Using simulation games for teaching and learning discrete-event simulation

Padilla, José J.; Lynch, Christopher J.; Diallo, Saikou Y.; Gore, Ross; Barraco, Anthony; Kavak, Hamdi; Jenkins, Bakari

doi:10.1109/wsc.2016.7822368

Cited by 19 publications

(19 citation statements)

References 12 publications

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“…Because the research showed that the obtained results are not affected by the student's preference for simulation or the assessment of classes by the respondents -it seems that regardless of the children' interests, this simulation can be used and bring positive results. The obtained results showed a positive example of using the PhET simulation in a similar way as in the previously quoted studies (Carpenter, Moore, & Perkins, 2016a;2016b;Clark & Chamberlain, 2014;Ganasen & Shamuganathan, 2017;Lancaster, Moore, Parson, & Perkins, 2013;Moore, Chamberlain, Parson, & Perkins, 2014;Padilla, Lynch, Diallo, Gore, Barraco, Kavak, & Jenkins, 2016).…”

Section: )supporting

confidence: 82%

“…In many publications, as a remedy for the above-described difficulties of students, it can be suggested using, for example visualization of chemical processes at the micro world level (Belford & Moore, 2016;Ben-Zvi, Eylon, & Silberstein, 1987;Bilek, Cieśla, Nodzyńska, Paśko, & Paśko, 2006b;Chang, Quintana, & Krajcik, 2010;Garnett, Hackling, & Oliver, 1996; Hsin-Yi Chang & Shi-Fang Tzeng, 2017; Hsin-Yi Chang, Zhihui H. Zhang, & Shu-Yuan Chang, 2014;Jones & Kelly, 2015;Moore, 2016;Rosenthal & Sanger, 2012;2013) or virtual laboratories (Ramirez & Macias, 2013). Numerous articles also confirmed the impact of computer simulations (Lamanauskas, 2011) on understanding the process of writing and balancing chemical equations (Sarabando, Cravino, & Soares, 2016), many of which relate to the PhET simulation (Carpenter, Moore, & Perkins, 2016a;2016b;Clark & Chamberlain, 2014;Ganasen & Shamuganathan, 2017;Lancaster, Moore, Parson, & Perkins, 2013;Moore, Chamberlain, Parson, & Perkins, 2014;Padilla et al, 2016).…”

Section: Research Focusmentioning

confidence: 95%

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Balancing Chemical Equations Using Sandwich Making Computer Simulation Games as a Supporting Teaching Method

Bílek

Nodzyńska

Kopek-Putała

et al. 2018

PEC

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Writing and balancing equations of chemical reactions is one of the \most difficult elements of chemistry education for students, which is why it was decided to analyse part of the process which is the most difficult. The process itself consists of multiple stages. it is important to highlight that the focus of research was not only on balancing the chemical equations. This stage can be independent of chemical skills and knowledge and is based on combinatorial and mathematical skills. The aim of the research was to examine whether using computer simulations can help younger children to balance chemical equations before they start to learn chemistry by using the psychological theory of transfer. It was decided first to teach children how to “make sandwiches” using a computer simulation game. When they have mastered in this activity, they can balance chemical equations. If the children learned how many pieces of cheese, ham and bread would be necessary to “make sandwiches” they began to learn how to balance chemical equations. The children were acquainted with the elements of chemical knowledge necessary to understand the simulation, and then they worked independently with it. Tests were carried out to check the acquired level of ability to balancing chemical equations. The obtained results proved that the balancing of the simple equation of reaction was mastered by over 50% of the children tested. It seems, therefore, a good solution that elements of reconciliation of chemical reaction equations should be introduced at an earlier stage of education, for example during maths lessons.

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Section: )supporting

confidence: 82%

Section: Research Focusmentioning

confidence: 95%

Balancing Chemical Equations Using Sandwich Making Computer Simulation Games as a Supporting Teaching Method

Bílek

Nodzyńska

Kopek-Putała

et al. 2018

PEC

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“…They also can include a more loosely coupled system where each processor has its local memory and a communication scheme based on messages. In addition, new initiatives, especially on platforms such as cloud-based virtualized arrangements and Internet-scale settings, can make PDDES more viable, easy to use, and cost-effective [3][4][5][6][7][8][9][10][11][12].…”

Section: Introductionmentioning

confidence: 99%

Design of Distributed Discrete-Event Simulation Systems Using Deep Belief Networks

Cortes¹,

Rabelo

Sarmiento

et al. 2020

Information

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In this research study, we investigate the ability of deep learning neural networks to provide a mapping between features of a parallel distributed discrete-event simulation (PDDES) system (software and hardware) to a time synchronization scheme to optimize speedup performance. We use deep belief networks (DBNs). DBNs, which due to their multiple layers with feature detectors at the lower layers and a supervised scheme at the higher layers, can provide nonlinear mappings. The mapping mechanism works by considering simulation constructs, hardware, and software intricacies such as simulation objects, concurrency, iterations, routines, and messaging rates with a particular importance level based on a cognitive approach. The result of the mapping is a synchronization scheme such as breathing time buckets, breathing time warp, and time warp to optimize speedup. The simulation-optimization technique outlined in this research study is unique. This new methodology could be realized within the current parallel and distributed simulation modeling systems to enhance performance.

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“…The use of games as educational tools has gained increased interest over the last decennia in many engineering fields including software engineering (Maxim et al 2016;Valle et al 2017;Calderón et al 2018), mechanical engineering (Braghirolli et al 2016;Chang et al 2016;Mavromihales, Holmes, and Racasan 2019), civil engineering (Alanne 2016;Oo and Lim 2016;Taillandier and Adam 2018) and electrical engineering (Callaghan et al 2015;Bahadoorsingh, Dyer, and Sharma 2016;Padilla et al 2016). Referred to as educational games, their primary purpose is to educate and train the player, which differentiates them from pure entertainment games.…”

Section: Introductionmentioning

confidence: 99%

To play or not to play: on the motivational effects of games in engineering education

Hartmann

Gommer

2019

European Journal of Engineering Education

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The popularity of games as educational tools has steadily increased and is mainly explained by the motivational power that is ascribed to games in general. The research investigates the role of different motivational forms in educational gaming and the influence of game and teaching context on the students' motivation to involve in game play. Based on self-determination theory and a mixed-method case study approach, seven educational games played in a postgraduate level engineering course in two consecutive years were studied. Our research reveals that different motivational forms can co-exist when students play games and that the interplay of game attractiveness, game learning and game operativeness can explain the emergence of these motivational forms.

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Using simulation games for teaching and learning discrete-event simulation

Cited by 19 publications

References 12 publications

Balancing Chemical Equations Using Sandwich Making Computer Simulation Games as a Supporting Teaching Method

Balancing Chemical Equations Using Sandwich Making Computer Simulation Games as a Supporting Teaching Method

Design of Distributed Discrete-Event Simulation Systems Using Deep Belief Networks

To play or not to play: on the motivational effects of games in engineering education

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