Relevant bibliographies by topics / Education Computer simulation

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education Computer simulation'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Education Computer simulation"

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Reva, S. V. "COMPUTER SIMULATION MODELS AND EDUCATION." Educational Dimension 17 (December 27, 2007): 228–34. http://dx.doi.org/10.31812/educdim.6368.

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The computer is with just cause possible to consider the integral part of the scholastic process. The computer simulation models are an important facility, which increases the possibility of the active education. Using of simulation modeling in education must, first of all, have a didactic motivation, and justified only in that event if it is oriented on achievement determined pedagogical result.
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Widdison, R. "Computer simulation in legal education." International Journal of Law and Information Technology 5, no. 3 (September 1, 1997): 279–307. http://dx.doi.org/10.1093/ijlit/5.3.279.

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Möller, Dietmar P. F. "Simulation in Education and Education in Simulation." SIMULATION 76, no. 4 (April 2001): 200. http://dx.doi.org/10.1177/003754970107600401.

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Möller, Dietmar P. F. "Simulation in Education and Education in Simulation." SIMULATION 76, no. 4 (April 2001): 201. http://dx.doi.org/10.1177/003754970107600402.

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Kutergina, Evgeniia. "Computer-Based Simulation Games in Public Administration Education." NISPAcee Journal of Public Administration and Policy 10, no. 2 (December 20, 2017): 119–33. http://dx.doi.org/10.1515/nispa-2017-0014.

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Abstract Computer simulation, an active learning technique, is now one of the advanced pedagogical technologies. Th e use of simulation games in the educational process allows students to gain a firsthand understanding of the processes of real life. Public- administration, public-policy and political-science courses increasingly adopt simulation games in universities worldwide. Besides person-to-person simulation games, there are computer-based simulations in public-administration education. Currently in Russia the use of computer-based simulation games in Master of Public Administration (MPA) curricula is quite limited. Th is paper focuses on computer- based simulation games for students of MPA programmes. Our aim was to analyze outcomes of implementing such games in MPA curricula. We have done so by (1) developing three computer-based simulation games about allocating public finances, (2) testing the games in the learning process, and (3) conducting a posttest examination to evaluate the effect of simulation games on students’ knowledge of municipal finances. Th is study was conducted in the National Research University Higher School of Economics (HSE) and in the Russian Presidential Academy of National Economy and Public Administration (RANEPA) during the period of September to December 2015, in Saint Petersburg, Russia. Two groups of students were randomly selected in each university and then randomly allocated either to the experimental or the control group. In control groups (n=12 in HSE, n=13 in RANEPA) students had traditional lectures. In experimental groups (n=12 in HSE, n=13 in RANEPA) students played three simulation games apart from traditional lectures. Th is exploratory research shows that the use of computer-based simulation games in MPA curricula can improve students’ outcomes by 38 %. In general, the experimental groups had better performances on the post-test examination (Figure 2). Students in the HSE experimental group had 27.5 % better scores than students in the HSE control group. Students of the RANEPA experimental group had 38.0 % better scores than students in the RANEPA control group. Research indicates that lecture-based courses are less effective than courses with more interactive approaches. Therefore, our study highlights the need to implement computer-based simulation games in MPA programmes in Russian universities. Computer-based simulation games provide students with practical skills for their future careers.
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Zendler, Andreas, and Manuel Gohl. "Direct Instruction vs. Computer Simulation and their Learning Outcome in Engineering Education." International Journal of Engineering Education 1, no. 2 (December 15, 2019): 91–98. http://dx.doi.org/10.14710/ijee.1.2.91-98.

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Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This study focuses on the empirical examination of learning outcome in engineering educationwith respect to two instructional methods: direct instruction and computer simulation. A CRF 2x2 design is used to control instructional method and class context. Learning outcome on bridge construction is assessed with reference to the optics of bridge and the material usage for the bridge. The empirical findings show that learning with direct instruction was superior to computer simulation.
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Sussman, Daniel, and Joseph Lowman. "Hard-copy versus Computer Presentation of the SuperShrink Interview Simulation." Teaching of Psychology 16, no. 4 (December 1989): 227–30. http://dx.doi.org/10.1207/s15328023top1604_17.

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The effects of realism and perceived control on student satisfaction with the SuperShrink interview simulation were investigated via a 2 × 2 comparison of active/passive and computer/hard-copy conditions. Students rated the computer versions as more satisfying and as promoting a greater sense of realism than the printed materials. Students perceived having more control in the active than the passive conditions, but this perception was not accompanied by differences in satisfaction. These data suggest that computers are superior to hard-copy simulations of human interaction, perhaps because they enhance realism rather than control.
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Srinivasan, N. K. "Computer based modelling and simulation." Resonance 6, no. 4 (April 2001): 69–77. http://dx.doi.org/10.1007/bf02994595.

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Srinivasan, N. K. "Computer based modelling and simulation." Resonance 6, no. 3 (March 2001): 46–54. http://dx.doi.org/10.1007/bf02837671.

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Egemen, E., F. Edwards, and N. Nirmalakhandan. "Computer simulation models in environmental engineering education." Water Science and Technology 38, no. 11 (December 1, 1998): 295–302. http://dx.doi.org/10.2166/wst.1998.0480.

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The traditional lecture-based teaching process has been criticized as a passive knowledge delivery process with much room for improvement in the teaching-learning process. It is now recognized that one of the essential prerequisites for improving the teaching-learning process is active and interactive participation of the students, both in and out of the classroom. In this paper, computer simulation models are identified as an effective teaching aid to promote active participation between student and teacher as well as among students. Using a sample simulation model, the different ways in which models in general can be used to encourage active and interactive participation are discussed. It is concluded that the use of such computer simulation models is appealing to students with diverse learning styles.
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Dissertations / Theses on the topic "Education Computer simulation"

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Gerardi, Nicole. "Evaluation of computer-based simulation for pain management education." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/847.

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Effective pain management is an elusive concept in the acute care setting. Improving nurses' knowledge about optimal pain management is one way to improve the patient's pain experience. A computer-simulation game was developed as an alternative method of teaching the subject of pain management to nursing students. In the game, two patient scenarios are presented, one male and one female. Both patients present with acute pain and request help from the nurse. The player progresses through a series of nine questions as the scenarios unfold, each with one best or correct answer. The purpose of this study was to evaluate the game's potential as a teaching method compared to traditional methods of teaching, such as a lecture. A total of 30 nursing students participated in the study. After playing through the game, each student was asked to complete a post-game survey consisting of 10 standard 5-point Likert scale items and five open-ended questions. The survey was used to evaluate the students' enjoyment of the game, educational benefits, preference compared to traditional teaching methods, and perceived potential to change nursing practice. Results of the survey show that the majority of nursing students enjoyed playing the game and found it captured their attention more than traditional teaching methods. Nine out of the ten Likert scale items received universal high scores. Nursing students were receptive to the computer-simulation game as a teaching method and found it preferable to traditional methods.
B.S.N.
Bachelors
Nursing
Nursing
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Henderson, Craig Allen 1972. "RobotWorld : a simulation environment for introductory computer science education." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/80075.

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Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1999.
Includes bibliographical references (p. 329-338).
by Craig Allen Henderson.
M.Eng.
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O'Broin, Sean. "An approach to teaching computer simulation." Thesis, Loughborough University, 1985. https://dspace.lboro.ac.uk/2134/25495.

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The thesis proposes a method for teaching computer simulation. The method involves the use of a large-scale real-life project which had been carried out by the author on a consultancy basis. This project has been developed into a teaching package which is intended for a wide spectrum of students, thus little knowledge of mathematics is assumed. This method has been found to be the most successful one by the author in over twenty years of experience with different types of students and this particular package has been tried successfully with a group of students in Hong Kong. The.real system and the relevant problems involved are first described and considered. From this an extremely simplified version is then extracted. Solution methods are considered and the usefulness of simulation demonstrated. The tools required for a simulation are then introduced, the simulation language used being GPSS which is considered by the author to be the most appropriate on the basis of ease of learning and future usefulness. In a series of steps realistic complications are added to this simple system while in parallel the required extra elements of the simulation language are introduced building up to the final simulation of the real system by the students who will by then have a thorough grasp of GPSS. They will also have had the experience of developing a full-scale simulation model. At this stage the students will be in a position to apply their knowledge and experience to problems in other fields and the author hopes that the lecturer will be motivated to develop similar projects for teaching in other areas.
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Naumann, Steve E. (Steve Eugene). "Computer Simulation Placements in a Unit of Instruction." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278685/.

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Educators considering implementing a computer simulation must decide on the optimum placement of the simulation in the unit of instruction to maximize student learning. This study examined student achievement using two different placements for the computer simulation, The Civil War, in a unit of instruction of 8th grade American History students in a suburban middle school.
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de, Roulhac Selma Lee. "COMPARISON OF CHEMICAL PROCESS SIMULATION PROGRAMS FOR EDUCATION." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275282.

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Howard, Beverly J. "Computer-based versus high-fidelity mannequin simulation in developing clinical judgment in nursing education." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3558176.

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The purpose of this study was to determine if students learn clinical judgment as effectively using computer-based simulations as when using high-fidelity mannequin simulations. There was a single research questions for this study: What is the difference in clinical judgment between participants completing high-fidelity human simulator mannequin simulation or computer-based simulation? A convenience sample of 50 associate degree nursing students in the last medical-surgical nursing course of their program were invited to participate in this study. Analysis of the demographic data confirmed the similarity of the two groups in terms of the potentially important confounding variables such as age, sex, education and prior healthcare experience. The score for each participant from the computer-based simulation (Simulation 2) and the percent of interventions completed in the high-fidelity human simulator simulation (Simulation 3) by each participant was added together to obtain an aggregate clinical judgment score for participants in Group C and Group M. Two-tailed t test for independent means was used to determine if a significant difference existed between the aggregate clinical judgment score for Group C and the aggregate clinical judgment score for Group M. Results from the test indicated that there was no difference between groups at the 95% confidence interval. The similarity of the clinical judgment scores of the computer-based simulation group to the scores of the high-fidelity mannequin simulation group indicates similar utility of the two instructional methods. The use of carefully planned and well-designed computer-based simulations can allow students to practice skills and develop confidence, self-efficacy and clinical judgment independently, freeing faculty for other instructional tasks.

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Shi, Hongyi M. Eng Massachusetts Institute of Technology. "Improving economics education outcomes through gamification and simulation." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/119715.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2018.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (page 49).
Presented here is a thorough attempt to translate concepts in microeconomics to games in an attempt to improve educational outcomes at the high school and college level. Two different kinds of educational economics games are explored and described in detail, with the second having been implemented using the Unity game engine. Playtesting was done with both students and educators, in order to improve gameplay experience and ascertain how games can be best implemented within the economics curriculum. Further improvements to gameplay and educational effectiveness of the project are explored for possible future work done on the topic.
by Hongyi Shi.
M. Eng.
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Groom, Jeffrey A. "Medical Decision Making Under Stress-Evaluating the Role of Computerized Medical Simulation Education." NSUWorks, 2005. http://nsuworks.nova.edu/gscis_etd/552.

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In an emergency, cognitive ability, skill performance, and decision making skills of medical personnel are often impaired due to the physical and psychological effects of stress created by the emergency event itself. Computerized human patient simulators hold the potential of enabling personnel to recreate the cognitive, psychomotor, and affective demands of a real life medical emergency without putting patients or personnel at risk. While previous research has demonstrated the potential of simulation-based instruction to improve cognitive and psychomotor learning outcomes, there has been no attention focused on affective learning domains and performance outcomes. Repeated practice in a realistic simulation training environment has the potential to decrease the stress response of personnel in an emergency, blunt the effects of skill degradation due to stress, and increase the performance capacity of medical personnel in an actual emergency. In this study, senior anesthesiology nursing residents participated in a series of computerized patient simulation scenarios in which overall medical performance and physiological and psychological indicators of stress were assessed. Physiological measures included noninvasive measures of heart rate, blood pressure, and salivary cortisol level. Psychological measurements included the State-Trait Anxiety Inventory (STAT) and two Likert-scale responses to the subject's perceived level of stress and level of confidence. Because of the individual variation in response to stress, each subject served as their own control. Fifty-four subjects participated in the study. A random sample of 16 subjects participated in a baseline nonemergency simulation scenario. All 54 subjects then participated in a pre- and post-intervention simulated emergency scenario. Between the two scenarios, each subject received 16 hours of simulation-based instruction in the management of anesthesia emergencies and stress inoculation training. Subjects showed a significant increase in all parameters in the pre-intervention emergency scenario when compared to the nonemergency baseline scenario. Equally, all subjects showed a significant increase in parameters during the pre-intervention scenario when compared to that during post-intervention scenario. However, all of the parameters during the post-intervention scenario showed significantly less response to stress than during the pre-intervention scenario. Additionally, ratings for performance showed a significant increase in the post-intervention scenario when compared to performance during the pre-intervention scenario. The research demonstrates that computerized human patient simulation is capable of replicating the demands of a real emergency. The study was able to validate an improvement in medical performance and decrease in responsiveness to stress. The research appears to be the first to confirm the utility of simulation-based instruction in mitigating the physical and psychological effects of stress, created by an emergency event itself. Equally important, the participants reported a decreased perception of stress and an increased level of confidence following the intervention. The combination of stress inoculation training and simulation-based instruction appears to an effective strategy for improving cognitive, psychomotor and affective learning and performance outcomes. Further study in a wider population and evaluation of the duration of the intervention is warranted.
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Häll, Lars O. "Developing educational computer-assisted simulations : Exploring a new approach to researching learning in collaborative health care simulation contexts." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-64296.

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Health care education is developing and simulations, in different guises, are gaining increasing attention as a means of overcoming tensions between instructional models and educational objectives. The role of simulations is, however, yet to be fully defined and will be dependent on the actual impact simulations on educational practice. Research need to better understand this impact and contribute to developing simulation practices. There is, therefore, a strong need for research that can balance scientific stringency and practical utility. This presents a challenge in a field that is biased in favor of laboratory experiments where theoretical accounts are also rare. This thesis explores a new theoretical and methodological approach, as a means of meeting this challenge. It draws upon Rose Luckin's Ecology of Resources framework for redesigning learning contexts (2010) and it attempts to explore relations between learning context, learner interactions, and learning outcomes, in order to identify opportunities for the development of educational simulation practice. In researching different types of health care simulations in their own right, arguments have been made that it is necessary to strive for smaller and more useful generalizations. In response to this challenge, this thesis delineates one type of simulation context: collaborative educational computer-assisted simulation (ECAS) in health care education. After reviewing previous research on related topics, a model of this type of context has been developed. Based on this general model, the particular subfield of collaborative radiology in ECAS has been analyzed and researched. Four articles on this topic present empirical contributions that address different relations between context, learner interactions, and learning outcomes in collaborative radiology in ECAS. The first one explores how moving from a static tool to an ECAS changes what learners talk about, how they talk about it, and how they develop during training. The second one explores in more detail relations between the features of ECAS, the content of learner interactions, and the impact on learning. The third one explores how context design impacts peer interaction, and the fourth compares more and less successful groups in order to identify needs and opportunities for development of the learning context. The empirical data are used to discuss relations between learning context, learner interactions, and learning outcomes, and how collaborative scripts may be potentially useful in the development of collaborative ECAS in health care education. Such scripts could support for instance explicit dialogue about relations between context-dependent doing and subject-specific principles, thorough engagement with simulation feedback and inclusion of all simulations participants. A new path for health care simulation research is suggested, including a move beyond laboratory experiments towards dealing with the messiness of actual educational practice, a move beyond universal generalizations towards smaller-scale context considerate and more practically useful generalizations.
Learning Radiology in Simulated Environments
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Koeppen, Kyle Bruce. "Virtual access hydraulics experiment for system dynamics and control education." Thesis, Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/15906.

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Books on the topic "Education Computer simulation"

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Simulation in radiology. New York: Oxford University Press, 2012.

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Lin, Song, and Xiong Huang, eds. Advanced Research on Computer Education, Simulation and Modeling. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21783-8.

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Lin, Song, and Xiong Huang, eds. Advanced Research on Computer Education, Simulation and Modeling. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21802-6.

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Office, General Accounting. Joint simulation training. Washington, D.C: The Office, 1994.

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Office, General Accounting. Joint simulation training. Washington, D.C: The Office, 1994.

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Hamid, Vakilzadian, Society for Computer Simulation, American Society for Engineering Education., and IEEE Education Society, eds. International Conference on Simulation in Engineering Education: Proceedings of the 1992 SCS Western Simulation Multiconference on Simulation in Engineering Education, 20-22 January 1992, Newport Beach, Calif. San Diego: Society for Computer Simulation, 1992.

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Surgical simulation. London: Anthem Press, 2013.

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Milheim, William D. Computer-basedsimulations in education and training: A selected bibliography. Englewood Cliffs, N.J: Educational Technology Publications, 1992.

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Towne, Douglas M. Simulation-Based Experiential Learning. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993.

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Learning and instruction in simulation environments. Englewood Cliffs, N.J: Educational Technology Publications, 1995.

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Book chapters on the topic "Education Computer simulation"

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Greubel, Andre, Hans-Stefan Siller, and Martin Hennecke. "Teaching Simulation Literacy with Evacuations." In Addressing Global Challenges and Quality Education, 200–214. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57717-9_15.

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AbstractAs significant policies are based on their expected outcome in computer simulations, literacy of such simulations is necessary for political participation. In this paper, we propose ways to increase such simulation literacy. We discuss simulation literacy from a theoretical perspective and argue for simulating evacuations as a simple and potent topic to increase simulation literacy. Additionally, we present , a novel educational tool to simulate the evacuating of buildings (not only) for classrooms. Lastly, we show different teaching scenarios and exercises for the usage of in an exemplary way. and further teaching material is available online at www.evadid.it.
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Bannister, Haydn, Ben Selwyn-Smith, Craig Anslow, Brian Robinson, Paul Kane, and Aidan Leong. "Collaborative VR Simulation for Radiation Therapy Education." In Human–Computer Interaction Series, 199–221. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61905-3_11.

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Horwitz, Paul. "Designing Computer Models That Teach." In Modeling and Simulation in Science and Mathematics Education, 179–96. New York, NY: Springer New York, 1999. http://dx.doi.org/10.1007/978-1-4612-1414-4_8.

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Li, Ying, Lizhen Ma, and Yurong Shi. "Exploration on Computer Simulation Method in Physics Education." In Advances in Intelligent and Soft Computing, 517–22. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24775-0_81.

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Deng, Xiangzheng, Qunou Jiang, and Xin Wen. "Computer-Based Estimation System for Land Productivity." In Advanced Research on Computer Education, Simulation and Modeling, 317–21. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21783-8_52.

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Machacek, Zdenek, Martin Pies, and Stepan Ozana. "Simulation of MIT Rule-Based Adaptive Controller of a Power Plant Superheater." In Frontiers in Computer Education, 473–79. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27552-4_65.

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Kocian, Jiri, Michal Tutsch, Stepan Ozana, and Jiri Koziorek. "Application of Modeling and Simulation Techniques for Technology Units in Industrial Control." In Frontiers in Computer Education, 491–99. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27552-4_67.

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Koster, Andrew, Fernando Koch, Nicolas Assumpção, and Tiago Primo. "The Role of Agent-Based Simulation in Education." In Communications in Computer and Information Science, 156–67. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-52039-1_10.

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Tian, Xinyu, Xiaolin Zhang, Haitao Wu, and Ying Yao. "The Implementing and Researching of BIT in Airborne Computer." In Advanced Research on Computer Education, Simulation and Modeling, 192–98. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21783-8_32.

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Liu, Zhen, Fangfang Dong, and Luwei Ding. "Numerical Simulation of Nonlinear Filtering Problem." In Advanced Research on Computer Education, Simulation and Modeling, 14–19. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21802-6_3.

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Conference papers on the topic "Education Computer simulation"

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Zhou Huanyin, Liu Jinsheng, Wei Yangjie, Xia Hong, and Qian Min. "Computer simulation for undergraduate engineering education." In Education (ICCSE). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228177.

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Krivy, Ivan, and Eugene Kindler. "Education and training in computer simulation." In the 5th international conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1050330.1050414.

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Zhang, Bo, Yuping Qin, and Lin Yao. "Study of computer network education simulation system." In 3rd International Conference on Green Communications and Networks. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/gcn130051.

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Gao, Ling. "Mathematical modeling and computer simulation of cellulase fermentation." In Education (ITIME). IEEE, 2009. http://dx.doi.org/10.1109/itime.2009.5236285.

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Nagali, Saniya, Anisha Iyer, and Vanisha Nagali. "Demonstrating Lorentz Transformation Using Computer Simulation." In 2020 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2020. http://dx.doi.org/10.1109/isec49744.2020.9397844.

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Liu Li-li and Ji Chang-peng. "Applications and studies of the computer simulation methods in physics." In Education (ICCSE). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228180.

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Buzzetto-More, Nicole, and Bryant Mitchell. "Student Performance and Perceptions in a Web-Based Competitive Computer Simulation." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3353.

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Computer simulations have implications across disciplines and with learners at all levels. By requiring learners to develop and apply knowledge and skills in interactive changing environments, they encourage deeper levels of learning. Additionally, simulations have been shown to be particularly effective at teaching complicated concepts that depend on the ability to understand interrelationships, strategize, make predictions, analyze and evaluate, and engage in multi-faceted decision making. In order to help students gain a deeper understanding of key business concepts, encourage critical thinking and decision making, foster collaboration and critical discourse, and encourage the application of concepts into real world business practices, the University of Maryland Eastern Shore, a minority serving institution, decided in 2004 to introduce a series of competitive web-based simulations at key junctures throughout the curriculum but focused primarily in the course Strategic Management. The simulation selected covers topics such as Strategy & Tactics, Policy, Production, Accounting, Marketing, Finance, Quality control, Human resources, Leadership, and Teamwork and involves students competing in teams against other teams. In order to assess the effectiveness of the simulation, a research protocol was introduced that included the administration of student surveys as well as the collection of performance data. The findings indicate that students overwhelmingly felt that the simulation helped them understand the application of key concepts and learn the decision making process that occurs in professional business practice. The examination of student performance data gathered in this study, with consideration given to the strong levels of student satisfaction, encouraged the authors to postulate based on the high success rates of this student population, which traditionally underperforms in more traditional mode of assessments, that simulations may serve as an equalizer that offers all students, from low to high achievers, an opportunity to succeed and that competitive web-based simulations enhance the overall educational and personal development experiences of minority students enrolled in higher education business programs.
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Holly, Michael, Jan-Heliodor Tscherko, and Johanna Pirker. "An Interactive Chess-Puzzle-Simulation for Computer Science Education." In 2022 8th International Conference of the Immersive Learning Research Network (iLRN). IEEE, 2022. http://dx.doi.org/10.23919/ilrn55037.2022.9815923.

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"LINKING SIMULATION AND PRACTICE." In International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2009. http://dx.doi.org/10.5220/0001979702580264.

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Levashova, K., and A. Musina. "VIRTUAL LABORATORY PRACTICE AND COMPUTER SIMULATION OF PHYSICAL PROCESSES." In Modern problems of physics education. Baskir State University, 2021. http://dx.doi.org/10.33184/mppe-2021-11-10.42.

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Reports on the topic "Education Computer simulation"

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Ків, Арнольд Юхимовиx, Сергій Олексійович Семеріков, Володимир Миколайович Соловйов, Andrii M. Striuk, and Андрій Миколайович Стрюк. 9th Illia O. Teplytskyi Workshop on Computer Simulation in Education. Криворізький державний педагогічний університет, February 2022. http://dx.doi.org/10.31812/123456789/6982.

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This is an introductory text to a collection of selected papers from the 9th Illia O. Teplytskyi Workshop on Computer Simulation in Education (CoSinE 2021), held in Kherson, Ukraine, on the October 1, 2021. The volume presents the contributions to theworkshops affiliated with the ICTERI 2021: the 17th International Conference on ICT in Education, Research, and Industrial Applications.
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Ків, Арнольд Юхимович, Сергій Олексійович Семеріков, Володимир Миколайович Соловйов, Andrii M. Striuk, and Андрій Миколайович Стрюк. Proceedings of the 9th Illia O. Teplytskyi Workshop on Computer Simulation in Education (CoSinE 2021) co-located with 17th International Conference on ICT in Education, Research, and Industrial Applications: Integration, Harmonization, and Knowledge Transfer (ICTERI 2021), Kherson, Ukraine, October 1, 2021. Криворізький державний педагогічний університет, February 2022. http://dx.doi.org/10.31812/123456789/6983.

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Proceedings of the 9th Illia O. Teplytskyi Workshop on Computer Simulation in Education (CoSinE 2021) co-located with 17th International Conference on ICT in Education, Research, and Industrial Applications: Integration, Harmonization, and Knowledge Transfer (ICTERI 2021), Kherson, Ukraine, October 1, 2021
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Kompaniets, Alla, Hanna Chemerys, and Iryna Krasheninnik. Using 3D modelling in design training simulator with augmented reality. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3740.

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The article is devoted to the theoretical consideration of the problem and the use of innovative technologies in the educational process in the educational establishment of secondary education in the process of studying the school course of computer science. The main advantages of using educational simulators in the educational process are considered, based on the new state standard of basic and complete general secondary education. Based on the analysis of scientific and methodological literature and network sources, the features of the development of simulators for educational purposes are described. Innovative tools for simulator development have been investigated, as augmented reality with the use of three-dimensional simulation. The peculiarities of using a simulator with augmented reality when studying the topic of algorithmization in the course of studying a school computer science are considered. The article also describes the implementation of augmented reality simulator for the formation of algorithmic thinking skills by students, presents the results of development and describes the functionality of the software product. In the further prospects of the study, it is planned to conduct an experimental study to determine the effectiveness of the use of software development in the learning process.
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Semerikov, Serhiy, Illia Teplytskyi, Yuliia Yechkalo, Oksana Markova, Vladimir Soloviev, and Arnold Kiv. Computer Simulation of Neural Networks Using Spreadsheets: Dr. Anderson, Welcome Back. [б. в.], June 2019. http://dx.doi.org/10.31812/123456789/3178.

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The authors of the given article continue the series presented by the 2018 paper “Computer Simulation of Neural Networks Using Spreadsheets: The Dawn of the Age of Camelot”. This time, they consider mathematical informatics as the basis of higher engineering education fundamentalization. Mathematical informatics deals with smart simulation, information security, long-term data storage and big data management, artificial intelligence systems, etc. The authors suggest studying basic principles of mathematical informatics by applying cloud-oriented means of various levels including those traditionally considered supplementary – spreadsheets. The article considers ways of building neural network models in cloud-oriented spreadsheets, Google Sheets. The model is based on the problem of classifying multi-dimensional data provided in “The Use of Multiple Measurements in Taxonomic Problems” by R. A. Fisher. Edgar Anderson’s role in collecting and preparing the data in the 1920s-1930s is discussed as well as some peculiarities of data selection. There are presented data on the method of multi-dimensional data presentation in the form of an ideograph developed by Anderson and considered one of the first efficient ways of data visualization.
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Semerikov, Serhiy, Viacheslav Osadchyi, and Olena Kuzminska. Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET. SciTePress, 2022. http://dx.doi.org/10.31812/123456789/7011.

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Symposium on Advances in Educational Technology (AET) is a peer-reviewed international conference focusing on research advances and applications of combined use of computer hardware, software, and educational theory and practice to facilitate learning. Today, AET is the premier interdisciplinary forum for learning scientists, academicians, researchers, professionals, policymakers, postgraduate students, and practitioners to present their latest research results, ideas, developments, and applications. AET topics of interest are: • Artificial intelligence in education • Augmented reality in education • Cloud-based learning environments • Cloud technologies for mathematics learning • Cloud technologies for informatics learning • Computer simulation in science and mathematics learning • ICT in primary and secondary education • ICT in higher education • Learning environments • Learning technology • Professional training in the digital space • Massive open online courses • Methodology of informatization in education • Modelling systems in education • Psychological safety in the digital educational environment • Soft skills development • STEM education • Virtualization of learning This volume represents the proceedings of the Symposium on Advances in Educational Technology, held in Kyiv, Ukraine, on November 12-13, 2020. It comprises 110 contributed papers that were carefully peer-reviewed and selected from 282 submissions. Each submission was reviewed by at least 3, and on the average 3.1, program committee members. The accepted papers present a state-of-the-art overview of successful cases and provide guidelines for future research. We are thankful to all the authors who submitted papers and the delegates for their participation and their interest in AET as a platform to share their ideas and innovation. Also, we are also thankful to all the program committee members for providing continuous guidance and efforts taken by peer reviewers contributed to improve the quality of papers provided constructive critical comments, improvements and corrections to the authors are gratefully appreciated for their contribution to the success of the workshop. Moreover, we would like to thank the developers of HotCRP, who made it possible for us to use the resources of this excellent and comprehensive conference management system, from the call of papers and inviting reviewers, to handling paper submissions, communicating with the authors, and creating the volume of the workshop proceedings.
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Kondratenko, Larysa O., Hanna T. Samoylenko, Arnold E. Kiv, Anna V. Selivanova, Oleg I. Pursky, Tetyana O. Filimonova, and Iryna O. Buchatska. Computer simulation of processes that influence adolescent learning motivation. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4452.

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In order for the learning process to always retain personal value for the learner, it is necessary that his or her motivation be maintained through an awareness of his or her purpose and goals. This article presents a local model (at the individual object level) of enhancing external motivation, which give to determine students’ efforts to get rewards. The concept of this model based on describing the behavior of agents (in our case students). The characteristics of the phenomenon in the motivation of learning at different stages of adolescent development are analyzed. The problem of computer modeling of educational processes with the help of agent modeling on the example of studying student motivation is considered. Internal and external factors that may strengthen or weaken the adolescent’s motivation to study have been studied. The expediency of using information technologies of agent modeling to study the dynamics of strengthening or weakening student motivation is substantiated. Using the AnyLogic Cloud computing environment the change of dynamics of strengthening of motivation of teenagers on an example of model of strengthening of external motivation is defined.
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