Impact Of Computer Simulation Research Articles

Conceptualizing Computer Simulations in Philosophy of Science

In the modern Russian philosophy, discussions about the phenomenon of computer simulations in the scientific research practice of conducting experiments are just beginning to pass the stage of initiation in small interdisciplinary groups studying this new direction for the philosophy of science. At the same time, in Western philosophy by the current moment there have been formed entire directions for the study of computer simulations. Different groups of researchers in different ways form ideas about the basic characteristics of simulations: from skeptical views on their nature, which are of no philosophical interest, to extremely revolutionary attitudes that assign simulations to the main role in the next expected turn of philosophy, comparable in its power to the linguistic turn in early XX century. One of the main controversial issues in Western philosophical thought was the search for relevant criteria and signs of simulations that could create a solid basis for formulating a rigorous definition of this phenomenon. Thus, through the definition, researchers first of all try, on the one hand, to solve the taxonomic problem of the correlation and interconnection of simulations with other types of experiment: natural, laboratory, mental, mathematical. On the other hand, to reveal for philosophy ontological and epistemological foundations of simulations, which carry the potential of new philosophical knowledge. This article is devoted to a brief review of the existing concepts of representatives of Western schools of thought on the phenomenon of computer simulations in the context of the philosophy of science. The structure of the review is built on three basic conceptual directions: 1) definition of the term "computer simulation"; 2) computer simulations as an experiment; 3) the epistemic value of simulations. Such a review can become the subject of discussion for Russian researchers interested in the impact of computer simulations on science and philosophy.

How to augment the learning impact of computer simulations? The designs and effects of interactivity and scaffolding

ABSTRACTTwo investigations were conducted in this study. In the first experiment, the effects of two types of interactivity with a computer simulation were compared: experimentation versus observation interactivity. Experimentation interactivity allows students to use simulations to conduct virtual experiments, whereas observation interactivity allows students to observe segmented video clips of the simulation at their own pace and sequence. In the second experiment, the effects of two types of scaffolding for experimentation interactivity were compared: the driving question versus structured prompt scaffolding. A total of 128 eighth-grade students were involved. The learning outcomes examined include the students’ understanding of the concepts in the simulation, their learning time, total numbers of virtual experiments conducted or observed, and learning efficiency. All four designs resulted in comparable learning gains for the students. The driving question scaffolding resulted in better learning efficiency, whereas the structured prompt scaffolding supported students in conducting more virtual experiments.

Assessment of Cancer Screenings and Impact of Computer Simulation

Assessment of Cancer Screenings and Impact of Computer Simulation

Assessment of Cancer Screenings and Impact of Computer Simulation

Assessment of Cancer Screenings and Impact of Computer Simulation

The Impact of Computer Simulations as Interactive Demonstration Tools on the Performance of Grade 11 Learners in Electromagnetism

The impact of computer simulations on the performance of 65 grade 11 learners in electromagnetism in a South African high school in the Mpumalanga province is investigated. Learners did not use the simulations individually, but teachers used them as an interactive demonstration tool. Basic concepts in electromagnetism are difficult to understand owing to their abstract nature. A non-equivalent control group design was followed. The performances of participants in the control group (N = 35) and experimental group (N = 30) were used. The t-test for independent samples showed that the experimental group achieved significantly higher scores on the post-test than the control group (t-statistic = 3.58, degrees of freedom = 63, p < 0.05). In the analysis of the test questions by topic, the experimental group also outperformed the control group consistently. The ability of computer simulations to aid learners' conceptual understanding was confirmed. Although the performance of the learners was established, the role of the teachers when selecting the most effective instructional designs to enable learners to understand the fundamental ideas in electromagnetism could not be overlooked.

Computer Simulations to Support Science Instruction and Learning: A critical review of the literature

Researchers have explored the effectiveness of computer simulations for supporting science teaching and learning during the past four decades. The purpose of this paper is to provide a comprehensive, critical review of the literature on the impact of computer simulations on science teaching and learning, with the goal of summarizing what is currently known and providing guidance for future research. We report on the outcomes of 61 empirical studies dealing with the efficacy of, and implications for, computer simulations in science instruction. The overall findings suggest that simulations can be as effective, and in many ways more effective, than traditional (i.e. lecture-based, textbook-based and/or physical hands-on) instructional practices in promoting science content knowledge, developing process skills, and facilitating conceptual change. As with any other educational tool, the effectiveness of computer simulations is dependent upon the ways in which they are used. Thus, we outline specific research-based guidelines for best practice. Computer simulations are most effective when they (a) are used as supplements; (b) incorporate high-quality support structures; (c) encourage student reflection; and (d) promote cognitive dissonance. Used appropriately, computer simulations involve students in inquiry-based, authentic science explorations. Additionally, as educational technologies continue to evolve, advantages such as flexibility, safety, and efficiency deserve attention.

The Impact of Computer Simulation on the Development of the Inquiry Skills of High School Students in Physics

The Impact of Computer Simulation on the Development of the Inquiry Skills of High School Students in Physics

Knowledge Virtualization of Future Social System Behavior through Computer Simulation

We are now well into the decade of an era in which simulation has become a most widely used technique, extensively applied in such diverse areas as social systems and space developments. In particular, this paper is devoted to exploring the impact of computer simulation on the social sciences. This article briefly reviews the use of simulation in sociology and goes on to consider in more detail specific areas such as system dynamics, cellular automata, simulation of social networks and organizations. It concludes with a consideration of the role of simulation in constructing agent-based models based on theories or social phenomena of social systems and it shows how an Agent Based Social Simulation might be implemented.

Enhancing the Learning of Fluid Mechanics Using Computer Simulations

AbstractThis paper reports the results of a study into the impact of computer simulations on the understanding of fluid mechanics by engineering students. A “lesson study” approach was taken, using constructivist educational theory combined with the variation theory of learning from phenomenography to inform the design of learning activities and to assess their impact. Student difficulties with fluid mechanics concepts were assessed using questions from the Fluid Mechanics Concept Inventory (FMCI). Students had the greatest difficulties with pressure measurement, fluid flow through pipes with changing diameter, and velocity profiles for fluid between flat plates. We developed a set of three simulations to address these difficulties. The impact of the simulations was gauged by a second administration of the FMCI. Most of the students in the sophomore fluid mechanics class participated in the whole of this exercise. Students showed significant improvement in two of the three areas of difficulty. Student feedback on this as an additional learning exercise was very positive.

Introduction: Computer simulation - Trends in highly nonlinear physics.

In this series of lectures we plan to place particular emphasis on the impact of computer simulations in changing the main stream of thought on modern physics which until now has been based upon the purely mathematical science. We are seeking a new methodology that will lead us to an intuitive comprehension of the highly complex and nonlinear behavior of nature. We are presently in the midst of a fog. However, we perceive a light, though very faint, in front of us. If some of the readers can grasp the aim of this series of lectures after reading them and see the light that awaits us, however faint it may appear, we may consider this series a great success.

Sophisticated image rendering in environmental design review

The Landscape Architecture Programme and the Computer Systems Research Institute at the University of Toronto undertook two studies using advanced rendering tools pioneered in the areas of computer animation and graphic art. Through two professional landscape architectural design studies we explored the potential role and impact of computer simulation in the initial, more creative phases of the design work. Advanced image rendering hardware and software were used to produce high quality computer drawings of design concepts. The techniques employed in this study are unique in their application to environmental design where they dramatically improve the designer's opportunities to simulate realistic images of proposed design alternatives and to consider the visual and spatial implications of such alternatives. The case studies represented in the paper were undertaken for the National Capital Commission in Ottawa, Canada. The first project is an urban design massing study called the “Parliamentary Precinct Study” and the second project is a detailed design of the “Ceremonial Routes” in Ottawa.

Sophisticated image rendering in environmental design review

The Landscape Architecture Programme and the Computer Systems Research Institute at the University of Toronto undertook two studies using advanced rendering tools pioneered in the areas of computer animation and graphic art. Through two professional landscape architectural design studies we explored the potential role and impact of computer simulation in the initial, more creative phases of the design work. Advanced image rendering hardware and software were used to produce high quality computer drawings of design concepts. The techniques employed in this study are unique in their application to environmental design where they dramatically improve the designer's opportunities to simulate realistic images of proposed design alternatives and to consider the visual and spatial implications of such alternatives. The case studies represented in the paper were undertaken for the National Capital Commission in Ottawa, Canada. The first project is an urban design massing study called the “Parliamentary Precinct Study” and the second project is a detailed design of the “Ceremonial Routes” in Ottawa.

The Pedagogical Impact of Computer Simulation: A Small Group Example

The Pedagogical Impact of Computer Simulation: A Small Group Example