INTEGRATING ANIMATION INTO TEACHING COMPUTER SIMULATION

Kambiz Farahmand,Mahmoud Mostafa,Satpal Singh Wadhwa

doi:10.24297/ijrem.v7i3.3827

Kambiz Farahmand, Mahmoud Mostafa + Show 1 more

Open Access

https://doi.org/10.24297/ijrem.v7i3.3827

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Abstract

Computer simulation is an experiment using a computer model to represent a unique system.Â Variables are defined and parameters to be study are monitored and recorded. Growing caÂpabilities and decreasing costs of microcomputers are placing this powerful tool at the fingertips of scientists and engineers. In the past, the use of digital computers in simulation required a considerable amount of programming effort. This is no longer a true statement.Â Simulation provides the student with a greater breadth and depth of information on which decisions could be made. It is also considered one of the most valuable and flexible decision making tools available. Flexible simulation and animation models developed using a multitude of softwareâ€™s available in the market today is considered a very powerful and effective approach in engineering education. Simulation and animation models could easily be used to solve complex and dynamic problems in both the classroom and real life.Computer simulation techniques and soft wares have been used for more than a decade to help engineers in development, trouble shooting, problem solving, and decision making process. The new paradigm in computer simulation is the use of animation and virtual reality to build engineering models and animation, simulate operations and performance. The fantastic progress in computer hardware and software industry has now opened a new and higher level of teaching computer simulation.

Highlights

The role of simulation is to evaluate practical alternatives either in support of major strategic initiatives which might involve a large financial investment, or in support of the continuous search for continuous improvement at operational and tactical levels
The animation associated with the generic simulation must be able to display all of the changes made by a user in the simulation (Benjamin 1994)
This analysis covered a continuing effort to determine how animation is most effectively used for both model validation and model communication

Summary

INTRODUCTION

The role of simulation is to evaluate practical alternatives either in support of major strategic initiatives which might involve a large financial investment, or in support of the continuous search for continuous improvement at operational and tactical levels. Simulation provides the students with a greater breadth and depth of information on which to base decisions: it is not an optimizing tool It is capable of handling the complexity of large systems. The student's response to the use of discrete or continuous event simulation using both programming language and a flexible simulation and animation package has been unprecedented. Dekkers and Donatti (1981) suggest that simulations have a positive effect on student motivation Because they are actively involved, college students are engaged in the learning process rather than observers. The animation associated with the generic simulation must be able to display all of the changes made by a user in the simulation (Benjamin 1994) This analysis covered a continuing effort to determine how animation is most effectively used for both model validation and model communication. The stages of a simulation project can be broken down into four major sections: Problem Definition, Model Building and Testing, Experimentation and Project Completion (see Figure 1)

Experimentation

CONCLUSION