focus to view the relevant determinants. The VF approach is presented as an extension of the virtual patient approach. Theoretical support for the VF approach is argued drawing on principles from modeling and simulation, effective story design, establishing a sense of human presence, serious gaming, visual design, identity leveraging, and flow theory. Challenges and benefits of the approach are described. Measures of efficacy designed to match learning goals are proposed. The VF approach is presented as practical, accessible, economical, and potentially powerful.

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“…Alessi (2000) stresses the importance of game-based learning, clarifying that it is a balance between conceptual (teaching about) and procedural (teaching how to do) knowledge. Computer games address many of the limitations of traditional instructional methods; games have the ability to motivate learning, increase knowledge and skill acquisition and support traditional teaching methods.…”

Section: To Learn By Enjoying Oneselfmentioning

confidence: 99%

Exploring New Technological Tools for Education: Some Prototypes and Their Pragmatical Classification

Sica¹,

Veneri²,

Miglino³

2012

Methodologies, Tools and New Developments for E-Learning

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The aim of this chapter is to introduce at exploring the potential of games in educational sector. More in depth, in this chapter we’ll describe: two European projects (Proactive11 and T31) with a specific focus on use of technology in formative sector; and a platform (Eutopia) experimented in both the projects with which educators can create virtual scenarios where students play a role and simulate a specific situation.\ud Both Proactive and T3 projects have used an experimental approach in which trainings were implemented in order to test the efficacy of the formation planned.\ud Preliminary results of the projects will be presented and discussed. The evidence supports the utility of using new technology in non-ordinary contexts, in order to foster learning process

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Building Versus Using Simulations

Cited by 40 publications

References 9 publications

Learning from discrete-event simulation: Exploring the high involvement hypothesis

Learning from discrete-event simulation: Exploring the high involvement hypothesis

”It Feels Like Being a Real Doctor:” The Virtual Family Approach in Medical Education

Exploring New Technological Tools for Education: Some Prototypes and Their Pragmatical Classification

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