The VR training of Serious VR should use the HTC Vive. The quality of the graphics of the Vive is just less than the quality of the Oculus Rift. But the quality of the images is not the most important aspect of a training, so therefore this can be a little less. This is because in Thalen’s research, it was not the most important to have the highest realism, just high enough to create the feeling of being present. The quality the Vive has is still very high. And the Vive makes up for this with its very good positional tracking. Positional tracking is an important part of the training, because the training should be done like it is done in the real world. Because the machines are big, it is important that movement is well tracked. Above that the hand movements also have to be tracked precisely. The Oculus does the tracking now still without controllers, which makes the coordination more natural, but the tracking with the controllers of the Vive more accurate. Also the controller might not allow the user to do the handling like it would be done in the real world, but the gross movement is shown and the user already knows how to grip a handle or hold a screwdriver. Therefore there will not be much education lost when using controllers.
Research has shown that using various simulations contributes to student learning in a variety of ways. DeCoster and Prater (1973) outline three advantages of games and simulations. First, games often engender a positive attitude toward learning and encourage engagement in the learning process. Second, active involvement stimulates learning. And third, games provide opportunities to integrate and apply learning. Kechnal (1989) points out that simulations can add an element of business reality to the classroom and can reduce issues of slacking induced by the use of standard problem sets. Hoffgan (2005) and Murphy (2005) point out that games and simulations turn students into active participants rather than passive consumers of information. They find that this type of active engagement positively impacts learning and retention. Fowler (2006) compares the use of traditional pedagogy to the use of simulations. He finds that students who are actively engaged in learning through the use of a simulation are better at the application of knowledge level on Bloom’s taxonomy than students who complete a course using traditional pedagogy. Ashwin (2005), Kechnal (1989), and Hoffgan (2005) suggest that, beyond reinforcing and extending content coverage, games provide opportunities to develop team work, collaboration, and interpersonal social skills. More recently, research has highlighted changes in student learning styles. Robinson (2007), Eisner (2004), and Arhin and Johnson-Mallard (2003), among others, have suggested that changes in learning styles make the use of games and simulations even more important. They further suggest that where past generations of students may have poured over text books, the current generation, groomed on television and computers, is more accustomed to other modes of education. Lippicott and Pergola (2009) and Murphy (2005) suggest that GenY students are more visual than verbal learners. Additionally these researchers find a strong preference toward active engagement and innovation in the learning process both from students and from educational oversight commissions such as the Accounting Education Change Commission. According to Tanner and Linquist (1998), games and simulation can fulfill this need for active engagement. They find that games promote active engagement in the learning process while providing opportunities for practice and application without rote memorization. Lippicott and Pergola (2009) call this type of pedagogy “edutainment” as games and simulations capitalize on the entertainment value of the activity to support academic learning.
In an era when many students are oriented towards games or simulation, it is the best opportunity to use board games as an edutainment tool. The use of board games has becoming the popular phenomena in order to engage the students to fully learn a certain subject. According to Reid et al. , it provides a better learning platform compared to traditional teaching methods. Furthermore, Carlos & Awad-Aubad  pointed out that the traditional teacher-centred learning should be complemented with student-centred board games in order to give students or players the ability to practice self-learning pace. It can be concluded that learning through board games provides a positive impact to students learning abilities. Cook & Olson  also indicated that board games are important tools to provide hands-on and heads-on skills and knowledge development for people on all subjects, as well as very useful, effective and enjoyable for all ages. This is supported by Ab Rahman et al.  who claimed that the use of games as a teaching tool has attracted 96% of the students' interests in learning compared to traditional method, during the first phase of the development process of this game board prototype. As such, the main purpose of this study is to evaluate the Global Zakat Game (GZG) as edutainment board game in enhancing zakat education in Malaysia among 235 participants from various levels of learning institutions during a national event.
nurse and nurse educator, I was aware of the deficiencies in nurses’ competence in detecting signs of deterioration in hospitalised patients. Due to this, I understood that we educators need to prepare our students more effectively. At the same time, I had an opportunity to develop a new learning environment for healthcare education. The combination of these two factors was the starting point of my research and of my personal development towards the role of an educational design researcher. In the beginning of the research process, I strongly identified my role as that of a nurse educator. As the research progressed, I started to identify myself as an educational game designer and developer. At this point, I was privileged to work in close collaboration with game designers, and in doing so, I learned a remarkable amount about games, gaming experience and game development. My active involvement in all phases of the game’s design helped me develop skills in creating storylines, determining goals, inventing rules and challenges, and designing characters, backgrounds for scenes, and the written content of the patient scenarios. I used my knowledge of nursing and healthcare to create a game that nursing students find credible. Additionally, I developed skills in managing the game development process and testing the game. Throughout the process, I have been responsible for managing and conducting the research, and through this, my identity as a researcher has evolved. However, my role as an educational design researcher does not exist in a vacuum. It exists in multidisciplinary collaboration with students, colleagues, researchers, designers and developers, all of whom have expertise, which they use to help others achieve common goals. By working together using participatory methodologies, we can enhance educational practices and solve real-world problems. Finally, by involving the end-users as partners in the design process, we can create learning methods that engage students to learn almost as if by accident.
In the project described here we investigate undergraduate student experiences of the use of a marketing simulationgame (‘The Marketing Game!’). This abstract is submitted as a working paper to the Academy of Marketing conference 2008. When the original working paper was written for the conference we were still at the data gathering stage, but we have subsequently completed the data gathering and analysis and will have the full results to present at the conference. The purpose of this paper is to explain the background, rationale, research objectives and research methods for the project. The remainder of this introductory section is used to explain the rationale for the work, which emerges out of a belief that active learning techniques must play an increasing role in marketing education, and that simulation games are an effective and engaging approach to active learning. In the following section, we examine prior studies of simulation games, with a focus on their use in marketing education specifically. The subsequent section details the research objectives and the research methods employed in the present study. In the final section of the abstract we tentatively consider what the implications of the study might be for marketing educators.
This paper presents an evaluation of the cost and benefits of the web-based simulationgame from the students’ and tutors’ perspective. If it is possible to substantiate the view that a computer based simulationgame helps promote inter-personal skills, such as communication, collaboration and team work amongst architectural students then this will add to our knowledge about the use of interactive web-based game systems in Architectural Education. The paper is divided into three sections. A description of the contract management class where the simulation used is presented together with an outline of the game itself. Based on a questionnaire survey of students and tutors involved, the paper then assesses how the computer simulation worked as a group exercise, how it compares with more traditional approaches and the best and worst features of the web-based game. Finally, conclusions are drawn on the effectiveness of the game as a learning tool, limitations noted and suggestions for further research proposed.
Abstract: In this paper I describe s how students use a project management simulationgame based on an attack-defense mechanism where two teams of players compete by challenging each other’s projects. The project management simulationgame is intended to be played by pre-service construction workers and engineers. The gameplay has two parts: a planning part, where the player make managerial decisions about his construction site, and a challenge part where the player chooses between typical problems to occur on the opponent’s construction site. Playing the game involves analyzing both your own and you opponent’s building project for weak spots. The intention of the project management simulationgame, is to provide students with an increased sensitivity towards the relation between planning and reality in complex construction projects. The project management simulationgame can be interpreted both as a competitive game and as a simulation. Both of these views are meaningful and can be seen as supporting learning. Emphasizing the simulation aspect let us explain how students learn by being immersed into a simulated world, where the players identify with specific roles, live out specific situations, and experiment with relevant parameters. Emphasizing the competition game aspect we can see how play and competition allow players to experience intrinsic motivation and engagement, as well as thinking strategically about their choices, and hence put attention towards all the things that can go wrong in construction work. The goal of the paper is to investigate empirically how these two understandings influence game experience and learning outcome. This question is approached by qualitative post-game interviews about the experienced fun, competition and realism. Specific attention is given to how the understandings of the experience (for instance as a game and as a simulation) is entangled when the students describe their experience. Using the concepts
While a substantial amount of research has been conducted into the use of simulation games in business and marketing education, little of this has focused on the student experience. In this project we conducted a survey of s t ude nt e xpe r i e nc e s of t he us e of a ma r ke t i ng s i mul a t i on ( ‘ The Ma r ke t i ng Game!’ ) a t t wo uni ve r s i t i e s i n the UK. The respondents to the survey questionnaire were final year ma r ke t i ng s t ude nt s who ha d r e c e nt l y c ompl e t e d a modul e i n ma r ke t i ng s t r a t e gy on whi c h ‘ The Ma r ke t i ng Ga me ! ’ wa s us e d. The overall purpose of the study is to understand better how students perceive and respond to simulation games, in order to make more effective use of simulations in the curriculum. The design of the study enables us to analyse the comparative responses of different categories of students (different demographic categories, and other categories thought to be relevant including prior educational qualifications and work experience), thus providing advice to marketing educators on the likely responses to simulation games of different groups of students within a diverse student body.
Business simulators are frequently used in higher education for its pedagogical importance. The purpose of this survey is to know the opinion of the faculty staff regarding certain aspects of the game they use in their teaching, using the Macbeth (Measuring Attractiveness by a Category Based Evaluation Technique) approach. This research is supported in the multi-criteria analysis to obtain a classification of several simulation games in the role of its educational features. The methodology establishes a hierarchical order that will allow determining the optimum simulator valuing its peda- gogical efficiency.
Do you enjoy using the math skills, spatial relationship abilities and communication savvy needed for game programming or simulation? Today’s simulation and game programming professionals work in a wide variety of situations, from teams of as many as 100 people working on projects that cost millions of dollars to independent contractors working on individual projects. With the right education, you could work for the military, an educational institution or an airline, creating simulation environments to train their employees. Or, you could use your knowledge to help an entertainment giant build console and online games for players worldwide. You could even work in the insurance industry or for a safety or transportation agency reconstructing accidents to help determine their causes.
The unprecedented growth of ICT in forms of personal computers (PC), laptop, handheld wireless devices etc have added new dimensions to the teaching-learning process. People increasingly prefer the use of ICT because of its popularity and the convenience of use at any time and anywhere. The primary advantage that such tools offer to education is the re- usability aspect along with interactive learning. This is more relevant for distance and self- learners. The computational power of the current generation PC/laptops coupled with access to resources via secured and reliable data links have provided the learner new vistas of acquiring know-how and skills through online mode. Lately, with the popularization of 3G/ 4Gwireless communication and concurrent use of wired data connection with higher speeds have enabled uniform remote access to learning resources and these resources become more efficient, lively and user-centric.
A worksheet plays a critical role of connecting a board game to learning of accounting cycle from initial transaction entries to financial statements preparation. The worksheet is the template of expanded accounting equation with assets, liabilities, owners’ equity, revenues, expenses, and dividends accounts. It is the same table for transaction analysis in most textbooks. Typical textbooks use the transaction analysis as a stepping stone to the journal entries. However, the journal entries of debits and credits look too complicated and stressful for most beginners to grasp. It is easier and clearer to complete the accounting cycle using only the worksheet without debits and credits.
The game consists of a (pet) creature in a virtual home environment inside a mobile phone or PDA. The objective of the game is to raise a creature with desirable characteristics. The player (user) decides which characteristics are important, and he or she has various ways of interacting with the creature to help shape its character. This is in the spirit of games like Black & White. For example, a player might want to raise the creature to be a good athlete, and would therefore have the creature do activities that develop athletic skills, such as swimming or running. Alternatively, the player might prefer more of a thinking creature, and instead have it read books and solve puzzles. In addition to these training activities, the user can show off the creature’s skills by having it participate in competitions like athletic or mind- game events. These competitions can be either single-player (e.g. racing against time) or multi-player (e.g. competing against a friend’s creature).
There are many types of studies in this world many of them are using game theory as a tool successfully but with some limitations. According to the work done in study, what I understand by all this i. e. that everything which an executive support system will return as an output all the things will depends on the input. If invalid data is inserted into the system that means data inserted by us is insufficient and because of this reason software is not able to give correct result that means software is giving us wrong results. So we need to fill all the data into the system and in this way people will get correct information from the system. One more thing is necessary and that is in case, if account is entering all the data which we have to input to the system but all the employees are not giving there feedback that means all the data which is inserted in to the system from some department is complete but from other department data is even not started coming yet that means we need every information on the system so our system can perform better than other organization and we make good profit for the company. So by all the details tells us that game theory help and give is a well designed framework which show us way to get success and its all depends on our way of working that all the things will work properly.
advanced ActionScript programming when dealing with game physics, resource management and performance optimization, but also large-scale iOS application development as a whole. My solution is to summarize those technical challenges and build a framework aiming to ease the fundamental coding difficulties and routines in the long run. Contributed by those efforts, I found myself obtaining deep understanding of an object-oriented programming architecture. I have also learnt how to make the best use of third-party libraries in favor of production efficiency. For intance, without the help of Flint Particles and Nape physics engine, I couldn't have done my thesis project within the limited time constraints.
Hungarian economy had small GDP growth rates, less than 2%, in 1995 and 1996, showing depression. However, after this period until 2000, it kept rather high growth rates around 5%. The investment, export and imports showed steady growth rates. Then, the trade balance always showed deficits. The exchange rate kept the 2 digits depreciation rates. In this period, the growth rate of M2 always showed 2 digits figures. In 1998, it was more than 30%. After 2001, it kept this trend, showing around 5 % growth rates of GDP. The trade balance always showed deficits because of steady growths of investment, export, and imports. The exchange rate continued to appreciate, but depreciated in other years. The growth rate of M2 always showed figures larger than 10% except for 9% in 2004. It can be observed that the Hungarian central bank have a more active attitude compared with the Polish central bank. It is assumed that these 2 countries have the same export market and they are competing in that market. If the one country has an expansionary fiscal policy, the price increase and the interest rate decrease. Then, the exchange rate depreciates. These changes increase the export and GDP. However, such policy affect the another economy through the trade. This mutual relationship of two countries can be expressed by the Nash equilibrium of the Game theory. In this paper, the macro econometric models of Poland and Hungary have been built at first, then, the Nash equilibrium have been introduced.
Computer scientists have used simulation models to explore similar systems with some success . However, their uptake within the biological community has been limited by the perceived lack of rigour associated with simulation in comparison to equational modelling techniques . Formal models are expected to explicitly present all of their assumptions and to provide an intelligible account of the moves leading to the model’s conclusions. Simulations, on the other hand, are often opaque, even to their designers . Unlike the interpretation of mathematical models, understanding why a particular simulation model produces the results that it does is often a significant undertaking. As a result, even when the actual details of the implementation are made clear (which they are often not) by providing the source code, for example, simulation models are difficult to assess and appreciate. This sometimes leads to artefactual claims -.
Well, the publisher/developer model in general has always been fraught with some uncertainty on the developer end – you've got to always have money coming in, and if your publisher goes under or your game doesn't ship, it's a huge source of stress until another source of income becomes available. The inXile model allows for some more stability for the employees. We almost run like a publisher ourselves: on the one hand, we've got a team dedicated to whatever our current main project is, but by supplementing that with a good number of mobile/small-footprint games done by our other team(s), we're not put at such a disadvantage if something goes sour on the main project. It's operating with a safety net of sorts, although we certainly can't – and wouldn't want to – rely entirely on that backup income.
Brindley et al (2007) feel that in order to maintain professionalism, the provision of real–life opportunities to make and resolve mistakes is essential. With this in mind—and the esti- mated cost of £2.5 billion per year spent within the NHS on ‘basic’ mistakes in hospital set- tings (Commission on Education and Training for Patient Safety, 2016)—as an educational provider, there is a duty to our students as customers to provide an innovative, informative and evidence–based curriculum that will be transparent across education and practice. It has also been widely acknowledged that simulation is invaluable in bridging the gap be- tween theory and practice and potentially enhancing students’ performance (Alinier et al, 2004). This in turn can only have a positive impact on patient–centered care and, ultimately, on patient outcomes.