Simulation Game Research Articles

On the influence of online games on juvenile delinquency and its prevention and control suggestions

In the context of the rapid development of the Internet, online games have developed rapidly in recent years, and teenagers have gradually become the main force of online games. Online games have a certain negative impact on the development of young people. The violence and other negative elements in online games and the high simulation of games will weaken the self-control of young players and lead them to the road of crime. In order to further reduce the negative impact of online games on teenagers, game design and operation, home school social ethics education, legal regulations and other different perspectives, Put forward some suggestions on the rationality of the development of characters and scenes of online games, the market standard operation of audit operators, and the correct attitude and moral education of teenagers towards online games. Publicize and promote positive energy so that teenagers can relax in online games at the same time, they can increase their knowledge and develop correct world outlook, outlook on life and values.

Effects of Increasing Pitch Count on Pitch Type Ball Metrics and Release Height in High School Softball Pitchers.

Softball research has investigated changes in physical characteristics, mechanics, and ball speed as elements of fatigue. However, the influence of pitch volume on ball metrics is unclear. The purpose of this study was to investigate the influence of pitch volume on ball performance and release metrics in softball pitchers across different pitch types. As pitch volume increased, there would be a decrease in ball metrics of the fastball and changes in breaking pitches would be observed earlier than the fastball or changeup. Descriptive laboratory study. Level 5. A total of 21 (15.4 ± 1.6 years; 1.6 ± 0.2 m; 76.0 ± 17.2 kg) softball pitchers participated. Procedures consisted of participants pitching a simulated game consisting of 100 pitches, taking a 30-minute break, and then throwing 12 pitches to simulate the first inning of a doubleheader. Participants randomly threw each pitch type (fastball, changeup, curveball, or dropball). Ball performance and release metrics were measured using a Rapsodo portable pitch tracker. A 3 (time) by 4 (pitch type) multivariate analysis of variance revealed that pitch speed was significantly higher in the first inning compared with the last inning and the doubleheader inning. The fastball, curveball, and dropball revealed a significant difference in pitch speed between timepoints. Specifically, the curveball and dropball first-inning pitch speed was significantly greater than the last and doubleheader inning. Alternatively, the fastball had a significant increase in pitch speed from the last inning to the doubleheader inning. The typical 30-minute break given between games for doubleheaders may be sufficient recovery time for the fastball but not for the curveball and dropball. The Rapsodo device is an accessible method of tracking ball performance and pitch release metrics and could be helpful in identifying when a pitcher may be experiencing performance detriments in response to increasing pitch count.

Enhancing cybersecurity capability investments: Evidence from an experiment

In recent years, investments in cybersecurity capabilities (CC) have emerged as an essential practice in reducing cyberattacks and optimizing the usage of technologies. Therefore, optimal investments in capabilities must be determined according to the cybersecurity scenario of firms. This experiment pursues an understanding of the effectiveness of the iterative learning process in investments in CC. Through a simulator game, experienced and inexperienced participants overcome challenges related to uncertainties of cyber incidents to decision-making in cybersecurity capability investments. The collected data were empirically tested from 119 participants analyzing 3,808 simulation runs. The findings demonstrated that there is a slight difference in the learning curve between the two groups even if they learn proactively and iteratively. However, experienced, and inexperienced groups did not demonstrate enough capacity to analyze the cybersecurity ecosystems designed in the simulator game to mitigate cyber incidents. Both groups exhibited similar results regarding gaps to invest in CC to address uncertainties associated with cyber threats. In this sense, this experiment highlights the relevance of learning about CC investments in any context to avoid resource losses and time to uncover the complexities related to incident responses.

Kampanye Stop Melawan Arus Kendaraan Melalui Media Game Telepon Cerdas

Traffic violation against the flow on Jl. Cihaliwung to Jl. Raya Purwakarta is very difficult to stop, even though raids are often held by the police, violations still continue to this day. Long one-way traffic forces motorists to demand efficiency for shorter travel times, so they are willing to go against the flow of the road. The large number of regional roads that are not touched by the police is also the reason for many motorists not meeting the correct driving equipment. This traffic problem which has not been resolved for more than 10 years needs to be stopped, bearing in mind that the road is often passed by large trucks and often causes traffic accidents. The suggested design solution is a traffic police simulation game, in which there is a story that contains campaign messages, a police ticketing game that can provide a police experience to players that shows how stubborn motorists are violating, and the results of the police ticketing game are also campaign messages. It is hoped that this design can make people understand the importance of obeying traffic rules, especially for teenagers and early adults.

RELATIONSHIP BETWEEN SALIVARY BIOMARKERS AND EXTERNAL LOAD IN PROFESSIONAL MALE BASKETBALL PLAYERS DURING A GAME

In a sport-specific setting, the external load represents the cumulative amount of stress placed on the athlete during a specific activity, while the internal load describes the athlete’s individual physiological response to that particular activity. The purpose of this study was to determine the relationship between external load measured with a tri-axial accelerometer and salivary testosterone (T), cortisol (C), and testosterone-to-cortisol ratio (T/C) as measures of internal load during a 5-on-5 basketball game. Six professional male basketball players volunteered to participate in the investigation (age=28.3±1.9 years; height=193.3±10.6 cm; body mass=90.7±10.7 kg). Upon completing a standardized warm-up protocol, athletes played a simulated basketball game composed of four 10-minute quarters with the Elam Ending. Each athlete wore a tri-axial inertial measurement unit (StriveTech, Bothell, WA, USA) embedded within tightly fitted compression shorts throughout the competitive period. The salivary samples were collected immediately upon arrival at the gym and immediately after each quarter. To determine the relationship between the external load and T, C, and T/C, separate restricted maximum likelihood linear mixed-effects models were fitted (p<0.05). External load demonstrated a strong positive relationship with C (p<0.001, F=49.03, R2=0.59, R2CI=0.36-0.78) and a strong negative relationship with T/C (p<0.001, F=56.53, R2=0.61, R2CI=0.39-0.79). Overall, these findings simply that C may be a valuable biomarker for assessing the summative psychophysiological stress experienced during competitive 5-on-5 basketball play as a gradual rise in C was observed along with accumulating external loads.

Identifying opportunities to innovate project management education in the digital age

This paper focuses on innovative learning methods (serious games, simulation games, virtual and augmented reality, the learning-by-doing concept, and Massive Online Open Courses) used in project management education. The use of these learning methods in project management education is crucial, as this subject needs to be practiced in real life. This paper aims to examine the current state of research in this area to determine which learning methods are most commonly used in project management education, what impact they have on the ability to learn, and whether these methods are beginning to transfer to the online environment. To this end, a systematic literature review was conducted in the Web of Science database, which resulted in 53 papers. The results show that game-based learning is the most frequently researched method (43 times). The impact of the analysed methods on the ability to learn was found to have been confirmed 23 times, especially in game-based learning research (18 times). On the other hand, the online environment is not predominant, and these methods are mostly taught on-site (28 times).

How a Digital Educational Game can Promote Learning about Sustainability

Education for Sustainable Development (ESD) has become an essential issue for schools facing major challenges such as bridging the knowledge-action-gap. Interactive simulations could help to focus on action-oriented learning. As part of a design-based research (DBR) process, we investigated the learning potential of game elements within a digital educational game for ESD we are currently developing. The final game aims to convey specific aspects of ESD ranging from sustainable land use to personal power consumption. Seven groups of 2–3 secondary school students (9th and 10th grade, n = 18) played the educational game in an early prototype phase. Following the DBR approach, students were shown screenshots of specific game situations in subsequent group interviews to reveal their conceptions and conceptual developments regarding sustainability. To analyze the causes of possible learning processes, we used the retrospective query on the learning process and qualitative content analysis. The results indicate that the observed learning processes can be primarily traced back to feedback mechanisms and the visualization of processes that would be too complex and long-termed to be experienced by students in real-life. This is how a simulation game, which makes complex interrelations tangible, can contribute to ESD. The possibility to make decisions and act (digitally) within the game allowed students to experience immediate feedback and self-efficacy. Therefore, the easily accessible visualizations and the immediate feedback are essential elements for the final game. It appears however necessary to embed the game in well-structured reflective processes. The study also contributes to adaptive game-based learning as a growing branch of research in which game elements are adopted and adapted for learning based on learner characteristics and the thematic context.

The Funnel of Game Design – An Adaptive Game Design Approach for Complex Systems

Background In a world of ever-increasing complexity, organizations and people have an ever-increasing need for support systems that help them understand and shape the world around them. While simulation game design derived from the very idea to propose an instrument able to address complexity, seminal approaches dealt with a different level of complexity. In a networked, digitalized world, complexity has increased, and traditional approaches towards designing games show certain shortcomings that have to be overcome. Aim This article proposes a new process of game design for complex problems and complex systems that can both be used by game designers as well as the scientific community in the field. This process is represented within a framework, based on two parts. The so-called ‘Funnel of Game Design’ based on the IDEAS approach represents the process of problem derivation, while the ‘House of Game Design’ also covers possible steps towards the final game product and process, including de-briefing and evaluation. Method Based on hands-on experiences and related work, we developed several steps of a game design process (IDEAS approach). In face-to-face interviews, we discussed the first version of the framework with experts in the field of simulation game studies. Results This process led to the framework presented in this article, which shows the steps of problem derivation as well as challenges that can occur, and proposes adaptive methods to overcome these challenges. The framework includes elements that support the definition of complex problems, and their translation into game designs. Recommendation We recommend practitioners and scientists to apply the new framework presented here in their efforts to define the underlying problem that should be addressed by an envisioned simulation game, and in translating this into a valid, engaging and meaningful game experience.

Evaluating the Effectiveness of a Self-Debrief Prior to an Asynchronous Debrief

Best practice guidelines to conduct a self-debrief following a virtual simulation games are limited. This study aims to understand students’ debriefing experiences with a self-debrief combined with a facilitator-led asynchronous debrief. Fifty first-year BScN nursing students enrolled in a maternal infant nursing course participated in this study. A quasi-experimental design compared how student perceptions of their debriefing experience were impacted by the inclusion of a self-debrief in advance of a facilitator-led debrief to an asynchronous debrief alone. Statistical analysis was used to analyze the differences between the two interventions. Statistical analysis did not demonstrate statistically significant results between the two debriefing strategies. The means for the total debriefing experience scale were the same for both intervention groups. These findings suggest that asynchronous debriefing alone or in combination with a self-debrief is an effective method to develop student knowledge and skill following a virtual simulation games.

Application of Business Simulation Games in Flipped Classrooms to Facilitate Student Engagement and Higher-Order Thinking Skills for Sustainable Learning Practices

It is very important to adopt innovative digital technologies in educational systems to overcome the challenges in modern learning environments, especially in the post-COVID-19 era. The fourth Sustainable Development Goal (SDG) of the 2030 Agenda is supported by new educational trends that consider game-based learning as a pedagogical method in the classroom. Teaching sustainability management in higher education institutions with innovative digital tools plays a fundamental role in the transition toward sustainable societies. Suitable game design elements play a significant role in facilitating sustainable learning. This study explored the effectiveness of incorporating business simulation games with project-based learning (PBL) in a flipped classroom setting. This approach was adopted within the context of a university cross-border e-commerce course to prepare students for acquiring 21st-century skills such as higher-order thinking skills in a rapidly changing educational landscape. A quasi-experimental method was employed, involving a total of 60 university students from China’s Zhejiang Province. Participants completed an online questionnaire designed to assess their learning engagement across three dimensions (cognitive, emotional, and behavioral) as well as their higher-order thinking skills (problem-solving, critical thinking, and creativity). The results show that the business simulation games combined with flipped classroom learning had a significantly positive impact on students’ learning outcomes, enhancing their problem-solving, critical thinking, and creative capabilities. Importantly, this approach also improved student engagement and promoted sustainable practices by applying real-life scenarios in an interactive environment. We conclude that business simulation games integrated with project-based learning (PBL) in flipped classroom settings represent a valuable educational approach. This approach not only enhances learning engagement but also fosters the development of higher-order thinking skills, encouraging students to adopt sustainable learning practices.

2DVLE: a simulation game for an active learning introduction to vapour–liquid equilibrium

ABSTRACT The authors develop an educational simulation game for basic vapour–liquid equilibrium (VLE) to use in chemical engineering education, basing the design on educational guidelines from the active learning literature. The game is tested in three cohorts totalling 84 students, showing significant increase in a knowledge test of VLE, and positive results of student interest when compared to a traditional classroom. A playable version of the game is made available at (psantos.itch.io/charming-vle-prototype), with the game files being placed in (github.com/pSantosb/2DVLE-CHARMING).

Kajian pemanfaatan teknologi motion capture dalam melestarikan tarian budaya nusantara

This article discusses methods for preserving Indonesian dances in Indonesia using motion capture technology. Indonesian archipelago dances such as the Khas Semarangan dance, Topeng Cirebon, and Lengger Lanang have had their movements recorded using motion capture. This article discusses how this dance is preserved using motion capture technology along with its advantages and disadvantages. This article aims to determine the advantages and disadvantages of motion capture technology in preserving Indonesian dances in Indonesia. This research is literature review research and the method used is literature study. The preparation of this literature review research used several national journals and media reports. Literature collection was carried out using the Google Scholar search engine. The results obtained are that motion capture technology can be used as an introduction tool, basic learning, and as a reference for learning dance, especially the Semarangan Typical dance, Cirebon Mask, and Lengger Lanang. Motion capture technology can also produce dance simulation game applications. Apart from that, there are seven advantages and seven weaknesses in preserving Indonesian dance using motion capture technology. Preserving and documenting traditional Indonesian dances digitally using motion capture technology is very possible while still considering the existing advantages and disadvantages.

Features of the Imagination in Preschoolers Playing Various Digital Games

Due to the fact that in the life of modern preschoolers the traditional role-playing game with peers is increasingly being replaced by playing on digital devices, many researchers have expressed concern about how well their imagination develops. However, other scientists, on the contrary, see the potential for developing children’s imagination in digital games and applications. For this reason, the study is focused on differences in the productive imagination among preschoolers who prefer different types of games on digital devices. The authors propose a typology of digital games played by the preschoolers. A survey was conducted on the use of digital devices among 450 children aged 5-6 years who attended preparatory groups of kindergartens from four regions of Russia, and their imagination was assessed using the “Completing Figures” technique (by O.M. Dyachenko) and a questionnaire developed as part of the study for educators on behavioral manifestations of imagination in their pupils (42 educators were involved). Based on the results of a survey of the educators, it was found that they evaluated the results of creative productive activity lower in the children who liked games for reaction speed than in those who did not play such games. At the same time, the educators rated this parameter of imagination higher in children playing simulation games compared to those who did not play them. The results of the “Completing Figures” technique showed that the children playing logic games had significantly higher ratings for the elaboration of drawings than those who did not play games of this type, and the parameter of originality of the drawings was lower in the children playing strategic games compared to those who did not play them. The typology of digital games proposed by the authors of the study and the data obtained can be useful in conducting scientific research on the digitalization of modern childhood and in developing recommendations for parents of preschoolers.

Stackelberg game theory based model to guide users’ energy use behavior, with the consideration of flexible resources and consumer psychology, for an integrated energy system

Users' energy use behavior has great impact on the economic and efficient operation of integrated energy systems (IES). This paper proposes energy usage strategies based on integrated demand response (IDR) by developing a Stackelberg game based simulation model, in which the user-side flexible resources (FRs) and comfort cost are considered. In the paper, a framework of community integrated energy system (CIES) and an IDR model considering the consumer psychology were established first, in which the community users were viewed as a user aggregator (UA). A Stackelberg game simulation model was then developed for studying the energy interactions between community integrated energy service provider (CIESP) as the leader and UA as the follower based on the proposed IDR model. The benefit gain and energy use behavior of the UA were analyzed, by using the model developed, in six scenarios. The study found the strategy developed with the consideration of FRs and consumer psychology could make the UA's cost of purchasing energy reduced by 17.14 %. Meanwhile, the consumer surplus could increase by 11.58 %. The results also showed that by introducing user-side gas boilers and distributed energy storage more benefit gain for users and improved load regulation capabilities for CIES could be achieved.

Effectiveness of an interactive start-up simulation to foster entrepreneurial intentions among undergraduate university students: a quasi-experimental study

Higher education institutions play an essential role in promoting entrepreneurial intentions through entrepreneurial education. However, the effectiveness of such approaches and factors that stimulate entrepreneurial intentions among university students remains uncertain. The current study investigates the impact of an online-based entrepreneurial simulation game, so-called intervention, on entrepreneurial intentions among students. Seventy-five students enrolled in universities in Germany, Ghana, Kyrgyzstan, Ukraine, and Russia are grouped into treatment and controlled sets. Using a pre- and post-intervention survey and principal component analysis, the ordinal regression results found that entrepreneurial competence, entrepreneurial self-efficacy, personality traits, and social environment directly influence entrepreneurial intention. In addition, regression results on these causal variables provide insight into factors that indirectly influence entrepreneurial intention. Considering the nonparametric nature of the data for intervention assessment, the Wilcoxon sign-rank test results indicate that the entrepreneurial simulation did not have a direct impact on entrepreneurial intention. However, the teaching intervention was effective in improving other vital factors that influence entrepreneurial intentions as the self-perceived likelihood of students to start their own business after graduation, level of risk tolerance, entrepreneurial knowledge and skills, exposure to business economics courses, and adeptness to entrepreneurial tasks. Moreover, nonparametric tests such as the Kruskal–Wallis and Mann–Whitney U tests revealed significant differences between respondents on these direct and indirect factors that prompt entrepreneurial intentions. Our findings provide valuable implications for improving the design and effectiveness of future entrepreneurial education programs.

Efficient method for finding nearest neighbors in flocking behaviors using k-dimensional trees

<p>Flocking is a behavior where a group of objects travel, move or collaborate together. By learning more about flocking behavior, we might be able to apply this knowledge in different contexts such as computer graphics, games, and education. A key steppingstone for understanding flocking behavior is to be able to simulate it. However, simulating behaviors of large numbers of objects is highly compute-intensive task because of the n-squared complexity of nearest neighbor for separating n objects. The work in this paper presents an efficient nearest neighbor method based on the k-dimensional trees (KD trees). To evaluate the proposed approach, we apply it using Unity-3D game engine, together with other conventional nearest neighbor methods. The Unity-3D game simulation engine allows users to utilize interaction design tools for programming and animating flocking behaviors. Results showed that the proposed approach outperform other conventional nearest neighbor approaches. The proposed approach can be used to enhance digital games quality and simulations.</p>

Designing of a High-Quality CPR Simulation Game Clinical Scenario for Nursing Students: A Qualitative Study

Cardiopulmonary resuscitation (CPR) is an important skill for nursing students. The process of learning high-quality CPR with a simulation-based learning method can be developed into a simulation game. In order to develop a CPR HQ simulation game, a clinical scenario that can be used as a guide in carrying out storyboards is needed. This research aims to formulate a simulation scenario that will serve as the basis for developing a high-quality CPR simulation game to increase nursing students' competency. This qualitative research uses a Participatory Action Research (PAR) approach by inviting 15 respondents from the prospective user population, namely Emergency Nursing Lecturers, Emergency Room Nurses, BLS Trainers, and nursing students, to carry out Focus Group Discussions. The study's results revealed clinical scenarios that were arranged based on 4 themes, including 1) suitability of the competency being tested, 2) minimum competency for 5 cycles of CPR, 3) settings in the pre-and intrahospital scope, and 4) choice of patient outcome. These components are crucial when designing simulation scenarios that support students’ cognitive processes to achieve High-Quality CPR in nursing students. Thus, the results of this research can then be used as a guide in developing the HQ-CPR game as a learning medium for nursing students.

Healthy snack food campaign through educational games for elementary school student

Elementary school students like various snacks in the school environment, which frees children to choose the food and drinks available. They tend to consume foods containing causative spices, sweet foods, and beverages, and foods with additional ingredients, which will cause things that are not good for children's health. There are still many students who need help understanding about healthy snacks food. Education on healthy snacks in schools is not optimal because knowledge related to these snacks food still needs to be better socialized. This community service activity aims to increase knowledge about healthy snacks in elementary school students through educational games. The methods are socialization, focus group discussion, game simulation through snake and ladder educational games, healthy snack food puzzles, self-evaluation, and documentation. The results obtained from this activity were in the form of increasing the knowledge score of healthy snack food after education and educational games and commitment from partners to incorporate healthy snack food materials into PJOK subjects. This result shows that knowledge of healthy snacks can be improved through snake and ladder educational game activities and beneficial snack food puzzle games. It is recommended that the school continuously allocate time regularly for healthy snack food education for all students.

Order of first-play in simulated versus monetary gambling.

Simulated gambling products, like loot boxes and social casino games, contain gambling elements, but are not classified as gambling. They are available to minors, raising concerns about a "gateway effect" into gambling. This study examined the time course of young people's engagement in simulated and monetary gambling, and associations between simulated gambling and gambling problems and harm. A necessary, although not sufficient, condition for simulated games leading to real money gambling is that simulated play must come first. Participants were 1,026 young adults (aged 18-25 years) who played video games in the last year. They reported the age at which they first took part in seven simulated and twelve monetary gambling products, and current gambling problems and harm. First use of loot boxes and video games with gambling content tended to precede monetary gambling. Forms where gambling is a core gameplay element, such as social casino and demonstration games, tended to follow some monetary gambling forms. Engagement in most simulated gambling products was associated with greater harm from monetary gambling. The findings leave open the possibility of a catalyst pathway from youth engagement in loot boxes and games with gambling content to later monetary gambling, but causal psychosocial mechanisms remain unclear. However, a pathway from social casino and demonstration games to monetary gambling appears less likely, which may instead reflect containment or substitution effects. Simulated gambling disproportionately attracts youth who are vulnerable to gambling problems and harm, indicating the need for consumer protection measures.

Using a Level-based RPG Educational Game to Enhance Students’ Knowledge of Mathematics

This study utilized RPG Maker MZ to develop a simulated mathematical educational game that enables learners to immerse in the digital game while also acquiring knowledge about all units in Mathematics 3A, such as radian measure, trigonometric function graphs, trigonometric angle sum and difference identities, superposition of sine and cosine functions, exponential function, logarithms and its laws, logarithmic function, and plane vector operations, inner products, and applications. The said mathematical educational game aims to increase students’ learning interests and assist them in achieving better learning efficiency. Ninety-three second-graders from a vocational senior high school participated in the study and were given questionnaires to fill out afterward. This study discovered that mathematical educational games enable students to not only go through a variety of situations and experiences but also improve their learning efficiency and their ability to think about the problems around them through virtual life situation-based games. This type of interaction can assist students in better understanding and mastering the flexible application of mathematical concepts and knowledge in a variety of life situations.