Log in

Relevant bibliographies by topics / Education Computer simulation / Dissertations / Theses

To see the other types of publications on this topic, follow the link: Education Computer simulation.

Dissertations / Theses on the topic 'Education Computer simulation'

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Education Computer simulation.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

O'Broin, Sean. "An approach to teaching computer simulation." Thesis, Loughborough University, 1985. https://dspace.lboro.ac.uk/2134/25495.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

4

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/.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

de, Roulhac Selma Lee. "COMPARISON OF CHEMICAL PROCESS SIMULATION PROGRAMS FOR EDUCATION." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275282.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Ó, Duibhir Conall. "Simulating Systems : Interactive computer simulations as an educational tool for teaching about social-ecological systems." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105265.

Full text

Abstract:

This study adopts an experimental design to examine the use, in practice, of interactive computer simulations as educational tools. With the accelerated use of digital learning and the urgency of implementing sustainable development, the important role of interactive computer simulations is examined. While rooted in the digital humanities, the study focuses on ecopedagogy as a theoretical lens by which to assess critical learning. Drawing on previous research, ‘Shiny’ was used to develop a simple, interactive application consisting of a tool where users can calculate the cost and carbon emissions of energy production within a specific system. This application was used as part of a participatory experiment with 47 participants, and the data returned was analysed to examine its educational merit. The findings of the study indicate positive engagement with the simulation tool used, along with important lessons for further study.

APA, Harvard, Vancouver, ISO, and other styles

12

Tomshaw, Stephen G. Harvey Francis Dr. "An investigation of the use of microcomputer-based laboratory simulations in promoting conceptual understanding in secondary physics instruction /." Philadelphia, Pa. : Drexel University, 2006. http://hdl.handle.net/1860/1112.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Hsu, Chung-Yuan. "Formative Research on an Instructional Design Model for the Design of Computer Simulation for Teaching Statistical Concepts." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1258048389.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Singley, Bradford G. "Computer-Based Instruction for Engineering Education in the Developing World." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2090.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Rouse, Matthew David. "Design and evaluation of a remote access hydraulic manipulator for system dynamics and controls education." Thesis, Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/18943.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Kiehl, Debra Elisabeth. "A comparison of traditional animal dissection and computer simulation dissection." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3247.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Castner, Linda J. "Cognitive strategies of female nursing students using a computer simulation individually and in dyads to identify a nursing diagnosis /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487759914757696.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Michael, Kurt Y. "Comparison of Students' Product Creativity Using a Computer Simulation Activity versus a Hands-on Activity in Technology Education." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/27837.

Full text

Abstract:

The purpose of this study was to compare the effect of a computer simulation activity versus a hands-on activity on students' product creativity, originality, and usefulness. Fifty-eight middle school technology education students from Northern Virginia participated in the study. Subjects were randomly assigned to either a computer simulation or hands-on treatment group. The computer simulation group used a Lego-type brick simulator to construct creative products on the computer; whereas, the hands-on treatment group used real LEGOÂ® bricks to construct their creative products. The hands-on groups' products were collected by the researcher and copied into the computer simulation program. Both groups' products were printed using a color printer. The printed products were evaluated by expert judges using a creative product semantic differential scale. This study showed that there was no significant difference in product creativity scores among the computer simulation and the hands-on treatment group. The null hypothesis was accepted. Findings suggested that it was possible to use a computer simulation activity in place of a hands-on activity and still maintain product creativity, originality, and usefulness.
Ph. D.

APA, Harvard, Vancouver, ISO, and other styles

19

Prayaga, Lakshmi. "Game development environment to teach computer science concepts." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000089.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Zary, Nabil. "Virtual patients for education, assessment and research : a web-based approach /." Stockholm, 2007. http://diss.kib.ki.se/2007/978-91-7357-272-9/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Van, Loon Carey Brunner, Frances Berdan, and Edward A. Stark. "EthnoQuest: An interactive multimedia simulation for cultural anthropology fieldwork." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1938.

Full text

Abstract:

EthnoQuest, an interactive multimedia CD-ROM simulating a visit to a fictional village named Amopan, was conceived as an adjunct to college-level classroom instruction in introductory anthropology courses. Since these classes typically involve large numbers of students, the logistics on conducting actual fieldwork pose serious problems for instructors and students alike. The conception of an engaging, interactive, accessible learning tool that incorporates appropriate pedagogical principles has found its ultimate expression in EthnoQuest.

APA, Harvard, Vancouver, ISO, and other styles

22

Lowe, Graham. "Computer simulation in initial teacher education : a bridge across the faculty/practice divide or simply a better viewing platform?" Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12101/.

Full text

Abstract:

This thesis reports on a mixed methods research project into the emerging area of computer simulation in Initial Teacher Education (ITE). Some areas where simulation has become a staple of initial or ongoing education and training, i.e. in health care and military applications, are examined to provide a context. The research explores the attitudes of a group of ITE students towards the use of a recently developed simulation tool and in particular considers the question of whether they view computer simulation as a ‘third place’ between faculty based ‘theory’ elements and school based ‘practice’ elements of their training or whether they consider the simulation to be enhanced ‘theory’ learning. Data from pre-experience and post-experience questionnaires are compared. A series of indicative case studies, representing positive and negative changes in attitude, are presented from data collected using semi-structured interviews. A range of themes emerge indicating that the students’ attitudes towards computer simulation are complex and not based on single factors such as the fidelity of the simulation presented. A major finding of the research is that students’ attitudes towards the computer simulation appear to reflect deep seated views of teaching and learning unrelated to simulation. Indications are that if future use of simulation is to be effective then designers must pay at least as much attention to emotional impact as cognitive development. Evaluation of the success of the study is included and suggestions for further study are made.

APA, Harvard, Vancouver, ISO, and other styles

23

Huelskamp, Lisa Mary. "THE IMPACT OF PROBLEM-BASED LEARNING WITH COMPUTER SIMULATION ON MIDDLE LEVEL EDUCATORS' INSTRUCTIONAL PRACTICES AND UNDERSTANDING OF THE NATURE OF MIDDLE LEVEL LEARNERS." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1242662952.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Selinger, David Emanuel. "Designing a Security Education Curriculum Using Gamification Principles." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1574424122762057.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

McNemar, Robert Edwin. "Use of microcomputer simulations of science activities to study the relationship between sequencing and nature of learning activities and concept development /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu148725958026195.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Yoders, Samuel A. "Integration of Simulation into Healthcare Education through Applied Constructivism: A Randomized, Switching Replications Experiment." NSUWorks, 2017. http://nsuworks.nova.edu/gscis_etd/1002.

Full text

Abstract:

This report describes the development, deployment, and analysis of an experimental instructional unit using applied constructivism instructional design (ID). The ID template was used to integrate a high-fidelity simulator into an undergraduate health care degree curriculum in a private, not-for-profit university. A switching-replications experimental design was used with random assignment of volunteer participants to initial treatment and control groups. Quantitative analysis of learning outcomes using standardized assessments was performed, including correlational analysis for knowledge transfer of simulator skills to clinical skills. Statistically significant positive effects were found for the educational outcomes of participants when measuring both the knowledge and application of heart anatomical structures and views for examination of the heart with ultrasound. Mild positive correlations were found between performance on the simulator and performance in an actual clinical setting, with limited predictive value between the two. The switching-replications experimental design helped to control for potentially strong social effects that could have endangered internal validity and to maximize the data available for analysis. Many of the constructivist-based ID features of the educational unit resulted in positive feedback and participation from participants. However, cautionary findings relating to the ID features included the need to carefully evaluate their use, as there was a tendency for participants to not value the performance of certain features if they were not going to be graded, despite their likely educational benefit. Future research suggested includes repetition across similar institutions with disparate student populations, and use of the educational unit ID template to implement simulation technology in other educational realms. Other possibilities include determining the effects on learning outcomes of a more-realistic user interface (UI) design and/or increased realism (difficulty) in the simulation itself. Related qualitative-based research could include structured interviews to determine participant satisfaction and learning outlooks, and investigation of the learners’ thoughts and perceptions as they use actual ultrasound machines after practicing on the simulator through think-aloud and active interview techniques.

APA, Harvard, Vancouver, ISO, and other styles

27

Mohammad, Sundus. "Utilizing a high-fidelity computer-based sonography simulator to enhance sonographic knowledge and psychomotor skills among OB/Gyn residents." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu158768304407702.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Lunce, Leslie Matthew. "An investigation of the use of instructional simulations in the classroom as a methodology for promoting transfer, engagement and motivation." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3943/.

Full text

Abstract:

Innovative educators seek technologies to facilitate or enhance the learning experience while taking nothing away from the message of instruction. Simulations have been shown to meet this requirement. While simulations cannot replace the teacher or the message of instruction, they can provide a deeper and more cognitively engaging learning experience. Classroom use of simulations has been ongoing since the 1960's. However, substantive research on their efficacy remains limited. What research has been conducted indicates that simulations possess great potential as aids to instruction. The author of this dissertation pursued this question focusing on whether simulations contribute to instruction by facilitating transfer, improved motivation and increased engagement. This dissertation documents a study in which instructional simulations were used in undergraduate science courses to promote engagement, transfer and knowledge-seeking behavior. The study took place at Midwestern State University (MSU), a public university located in north-central Texas with a student population of approximately 5,500. The study ran during the fall 2006 and spring 2007 terms. Samples consisted of students enrolled in GNSC 1104 Life / Earth Science during the fall term and GNSC 1204 Physical Science during the spring term. Both courses were offered through the Department of Science and Mathematics at MSU. Both courses were taught by the same professor and are part of the core curriculum for undergraduates in the West College of Education at MSU. GNSC 1104 and GNSC 1204 yielded samples of n = 68 and n = 78 respectively. A simulation focusing on earthquakes was incorporated into the curriculum in GNSC 1104 while a simulation which presented concepts from wave propagation was included in GNSC 1204. Statistical results from this study were mixed. Nevertheless, studies of this type are warranted to gain a more complete understanding of how students are impacted by their interactions with simulations as well as the role simulations can play in the curriculum.

APA, Harvard, Vancouver, ISO, and other styles

29

Lin, Borchyi. "A HYPERMEDIA SIMULATION THAT TEACHES DEFENSIVE DRIVING SKILLS." UKnowledge, 2006. http://uknowledge.uky.edu/gradschool_diss/337.

Full text

Abstract:

Because of increased commuter traffic volume on rural roadways collisions between motor vehicles and farm equipment have increased in frequency and severity over the last several years. This study investigated the effects of a multimedia narrative simulation program that taught hazard recognition and promoted defensive driving on rural roadways shared by farm equipment. A companion animated driving game allowed users to practice reaction/stopping time distances with a simulated automobile on a simulated highway when objects appeared suddenly in the path of the automobile. The program and game were delivered by an objective-oriented client/server computer program that also recorded and stored student pre-test, performance, and posttest data. Prior to the main study a user test and pilot study were conducted. Fifteen instructional systems design graduate students completed the user test to evaluate the study procedures and debug the program. Then, a pilot study sample of 17 rural high school students completed the narrative simulation exercise, the reaction/stopping time game, and the study measures that included a demographic survey, pre- and post measures of predicted reaction/stopping time, recognition of collisions hazard cues, numerical performance scores for the simulation exercise, and tracking logs of each student's performance during the animated raction/stopping time game. The main study sample included 123 students age 16 years and older who attended four rural and suburban county high schools. The schools were randome assigned to the four treatment conditions, one control and three treatment groups. The treatment group students completed either (a) the multimedia narrative simulation only, (b) the animated reaction time/stopping time game only, or (c) both the multimedia simulation and the reaction time/stopping time game. As hypothezised, students in the groups that completed the hazard recognition and defensive driving skills performed significantly better on posttests of those skills than students in groups that did not complete the simulation. Compared to students that did not complete the reaction/stopping time game, significantly more students that did complete the game became aware that they could not stop the simulated automobile before hitting an object in its pathway. Yet there was nodifference across the four groups in students' estimates of reaction/stopping time distances. Limitations of the study are noted and discussed. Recommendations for future studies are proposed.

APA, Harvard, Vancouver, ISO, and other styles

30

Guo, Yongquing. "Interactive Computer Simulation and Animation Learning Modules: A Mixed-method Study of Their Effects on Students' Problem Solving in Particle Dynamics." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4493.

Full text

Abstract:

Computer simulation and animation (CSA) has been receiving growing attention and wide application in the engineering education community. The goal of this dissertation research was to improve students' conceptual understanding and procedural skills for solving particle dynamics problems, by developing, implementing and assessing 12 interactive computer simulation and animation learning modules. The developed CSA learning modules integrate visualization with mathematical modeling to help students directly connect engineering dynamics with mathematics. These CSA modules provide a constructivist environment where students can study physical laws, demonstrate mental models, make predictions, derive conclusions, and solve problems. A mixed-method research was conducted in this study: quasi-experimental method (quantitative), and survey questionnaires and interviews (qualitative and quantitative). Quasi-experimental research involving an intervention group and a comparison group was performed to investigate the extent that the developed CSA learning modules improved students' conceptual understanding and procedural skills in solving particle dynamics problems. Surveys and interviews were administrated to examine students' learning attitudes toward and experiences with the developed CSA learning modules. The results of quasi-experimental research show that the 12 CSA learning modules developed for this study increased students' class-average conceptual and procedural learning gains by 29% and 40%, respectively. Therefore, these developed CSA modules significantly improved students' conceptual understanding and procedural skills for solving particle dynamics problems. The survey and interview results show that students had a positive experience with CSA learning.

APA, Harvard, Vancouver, ISO, and other styles

31

Hartley, Andrée Vanda. "Expédition aux terres Australes : a web-based online role-play simulation : the enhancement of language acquisition through social interaction /." Access via Murdoch University Digital Theses Project, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20050603.151117.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Sanjari, Pirmahaleh Seyedeh Azin. "Examining Mathematical Modeling of Fifth Grade Students Using InteractiveSimulations." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563290145665376.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Messner, Kenneth Tyler. "ACTIVE-LEARNING SIMULATION-BASED APPROACH TO DIGITAL PRIVACY AWARENESS AND SECURITY IN SOCIAL-MEDIA (DIGITAL-PASS)." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1572268028135164.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Ha, Oai. "The Effects of Interactive Computer Simulation and Animation on Student Learning of Rigid Body Dynamics: A Mixed Method Study." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4457.

Full text

Abstract:

Engineering Dynamics (ED) courses are known as challenging and demanding for undergraduate students majored in many engineering fields, such as mechanical and aerospace engineering and civil and environmental engineering. The course is built upon the foundation and framework of mathematics and physics and requires students to have strong abstract thinking and reasoning skills. Rigid body dynamics (RBD), the second part of ED, investigates kinematics and kinetics of rigid bodies and is considered as a difficult subject by many undergraduate students because the course requires them to visualize abstract objects in motions. Although there have been many studies reporting the uses of interactive computer simulation and animation (CSA) modules as visual learning tools in RBD instruction, the effectiveness of the CSA modules on student learning of RBD were not rigorously and adequately investigated. This study employs a mixed method (QUAN – qual) approach and nonequivalent comparison group design to investigate the effectiveness of CSA modules on student learning of RBD, and to explore students’ attitudes towards and experiences with these modules. One hundred and sixty-one students in two recent semesters participated in this study: 74 in one semester participated in the comparison group and 87 in another semester participated in the intervention group. While the intervention group students studied RBD with CSA modules along with traditional lectures, the comparison group students studied RBD with traditional lectures only. Students in both groups were assessed with pretests and posttests using 10 bonus homework assignments developed to address core knowledge areas of RBD. The study uses a set of nonparametric statistical tools to analyze the pretest and posttest scores, mean differences, and magnitudes of the differences in learning gains between the two groups. Research findings from this study reveal that the intervention group students showed a significant increase in learning gains of overall knowledge, conceptual understanding, and procedural skills with Cliff’s effect sizes of 0.49, 0.41, and 0.47, respectively. CSA modules increased the intervention group students’ confidence, but they did not increase students’ motivation of learning RBD. This study supports the use of CSA modules as an instructional intervention to improve students’ conceptual understanding and procedural skills in learning engineering dynamics.

APA, Harvard, Vancouver, ISO, and other styles

35

Elliott, Jason Lynn. "AquaMOOSE 3D: a Constructionist Approach to Math Learning Motivated by Artistic Expression." Diss., Georgia Institute of Technology, 2005. http://hdl.handle.net/1853/7469.

Full text

Abstract:

Research has shown that students interest in academics declines significantly with age, especially in the areas of math and science (Kahle et al., 1993; Wigfield, 1994; Wigfield and Eccles, 1992). One approach to combating this problem is by using new technologies to engage students who otherwise would not be interested in learning. In the AquaMOOSE project, 3D graphical technology is combined with a constructionist learning philosophy to create an environment where students can creatively explore new mathematical concepts. The AquaMOOSE socio-technical system has been developed using an iterative design process. Three formal studies were conducted to assess the effectiveness of the system, as well as several smaller scale evaluations. The first study was conducted during a six-week summer program where students were able to use the AquaMOOSE system during their free time. The second study explored different learning issues in the context of a comparison-class study at a local high school where one section learned about polar coordinates using standard curriculum materials and an equivalent section learned the same material using a curriculum designed specifically around the AquaMOOSE system. The final study of the AquaMOOSE system was in an eight-week after-school program at a local high school where a balance between structure and creative freedom was explored. In this thesis, the iterative design and evaluation of the AquaMOOSE socio-technical system is presented. Evidence from this process is used to suggest implications of using 3D technology and constructionist philosophy for teaching complex mathematical content. The findings presented address issues of using constructionist learning environments for complex content and the tradeoffs of using 3D technology for educational systems.

APA, Harvard, Vancouver, ISO, and other styles

36

Owho-Ovuakporie, Kesiena. "Using "teacher moments" as an online practice space for parent-teacher conference simulation in preservice teacher education." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/111318.

Full text

Abstract:

Thesis: S.M. in Technology and Policy, Massachusetts Institute of Technology, School of Engineering, Institute for Data, Systems, and Society, Technology and Policy Program, 2017.
Thesis: S.M., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2017.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 71-75).
The aim of this thesis is to investigate and improve the suitability of Teacher Moments as an online practice space for parent-teacher conference simulation in preservice teacher education. We evaluate Teacher Moments by means of a playtest conducted with students of a preservice education class for undergraduates in the Scheller Teacher Education Program (STEP) at MIT. We set out to answer 3 research questions. 1) How do users perceive the authenticity of parent-teacher conference simulations in Teacher Moments? 2) How do students' reflections relate to the learning objectives after completing a parent-teacher conference simulation in Teacher Moments? 3) How do new users perceive the ease of use of Teacher Moments interface? Most of the preservice teachers in our study felt the simulation experience was authentic and the user interface was easy to use. The main themes we identified in the students' reflections and class debrief were aligned with the simulation learning objectives.
by Kesiena Owho-Ovuakporie.
S.M. in Technology and Policy
S.M.

APA, Harvard, Vancouver, ISO, and other styles

37

Park, John Charles. "The effects of simulation modes on the number of alternatives generated by fourth graders in a decision-making task /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262513407234.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Lutz, Jean-Christophe. "Development of novel tools based on patient-specific models for guidance and education in orthognathic surgery." Thesis, Strasbourg, 2017. http://www.theses.fr/2017STRAD017/document.

Full text

Abstract:

Notre pratique courante de la chirurgie orthognathique se heurte aux limites des outils standard de planification et de simulation ainsi qu’à l’absence d’assistance peropératoire. L’objectif de notre travail était de développer de nouveaux outils répondant à cette problématique. Ainsi, dans un premier temps, un algorithme de segmentation semi-automatique a permis une modélisation 3D patient-spécifique rapide et précise. Nous avons ensuite élaboré un logiciel de simulation des parties molles fondé sur un modèle mécanique de type masse-ressort permettant une précision millimétrique. Enfin, nous avons conçu un système de navigation temps-réel fondé sur un guidage électromagnétique mini-invasif doté d’une interface utilisateur intuitive. Son évaluation a montré une réduction de la variabilité inter-opérateurs. En plus de son caractère pédagogique, ce système bénéficiait particulièrement aux débutants. Les chirurgiens ont souligné l’intérêt de ce système, tant pour les dysmorphoses complexes que pour les cas de routine. Ces développements constituent ainsi une suite logicielle susceptible d’améliorer la qualité de prise en charge des patients
In our routine practice of orthognathic surgery, we face the limitations of conventional planning and simulation tools, and the lack of convenient intraoperative assistance. If computer science has provided satisfactory solutions for planning, yet simulation and navigation appear improvable. The aim of our research was to provide novel tools to improve these issues. Therefore, we first developed a semi-automated segmentation pipeline allowing accurate and timeefficient patient-specific 3D modeling. We then conceived 1mm-accurate facial soft tissue simulation software based on a mechanical massspring model. Finally, we developed a real-time navigation system based on minimally-invasive electromagnetic tracking, featuring a novel user-friendly interface. Evaluation showed that our software reduced time and accuracy discrepancy between operators. Along with educational purposes, such a system benefited especially trainees. Surgeons emphasized system relevance in the treatment of both, complex and common deformities. Such developments establish a software suite that could provide significant improvement for patient optimal care

APA, Harvard, Vancouver, ISO, and other styles

39

Robertson, Michael James Jones James G. "Using diffusion of innovations to explore digital gaming in undergraduate library instruction." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11011.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Nehring, Wendy M., and Felissa R. Lashley. "Nursing Simulation: A Review of the Past 40 Years." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/6706.

Full text

Abstract:

Simulation, in its many forms, has been a part of nursing education and practice for many years. The use of games, computer-assisted instruction, standardized patients, virtual reality, and low-fidelity to high-fidelity mannequins have appeared in the past 40 years, whereas anatomical models, partial task trainers, and role playing were used earlier. A historical examination of these many forms of simulation in nursing is presented, followed by a discussion of the roles of simulation in both nursing education and practice. A viewpoint concerning the future of simulation in nursing concludes this article.

APA, Harvard, Vancouver, ISO, and other styles

41

Archer, Elize. "Using simulation for achieving competency in the practical procedures of a Critical care nursing programme." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2028.

Full text

Abstract:

Thesis (MPhil (Curriculum Studies))--Stellenbosch University, 2008.
Background to the study: The Critical Care nursing programme at the Faculty of Health Sciences (Stellenbosch University) is a one-year programme. The practical component consists of practical procedures and case presentations. Students have limited time available in the clinical areas to reach competency in the practical skills. Students tend to use the majority of the clinical teaching time available to reach competency in these practical procedures, rather than discussing the patient and learning the skills to integrate and understand the patient’s condition and treatment, which they can acquire by doing case presentations. The end result of this misuse of clinical contact time is that some of the students, by the end of their programme, still have difficulty to integrate a patient’s diagnosis and treatment regime, although they have managed to complete the expected practical procedures. Summary of the work: A case study design was used. I wanted to investigate whether one could make use of simulation and the Clinical Skills Centre (CSC) to complete the majority of the practical procedures so that more time would be available in the clinical areas for the students to do case presentations. The study focuses on describing how the tutors and students involved experienced the use of simulation, as well as how it impacted on the available teaching time in the clinical areas. Conclusions and recommendations: Some of the most important issues that were highlighted in the study and needs to be mentioned are the following: · The students highly valued supervision by a Critical Care tutor when practising their skills in the CSC. · Students indicated that they valued the opportunity to practise some of the more risky procedures in simulation, because it presents no risk to patients. · Case presentations seem important to be added to the CSC’s practical sessions in order to attempt making the practical simulated scenarios even more realistic. · The teaching at the bedside in the clinical areas used to be done somewhat ad hoc. With the teaching in the CSC now being much more structured, this necessitates the teaching at the bedside to be revisited and to be structured to a certain extent. Summary of the results: The information obtained from the Critical Care tutors and the students indicated that these two groups were largely in agreement that simulation seems to be valuable and can effectively be used in a Critical Care nursing programme.

APA, Harvard, Vancouver, ISO, and other styles

42

Johnson, Ericka. "Situating simulators : the integration of simulations in medical practice /." Lund : Arkiv, 2004. http://www.bibl.liu.se/liupubl/disp/disp2004/arts294s.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Ketelhohn, Niels. "Development of an interactive simulation game for ISE-5204 Manufacturing Systems Engineering." Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-03242009-040732/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Bawelkiewicz, Konrad Jack Mining Engineering Faculty of Engineering UNSW. "The development of a virtual reality self escape simulation tool for the purposes of training and assessment." Awarded by:University of New South Wales. Mining Engineering, 2005. http://handle.unsw.edu.au/1959.4/22304.

Full text

Abstract:

This study investigates the research on current self escape practices, the need for training on emergency evacuation procedures and the use of virtual reality simulations for the purposes of training. Thus, this project focuses on the advantages of using virtual reality as an educational tool and follows the development and design aspects of the tool. It includes each phase in development of the tool, including current research on self escape practices, training needs analyses and the actual design phases of the simulation. The design phase focuses on the objects and animations required to be implemented in order to create a realistic virtual mine. The programming logic of the simulation tool is also examined. Moreover, the final simulation is evaluated and proved to be an appropriate form of assessment and efficient learning environment for the trainee. Furthermore, recommendations are made for future developments.

APA, Harvard, Vancouver, ISO, and other styles

45

Peters, Kevin Christopher. "TOUCHSPICE: PHYSICAL-VIRTUAL CIRCUIT EMULATOR." DigitalCommons@CalPoly, 2012. https://digitalcommons.calpoly.edu/theses/769.

Full text

Abstract:

This thesis involves the creation of a system of embedded touchscreen devices called touchSPICE to aid in the learning of basic circuits. Traditionally, circuit theory is taught to students in two different methods, lectures and laboratory exercises. Lectures focus on auditory and visual learning and are largely passive learning. Lab experiments allow students to physically interact with the circuits, and learn visually through viewing output waveforms from simulators or on measurement devices. The goal of the touchSPICE project is to develop a physical system for virtual, real-time SPICE simulation that mimics the laboratory experience. In touchSPICE, touchscreen devices act as circuit nodes that communicate with immediate neighbors using physical wires. Additionally, the nodes communicate wirelessly with a host computer, running a customized version of SPICE. Data is aggregated on the host computer and plotted in real-time. Changes in configuration of the nodes (component types and values), are then reflected on the host computer’s display. The efficacy of touchSPICE as a learning tool was evaluated by using anonymous surveys from 20 subjects including a pretest, followed by an interactive session with touchSPICE, and a follow-up posttest. Results collected showed that with a few changes to improve the responsiveness of the touchscreen, touchSPICE may be an effective method for teaching circuit theory. Additionally, users enjoyed the quick configuration time that touchSPICE provided, and felt that the real-time feedback of touchSPICE helped support understanding of how circuits operate.

APA, Harvard, Vancouver, ISO, and other styles

46

Ameerbakhsh, Omair. "Towards the use of interactive simulation for effective e-learning in university classroom environment." Thesis, University of Stirling, 2018. http://hdl.handle.net/1893/27939.

Full text

Abstract:

In this PhD thesis, the utilisation of interactive simulation in a higher education e-learning classroom environment was explored and its effectiveness was experimentally evaluated by engaging university students in a classroom setting. Two case studies were carried out for the experimental evaluation of the proposed novel interactive simulation e-learning tool. In the first case study, the use of interactive agent-based simulation was demonstrated in teaching complex adaptive system concepts in the area of ecology to university students and its effectiveness was measured in a classroom environment. In a lab intervention using a novel interactive agent-based simulation (built in NetLogo). For the purpose of teaching complex adaptive systems such as the concept of spatially-explicit predator prey interaction to undergraduate and postgraduate students in the University of Stirling. The effectiveness of using the interactive simulation was investigated by using the NetLogo software and compared with non-interactive simulation built using R programming language. The experimental evaluation was carried out using a total of 38 students. Results of this case study demonstrates that the students found interactive agent-based simulation to be more engaging, effective and user friendly as compare to the non-interactive simulation. In the second case study, a novel interactive simulation game was developed (in NetLogo) and its effectiveness in teaching and learning of complex concepts in the field of marine ecology was demonstrated. This case study makes a twofold contribution. Firstly, the presentation of a novel interactive simulation game, developed specifically for use in undergraduate and postgraduate courses in the area of marine ecology. This novel interactive simulation game is designed to help learners to explore a mathematical model of fishery population growth and understand the principles for sustainable fisheries. Secondly, the comparison of two different methods of using the interactive simulation game within the classroom was investigated: learning from active exploration of the interactive simulation game compared with learning from an expert demonstration of the interactive simulation game. The case study demonstrated the effectiveness of learning from passive viewing of an expert demonstration of the interactive simulation game over learning from active exploration of the interactive simulation game without expert guidance, for teaching complex concepts sustainable fishery management. A mixed methods study design was used, using both quantitative and qualitative methods to compare the learning effectiveness of the two approaches, and the students’ preferences. The investigation was carried out by running interventions with a mixture of undergraduate and postgraduate students from the University of Stirling in a classroom environment. A total of 74 participants were recruited from undergraduate and postgraduate level for both case studies. This thesis demonstrated through two case studies effectiveness of the proposed novel interactive simulation in university e-learning classroom environment.

APA, Harvard, Vancouver, ISO, and other styles

47

Lee, Benjamin Nelson. "Lude behavior designing contexts for playing out the kingdom of God /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p062-0272.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Sturgeon, Thomas. "Exploratory learning for wireless networking." Thesis, University of St Andrews, 2010. http://hdl.handle.net/10023/1702.

Full text

Abstract:

This dissertation highlights the importance of computer networking education and the challenges in engaging and educating students. An exploratory learning approach is discussed with reference to other learning models and taxonomies. It is felt that an exploratory learning approach to wireless networks improves student engagement and perceived educational value. In order to support exploratory learning and improve the effectiveness of computer networking education the WiFi Virtual Laboratory (WiFiVL) has been developed. This framework enables students to access a powerful network simulator without the barrier of learning a specialised systems programming language. The WiFiVL has been designed to provide “anytime anywhere” access to a self-paced or guided exploratory learning environment. The initial framework was designed to enable users to access a network simulator using an HTML form embedded in a web page. Users could construct a scenario wherein multiple wireless nodes were situated. Traffic links between the nodes were also specified using the form interface. The scenario is then translated into a portable format, a URL, and simulated using the WiFiVL framework detailed in this dissertation. The resulting simulation is played back to the user on a web page, via a Flash animation. This initial approach was extended to exploit the greater potential for interaction afforded by a Rich Internet Application (RIA), referred to as WiFiVL II. The dissertation also details the expansion of WiFiVL into the realm of 3-dimensional, immersive, virtual worlds. It is shown how these virtual worlds can be exploited to create an engaging and educational virtual laboratory for wireless networks. Throughout each development the supporting framework has been re-used and has proved capable of supporting multiple interfaces and views. Each of the implementations described in this dissertation has been evaluated with learners in undergraduate and postgraduate degrees at the University of St Andrews. The results validate the efficacy of a virtual laboratory approach for supporting exploratory learning for wireless networks.

APA, Harvard, Vancouver, ISO, and other styles

49

Bäckström, Emil. "NIISim, a Simulator for Computer Engineering Education." Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-94184.

Full text

Abstract:

Students at KTH can take a course called IS1200 Computer Engineering. This course teaches some of the basic aspects of computer engineering. One important part of the course is the labs which are carried out on an Altera DE2 Development and Educational board. The labs utilize many of the buttons and LEDs on this board. Unfortunately, these boards are only available during the course lab sessions meaning students have no way of fully testing their programs at home. Altera does provide a simulator, but it is not able to simulate the features on the board. NIISim aims to solve this problem. NIISim (Nios II Simulator) is a simulator that will be able to simulate all the functionality on the DE2 board that is necessary to complete all the IS1200 course labs. It comes with support for the Nios II CPU from Altera, several of Altera’s I/O devices and many features on the DE2 board. With a simple graphical user interface the user is able to quickly load the appropriate files and start the simulation. The user is also able to communicate with the simulated program using a console that supports both text input and output. Testing has shown that NIISim simulates the IS1200 course labs without problems. This is a great success. Furthermore, the simulation is performed at a much faster rate than the simulator provided by Altera. The intention is now that NIISim will be used in the IS1200 course to help increase students learning experience as they will have much more time to experiment with the DE2 board features. NIISim also makes a great starting platform for future master’s thesis projects such as implementing a cache simulator or multi-core simulation support.

APA, Harvard, Vancouver, ISO, and other styles

50

Park, Sung Jun. "Social facilitation effects of virtual humans." Thesis, Available online, Georgia Institute of Technology, 2006, 2006. http://etd.gatech.edu/theses/available/etd-07102006-132005/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!