Relevant bibliographies by topics / Simulation games

Contents

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

Academic literature on the topic 'Simulation games'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 June 2025

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Journal articles on the topic "Simulation games"

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Holmberg, Robert, Niklas Karlsson, and Alexander Styhre. "Rethinking Production Games." Concepts and Transformation 3, no. 3 (January 1, 1998): 271–82. http://dx.doi.org/10.1075/cat.3.3.06hol.

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Within the discourse on contemporary, post-Taylorist working life, production games and simulations are widely accepted as tools to facilitate learning and communication in organizations. We suggest that research programs dealing with production games can be seen as lying between two typical positions. Insiders — any significant group that proposes that simulations are useful — argue that they are fair representations of work practices, and that they hold specific qualities. Outsiders — researchers seeking to understand how simulations work in action — reject these kinds of 3.. priori statements, claiming that it is not meaningful to express any of the qualities of simulations prior to the simulation situation without succumbing to mythologizing simulations. This paper presents a study, undertaken from an outsider perspective, of a simulation game used in Sweden. We suggest that simulation games are complex social interactions carrying a considerable, albeit not yet fully exploited, potential for learning. The outline of the simulation favored the use of recently developed shop floor practices over old practices, and the explanation for the success of the new practices was often interpreted in terms of technical aspects of the production process. Observations and interviews indicate that research from an insider perspective tends to underestimate the emergent character of the simulations and how the game can be a vehicle for discipline and the creation of dysfunctional patterns in workgroups as well as learning. In summary, the outsider perspective could, as in this study, provide alternative perspectives on simulations, providing new insights and ideas, for research as well as practice.
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Möring, Sebastian. "The Metaphor-Simulation Paradox in the Study of Computer Games." International Journal of Gaming and Computer-Mediated Simulations 5, no. 4 (October 2013): 48–74. http://dx.doi.org/10.4018/ijgcms.2013100103.

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This article discusses the metaphor-simulation paradox in the study of computer games. It is derived from three observations. Firstly, often when authors use the concept of metaphor with regard to games they use it in conceptual and textual vicinity to the concept of simulation. Secondly, the concept of metaphor is often applied to signify seemingly abstract games in opposition to mimetic simulations. Both observations can be made within an artgame discourse of the study of computer games as well as within the more general discourse of the study of computer games. Thirdly, however, the definitions for simulation as well as for metaphor are strikingly similar which culminates in the metaphor-simulation paradox i.e. the notions of metaphor and simulation are not distinct enough in order to make the distinctions which are usually made with these notions with regard to computer games. In an attempt to reconcile both notions with regard to computer games this article will make three suggestions. Observing that simulations are often called metaphors with regard to their degree of reduction or abstraction the first suggestion argues that simulations are essentially synecdochic and hence metaphoric when following a broad notion of metaphor. Based on the assumption that simulation is not a matter of similarity the second suggestion proposes to distinguish between a first order simulation and a second order simulation which can then be considered metaphoric. As a third and final suggestion the author offers to consider simulation and metaphor as related via the notion of the model. Simulations are based on models and metaphors provide models such that one can speak of metaphor based simulations.
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Danilovic, Mirceta. "Possibilities and importance of using computer games and simulations in educational process." Zbornik Instituta za pedagoska istrazivanja, no. 35 (2003): 180–92. http://dx.doi.org/10.2298/zipi0335180d.

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The paper discusses if it is possible and appropriate to use simulations (simulation games) and traditional games in the process of education. It is stressed that the terms "game" and "simulation" can and should be taken in a broader sense, although they are chiefly investigated herein as video-computer games and simulations. Any activity combining the properties of game (competition, rules, players) and the properties of simulation (i.e. operational presentation of reality) should be understood as simulation games, where role-play constitutes their essence and basis. In those games the student assumes a new identity, identifies himself with another personality and responds similarly. Game rules are basic and most important conditions for its existence, accomplishment and goal achievement. Games and simulations make possible for a student to acquire experience and practice i.e. to do exercises in nearly similar or identical life situations, to develop cognitive and psycho-motor abilities and skills, to acquire knowledge, to develop, create and change attitudes and value criteria, and to develop perception of other people?s feelings and attitudes. It is obligatory for the teacher to conduct preparations to use and apply simulation games in the process of teaching.
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Besse, Cheryl, Laura Vogelsang, and Jill Zdunich. "The Simulation Games." Nurse Educator 45, no. 6 (May 12, 2020): 339–42. http://dx.doi.org/10.1097/nne.0000000000000832.

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Beuk, Frederik. "Sales Simulation Games." Journal of Marketing Education 38, no. 3 (July 26, 2016): 170–82. http://dx.doi.org/10.1177/0273475315604686.

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This study combines the perspective of students ( n = 137) and sales instructors ( n = 248). It compares how well selling and sales management simulation games, case discussions, and traditional lectures are perceived to conform to the seven principles for good practice in undergraduate education. The study further compares each method’s performance on perceived learning outcomes. Differences between instructors who adopted a simulation game and nonadopters are investigated. Finally, we investigate the reasons why some instructors adopt and others choose not to adopt simulation games for their selling and sales management classes. We find that students consider simulation games more fun, but less useful than lectures, and about equally useful as case discussion. Computerized simulation games are less frequently used in sales education than in other business disciplines. The perceived lack of suitable games is the main reason why instructors do not adopt simulation games for sales education. Contrary to earlier speculation, prior professional work experience of the instructor is unrelated to simulation game adoption, and years of teaching experience is positively related to the use of simulation games.
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Parker, J. R., and Katrin Becker. "The Simulation-Game Controversy." International Journal of Gaming and Computer-Mediated Simulations 5, no. 1 (January 2013): 1–12. http://dx.doi.org/10.4018/jgcms.2013010101.

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Games use the same base technology and design strategy as do simulations, but add a few items to the mixture. Understanding this gives ‘new’ (read borrowed) tools for game creation and testing. The idea that simulations are implementations of a model, for instance, leads to a focus on the model rather than the code when designing a game. Similarly, the verification/validation pair used in simulations can be extended by adding playtesting for games, thus giving an educational game (for example) viable, demonstrable educational characteristics as well as playable (and thus engaging and motivating) characteristics. Productive work on improving games for specific purposes (serious games) can be advanced if the authors can agree on a common terminology and concept set (Shaw & Gaines, 1989), and if games can be seen as a valuable extension of a simulation that has specific characteristics that make them useful in specific circumstances. The idea of ‘fun’ is often thought of as the enemy of ‘learning’ in educational literature, and this needs to change if progress on serious and educational games is to be made. This paper will describe the hierarchy of computer simulation objects within which ludic simulations can be understood.
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Ferri, Gabriele. "Rhetorics, Simulations and Games." International Journal of Gaming and Computer-Mediated Simulations 5, no. 1 (January 2013): 32–49. http://dx.doi.org/10.4018/jgcms.2013010103.

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Oiligarchy (Pedercini (Molleindustria), 2008) and Phone Story (Pedercini (Molleindustria) & Yes Lab, 2011) are two apparently simple games that integrate game-based and simulational components in a wider rhetorical discourse. It is reductive to consider these satires as simple “gamified” pieces: their use of simulations as well as ludic elements is functional to a political rhetoric that cannot be reduced to mindless escapism. Oiligarchy is a piece raising awareness on the dependency of Western societies on oil. It simulates oil-extraction using mathematical models to describe the decline of production rates; it also employs game mechanics to confute the player's initial assumptions and to propose a persuasive message. Phone Story is a playable satire of Apple advertising, simulating the “identity correction” genre adopted by political activists. This piece also features ludic mechanics to create a complex discourse enhancing its satirical effectiveness. These examples show the potentialities of an overlapping between simulation, playful elements and rhetorical persuasion - suggesting their mutual compatibility and stressing the need for further research in this area.
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Vaz de Carvalho, Carlos, Manuel Pereira Lopes, and António Galrão Ramos. "Lean Games Approaches – Simulation Games and Digital Serious Games." International Journal of Advanced Corporate Learning (iJAC) 7, no. 1 (April 3, 2014): 11. http://dx.doi.org/10.3991/ijac.v7i1.3433.

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Narayanasamy, Viknashvaran, Kok Wai Wong, Chun Che Fung, and Shri Rai. "Distinguishing games and simulation games from simulators." Computers in Entertainment 4, no. 2 (April 2006): 9. http://dx.doi.org/10.1145/1129006.1129021.

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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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Dissertations / Theses on the topic "Simulation games"

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Gustafsson, Christoffer, and Filip Björklund. "Wind Simulation in Networked Games." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-420299.

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Wind is a natural phenomenon that interacts with the majority of physical objects to some extent. Yet, in games this is often neglected. This is largely due to the complexity of the physics behind wind, in relation to the impact that it may have on the game experience. Adding to the complexity of wind is the fact that many modern games are networked, meaning multiple players need to share a consistent world view. Wind is inherently chaotic in nature, which is a problem for networked games that heavily favors deterministic behavior. In this thesis we will summarize the current state of the art, in games and briefly other areas. With this knowledge we push forward to improve on the existing solutions. Due to computational limitations of a real time game, we have divided up the problem into two steps. First, we run the complex computational calculations of the wind in a certain scenario in an offline setting, storing the result. Next, when running the game, we utilize the pre-computed wind scenario to let the players experience realistic wind at a low computational cost. We also investigate how to network the wind in a feasible way. The result of the project shows that doing offline computation of wind, by running physical simulations is a feasible solution for adding wind in a game setting.
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Fernandez, Vara Clara. "The tribulations of adventure games integrating story into simulation through performance/." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/31756.

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Thesis (Ph.D)--Literature, Communication, and Culture, Georgia Institute of Technology, 2010.<br>Committee Chair: Murray, Janet H.; Committee Member: Bolter, Jay; Committee Member: Montfort, Nick; Committee Member: Nitsche, Michael; Committee Member: Pearce, Celia. Part of the SMARTech Electronic Thesis and Dissertation Collection.
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Brown, Benjamin J. "A training transfer study of simulation games." Thesis, Monterey, California : Naval Postgraduate School, 2010. http://edocs.nps.edu/npspubs/scholarly/theses/2010/Mar/10Mar%5FBrown.pdf.

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Thesis (M.S. in Modeling Virtual Environments and Simulation (MOVES))--Naval Postgraduate School, March 2010.<br>Thesis Advisor(s): Becker, William ; Darken, Rudolp. "March 2010." Description based on title screen as viewed on April 28, 2010. Author(s) subject terms: Training transfer, virtual battespace 2, serious games. Includes bibliographical references (p. 279-284). Also available in print.
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Wilcox, Andreas. "Simulation av Xbox Live Indie Games gränssnittet." Thesis, Örebro universitet, Akademin för naturvetenskap och teknik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-15978.

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This thesis was developed as an assignment from Ludosity Interactive where the goal was to develop a copy of the Xbox Live Indie Games-marketplace from the Xbox 360. Ludosity Interactive had a necessity to easily test a game's attractiveness to potential customers using testing people from outside the company in a simulated Xbox Live Indie Games test environment; excluding this developed system there is no other way to do such an analysis without actually releasing the game on the Xbox Live Indie Games marketplace and then analyze the resulting sales from the product. The finished system had to be similar to the original system to the degree that a user could see past the interface itself and use the system just as he/she would have used the real marketplace. It also had to be easy to change and add games to the system so that Ludosity Interactive easily could show the games and the data that they deemed interesting for their tests. The final product was developed using C#, XNA and XML together with an Agileinspired development method in combination with Pivotal Tracker. This report describes how this product was developed.<br>Detta examensarbete utfördes som uppdrag åt Ludosity Interactive där målet var att utveckla en kopia av Xbox Live Indie Games-marknadsplatsens gränssnittet från Xbox 360:n. Ludosity Interactive hade ett behov av att enkelt kunna testa ett spels attraktionskraft hos potentiella kunder med hjälp av utomstående testpersoner i en simulerad testmiljö; utöver detta systemet finns det inget sätt att kunna göra en sådan analys utan att släppa produkten på Xbox Live Indie Games-marknaden och sedan analysera försäljningen av produkten. Det färdiga systemet var tvunget att vara såpass snarlikt originalförlagan att en användare skulle kunna förbi se själva gränssnittet och använda det precis som de använder den riktiga marknadsplatsen. Det skulle också vara enkelt att kunna förändra och lägga spel i systemet så att som Ludosity Interactive lätt kan visa de spelen och den data de anser intressant för sina tester. Den färdiga produkten utvecklades med hjälp av C#, XNA och XML samt en Agile-inspirerad utvecklingsmetod i kombination med Pivotal Tracker. Denna rapport beskriver hur den produkten definierades och utvecklades.
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Robles, David. "Simulation-based search and learning in games." Thesis, University of Essex, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.605563.

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The idea of creating agents that automatically learn to play games through experience has been one of the major goals for game researchers. Simulation-based search and reinforcement learning have been two of the most active areas of research tackling this problem. One of the main challenges that links both areas is how to acquire domain knowledge that can. be effectively integrated into simulation-based search algorithms. In this thesis we address this challenge in several ways. First, we use temporal difference learning to find value functions in the form of weighted piece counters and N-tuple systems to play the game of Othello. Next, we present an algorithm that combines TD learning with coevolution to learn value functions of higher quality. These learned value functions Serve as basis to enhance the performance of Monte Carlo Tree Search by incorporating them in the tree and default policies. Finally, we conduct an extensive empirical analysis of Monte Carlo Tree Search by comparing it against other simulation-based and minimax search algorithms.
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Lundell, Christian. "Water simulation for cell based sandbox games." Thesis, Linköpings universitet, Institutionen för systemteknik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-108828.

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This thesis work presents a new algorithm for simulating fluid based on the Navier-Stokes equations. The algorithm is designed for cell based sandbox games where interactivity and performance are the main priorities. The algorithm enforces mass conservation conservatively instead of enforcing a divergence free velocity field. A global scale pressure model that simulates hydrostatic pressure is used where the pressure propagates between neighboring cells. A prefix sum algorithm is used to only compute work areas that contain fluid.
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METELLO, MARCELO GOMES. "PROCESS-ORIENTED MODELING AND SIMULATION FOR SERIOUS GAMES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=28915@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>Esta tese é focada em jogos sérios que simulam situações realistas. O objetivo destes jogos vai além do mero entretenimento para outras áreas, tais como treinamento, por exemplo. Como algumas áreas da Ciência da Computação já fornecem métodos e ferramentas para a simulação de situações realistas, é altamente desejável que possamos usá-los neste tipo de jogos sérios. Esta tese introduz um novo framework no qual técnicas de simulação oriundas de diferentes áreas, tais como modelagem e simulação, sistemas de informação geográfica e sistemas multi-agentes, podem ser integradas em uma arquitetura de jogos sérios. A solução proposta resultou na concepção de um novo paradigma para modelagem de simulações chamado de simulação orientada a processos, que combina aspectos diferentes dos paradigmas mais tradicionais de simulação orientada a objetos e simulação orientada a agentes. A ideia principal da simulação orientada a processos é a separação entre o estado e o comportamento das entidades envolvidas na simulação. Esta característica favorece a modularização de comportamentos complexos e a integração em uma única simulação de diferentes modelos de simulação que interferem entre si. Baseado no paradigma de simulação orientada a processos, foi desenvolvida uma extensão do conhecido formalismo de simulações DEVS, chamada Process-DEVS, para a modelagem de simulações baseadas em eventos discretos. Alguns formalismos, tais como workflows e processos em espaços celulares, foram mapeados para o Process-DEVS e testados na implementação de dois sistemas: um jogo de treinamento e um sistema de planejamento de contingência, ambos projetados para a indústria de gás e petróleo.<br>This thesis focuses on serious games that simulate realistic situations. The objectives of such games go beyond mere entertainment to fields such as training, for example. Since other areas of Computer Science provide methods and tools for simulating and reasoning about real situations, it is highly desirable to use them in this kind of serious games. This thesis introduces a new framework on which simulation techniques from different areas, such as modeling and simulation, geographic information systems and multi-agent systems, can be integrated into a serious game architecture. The proposed solution resulted in the conception of a novel simulation modeling paradigm, named process-oriented simulation (POS), which combines different aspects of the more traditional object-oriented simulation (OOS) and agent-oriented simulation (AOS) paradigms. The main idea of POS is the separation between state and behavior of the entities involved in the simulation. This characteristic favours the modularization of complex behaviors and the integration of different and interfering simulation models into a single simulation. Based on the POS paradigm, a discrete-event simulation formalism named Process-DEVS was developed as an extension of the well-known DEVS simulation formalism. Some formalisms, such as workflows and cell space processes, were mapped to Process-DEVS and tested in the implementation of two systems: an emergency training game and a contingency planning system, both designed for the oil and gas industry.
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Han, Jennifer Ching-Wen. "Using system dynamics in business simulation training games." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/42762.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1997.<br>Includes bibliographical references (leaves 57-58).<br>by Jennifer Ching-Wen Han.<br>M.Eng.
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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.

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Schanda, Florian. "A modular physics methodology for games." Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557817.

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Currently, games with rich environments allowing a wide range of possible interactions and supporting a large number of physical simulations make use of a large number of scripts and bespoke physical simulations, adapted to fit the needs of the game. This thesis proposes a methodology that can be used to tie together various different physical simulations, both off-the-shelf and bespoke, such as rigid body physics, electrical and magnetic simulations to give something greater than the sum of the individual parts. We present a notation for designing the overall physical simulation and a means for the different parts to interact. Experiments using an implementation of the methodology containing electricity, rigid body simulation, magnetics (including electro-magnetics), buoyancy and sound show that it is possible to model everyday objects such an electric motor or a doorbell. These object work ‘as expected’, without the need for special scripts and new, originally unexpected, interactions are possible without further modification of the experiment setup.
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Books on the topic "Simulation games"

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Baker, Patricia. Simulation games 4. Melbourne: Joint Board of Christian Education, 1991.

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Computer Games Strategy Plus (Firm), ed. The best simulation games. San Francisco: Sybex, 1997.

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Cretien, Paul D. Management: A simulation. Columbus, Ohio: Merrill Pub. Co., 1988.

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Vaz de Carvalho, Carlos, Paula Escudeiro, and António Coelho, eds. Serious Games, Interaction, and Simulation. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29060-7.

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Vaz de Carvalho, Carlos, Paula Escudeiro, and António Coelho, eds. Serious Games, Interaction and Simulation. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51055-2.

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Abt, Clark C. Serious games. Lanham, MD: University Press of America, 1987.

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Smith, Jerald R. Manager: A simulation. Boston: Houghton Mifflin, 1987.

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Smith, Jerald R. Manager: a simulation. 2nd ed. Boston: Houghton Mifflin, 1987.

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Cai, Yiyu, Sui Lin Goei, and Wim Trooster, eds. Simulation and Serious Games for Education. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-0861-0.

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Stiegler, C. B. Fun & games international: A keyboarding simulation. Cincinnati, Ohio: South-Western Publishing, 1995.

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Book chapters on the topic "Simulation games"

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Santos, Rodrigo Pereira dos, and Esteban Walter Gonzalez Clua. "Simulation Games." In Simulation Foundations, Methods and Applications, 141–48. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-11085-6_5.

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Alonso-Sanz, Ramón. "Classical Correlated Games." In Quantum Game Simulation, 231–50. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19634-9_12.

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Alonso-Sanz, Ramón. "Games on Networks." In Quantum Game Simulation, 73–89. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19634-9_5.

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Alonso-Sanz, Ramón. "Quantum Relativistic Games." In Quantum Game Simulation, 141–74. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19634-9_8.

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Černý, Pavol, Thomas A. Henzinger, and Arjun Radhakrishna. "Quantitative Simulation Games." In Time for Verification, 42–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13754-9_3.

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Renz, Jochen, and Xiaoyu Ge. "Physics Simulation Games." In Handbook of Digital Games and Entertainment Technologies, 77–95. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-4560-50-4_29.

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Renz, Jochen, and Xiaoyu Ge. "Physics Simulation Games." In Handbook of Digital Games and Entertainment Technologies, 1–19. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-4560-52-8_29-1.

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Tipi, Nicoleta. "Simulation Games in Teaching Operations and Supply Chain Management." In Creativity and Critique in Digital Learning and Teaching, 295–321. Cham: Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-68086-1_13.

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Abstract This chapter aims to bring forward ways to develop and incorporate simulation games within digital teaching with specific emphasis to operations and supply chain management. Using simulation games in digital teaching presents learners with different opportunities to engage with learning abstract concepts that bring an increased level of complexity, such as learning about supply chain systems. Simulation games can be constructed and embedded into the curriculum not only to help learners understand theories, but also to experience activities and events as they may happen in practice. In the area of operations and supply chain management, advanced mathematical modelling is required to cover aspects such as inventory control, distribution planning, forecasting, vehicle routing, resources allocation and optimisation. When using simulations, abstract mathematical concepts can be presented in a more meaningful, practical way. Therefore, incorporating simulation games in digital teaching allows the development of knowledge and skills that not only help in demonstrating complex theories, but also in using business analytics. The use of analytics can enhance students’ numerical, analytical and critical thinking skills and contribute to enhancing student employability. Within this chapter, key characteristics to be considered when developing simulation games for digital teaching are identified. They are then tested, following a framework for simulation games model development that may be adopted by tutors in their practice. The chapter incorporates a simulation game example that tutors may wish to incorporate in their teaching.
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Sousa, Micael. "Gamifying Serious Games: Modding Modern Board Games to Teach Game Potentials." In Gaming, Simulation and Innovations: Challenges and Opportunities, 254–72. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09959-5_21.

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Gerber, Andreas, Markus Ulrich, and Patrick Wäger. "Review of Haptic and Computerized (Simulation) Games on Climate Change." In Simulation Gaming Through Times and Disciplines, 275–89. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72132-9_24.

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AbstractClimate change imposes tremendous, complex challenges on humanity. Thoughtfully designed games can support solving them. This article presents a review of climate games and thereby updates the review conducted by Reckien and Eisenack in 2011. It provides an overview of published climate games and reveals the development of the field over the last years. A total of 119 climate games were found whereof 52 were already part of the review of 2011. The broad variety of discovered games indicates a lively community and different settings where such tools are being applied. A substantial number of games addressed topics such as international climate conferences, global impacts of global decisions, and effects of individual decisions on their local environment. Other topics, however, were largely absent. They included - amongst others - the connection between climate change and health, and games that bride local and global levels. Furthermore, the game types “video games” and “alternate reality games” were not applied frequently. Both, the absent topics and the scarcely used game types open up possibilities to develop the field. Forty-six per cent of the games listed by Reckien and Eisenack seem to have disappeared and could not be found for this review, an observation that may need further attention.
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Conference papers on the topic "Simulation games"

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Sayed, Md Abu, Korben DiArchangel, Mayamin Hamid Raha, Parvaneh Aliniya, Monica Nicolescu, Mircea Nicolescu, and Sushil Louis. "NavySim: A Multi-Vessel Simulation and Analysis Engine for Naval Domains." In 2024 IEEE Conference on Games (CoG), 1–8. IEEE, 2024. http://dx.doi.org/10.1109/cog60054.2024.10645561.

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"Games simulation." In 2012 17th International Conference on Computer Games: AI, Animation, Mobile, Interactive Multimedia, Educational & Serious Games (CGAMES). IEEE, 2012. http://dx.doi.org/10.1109/cgames.2012.6314586.

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Tita, Carmen, and Silviu mihail Tita. "SIMULATION GAMES IN THE STUDENTS LEARNING PROCESS." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-263.

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This article discusses the effects of simulation games in the education of students and the skills and abilities that they obtained after participating in discipline-based on the online or outline simulation programs. These applications may be individual or components software of e-learning platforms. Games-based learning has captured the interest of educationalists and industrialists who seek to exploit the characteristics of computer games as they are perceived by some to be a potentially effective approach for teaching and learning. The type of the activity to the students in enhancing cooperation and constructing higher responsibility is games. A simple game can be able to improve cooperation and social ability of the member; to practice communication; and to improve emotional management. One more this simulation games can development leadership style of the participants. This research shows a link between the effects of simulation programs and performance of the simulation game. Simulating various aspects of professional environment and real industrial processes, allows to train students apply the obtained theoretical knowledge and solve problems emerging in their professional activity. For the design of educational games, the results suggest that the challenge of the game should be able to keep up with the learners growing abilities and learning in order to endorse continued learning in game-based learning environments. The link between students developmental (formative) assessment opportunities over the course of the simulation, explaining assessment criteria and ways that students can improve their performance, requiring students to undertake reflection on their learning and outcomes, and ensuring that higher order thinking skills are engaged.
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Smith III, James F., and Robert D. Rhyne. "Knowledge discovery through games and game theory." In Aerospace/Defense Sensing, Simulation, and Controls, edited by Belur V. Dasarathy. SPIE, 2001. http://dx.doi.org/10.1117/12.421063.

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Baalsrud hauge, Jannicke, Anna Barenbrock, and Klausdieter Thoben. "AVATARS AS MOTIVATIONAL FACTOR IN SIMULATION GAMES." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-039.

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User motivation and engagement while playing serious games remains challenging. Advances location-based technology has brought new opportunities for game-based, context-regulated experiences. Much effort has been made to model and manage the user context data, devices, and pervasive spaces, in order to enhance user experience. Research indicates that avatars have potential beyond representing the player on screen and interacting with the digital world. The interaction between an avatar and a player contributes to higher user engagement and a more pervasive experience. This article will look at how Simulation Games used for educational purposes can profit from avatars. The article is outlined as followed: it first analyses the potential avatars have on increasing player motivation and game enjoyment as well as on the player behaviour within different game genres. In a second step, we analyse and identify different types of simulation games, which mostly do not integrate an avatar. Based upon the outcome of the first part, we transfer the gained knowledge about avatars in avatar-focused games to simulation-based games with an educational focus on engineering, in order to increase player engagement towards learning games.
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"Games simulation, graphics & visualisation." In Serious Games (CGAMES). IEEE, 2011. http://dx.doi.org/10.1109/cgames.2011.6000313.

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Critelli, Matt, David I. Schwartz, and Steven Gold. "Serious social games: Designing a business simulation game." In 2012 IEEE International Games Innovation Conference (IGIC). IEEE, 2012. http://dx.doi.org/10.1109/igic.2012.6329843.

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Kandhai, Kevin, Michael Smith, and Andrea Kanneh. "Immersive driving simulation for driver education and analysis." In Serious Games (CGAMES). IEEE, 2011. http://dx.doi.org/10.1109/cgames.2011.6000355.

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Tadayon, Ramin, Ashish Amresh, and Winslow Burleson. "Socially relevant simulation games." In the 19th ACM international conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2072298.2071908.

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Sharma, Sharad, Stephen Otunba, and Jingxin Han. "Crowd simulation in emergency aircraft evacuation using Virtual Reality." In Serious Games (CGAMES). IEEE, 2011. http://dx.doi.org/10.1109/cgames.2011.6000319.

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Reports on the topic "Simulation games"

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Vakaliuk, Tetiana, Valerii Kontsedailo, Dmytro Antoniuk, Olha Korotun, Serhiy Semerikov, and Iryna Mintii. Using Game Dev Tycoon to Create Professional Soft Competencies for Future Engineers-Programmers. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4129.

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The article presents the possibilities of using game simulator Game Dev Tycoon to develop professional soft competencies for future engineer programmers in higher education. The choice of the term “gaming simulator” is substantiated, a generalization of this concept is given. The definition of such concepts as “game simulation” and “professional soft competencies” are given. Describes how in the process of passing game simulations students develop the professional soft competencies. Professional soft competencies include: the ability to work in a team; ability to cooperate; ability to problem-solving; ability to communicative; ability to decision-making; ability to orientation to the result; ability to support of interpersonal relations; ability to use of rules and procedures; ability to reporting; ability to attention to detail; ability to customer service; ability to sustainability; ability to the manifestation of professional honesty and ethics; ability to planning and prioritization; ability to adaptation; ability to initiative; ability to Innovation; ability to external and organizational awareness.
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Fedorenko, Elena G., Nataliia V. Kaidan, Vladyslav Ye Velychko, and Vladimir N. Soloviev. Gamification when studying logical operators on the Minecraft EDU platform. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4624.

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Use of visual methods plays a significant role in learning. ICT allow us to create electronic educational resources in a new format and with new opportunities. The study of their didactic possibilities, forms and methods of their application is a topical issue. Simulation, virtualization, gamification requires new knowledge about their application, and therefore, the problem of training future teachers to use them is an urgent and important part of training. In this article modern achievements in the use of serious games in education were investigated and analyzed, the possibilities of using virtual worlds in education were considered, the recommendations for the practical training of future teachers to use them were developed. In practice, the effectiveness of the use of virtual tools in education has been tested. A pedagogical experiment has been launched to identify the effectiveness of gamification in the realities of education in Ukraine.
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Tritten, James J. Scenarios, Simulations, and Games. Fort Belvoir, VA: Defense Technical Information Center, October 1988. http://dx.doi.org/10.21236/ada201633.

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Sutcliffe, Mark. Simulations, games and role-play. The Economics Network, September 2002. http://dx.doi.org/10.53593/n2913a.

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Murray, Trevor, and Timothy Jacobs. PR-457-16200-R01 Control of Vented Methane Emissions from Integral Compressor Engines. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), April 2018. http://dx.doi.org/10.55274/r0011475.

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At natural gas pipeline compressor stations, methane emissions from compressor and engine crankcases are often vented directly into the atmosphere. There may be advantages to capturing these emissions and using them to offset fuel usage and / or decrease the overall carbon footprint of such a typical compressor station. This study evaluates the feasibility of directing such captured emissions into the intake of the compressor engine and subsequently combusting the methane emissions into carbon dioxide and water. Although seemingly an obvious or trivial solution, there are in fact several challenges and issues that must be considered to evaluate if such a scheme is a reasonable course of action for compressor station methane emissions reduction. The study relies on both extensive literature review and model-based engine simulations to determine the feasibility of rebreathing crankcase gases in pursuit of reducing compressor station methane emissions. The conclusions of the study are limited to the crankcase vent rebreathing into the air intake of large bore, natural gas, 2-stroke engines. The model-based engine simulations require detailed physical geometry of the subject engines as well as knowledge of basic engine operating parameters (e.g., fuel flow, air flow, and fuel composition). The simulation is based on the experimental facility located at Colorado State University, which is a 4-cylinder Cooper-Bessemer GMV-4. One of the important parameters needing to be known is the gas composition of both compressor and engine crankcases. It is extremely difficult to determine the composition of the engine crankcase gases, since the composition depends on a large variety of parameters. For this study, the gases from the compressor crankcase are modeled as methane (i.e., pipeline gas), and the gases from the engine crankcase are modeled as products of combustion with two different levels methane concentration (1500 ppm and 3000 ppm). A sensitivity analysis is performed, and the observed pressure traces from the model-based engine simulation show that the engine performance is not affected by the addition of rebreathed gases. This insensitivity mainly results from the very small rebreathed flow rates compared to the air intake, and the adjustments made on engine parameters, boost pressure and fuel injection rate, to keep trapped equivalence ratio (TER) and the energy delivery rate the same.
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Zhai, Yuhui, and Yanfeng Ouyang. Effects of Nontraditional Messages in Dynamic Message Signs on Improving Safety, Compliance, and Avoiding Distraction. Illinois Center for Transportation, May 2024. http://dx.doi.org/10.36501/0197-9191/24-014.

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This project develops capability for future studies on the effects of nontraditional messages in dynamic message signs on improving driver safety and compliance and avoiding distractions. An online survey and a driving simulation game were designed, and a pilot run was conducted with a small number of students in the University of Illinois Urbana Champaign. Survey responses and simulation data were analyzed to reveal preliminary findings on notable effectiveness across different types of messages (e.g., humorous, emotionless, negative). The pilot study also provides guidelines and recommendations for running a large-scale survey and simulation game in the future.
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Fernandez-Duque, Silvina, David Klevan, and Russ Sitka. Response III: Simulations, Puzzles, and 'History Detectives': How Can Games Immerse Players while Balancing Authenticity, Memorialisation, and Learning? Landecker Digital Memory Lab, June 2025. https://doi.org/10.20919/dgwd4072.

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Computer games are technically well-suited for placing visitors into simulations of historical scenarios, as well as in post-Holocaust situations where their role is to be memory or history investigators. But are both scenarios pedagogically sound?
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Tavakoly, Ahmad, Joseph Gutenson, James Lewis, Michael Follum, Adnan Rajib, W. LaHatte, and Chase Hamilton. Daily RAPID streamflow and reservoir release flow in the Mississippi River Basin. Engineer Research and Development Center (U.S.), April 2021. http://dx.doi.org/10.21079/11681/40279.

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This dataset includes RAPID streamflow simulation correspond to the selected gages in the Mississippi River Basin. RAPID was run from 2005 to 2014 with and without reservoir releases. 175 USACE dams and reservoirs were considered in this study. The daily reservoir releases are included in this dataset.
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Espada Sánchez, Pablo Josué, and Fco Javier Martínez Sánchez. Breakouts de Matemáticas para 1ºE.S.O. Fundación Avanza, May 2023. http://dx.doi.org/10.60096/fundacionavanza/1512022.

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This article presents examples of breakouts in mathematics for 1° ESO. This consists in a new trend of teaching simulating a cooperative game. The paper are divided into four sections, depending on the mathematical contents of each game
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May, John W., and Jr. Computer Simulations and the Army War College, Where Are the Games. Fort Belvoir, VA: Defense Technical Information Center, April 1990. http://dx.doi.org/10.21236/ada223289.

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