http://www.simulace.info/api.php?action=feedcontributions&user=Milan+P&feedformat=atomSimulace.info - User contributions [en]2024-03-28T10:30:09ZUser contributionsMediaWiki 1.31.1http://www.simulace.info/index.php?title=Serious_Gaming&diff=21258Serious Gaming2021-01-24T18:31:38Z<p>Milan P: /* Peacemaker */</p>
<hr />
<div>{{DISPLAYTITLE:Serious Gaming}}<br />
<br />
== Introduction == <br />
<br />
When it comes to term games, people imagine video game they played when growing up or desk game that they spend time playing with their friends. However, there is another not so popularly known side to this term. Serious games represent a field of games that can be defined as any kind of initiative that is based on a game. Primary purpose of serious games is to educate while playing whereas in normal games players tend to have fun in the first place. Different sources state that modern era of serious games began in 1960s and 1970s. With technology development new and more innovative types of serious games were created. Such games can be used for various educational purposes as they tend to be more attractive than classis linear form of learning. <br />
To illustrate this term by example, Microsoft Flight Simulator can be mentioned as it is believed to be one of the most influential serious game in history of mankind. <br />
<br />
== History == <br />
=== Board games === <br />
<br />
To begin with very first games that had somewhat educational aspect to them Dice must be mentioned. This game first appeared in India more than 40,000BC and younger version can be found in Iran around 3,000BC. [https://en.wikipedia.org/wiki/Xiangqi Xiangqi], also known as Chinese chess, might be described as one of the first games with real educational purpose. It was used 200BC for military strategy. Another board games worth mentioning are Mansion of Happiness with aim to teach social principles and morals, Monopoly, Scrabble, or others. <br />
<br />
[[File: Xiangqi_Serious_Gaming.png|thumb|centre|200px|Xiangqi]]<br />
<br />
=== War games === <br />
<br />
As a first military game can be considered Koenigspiel created by Christopher Weikhman in 1664. By playing this game Prussian army officers were taught battlefield tactics. In upcoming centuries, several new updated variations of Koenigspiel were created. More than century later another German gamewar was invented War Chess. Most of the military games created and played in history were basically board games with war aspect to them but that changed in 1948 when first computer games emerged (e.g., Air Defense Simulation and CARMONETTE). <br />
<br />
[[File: Koenigspiel_Serious_Gaming.jpg|thumb|centre|200px|Koenigspiel]]<br />
<br />
Modern era of serious games can be dated back to the 1960s when video games started to emerge. In addition to the first video games, serious games were created. Their aim was, for example, to simulate defensive tactical strategies in a world other than the real world. <ref name="smith"> SMITH, Roger. (2009) <i>A history of Serious Games</i>.[online].Available at: https://www.slideshare.net/roger.smith/a-history-of-serious-games/</ref><br />
<br />
== Definition, terminology and features == <br />
<br />
=== Definition ===<br />
Serious games induce some kind of affective or motor learning (understood in very broad sense) at any level. Put more simply: serious games are used for more than entertainment. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
Opposed to normal games, serious games for computers or played online follow implicit or explicit learning goals instead of pure entertainment therefore justifying their addition “serious”. <ref name="freitas"> de Freitas, S. (2008) <i>Serious Virtual Worlds: A Scoping Study</i>. [online].Available at: http://www.jisc.ac.uk/media/documents/publications/seriousvirtualworldsv1.pdf.de/</ref> <br />
<br />
From historical point of view there are several synonyms to serious games: educational games, business games, gaming and simulation, edutainment, Immersive Learning Simulations (ILS) or just simply simulations. <br />
<br />
=== Features of serious games ===<br />
<br />
According to the Summit of Educational Games for the game to be marked as serious games it has to: <br />
* Have clear learning goals <br />
* Broad experiences and practice opportunities that continue to challenge the learner and reinforce expertise<br />
* Continuous monitoring of progress, and use of this information to diagnose performance and adjust instruction to learner level of mastery<br />
* Encouragement of inquiry and questions, and response with answers that are appropriate to the learner and context<br />
* Contextual Bridging: Games and simulations can close the gap between what is learned and its use <ref name="wiki">EduTech Wiki (2019 Serious games. Available at: http://edutechwiki.unige.ch/en/Serious_game#Features_of_serious_games/</ref><br />
<br />
== Division and categorization == <br />
<br />
From historical point of view serious games were used primarily in military and for medical purposes as well. But as the time goes private sector and other users are trying to implement serious games into their educational process. Main reason for this growth of interest is the fact that educational games can be used in almost every area.<br />
<br />
There are many categorizations of serious games but in this article categorization from Michael and Chen from 2006 is used. Segments used and described according to this categorization are considered to be the core segments of serious games. Last thing worth mentioning is that there are games which can be placed in more than one segment. <br />
<br />
=== Military games ===<br />
<br />
Military games or war games are one of the oldest segments created. They are primarily used for training and simulation of possible situations on the battlefield. War games have evolved from simple games with simple rules into the complex simulators with various military weapons or equipment. According to Michael and Chen the trend of military games is shifting from basic CD-ROMS distributed games into the component-based market meaning that each army will be able to construct their own simulation using different pieces of hardware and software. <br />
Main user of military games is obviously military sector of various countries, but private sector and individuals are also a considerable part of customer group. Examples of modern era military games are: Army Battlezone, TacOps, Brigade Combat Team, Harpoon 3, Doom, Warcraft, Operation Flashpoint and others.<br />
<br />
=== Government games ===<br />
<br />
Government games form a specific segment of serious games in which players aim to solve tasks and scenarios such as terrorist attacks, floods, crisis, disease outbreaks, ethics training, budget balancing, firefighting and other situations involving solving a crisis. <br />
Government games are helpful when user tries to learn how to act in crisis situations. This situation can be simulated on different level of governance. Environment and elements of simulation in government games is often changed in order to create a completely new conditions for user to deal with. There are few advantages that this segment of serious games offers but the ability to rerun the simulation and ability to simulate scenarios that would not be possible to simulate in real life are the most important ones. <br />
<br />
=== Educational games ===<br />
<br />
The rise of educational games can be associated mainly with multimedia PCs as these devices participated in making educational games more accessible. Educational software combined with multimedia PCs formed created a term “edutainment” in early 1990s which purpose was to teach by playing. Unfortunately, edutainment did not meet the expectations due to bad combination of bad game or the quality of the educational lecture itself was below average. Educational games are seen to have great advantages such as making a learning experience fun, students can learn and experiment within the safe environment, educational games can be applicable on different levels or can bring innovations to the learning process. <br />
Unfortunately, there are not many studies and results or outcomes that would support the educational games. As for current state some studies have shown that by playing educational games strategic thinking, planning, communication, collaboration, group decision making, and negotiating skills can be improved. Some authors dealing with the issue claim that there are studies and evidence to come. According to Sandford et al. certain concerns exists and need to be addressed and resolved if educational games want to fulfill their potential.<br />
Examples of educational games include Poptropica or Funbrain. <br />
<br />
=== Corporate games ===<br />
<br />
Serious games found their applications even in large corporations and are being widely used to this day. From the historical point of view serious games were implemented in corporations in 1990s through CD-ROMS and later via Internet. For companies implementing trainings through corporate games means cutting the costs for various items such as training staff, special equipment, offices and others.<br />
Corporate games are especially useful in situations in which: the learning material is too complex or boring for being conventionally trained, when trained audience is challenging to reach, when sophisticated consequence analysis is required, and when communicating or developing corporate strategies. Applying serious games in aforementioned situations might improve people skills, job-specific skills, organizational skills, communication skills and strategy skills. <br />
<br />
=== Healthcare games === <br />
<br />
The term healthcare games is mostly perceived as a tool for teaching medical students or medical workers something new from their field. But there is a number of healthcare games used for patients for a variety of reasons. <br />
When discussing or thinking about implementing serious games in healthcare field there is a number of advantages that support this decision. Achieving behavioral change is one of them and it means that patients suffering from chronic pain can learn how to ease their own pain just by playing healthcare games and in addition they can have fun while playing these games. Another benefit is reducing the workload of medical workers. Patients are able to independently exercise without the assistance of medical staff and therefore can save their time. Last but not least benefit is associated with VR technology when treating patients. By using VR technology and special healthcare games patients can experience more immersive way of treatment. Aforementioned benefits are primarily used for patients but as mentioned above medical students can also benefit from healthcare games. Ideal example is a game in which students use VR technology to travel through human body. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref> <ref name="healthcare"> Grendel Games. <i> Serious gaming for healthcare</i>. [online].Available at: https://grendelgames.com/serious-games/healthcare/</ref><br />
<br />
== Advantages and disadvantages of serious games == <br />
<br />
Up to this day it is difficult to specify and name consequences that serious game have on human body and cognitive skills. One of the most significant advantage associated with serious games is that some situations that cannot be taught in real life can be simulated in these games. Playing educational games might support students in their field and help them expand their knowledge through various simulations. Among other benefits of games analytical and spatial skills, strategic skills and insight, learning and recollection capabilities, psychomotor skills and visual selective attention can be found. An interesting fact is that playing violent games can help with frustration alleviation.<br />
<br />
However, there is a dark side when playing games or serious games for longer time period. Some studies have concluded that games, especially video games, might have various negative impacts such as health issues, psycho-social issues and the effects of violence resulting from video games. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
== Real applications ==<br />
=== Microsoft Flight Simulator ===<br />
<br />
Considered to a grandfather of serious games and one of the most significant representatives in the field. [https://en.wikipedia.org/wiki/Microsoft_Flight_Simulator Microsoft Flight Simulator] a comprehensive flight simulator used for civil non-fight aviation. First version of MSFS was created back in 1982 and interestingly it is the longest-running software product line for Microsoft. This serious game has been developing since 1982 until now and the latest version comes from 2020.<br />
[[File: FlightSimulator_Serious_Gaming.jpeg|thumb|centre|300px|Microsoft Flight Simulator]]<br />
<br />
=== Tiltfactor Laboratory ===<br />
<br />
Tiltfactor laboratory is more like the research and development center than the serious game itself. Created in 2003 [https://tiltfactor.org/games/ Tiltfactor Laboratory] offers a number of educative games with goal to make social change among people.<br />
<br />
=== A Force More Powerful === <br />
<br />
Based on a documentary about non-resistent violence from 1999 A Force More Powerful is a serious game which aims to teach people how to deal and fight with real-world adversaries—dictators, military occupiers and corrupt rulers. A Force More Powerful is one of kind serious games that was designed to be used by activists and leaders of nonviolent resistance. <ref name="aforcemorepowerful"> International center on Nonviolent Conflict. <i> A Force More Powerful: The Game of Nonviolent Strategy</i>. [online].Available at:https://www.nonviolent-conflict.org/a-force-more-powerful-the-game-of-nonviolent-strategy/</ref><br />
[[File: Force_Serious_Gaming.jpg|thumb|centre|300px|A Force More Powerful]]<br />
<br />
=== Darfur Is Dying ===<br />
<br />
This serios game can be classified as newspaper serious games aimed to attract attention of people especially of students and reporters. The main topic is war in Sudan and tries to outline the experience of 2.5 million refugees escaping the area of war conflict. [Website www.growthengineering.co.uk] states that Darfur is dying attracted nearly million gamers. <ref name="darfurisdying"> Games for change. <i> Darfur is dying</i>. [online].Available at:http://www.gamesforchange.org/game/darfur-is-dying/</ref><br />
[[File: Darfur_Serious_Gaming.jpg|thumb|centre|300px|Darfur Is Dying]]<br />
<br />
=== Peacemaker === <br />
<br />
Similarly, to Darfus is dying Peacemaker is another serios gaming aiming to spread awareness of Israeli-Palestine conflict and tries to promote peace among people. This game is based on making social, political and military decisions for the government. Each decision has an impact which is presented to explain the bigger picture of the conflict. <br />
[[File: Peace_Serious_Gaming.png|thumb|centre|300px|Peacemaker]]<br />
<br />
'''Other games in the top 10 list:'''<br />
*World Without Oil<br />
*FoldIt<br />
*IBM City One<br />
*Amnesty The Game<br />
*SupperBetter <ref name="top10">Growth Engineering. (2016).<i>10 SERIOUS GAMES THAT CHANGED THE WORLD</i>. [online].Available at:https://www.growthengineering.co.uk/10-serious-games-that-changed-the-world/</ref><br />
<br />
== Interesting things and curiosities ==<br />
<br />
María López Hernández in her [http://www.diva-portal.org/smash/get/diva2:1481046/FULLTEXT01.pdf thesis] is describing wheter serious games might be suitable tools for teaching young adults about prevention measures that could mitigate the spread of COVID-19.<br />
<br />
Interesting [https://www.youtube.com/watch?v=-X1m7tf9cRQ&ab_channel=TEDxTalks TED talk video] from Andre Thomas on Effective use of game-based learning in education.<br />
<br />
== References ==<br />
<references/></div>Milan Phttp://www.simulace.info/index.php?title=File:Peace_Serious_Gaming.png&diff=21257File:Peace Serious Gaming.png2021-01-24T18:31:25Z<p>Milan P: </p>
<hr />
<div></div>Milan Phttp://www.simulace.info/index.php?title=Serious_Gaming&diff=21256Serious Gaming2021-01-24T18:29:43Z<p>Milan P: /* A Force More Powerful */</p>
<hr />
<div>{{DISPLAYTITLE:Serious Gaming}}<br />
<br />
== Introduction == <br />
<br />
When it comes to term games, people imagine video game they played when growing up or desk game that they spend time playing with their friends. However, there is another not so popularly known side to this term. Serious games represent a field of games that can be defined as any kind of initiative that is based on a game. Primary purpose of serious games is to educate while playing whereas in normal games players tend to have fun in the first place. Different sources state that modern era of serious games began in 1960s and 1970s. With technology development new and more innovative types of serious games were created. Such games can be used for various educational purposes as they tend to be more attractive than classis linear form of learning. <br />
To illustrate this term by example, Microsoft Flight Simulator can be mentioned as it is believed to be one of the most influential serious game in history of mankind. <br />
<br />
== History == <br />
=== Board games === <br />
<br />
To begin with very first games that had somewhat educational aspect to them Dice must be mentioned. This game first appeared in India more than 40,000BC and younger version can be found in Iran around 3,000BC. [https://en.wikipedia.org/wiki/Xiangqi Xiangqi], also known as Chinese chess, might be described as one of the first games with real educational purpose. It was used 200BC for military strategy. Another board games worth mentioning are Mansion of Happiness with aim to teach social principles and morals, Monopoly, Scrabble, or others. <br />
<br />
[[File: Xiangqi_Serious_Gaming.png|thumb|centre|200px|Xiangqi]]<br />
<br />
=== War games === <br />
<br />
As a first military game can be considered Koenigspiel created by Christopher Weikhman in 1664. By playing this game Prussian army officers were taught battlefield tactics. In upcoming centuries, several new updated variations of Koenigspiel were created. More than century later another German gamewar was invented War Chess. Most of the military games created and played in history were basically board games with war aspect to them but that changed in 1948 when first computer games emerged (e.g., Air Defense Simulation and CARMONETTE). <br />
<br />
[[File: Koenigspiel_Serious_Gaming.jpg|thumb|centre|200px|Koenigspiel]]<br />
<br />
Modern era of serious games can be dated back to the 1960s when video games started to emerge. In addition to the first video games, serious games were created. Their aim was, for example, to simulate defensive tactical strategies in a world other than the real world. <ref name="smith"> SMITH, Roger. (2009) <i>A history of Serious Games</i>.[online].Available at: https://www.slideshare.net/roger.smith/a-history-of-serious-games/</ref><br />
<br />
== Definition, terminology and features == <br />
<br />
=== Definition ===<br />
Serious games induce some kind of affective or motor learning (understood in very broad sense) at any level. Put more simply: serious games are used for more than entertainment. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
Opposed to normal games, serious games for computers or played online follow implicit or explicit learning goals instead of pure entertainment therefore justifying their addition “serious”. <ref name="freitas"> de Freitas, S. (2008) <i>Serious Virtual Worlds: A Scoping Study</i>. [online].Available at: http://www.jisc.ac.uk/media/documents/publications/seriousvirtualworldsv1.pdf.de/</ref> <br />
<br />
From historical point of view there are several synonyms to serious games: educational games, business games, gaming and simulation, edutainment, Immersive Learning Simulations (ILS) or just simply simulations. <br />
<br />
=== Features of serious games ===<br />
<br />
According to the Summit of Educational Games for the game to be marked as serious games it has to: <br />
* Have clear learning goals <br />
* Broad experiences and practice opportunities that continue to challenge the learner and reinforce expertise<br />
* Continuous monitoring of progress, and use of this information to diagnose performance and adjust instruction to learner level of mastery<br />
* Encouragement of inquiry and questions, and response with answers that are appropriate to the learner and context<br />
* Contextual Bridging: Games and simulations can close the gap between what is learned and its use <ref name="wiki">EduTech Wiki (2019 Serious games. Available at: http://edutechwiki.unige.ch/en/Serious_game#Features_of_serious_games/</ref><br />
<br />
== Division and categorization == <br />
<br />
From historical point of view serious games were used primarily in military and for medical purposes as well. But as the time goes private sector and other users are trying to implement serious games into their educational process. Main reason for this growth of interest is the fact that educational games can be used in almost every area.<br />
<br />
There are many categorizations of serious games but in this article categorization from Michael and Chen from 2006 is used. Segments used and described according to this categorization are considered to be the core segments of serious games. Last thing worth mentioning is that there are games which can be placed in more than one segment. <br />
<br />
=== Military games ===<br />
<br />
Military games or war games are one of the oldest segments created. They are primarily used for training and simulation of possible situations on the battlefield. War games have evolved from simple games with simple rules into the complex simulators with various military weapons or equipment. According to Michael and Chen the trend of military games is shifting from basic CD-ROMS distributed games into the component-based market meaning that each army will be able to construct their own simulation using different pieces of hardware and software. <br />
Main user of military games is obviously military sector of various countries, but private sector and individuals are also a considerable part of customer group. Examples of modern era military games are: Army Battlezone, TacOps, Brigade Combat Team, Harpoon 3, Doom, Warcraft, Operation Flashpoint and others.<br />
<br />
=== Government games ===<br />
<br />
Government games form a specific segment of serious games in which players aim to solve tasks and scenarios such as terrorist attacks, floods, crisis, disease outbreaks, ethics training, budget balancing, firefighting and other situations involving solving a crisis. <br />
Government games are helpful when user tries to learn how to act in crisis situations. This situation can be simulated on different level of governance. Environment and elements of simulation in government games is often changed in order to create a completely new conditions for user to deal with. There are few advantages that this segment of serious games offers but the ability to rerun the simulation and ability to simulate scenarios that would not be possible to simulate in real life are the most important ones. <br />
<br />
=== Educational games ===<br />
<br />
The rise of educational games can be associated mainly with multimedia PCs as these devices participated in making educational games more accessible. Educational software combined with multimedia PCs formed created a term “edutainment” in early 1990s which purpose was to teach by playing. Unfortunately, edutainment did not meet the expectations due to bad combination of bad game or the quality of the educational lecture itself was below average. Educational games are seen to have great advantages such as making a learning experience fun, students can learn and experiment within the safe environment, educational games can be applicable on different levels or can bring innovations to the learning process. <br />
Unfortunately, there are not many studies and results or outcomes that would support the educational games. As for current state some studies have shown that by playing educational games strategic thinking, planning, communication, collaboration, group decision making, and negotiating skills can be improved. Some authors dealing with the issue claim that there are studies and evidence to come. According to Sandford et al. certain concerns exists and need to be addressed and resolved if educational games want to fulfill their potential.<br />
Examples of educational games include Poptropica or Funbrain. <br />
<br />
=== Corporate games ===<br />
<br />
Serious games found their applications even in large corporations and are being widely used to this day. From the historical point of view serious games were implemented in corporations in 1990s through CD-ROMS and later via Internet. For companies implementing trainings through corporate games means cutting the costs for various items such as training staff, special equipment, offices and others.<br />
Corporate games are especially useful in situations in which: the learning material is too complex or boring for being conventionally trained, when trained audience is challenging to reach, when sophisticated consequence analysis is required, and when communicating or developing corporate strategies. Applying serious games in aforementioned situations might improve people skills, job-specific skills, organizational skills, communication skills and strategy skills. <br />
<br />
=== Healthcare games === <br />
<br />
The term healthcare games is mostly perceived as a tool for teaching medical students or medical workers something new from their field. But there is a number of healthcare games used for patients for a variety of reasons. <br />
When discussing or thinking about implementing serious games in healthcare field there is a number of advantages that support this decision. Achieving behavioral change is one of them and it means that patients suffering from chronic pain can learn how to ease their own pain just by playing healthcare games and in addition they can have fun while playing these games. Another benefit is reducing the workload of medical workers. Patients are able to independently exercise without the assistance of medical staff and therefore can save their time. Last but not least benefit is associated with VR technology when treating patients. By using VR technology and special healthcare games patients can experience more immersive way of treatment. Aforementioned benefits are primarily used for patients but as mentioned above medical students can also benefit from healthcare games. Ideal example is a game in which students use VR technology to travel through human body. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref> <ref name="healthcare"> Grendel Games. <i> Serious gaming for healthcare</i>. [online].Available at: https://grendelgames.com/serious-games/healthcare/</ref><br />
<br />
== Advantages and disadvantages of serious games == <br />
<br />
Up to this day it is difficult to specify and name consequences that serious game have on human body and cognitive skills. One of the most significant advantage associated with serious games is that some situations that cannot be taught in real life can be simulated in these games. Playing educational games might support students in their field and help them expand their knowledge through various simulations. Among other benefits of games analytical and spatial skills, strategic skills and insight, learning and recollection capabilities, psychomotor skills and visual selective attention can be found. An interesting fact is that playing violent games can help with frustration alleviation.<br />
<br />
However, there is a dark side when playing games or serious games for longer time period. Some studies have concluded that games, especially video games, might have various negative impacts such as health issues, psycho-social issues and the effects of violence resulting from video games. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
== Real applications ==<br />
=== Microsoft Flight Simulator ===<br />
<br />
Considered to a grandfather of serious games and one of the most significant representatives in the field. [https://en.wikipedia.org/wiki/Microsoft_Flight_Simulator Microsoft Flight Simulator] a comprehensive flight simulator used for civil non-fight aviation. First version of MSFS was created back in 1982 and interestingly it is the longest-running software product line for Microsoft. This serious game has been developing since 1982 until now and the latest version comes from 2020.<br />
[[File: FlightSimulator_Serious_Gaming.jpeg|thumb|centre|300px|Microsoft Flight Simulator]]<br />
<br />
=== Tiltfactor Laboratory ===<br />
<br />
Tiltfactor laboratory is more like the research and development center than the serious game itself. Created in 2003 [https://tiltfactor.org/games/ Tiltfactor Laboratory] offers a number of educative games with goal to make social change among people.<br />
<br />
=== A Force More Powerful === <br />
<br />
Based on a documentary about non-resistent violence from 1999 A Force More Powerful is a serious game which aims to teach people how to deal and fight with real-world adversaries—dictators, military occupiers and corrupt rulers. A Force More Powerful is one of kind serious games that was designed to be used by activists and leaders of nonviolent resistance. <ref name="aforcemorepowerful"> International center on Nonviolent Conflict. <i> A Force More Powerful: The Game of Nonviolent Strategy</i>. [online].Available at:https://www.nonviolent-conflict.org/a-force-more-powerful-the-game-of-nonviolent-strategy/</ref><br />
[[File: Force_Serious_Gaming.jpg|thumb|centre|300px|A Force More Powerful]]<br />
<br />
=== Darfur Is Dying ===<br />
<br />
This serios game can be classified as newspaper serious games aimed to attract attention of people especially of students and reporters. The main topic is war in Sudan and tries to outline the experience of 2.5 million refugees escaping the area of war conflict. [Website www.growthengineering.co.uk] states that Darfur is dying attracted nearly million gamers. <ref name="darfurisdying"> Games for change. <i> Darfur is dying</i>. [online].Available at:http://www.gamesforchange.org/game/darfur-is-dying/</ref><br />
[[File: Darfur_Serious_Gaming.jpg|thumb|centre|300px|Darfur Is Dying]]<br />
<br />
=== Peacemaker === <br />
<br />
Similarly, to Darfus is dying Peacemaker is another serios gaming aiming to spread awareness of Israeli-Palestine conflict and tries to promote peace among people. This game is based on making social, political and military decisions for the government. Each decision has an impact which is presented to explain the bigger picture of the conflict. <br />
<br />
'''Other games in the top 10 list:'''<br />
*World Without Oil<br />
*FoldIt<br />
*IBM City One<br />
*Amnesty The Game<br />
*SupperBetter <ref name="top10">Growth Engineering. (2016).<i>10 SERIOUS GAMES THAT CHANGED THE WORLD</i>. [online].Available at:https://www.growthengineering.co.uk/10-serious-games-that-changed-the-world/</ref> <br />
<br />
== Interesting things and curiosities ==<br />
<br />
María López Hernández in her [http://www.diva-portal.org/smash/get/diva2:1481046/FULLTEXT01.pdf thesis] is describing wheter serious games might be suitable tools for teaching young adults about prevention measures that could mitigate the spread of COVID-19.<br />
<br />
Interesting [https://www.youtube.com/watch?v=-X1m7tf9cRQ&ab_channel=TEDxTalks TED talk video] from Andre Thomas on Effective use of game-based learning in education.<br />
<br />
== References ==<br />
<references/></div>Milan Phttp://www.simulace.info/index.php?title=File:Force_Serious_Gaming.jpg&diff=21255File:Force Serious Gaming.jpg2021-01-24T18:29:05Z<p>Milan P: </p>
<hr />
<div></div>Milan Phttp://www.simulace.info/index.php?title=Serious_Gaming&diff=21254Serious Gaming2021-01-24T18:28:01Z<p>Milan P: /* Darfur Is Dying */</p>
<hr />
<div>{{DISPLAYTITLE:Serious Gaming}}<br />
<br />
== Introduction == <br />
<br />
When it comes to term games, people imagine video game they played when growing up or desk game that they spend time playing with their friends. However, there is another not so popularly known side to this term. Serious games represent a field of games that can be defined as any kind of initiative that is based on a game. Primary purpose of serious games is to educate while playing whereas in normal games players tend to have fun in the first place. Different sources state that modern era of serious games began in 1960s and 1970s. With technology development new and more innovative types of serious games were created. Such games can be used for various educational purposes as they tend to be more attractive than classis linear form of learning. <br />
To illustrate this term by example, Microsoft Flight Simulator can be mentioned as it is believed to be one of the most influential serious game in history of mankind. <br />
<br />
== History == <br />
=== Board games === <br />
<br />
To begin with very first games that had somewhat educational aspect to them Dice must be mentioned. This game first appeared in India more than 40,000BC and younger version can be found in Iran around 3,000BC. [https://en.wikipedia.org/wiki/Xiangqi Xiangqi], also known as Chinese chess, might be described as one of the first games with real educational purpose. It was used 200BC for military strategy. Another board games worth mentioning are Mansion of Happiness with aim to teach social principles and morals, Monopoly, Scrabble, or others. <br />
<br />
[[File: Xiangqi_Serious_Gaming.png|thumb|centre|200px|Xiangqi]]<br />
<br />
=== War games === <br />
<br />
As a first military game can be considered Koenigspiel created by Christopher Weikhman in 1664. By playing this game Prussian army officers were taught battlefield tactics. In upcoming centuries, several new updated variations of Koenigspiel were created. More than century later another German gamewar was invented War Chess. Most of the military games created and played in history were basically board games with war aspect to them but that changed in 1948 when first computer games emerged (e.g., Air Defense Simulation and CARMONETTE). <br />
<br />
[[File: Koenigspiel_Serious_Gaming.jpg|thumb|centre|200px|Koenigspiel]]<br />
<br />
Modern era of serious games can be dated back to the 1960s when video games started to emerge. In addition to the first video games, serious games were created. Their aim was, for example, to simulate defensive tactical strategies in a world other than the real world. <ref name="smith"> SMITH, Roger. (2009) <i>A history of Serious Games</i>.[online].Available at: https://www.slideshare.net/roger.smith/a-history-of-serious-games/</ref><br />
<br />
== Definition, terminology and features == <br />
<br />
=== Definition ===<br />
Serious games induce some kind of affective or motor learning (understood in very broad sense) at any level. Put more simply: serious games are used for more than entertainment. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
Opposed to normal games, serious games for computers or played online follow implicit or explicit learning goals instead of pure entertainment therefore justifying their addition “serious”. <ref name="freitas"> de Freitas, S. (2008) <i>Serious Virtual Worlds: A Scoping Study</i>. [online].Available at: http://www.jisc.ac.uk/media/documents/publications/seriousvirtualworldsv1.pdf.de/</ref> <br />
<br />
From historical point of view there are several synonyms to serious games: educational games, business games, gaming and simulation, edutainment, Immersive Learning Simulations (ILS) or just simply simulations. <br />
<br />
=== Features of serious games ===<br />
<br />
According to the Summit of Educational Games for the game to be marked as serious games it has to: <br />
* Have clear learning goals <br />
* Broad experiences and practice opportunities that continue to challenge the learner and reinforce expertise<br />
* Continuous monitoring of progress, and use of this information to diagnose performance and adjust instruction to learner level of mastery<br />
* Encouragement of inquiry and questions, and response with answers that are appropriate to the learner and context<br />
* Contextual Bridging: Games and simulations can close the gap between what is learned and its use <ref name="wiki">EduTech Wiki (2019 Serious games. Available at: http://edutechwiki.unige.ch/en/Serious_game#Features_of_serious_games/</ref><br />
<br />
== Division and categorization == <br />
<br />
From historical point of view serious games were used primarily in military and for medical purposes as well. But as the time goes private sector and other users are trying to implement serious games into their educational process. Main reason for this growth of interest is the fact that educational games can be used in almost every area.<br />
<br />
There are many categorizations of serious games but in this article categorization from Michael and Chen from 2006 is used. Segments used and described according to this categorization are considered to be the core segments of serious games. Last thing worth mentioning is that there are games which can be placed in more than one segment. <br />
<br />
=== Military games ===<br />
<br />
Military games or war games are one of the oldest segments created. They are primarily used for training and simulation of possible situations on the battlefield. War games have evolved from simple games with simple rules into the complex simulators with various military weapons or equipment. According to Michael and Chen the trend of military games is shifting from basic CD-ROMS distributed games into the component-based market meaning that each army will be able to construct their own simulation using different pieces of hardware and software. <br />
Main user of military games is obviously military sector of various countries, but private sector and individuals are also a considerable part of customer group. Examples of modern era military games are: Army Battlezone, TacOps, Brigade Combat Team, Harpoon 3, Doom, Warcraft, Operation Flashpoint and others.<br />
<br />
=== Government games ===<br />
<br />
Government games form a specific segment of serious games in which players aim to solve tasks and scenarios such as terrorist attacks, floods, crisis, disease outbreaks, ethics training, budget balancing, firefighting and other situations involving solving a crisis. <br />
Government games are helpful when user tries to learn how to act in crisis situations. This situation can be simulated on different level of governance. Environment and elements of simulation in government games is often changed in order to create a completely new conditions for user to deal with. There are few advantages that this segment of serious games offers but the ability to rerun the simulation and ability to simulate scenarios that would not be possible to simulate in real life are the most important ones. <br />
<br />
=== Educational games ===<br />
<br />
The rise of educational games can be associated mainly with multimedia PCs as these devices participated in making educational games more accessible. Educational software combined with multimedia PCs formed created a term “edutainment” in early 1990s which purpose was to teach by playing. Unfortunately, edutainment did not meet the expectations due to bad combination of bad game or the quality of the educational lecture itself was below average. Educational games are seen to have great advantages such as making a learning experience fun, students can learn and experiment within the safe environment, educational games can be applicable on different levels or can bring innovations to the learning process. <br />
Unfortunately, there are not many studies and results or outcomes that would support the educational games. As for current state some studies have shown that by playing educational games strategic thinking, planning, communication, collaboration, group decision making, and negotiating skills can be improved. Some authors dealing with the issue claim that there are studies and evidence to come. According to Sandford et al. certain concerns exists and need to be addressed and resolved if educational games want to fulfill their potential.<br />
Examples of educational games include Poptropica or Funbrain. <br />
<br />
=== Corporate games ===<br />
<br />
Serious games found their applications even in large corporations and are being widely used to this day. From the historical point of view serious games were implemented in corporations in 1990s through CD-ROMS and later via Internet. For companies implementing trainings through corporate games means cutting the costs for various items such as training staff, special equipment, offices and others.<br />
Corporate games are especially useful in situations in which: the learning material is too complex or boring for being conventionally trained, when trained audience is challenging to reach, when sophisticated consequence analysis is required, and when communicating or developing corporate strategies. Applying serious games in aforementioned situations might improve people skills, job-specific skills, organizational skills, communication skills and strategy skills. <br />
<br />
=== Healthcare games === <br />
<br />
The term healthcare games is mostly perceived as a tool for teaching medical students or medical workers something new from their field. But there is a number of healthcare games used for patients for a variety of reasons. <br />
When discussing or thinking about implementing serious games in healthcare field there is a number of advantages that support this decision. Achieving behavioral change is one of them and it means that patients suffering from chronic pain can learn how to ease their own pain just by playing healthcare games and in addition they can have fun while playing these games. Another benefit is reducing the workload of medical workers. Patients are able to independently exercise without the assistance of medical staff and therefore can save their time. Last but not least benefit is associated with VR technology when treating patients. By using VR technology and special healthcare games patients can experience more immersive way of treatment. Aforementioned benefits are primarily used for patients but as mentioned above medical students can also benefit from healthcare games. Ideal example is a game in which students use VR technology to travel through human body. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref> <ref name="healthcare"> Grendel Games. <i> Serious gaming for healthcare</i>. [online].Available at: https://grendelgames.com/serious-games/healthcare/</ref><br />
<br />
== Advantages and disadvantages of serious games == <br />
<br />
Up to this day it is difficult to specify and name consequences that serious game have on human body and cognitive skills. One of the most significant advantage associated with serious games is that some situations that cannot be taught in real life can be simulated in these games. Playing educational games might support students in their field and help them expand their knowledge through various simulations. Among other benefits of games analytical and spatial skills, strategic skills and insight, learning and recollection capabilities, psychomotor skills and visual selective attention can be found. An interesting fact is that playing violent games can help with frustration alleviation.<br />
<br />
However, there is a dark side when playing games or serious games for longer time period. Some studies have concluded that games, especially video games, might have various negative impacts such as health issues, psycho-social issues and the effects of violence resulting from video games. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
== Real applications ==<br />
=== Microsoft Flight Simulator ===<br />
<br />
Considered to a grandfather of serious games and one of the most significant representatives in the field. [https://en.wikipedia.org/wiki/Microsoft_Flight_Simulator Microsoft Flight Simulator] a comprehensive flight simulator used for civil non-fight aviation. First version of MSFS was created back in 1982 and interestingly it is the longest-running software product line for Microsoft. This serious game has been developing since 1982 until now and the latest version comes from 2020.<br />
[[File: FlightSimulator_Serious_Gaming.jpeg|thumb|centre|300px|Microsoft Flight Simulator]]<br />
<br />
=== Tiltfactor Laboratory ===<br />
<br />
Tiltfactor laboratory is more like the research and development center than the serious game itself. Created in 2003 [https://tiltfactor.org/games/ Tiltfactor Laboratory] offers a number of educative games with goal to make social change among people.<br />
<br />
=== A Force More Powerful === <br />
<br />
Based on a documentary about non-resistent violence from 1999 A Force More Powerful is a serious game which aims to teach people how to deal and fight with real-world adversaries—dictators, military occupiers and corrupt rulers. A Force More Powerful is one of kind serious games that was designed to be used by activists and leaders of nonviolent resistance. <ref name="aforcemorepowerful"> International center on Nonviolent Conflict. <i> A Force More Powerful: The Game of Nonviolent Strategy</i>. [online].Available at:https://www.nonviolent-conflict.org/a-force-more-powerful-the-game-of-nonviolent-strategy/</ref> <br />
<br />
=== Darfur Is Dying ===<br />
<br />
This serios game can be classified as newspaper serious games aimed to attract attention of people especially of students and reporters. The main topic is war in Sudan and tries to outline the experience of 2.5 million refugees escaping the area of war conflict. [Website www.growthengineering.co.uk] states that Darfur is dying attracted nearly million gamers. <ref name="darfurisdying"> Games for change. <i> Darfur is dying</i>. [online].Available at:http://www.gamesforchange.org/game/darfur-is-dying/</ref><br />
[[File: Darfur_Serious_Gaming.jpg|thumb|centre|300px|Darfur Is Dying]]<br />
<br />
=== Peacemaker === <br />
<br />
Similarly, to Darfus is dying Peacemaker is another serios gaming aiming to spread awareness of Israeli-Palestine conflict and tries to promote peace among people. This game is based on making social, political and military decisions for the government. Each decision has an impact which is presented to explain the bigger picture of the conflict. <br />
<br />
'''Other games in the top 10 list:'''<br />
*World Without Oil<br />
*FoldIt<br />
*IBM City One<br />
*Amnesty The Game<br />
*SupperBetter <ref name="top10">Growth Engineering. (2016).<i>10 SERIOUS GAMES THAT CHANGED THE WORLD</i>. [online].Available at:https://www.growthengineering.co.uk/10-serious-games-that-changed-the-world/</ref> <br />
<br />
== Interesting things and curiosities ==<br />
<br />
María López Hernández in her [http://www.diva-portal.org/smash/get/diva2:1481046/FULLTEXT01.pdf thesis] is describing wheter serious games might be suitable tools for teaching young adults about prevention measures that could mitigate the spread of COVID-19.<br />
<br />
Interesting [https://www.youtube.com/watch?v=-X1m7tf9cRQ&ab_channel=TEDxTalks TED talk video] from Andre Thomas on Effective use of game-based learning in education.<br />
<br />
== References ==<br />
<references/></div>Milan Phttp://www.simulace.info/index.php?title=File:Darfur_Serious_Gaming.jpg&diff=21253File:Darfur Serious Gaming.jpg2021-01-24T18:27:24Z<p>Milan P: </p>
<hr />
<div></div>Milan Phttp://www.simulace.info/index.php?title=Serious_Gaming&diff=21252Serious Gaming2021-01-24T18:26:37Z<p>Milan P: /* Microsoft Flight Simulator */</p>
<hr />
<div>{{DISPLAYTITLE:Serious Gaming}}<br />
<br />
== Introduction == <br />
<br />
When it comes to term games, people imagine video game they played when growing up or desk game that they spend time playing with their friends. However, there is another not so popularly known side to this term. Serious games represent a field of games that can be defined as any kind of initiative that is based on a game. Primary purpose of serious games is to educate while playing whereas in normal games players tend to have fun in the first place. Different sources state that modern era of serious games began in 1960s and 1970s. With technology development new and more innovative types of serious games were created. Such games can be used for various educational purposes as they tend to be more attractive than classis linear form of learning. <br />
To illustrate this term by example, Microsoft Flight Simulator can be mentioned as it is believed to be one of the most influential serious game in history of mankind. <br />
<br />
== History == <br />
=== Board games === <br />
<br />
To begin with very first games that had somewhat educational aspect to them Dice must be mentioned. This game first appeared in India more than 40,000BC and younger version can be found in Iran around 3,000BC. [https://en.wikipedia.org/wiki/Xiangqi Xiangqi], also known as Chinese chess, might be described as one of the first games with real educational purpose. It was used 200BC for military strategy. Another board games worth mentioning are Mansion of Happiness with aim to teach social principles and morals, Monopoly, Scrabble, or others. <br />
<br />
[[File: Xiangqi_Serious_Gaming.png|thumb|centre|200px|Xiangqi]]<br />
<br />
=== War games === <br />
<br />
As a first military game can be considered Koenigspiel created by Christopher Weikhman in 1664. By playing this game Prussian army officers were taught battlefield tactics. In upcoming centuries, several new updated variations of Koenigspiel were created. More than century later another German gamewar was invented War Chess. Most of the military games created and played in history were basically board games with war aspect to them but that changed in 1948 when first computer games emerged (e.g., Air Defense Simulation and CARMONETTE). <br />
<br />
[[File: Koenigspiel_Serious_Gaming.jpg|thumb|centre|200px|Koenigspiel]]<br />
<br />
Modern era of serious games can be dated back to the 1960s when video games started to emerge. In addition to the first video games, serious games were created. Their aim was, for example, to simulate defensive tactical strategies in a world other than the real world. <ref name="smith"> SMITH, Roger. (2009) <i>A history of Serious Games</i>.[online].Available at: https://www.slideshare.net/roger.smith/a-history-of-serious-games/</ref><br />
<br />
== Definition, terminology and features == <br />
<br />
=== Definition ===<br />
Serious games induce some kind of affective or motor learning (understood in very broad sense) at any level. Put more simply: serious games are used for more than entertainment. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
Opposed to normal games, serious games for computers or played online follow implicit or explicit learning goals instead of pure entertainment therefore justifying their addition “serious”. <ref name="freitas"> de Freitas, S. (2008) <i>Serious Virtual Worlds: A Scoping Study</i>. [online].Available at: http://www.jisc.ac.uk/media/documents/publications/seriousvirtualworldsv1.pdf.de/</ref> <br />
<br />
From historical point of view there are several synonyms to serious games: educational games, business games, gaming and simulation, edutainment, Immersive Learning Simulations (ILS) or just simply simulations. <br />
<br />
=== Features of serious games ===<br />
<br />
According to the Summit of Educational Games for the game to be marked as serious games it has to: <br />
* Have clear learning goals <br />
* Broad experiences and practice opportunities that continue to challenge the learner and reinforce expertise<br />
* Continuous monitoring of progress, and use of this information to diagnose performance and adjust instruction to learner level of mastery<br />
* Encouragement of inquiry and questions, and response with answers that are appropriate to the learner and context<br />
* Contextual Bridging: Games and simulations can close the gap between what is learned and its use <ref name="wiki">EduTech Wiki (2019 Serious games. Available at: http://edutechwiki.unige.ch/en/Serious_game#Features_of_serious_games/</ref><br />
<br />
== Division and categorization == <br />
<br />
From historical point of view serious games were used primarily in military and for medical purposes as well. But as the time goes private sector and other users are trying to implement serious games into their educational process. Main reason for this growth of interest is the fact that educational games can be used in almost every area.<br />
<br />
There are many categorizations of serious games but in this article categorization from Michael and Chen from 2006 is used. Segments used and described according to this categorization are considered to be the core segments of serious games. Last thing worth mentioning is that there are games which can be placed in more than one segment. <br />
<br />
=== Military games ===<br />
<br />
Military games or war games are one of the oldest segments created. They are primarily used for training and simulation of possible situations on the battlefield. War games have evolved from simple games with simple rules into the complex simulators with various military weapons or equipment. According to Michael and Chen the trend of military games is shifting from basic CD-ROMS distributed games into the component-based market meaning that each army will be able to construct their own simulation using different pieces of hardware and software. <br />
Main user of military games is obviously military sector of various countries, but private sector and individuals are also a considerable part of customer group. Examples of modern era military games are: Army Battlezone, TacOps, Brigade Combat Team, Harpoon 3, Doom, Warcraft, Operation Flashpoint and others.<br />
<br />
=== Government games ===<br />
<br />
Government games form a specific segment of serious games in which players aim to solve tasks and scenarios such as terrorist attacks, floods, crisis, disease outbreaks, ethics training, budget balancing, firefighting and other situations involving solving a crisis. <br />
Government games are helpful when user tries to learn how to act in crisis situations. This situation can be simulated on different level of governance. Environment and elements of simulation in government games is often changed in order to create a completely new conditions for user to deal with. There are few advantages that this segment of serious games offers but the ability to rerun the simulation and ability to simulate scenarios that would not be possible to simulate in real life are the most important ones. <br />
<br />
=== Educational games ===<br />
<br />
The rise of educational games can be associated mainly with multimedia PCs as these devices participated in making educational games more accessible. Educational software combined with multimedia PCs formed created a term “edutainment” in early 1990s which purpose was to teach by playing. Unfortunately, edutainment did not meet the expectations due to bad combination of bad game or the quality of the educational lecture itself was below average. Educational games are seen to have great advantages such as making a learning experience fun, students can learn and experiment within the safe environment, educational games can be applicable on different levels or can bring innovations to the learning process. <br />
Unfortunately, there are not many studies and results or outcomes that would support the educational games. As for current state some studies have shown that by playing educational games strategic thinking, planning, communication, collaboration, group decision making, and negotiating skills can be improved. Some authors dealing with the issue claim that there are studies and evidence to come. According to Sandford et al. certain concerns exists and need to be addressed and resolved if educational games want to fulfill their potential.<br />
Examples of educational games include Poptropica or Funbrain. <br />
<br />
=== Corporate games ===<br />
<br />
Serious games found their applications even in large corporations and are being widely used to this day. From the historical point of view serious games were implemented in corporations in 1990s through CD-ROMS and later via Internet. For companies implementing trainings through corporate games means cutting the costs for various items such as training staff, special equipment, offices and others.<br />
Corporate games are especially useful in situations in which: the learning material is too complex or boring for being conventionally trained, when trained audience is challenging to reach, when sophisticated consequence analysis is required, and when communicating or developing corporate strategies. Applying serious games in aforementioned situations might improve people skills, job-specific skills, organizational skills, communication skills and strategy skills. <br />
<br />
=== Healthcare games === <br />
<br />
The term healthcare games is mostly perceived as a tool for teaching medical students or medical workers something new from their field. But there is a number of healthcare games used for patients for a variety of reasons. <br />
When discussing or thinking about implementing serious games in healthcare field there is a number of advantages that support this decision. Achieving behavioral change is one of them and it means that patients suffering from chronic pain can learn how to ease their own pain just by playing healthcare games and in addition they can have fun while playing these games. Another benefit is reducing the workload of medical workers. Patients are able to independently exercise without the assistance of medical staff and therefore can save their time. Last but not least benefit is associated with VR technology when treating patients. By using VR technology and special healthcare games patients can experience more immersive way of treatment. Aforementioned benefits are primarily used for patients but as mentioned above medical students can also benefit from healthcare games. Ideal example is a game in which students use VR technology to travel through human body. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref> <ref name="healthcare"> Grendel Games. <i> Serious gaming for healthcare</i>. [online].Available at: https://grendelgames.com/serious-games/healthcare/</ref><br />
<br />
== Advantages and disadvantages of serious games == <br />
<br />
Up to this day it is difficult to specify and name consequences that serious game have on human body and cognitive skills. One of the most significant advantage associated with serious games is that some situations that cannot be taught in real life can be simulated in these games. Playing educational games might support students in their field and help them expand their knowledge through various simulations. Among other benefits of games analytical and spatial skills, strategic skills and insight, learning and recollection capabilities, psychomotor skills and visual selective attention can be found. An interesting fact is that playing violent games can help with frustration alleviation.<br />
<br />
However, there is a dark side when playing games or serious games for longer time period. Some studies have concluded that games, especially video games, might have various negative impacts such as health issues, psycho-social issues and the effects of violence resulting from video games. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
== Real applications ==<br />
=== Microsoft Flight Simulator ===<br />
<br />
Considered to a grandfather of serious games and one of the most significant representatives in the field. [https://en.wikipedia.org/wiki/Microsoft_Flight_Simulator Microsoft Flight Simulator] a comprehensive flight simulator used for civil non-fight aviation. First version of MSFS was created back in 1982 and interestingly it is the longest-running software product line for Microsoft. This serious game has been developing since 1982 until now and the latest version comes from 2020.<br />
[[File: FlightSimulator_Serious_Gaming.jpeg|thumb|centre|300px|Microsoft Flight Simulator]]<br />
<br />
=== Tiltfactor Laboratory ===<br />
<br />
Tiltfactor laboratory is more like the research and development center than the serious game itself. Created in 2003 [https://tiltfactor.org/games/ Tiltfactor Laboratory] offers a number of educative games with goal to make social change among people.<br />
<br />
=== A Force More Powerful === <br />
<br />
Based on a documentary about non-resistent violence from 1999 A Force More Powerful is a serious game which aims to teach people how to deal and fight with real-world adversaries—dictators, military occupiers and corrupt rulers. A Force More Powerful is one of kind serious games that was designed to be used by activists and leaders of nonviolent resistance. <ref name="aforcemorepowerful"> International center on Nonviolent Conflict. <i> A Force More Powerful: The Game of Nonviolent Strategy</i>. [online].Available at:https://www.nonviolent-conflict.org/a-force-more-powerful-the-game-of-nonviolent-strategy/</ref> <br />
<br />
=== Darfur Is Dying ===<br />
<br />
This serios game can be classified as newspaper serious games aimed to attract attention of people especially of students and reporters. The main topic is war in Sudan and tries to outline the experience of 2.5 million refugees escaping the area of war conflict. [Website www.growthengineering.co.uk] states that Darfur is dying attracted nearly million gamers. <ref name="darfurisdying"> Games for change. <i> Darfur is dying</i>. [online].Available at:http://www.gamesforchange.org/game/darfur-is-dying/</ref> <br />
<br />
=== Peacemaker === <br />
<br />
Similarly, to Darfus is dying Peacemaker is another serios gaming aiming to spread awareness of Israeli-Palestine conflict and tries to promote peace among people. This game is based on making social, political and military decisions for the government. Each decision has an impact which is presented to explain the bigger picture of the conflict. <br />
<br />
'''Other games in the top 10 list:'''<br />
*World Without Oil<br />
*FoldIt<br />
*IBM City One<br />
*Amnesty The Game<br />
*SupperBetter <ref name="top10">Growth Engineering. (2016).<i>10 SERIOUS GAMES THAT CHANGED THE WORLD</i>. [online].Available at:https://www.growthengineering.co.uk/10-serious-games-that-changed-the-world/</ref> <br />
<br />
== Interesting things and curiosities ==<br />
<br />
María López Hernández in her [http://www.diva-portal.org/smash/get/diva2:1481046/FULLTEXT01.pdf thesis] is describing wheter serious games might be suitable tools for teaching young adults about prevention measures that could mitigate the spread of COVID-19.<br />
<br />
Interesting [https://www.youtube.com/watch?v=-X1m7tf9cRQ&ab_channel=TEDxTalks TED talk video] from Andre Thomas on Effective use of game-based learning in education.<br />
<br />
== References ==<br />
<references/></div>Milan Phttp://www.simulace.info/index.php?title=Serious_Gaming&diff=21251Serious Gaming2021-01-24T18:26:19Z<p>Milan P: /* Microsoft Flight Simulator */</p>
<hr />
<div>{{DISPLAYTITLE:Serious Gaming}}<br />
<br />
== Introduction == <br />
<br />
When it comes to term games, people imagine video game they played when growing up or desk game that they spend time playing with their friends. However, there is another not so popularly known side to this term. Serious games represent a field of games that can be defined as any kind of initiative that is based on a game. Primary purpose of serious games is to educate while playing whereas in normal games players tend to have fun in the first place. Different sources state that modern era of serious games began in 1960s and 1970s. With technology development new and more innovative types of serious games were created. Such games can be used for various educational purposes as they tend to be more attractive than classis linear form of learning. <br />
To illustrate this term by example, Microsoft Flight Simulator can be mentioned as it is believed to be one of the most influential serious game in history of mankind. <br />
<br />
== History == <br />
=== Board games === <br />
<br />
To begin with very first games that had somewhat educational aspect to them Dice must be mentioned. This game first appeared in India more than 40,000BC and younger version can be found in Iran around 3,000BC. [https://en.wikipedia.org/wiki/Xiangqi Xiangqi], also known as Chinese chess, might be described as one of the first games with real educational purpose. It was used 200BC for military strategy. Another board games worth mentioning are Mansion of Happiness with aim to teach social principles and morals, Monopoly, Scrabble, or others. <br />
<br />
[[File: Xiangqi_Serious_Gaming.png|thumb|centre|200px|Xiangqi]]<br />
<br />
=== War games === <br />
<br />
As a first military game can be considered Koenigspiel created by Christopher Weikhman in 1664. By playing this game Prussian army officers were taught battlefield tactics. In upcoming centuries, several new updated variations of Koenigspiel were created. More than century later another German gamewar was invented War Chess. Most of the military games created and played in history were basically board games with war aspect to them but that changed in 1948 when first computer games emerged (e.g., Air Defense Simulation and CARMONETTE). <br />
<br />
[[File: Koenigspiel_Serious_Gaming.jpg|thumb|centre|200px|Koenigspiel]]<br />
<br />
Modern era of serious games can be dated back to the 1960s when video games started to emerge. In addition to the first video games, serious games were created. Their aim was, for example, to simulate defensive tactical strategies in a world other than the real world. <ref name="smith"> SMITH, Roger. (2009) <i>A history of Serious Games</i>.[online].Available at: https://www.slideshare.net/roger.smith/a-history-of-serious-games/</ref><br />
<br />
== Definition, terminology and features == <br />
<br />
=== Definition ===<br />
Serious games induce some kind of affective or motor learning (understood in very broad sense) at any level. Put more simply: serious games are used for more than entertainment. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
Opposed to normal games, serious games for computers or played online follow implicit or explicit learning goals instead of pure entertainment therefore justifying their addition “serious”. <ref name="freitas"> de Freitas, S. (2008) <i>Serious Virtual Worlds: A Scoping Study</i>. [online].Available at: http://www.jisc.ac.uk/media/documents/publications/seriousvirtualworldsv1.pdf.de/</ref> <br />
<br />
From historical point of view there are several synonyms to serious games: educational games, business games, gaming and simulation, edutainment, Immersive Learning Simulations (ILS) or just simply simulations. <br />
<br />
=== Features of serious games ===<br />
<br />
According to the Summit of Educational Games for the game to be marked as serious games it has to: <br />
* Have clear learning goals <br />
* Broad experiences and practice opportunities that continue to challenge the learner and reinforce expertise<br />
* Continuous monitoring of progress, and use of this information to diagnose performance and adjust instruction to learner level of mastery<br />
* Encouragement of inquiry and questions, and response with answers that are appropriate to the learner and context<br />
* Contextual Bridging: Games and simulations can close the gap between what is learned and its use <ref name="wiki">EduTech Wiki (2019 Serious games. Available at: http://edutechwiki.unige.ch/en/Serious_game#Features_of_serious_games/</ref><br />
<br />
== Division and categorization == <br />
<br />
From historical point of view serious games were used primarily in military and for medical purposes as well. But as the time goes private sector and other users are trying to implement serious games into their educational process. Main reason for this growth of interest is the fact that educational games can be used in almost every area.<br />
<br />
There are many categorizations of serious games but in this article categorization from Michael and Chen from 2006 is used. Segments used and described according to this categorization are considered to be the core segments of serious games. Last thing worth mentioning is that there are games which can be placed in more than one segment. <br />
<br />
=== Military games ===<br />
<br />
Military games or war games are one of the oldest segments created. They are primarily used for training and simulation of possible situations on the battlefield. War games have evolved from simple games with simple rules into the complex simulators with various military weapons or equipment. According to Michael and Chen the trend of military games is shifting from basic CD-ROMS distributed games into the component-based market meaning that each army will be able to construct their own simulation using different pieces of hardware and software. <br />
Main user of military games is obviously military sector of various countries, but private sector and individuals are also a considerable part of customer group. Examples of modern era military games are: Army Battlezone, TacOps, Brigade Combat Team, Harpoon 3, Doom, Warcraft, Operation Flashpoint and others.<br />
<br />
=== Government games ===<br />
<br />
Government games form a specific segment of serious games in which players aim to solve tasks and scenarios such as terrorist attacks, floods, crisis, disease outbreaks, ethics training, budget balancing, firefighting and other situations involving solving a crisis. <br />
Government games are helpful when user tries to learn how to act in crisis situations. This situation can be simulated on different level of governance. Environment and elements of simulation in government games is often changed in order to create a completely new conditions for user to deal with. There are few advantages that this segment of serious games offers but the ability to rerun the simulation and ability to simulate scenarios that would not be possible to simulate in real life are the most important ones. <br />
<br />
=== Educational games ===<br />
<br />
The rise of educational games can be associated mainly with multimedia PCs as these devices participated in making educational games more accessible. Educational software combined with multimedia PCs formed created a term “edutainment” in early 1990s which purpose was to teach by playing. Unfortunately, edutainment did not meet the expectations due to bad combination of bad game or the quality of the educational lecture itself was below average. Educational games are seen to have great advantages such as making a learning experience fun, students can learn and experiment within the safe environment, educational games can be applicable on different levels or can bring innovations to the learning process. <br />
Unfortunately, there are not many studies and results or outcomes that would support the educational games. As for current state some studies have shown that by playing educational games strategic thinking, planning, communication, collaboration, group decision making, and negotiating skills can be improved. Some authors dealing with the issue claim that there are studies and evidence to come. According to Sandford et al. certain concerns exists and need to be addressed and resolved if educational games want to fulfill their potential.<br />
Examples of educational games include Poptropica or Funbrain. <br />
<br />
=== Corporate games ===<br />
<br />
Serious games found their applications even in large corporations and are being widely used to this day. From the historical point of view serious games were implemented in corporations in 1990s through CD-ROMS and later via Internet. For companies implementing trainings through corporate games means cutting the costs for various items such as training staff, special equipment, offices and others.<br />
Corporate games are especially useful in situations in which: the learning material is too complex or boring for being conventionally trained, when trained audience is challenging to reach, when sophisticated consequence analysis is required, and when communicating or developing corporate strategies. Applying serious games in aforementioned situations might improve people skills, job-specific skills, organizational skills, communication skills and strategy skills. <br />
<br />
=== Healthcare games === <br />
<br />
The term healthcare games is mostly perceived as a tool for teaching medical students or medical workers something new from their field. But there is a number of healthcare games used for patients for a variety of reasons. <br />
When discussing or thinking about implementing serious games in healthcare field there is a number of advantages that support this decision. Achieving behavioral change is one of them and it means that patients suffering from chronic pain can learn how to ease their own pain just by playing healthcare games and in addition they can have fun while playing these games. Another benefit is reducing the workload of medical workers. Patients are able to independently exercise without the assistance of medical staff and therefore can save their time. Last but not least benefit is associated with VR technology when treating patients. By using VR technology and special healthcare games patients can experience more immersive way of treatment. Aforementioned benefits are primarily used for patients but as mentioned above medical students can also benefit from healthcare games. Ideal example is a game in which students use VR technology to travel through human body. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref> <ref name="healthcare"> Grendel Games. <i> Serious gaming for healthcare</i>. [online].Available at: https://grendelgames.com/serious-games/healthcare/</ref><br />
<br />
== Advantages and disadvantages of serious games == <br />
<br />
Up to this day it is difficult to specify and name consequences that serious game have on human body and cognitive skills. One of the most significant advantage associated with serious games is that some situations that cannot be taught in real life can be simulated in these games. Playing educational games might support students in their field and help them expand their knowledge through various simulations. Among other benefits of games analytical and spatial skills, strategic skills and insight, learning and recollection capabilities, psychomotor skills and visual selective attention can be found. An interesting fact is that playing violent games can help with frustration alleviation.<br />
<br />
However, there is a dark side when playing games or serious games for longer time period. Some studies have concluded that games, especially video games, might have various negative impacts such as health issues, psycho-social issues and the effects of violence resulting from video games. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
== Real applications ==<br />
=== Microsoft Flight Simulator ===<br />
<br />
Considered to a grandfather of serious games and one of the most significant representatives in the field. [https://en.wikipedia.org/wiki/Microsoft_Flight_Simulator Microsoft Flight Simulator] a comprehensive flight simulator used for civil non-fight aviation. First version of MSFS was created back in 1982 and interestingly it is the longest-running software product line for Microsoft. This serious game has been developing since 1982 until now and the latest version comes from 2020.<br />
[[File: FlightSimulator_Serious_Gaming.jpeg|thumb|centre|200px|Microsoft Flight Simulator]]<br />
<br />
=== Tiltfactor Laboratory ===<br />
<br />
Tiltfactor laboratory is more like the research and development center than the serious game itself. Created in 2003 [https://tiltfactor.org/games/ Tiltfactor Laboratory] offers a number of educative games with goal to make social change among people.<br />
<br />
=== A Force More Powerful === <br />
<br />
Based on a documentary about non-resistent violence from 1999 A Force More Powerful is a serious game which aims to teach people how to deal and fight with real-world adversaries—dictators, military occupiers and corrupt rulers. A Force More Powerful is one of kind serious games that was designed to be used by activists and leaders of nonviolent resistance. <ref name="aforcemorepowerful"> International center on Nonviolent Conflict. <i> A Force More Powerful: The Game of Nonviolent Strategy</i>. [online].Available at:https://www.nonviolent-conflict.org/a-force-more-powerful-the-game-of-nonviolent-strategy/</ref> <br />
<br />
=== Darfur Is Dying ===<br />
<br />
This serios game can be classified as newspaper serious games aimed to attract attention of people especially of students and reporters. The main topic is war in Sudan and tries to outline the experience of 2.5 million refugees escaping the area of war conflict. [Website www.growthengineering.co.uk] states that Darfur is dying attracted nearly million gamers. <ref name="darfurisdying"> Games for change. <i> Darfur is dying</i>. [online].Available at:http://www.gamesforchange.org/game/darfur-is-dying/</ref> <br />
<br />
=== Peacemaker === <br />
<br />
Similarly, to Darfus is dying Peacemaker is another serios gaming aiming to spread awareness of Israeli-Palestine conflict and tries to promote peace among people. This game is based on making social, political and military decisions for the government. Each decision has an impact which is presented to explain the bigger picture of the conflict. <br />
<br />
'''Other games in the top 10 list:'''<br />
*World Without Oil<br />
*FoldIt<br />
*IBM City One<br />
*Amnesty The Game<br />
*SupperBetter <ref name="top10">Growth Engineering. (2016).<i>10 SERIOUS GAMES THAT CHANGED THE WORLD</i>. [online].Available at:https://www.growthengineering.co.uk/10-serious-games-that-changed-the-world/</ref> <br />
<br />
== Interesting things and curiosities ==<br />
<br />
María López Hernández in her [http://www.diva-portal.org/smash/get/diva2:1481046/FULLTEXT01.pdf thesis] is describing wheter serious games might be suitable tools for teaching young adults about prevention measures that could mitigate the spread of COVID-19.<br />
<br />
Interesting [https://www.youtube.com/watch?v=-X1m7tf9cRQ&ab_channel=TEDxTalks TED talk video] from Andre Thomas on Effective use of game-based learning in education.<br />
<br />
== References ==<br />
<references/></div>Milan Phttp://www.simulace.info/index.php?title=File:FlightSimulator_Serious_Gaming.jpeg&diff=21250File:FlightSimulator Serious Gaming.jpeg2021-01-24T18:26:03Z<p>Milan P: </p>
<hr />
<div></div>Milan Phttp://www.simulace.info/index.php?title=Serious_Gaming&diff=21248Serious Gaming2021-01-24T18:24:52Z<p>Milan P: /* Microsoft Flight Simulator */</p>
<hr />
<div>{{DISPLAYTITLE:Serious Gaming}}<br />
<br />
== Introduction == <br />
<br />
When it comes to term games, people imagine video game they played when growing up or desk game that they spend time playing with their friends. However, there is another not so popularly known side to this term. Serious games represent a field of games that can be defined as any kind of initiative that is based on a game. Primary purpose of serious games is to educate while playing whereas in normal games players tend to have fun in the first place. Different sources state that modern era of serious games began in 1960s and 1970s. With technology development new and more innovative types of serious games were created. Such games can be used for various educational purposes as they tend to be more attractive than classis linear form of learning. <br />
To illustrate this term by example, Microsoft Flight Simulator can be mentioned as it is believed to be one of the most influential serious game in history of mankind. <br />
<br />
== History == <br />
=== Board games === <br />
<br />
To begin with very first games that had somewhat educational aspect to them Dice must be mentioned. This game first appeared in India more than 40,000BC and younger version can be found in Iran around 3,000BC. [https://en.wikipedia.org/wiki/Xiangqi Xiangqi], also known as Chinese chess, might be described as one of the first games with real educational purpose. It was used 200BC for military strategy. Another board games worth mentioning are Mansion of Happiness with aim to teach social principles and morals, Monopoly, Scrabble, or others. <br />
<br />
[[File: Xiangqi_Serious_Gaming.png|thumb|centre|200px|Xiangqi]]<br />
<br />
=== War games === <br />
<br />
As a first military game can be considered Koenigspiel created by Christopher Weikhman in 1664. By playing this game Prussian army officers were taught battlefield tactics. In upcoming centuries, several new updated variations of Koenigspiel were created. More than century later another German gamewar was invented War Chess. Most of the military games created and played in history were basically board games with war aspect to them but that changed in 1948 when first computer games emerged (e.g., Air Defense Simulation and CARMONETTE). <br />
<br />
[[File: Koenigspiel_Serious_Gaming.jpg|thumb|centre|200px|Koenigspiel]]<br />
<br />
Modern era of serious games can be dated back to the 1960s when video games started to emerge. In addition to the first video games, serious games were created. Their aim was, for example, to simulate defensive tactical strategies in a world other than the real world. <ref name="smith"> SMITH, Roger. (2009) <i>A history of Serious Games</i>.[online].Available at: https://www.slideshare.net/roger.smith/a-history-of-serious-games/</ref><br />
<br />
== Definition, terminology and features == <br />
<br />
=== Definition ===<br />
Serious games induce some kind of affective or motor learning (understood in very broad sense) at any level. Put more simply: serious games are used for more than entertainment. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
Opposed to normal games, serious games for computers or played online follow implicit or explicit learning goals instead of pure entertainment therefore justifying their addition “serious”. <ref name="freitas"> de Freitas, S. (2008) <i>Serious Virtual Worlds: A Scoping Study</i>. [online].Available at: http://www.jisc.ac.uk/media/documents/publications/seriousvirtualworldsv1.pdf.de/</ref> <br />
<br />
From historical point of view there are several synonyms to serious games: educational games, business games, gaming and simulation, edutainment, Immersive Learning Simulations (ILS) or just simply simulations. <br />
<br />
=== Features of serious games ===<br />
<br />
According to the Summit of Educational Games for the game to be marked as serious games it has to: <br />
* Have clear learning goals <br />
* Broad experiences and practice opportunities that continue to challenge the learner and reinforce expertise<br />
* Continuous monitoring of progress, and use of this information to diagnose performance and adjust instruction to learner level of mastery<br />
* Encouragement of inquiry and questions, and response with answers that are appropriate to the learner and context<br />
* Contextual Bridging: Games and simulations can close the gap between what is learned and its use <ref name="wiki">EduTech Wiki (2019 Serious games. Available at: http://edutechwiki.unige.ch/en/Serious_game#Features_of_serious_games/</ref><br />
<br />
== Division and categorization == <br />
<br />
From historical point of view serious games were used primarily in military and for medical purposes as well. But as the time goes private sector and other users are trying to implement serious games into their educational process. Main reason for this growth of interest is the fact that educational games can be used in almost every area.<br />
<br />
There are many categorizations of serious games but in this article categorization from Michael and Chen from 2006 is used. Segments used and described according to this categorization are considered to be the core segments of serious games. Last thing worth mentioning is that there are games which can be placed in more than one segment. <br />
<br />
=== Military games ===<br />
<br />
Military games or war games are one of the oldest segments created. They are primarily used for training and simulation of possible situations on the battlefield. War games have evolved from simple games with simple rules into the complex simulators with various military weapons or equipment. According to Michael and Chen the trend of military games is shifting from basic CD-ROMS distributed games into the component-based market meaning that each army will be able to construct their own simulation using different pieces of hardware and software. <br />
Main user of military games is obviously military sector of various countries, but private sector and individuals are also a considerable part of customer group. Examples of modern era military games are: Army Battlezone, TacOps, Brigade Combat Team, Harpoon 3, Doom, Warcraft, Operation Flashpoint and others.<br />
<br />
=== Government games ===<br />
<br />
Government games form a specific segment of serious games in which players aim to solve tasks and scenarios such as terrorist attacks, floods, crisis, disease outbreaks, ethics training, budget balancing, firefighting and other situations involving solving a crisis. <br />
Government games are helpful when user tries to learn how to act in crisis situations. This situation can be simulated on different level of governance. Environment and elements of simulation in government games is often changed in order to create a completely new conditions for user to deal with. There are few advantages that this segment of serious games offers but the ability to rerun the simulation and ability to simulate scenarios that would not be possible to simulate in real life are the most important ones. <br />
<br />
=== Educational games ===<br />
<br />
The rise of educational games can be associated mainly with multimedia PCs as these devices participated in making educational games more accessible. Educational software combined with multimedia PCs formed created a term “edutainment” in early 1990s which purpose was to teach by playing. Unfortunately, edutainment did not meet the expectations due to bad combination of bad game or the quality of the educational lecture itself was below average. Educational games are seen to have great advantages such as making a learning experience fun, students can learn and experiment within the safe environment, educational games can be applicable on different levels or can bring innovations to the learning process. <br />
Unfortunately, there are not many studies and results or outcomes that would support the educational games. As for current state some studies have shown that by playing educational games strategic thinking, planning, communication, collaboration, group decision making, and negotiating skills can be improved. Some authors dealing with the issue claim that there are studies and evidence to come. According to Sandford et al. certain concerns exists and need to be addressed and resolved if educational games want to fulfill their potential.<br />
Examples of educational games include Poptropica or Funbrain. <br />
<br />
=== Corporate games ===<br />
<br />
Serious games found their applications even in large corporations and are being widely used to this day. From the historical point of view serious games were implemented in corporations in 1990s through CD-ROMS and later via Internet. For companies implementing trainings through corporate games means cutting the costs for various items such as training staff, special equipment, offices and others.<br />
Corporate games are especially useful in situations in which: the learning material is too complex or boring for being conventionally trained, when trained audience is challenging to reach, when sophisticated consequence analysis is required, and when communicating or developing corporate strategies. Applying serious games in aforementioned situations might improve people skills, job-specific skills, organizational skills, communication skills and strategy skills. <br />
<br />
=== Healthcare games === <br />
<br />
The term healthcare games is mostly perceived as a tool for teaching medical students or medical workers something new from their field. But there is a number of healthcare games used for patients for a variety of reasons. <br />
When discussing or thinking about implementing serious games in healthcare field there is a number of advantages that support this decision. Achieving behavioral change is one of them and it means that patients suffering from chronic pain can learn how to ease their own pain just by playing healthcare games and in addition they can have fun while playing these games. Another benefit is reducing the workload of medical workers. Patients are able to independently exercise without the assistance of medical staff and therefore can save their time. Last but not least benefit is associated with VR technology when treating patients. By using VR technology and special healthcare games patients can experience more immersive way of treatment. Aforementioned benefits are primarily used for patients but as mentioned above medical students can also benefit from healthcare games. Ideal example is a game in which students use VR technology to travel through human body. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref> <ref name="healthcare"> Grendel Games. <i> Serious gaming for healthcare</i>. [online].Available at: https://grendelgames.com/serious-games/healthcare/</ref><br />
<br />
== Advantages and disadvantages of serious games == <br />
<br />
Up to this day it is difficult to specify and name consequences that serious game have on human body and cognitive skills. One of the most significant advantage associated with serious games is that some situations that cannot be taught in real life can be simulated in these games. Playing educational games might support students in their field and help them expand their knowledge through various simulations. Among other benefits of games analytical and spatial skills, strategic skills and insight, learning and recollection capabilities, psychomotor skills and visual selective attention can be found. An interesting fact is that playing violent games can help with frustration alleviation.<br />
<br />
However, there is a dark side when playing games or serious games for longer time period. Some studies have concluded that games, especially video games, might have various negative impacts such as health issues, psycho-social issues and the effects of violence resulting from video games. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
== Real applications ==<br />
=== Microsoft Flight Simulator ===<br />
<br />
Considered to a grandfather of serious games and one of the most significant representatives in the field. [https://en.wikipedia.org/wiki/Microsoft_Flight_Simulator Microsoft Flight Simulator] a comprehensive flight simulator used for civil non-fight aviation. First version of MSFS was created back in 1982 and interestingly it is the longest-running software product line for Microsoft. This serious game has been developing since 1982 until now and the latest version comes from 2020.<br />
[[File: Microsoft_Serious_Gaming.jpg|thumb|centre|200px|Microsoft Flight Simulator]]<br />
<br />
=== Tiltfactor Laboratory ===<br />
<br />
Tiltfactor laboratory is more like the research and development center than the serious game itself. Created in 2003 [https://tiltfactor.org/games/ Tiltfactor Laboratory] offers a number of educative games with goal to make social change among people.<br />
<br />
=== A Force More Powerful === <br />
<br />
Based on a documentary about non-resistent violence from 1999 A Force More Powerful is a serious game which aims to teach people how to deal and fight with real-world adversaries—dictators, military occupiers and corrupt rulers. A Force More Powerful is one of kind serious games that was designed to be used by activists and leaders of nonviolent resistance. <ref name="aforcemorepowerful"> International center on Nonviolent Conflict. <i> A Force More Powerful: The Game of Nonviolent Strategy</i>. [online].Available at:https://www.nonviolent-conflict.org/a-force-more-powerful-the-game-of-nonviolent-strategy/</ref> <br />
<br />
=== Darfur Is Dying ===<br />
<br />
This serios game can be classified as newspaper serious games aimed to attract attention of people especially of students and reporters. The main topic is war in Sudan and tries to outline the experience of 2.5 million refugees escaping the area of war conflict. [Website www.growthengineering.co.uk] states that Darfur is dying attracted nearly million gamers. <ref name="darfurisdying"> Games for change. <i> Darfur is dying</i>. [online].Available at:http://www.gamesforchange.org/game/darfur-is-dying/</ref> <br />
<br />
=== Peacemaker === <br />
<br />
Similarly, to Darfus is dying Peacemaker is another serios gaming aiming to spread awareness of Israeli-Palestine conflict and tries to promote peace among people. This game is based on making social, political and military decisions for the government. Each decision has an impact which is presented to explain the bigger picture of the conflict. <br />
<br />
'''Other games in the top 10 list:'''<br />
*World Without Oil<br />
*FoldIt<br />
*IBM City One<br />
*Amnesty The Game<br />
*SupperBetter <ref name="top10">Growth Engineering. (2016).<i>10 SERIOUS GAMES THAT CHANGED THE WORLD</i>. [online].Available at:https://www.growthengineering.co.uk/10-serious-games-that-changed-the-world/</ref> <br />
<br />
== Interesting things and curiosities ==<br />
<br />
María López Hernández in her [http://www.diva-portal.org/smash/get/diva2:1481046/FULLTEXT01.pdf thesis] is describing wheter serious games might be suitable tools for teaching young adults about prevention measures that could mitigate the spread of COVID-19.<br />
<br />
Interesting [https://www.youtube.com/watch?v=-X1m7tf9cRQ&ab_channel=TEDxTalks TED talk video] from Andre Thomas on Effective use of game-based learning in education.<br />
<br />
== References ==<br />
<references/></div>Milan Phttp://www.simulace.info/index.php?title=Serious_Gaming&diff=21247Serious Gaming2021-01-24T18:21:17Z<p>Milan P: /* War games */</p>
<hr />
<div>{{DISPLAYTITLE:Serious Gaming}}<br />
<br />
== Introduction == <br />
<br />
When it comes to term games, people imagine video game they played when growing up or desk game that they spend time playing with their friends. However, there is another not so popularly known side to this term. Serious games represent a field of games that can be defined as any kind of initiative that is based on a game. Primary purpose of serious games is to educate while playing whereas in normal games players tend to have fun in the first place. Different sources state that modern era of serious games began in 1960s and 1970s. With technology development new and more innovative types of serious games were created. Such games can be used for various educational purposes as they tend to be more attractive than classis linear form of learning. <br />
To illustrate this term by example, Microsoft Flight Simulator can be mentioned as it is believed to be one of the most influential serious game in history of mankind. <br />
<br />
== History == <br />
=== Board games === <br />
<br />
To begin with very first games that had somewhat educational aspect to them Dice must be mentioned. This game first appeared in India more than 40,000BC and younger version can be found in Iran around 3,000BC. [https://en.wikipedia.org/wiki/Xiangqi Xiangqi], also known as Chinese chess, might be described as one of the first games with real educational purpose. It was used 200BC for military strategy. Another board games worth mentioning are Mansion of Happiness with aim to teach social principles and morals, Monopoly, Scrabble, or others. <br />
<br />
[[File: Xiangqi_Serious_Gaming.png|thumb|centre|200px|Xiangqi]]<br />
<br />
=== War games === <br />
<br />
As a first military game can be considered Koenigspiel created by Christopher Weikhman in 1664. By playing this game Prussian army officers were taught battlefield tactics. In upcoming centuries, several new updated variations of Koenigspiel were created. More than century later another German gamewar was invented War Chess. Most of the military games created and played in history were basically board games with war aspect to them but that changed in 1948 when first computer games emerged (e.g., Air Defense Simulation and CARMONETTE). <br />
<br />
[[File: Koenigspiel_Serious_Gaming.jpg|thumb|centre|200px|Koenigspiel]]<br />
<br />
Modern era of serious games can be dated back to the 1960s when video games started to emerge. In addition to the first video games, serious games were created. Their aim was, for example, to simulate defensive tactical strategies in a world other than the real world. <ref name="smith"> SMITH, Roger. (2009) <i>A history of Serious Games</i>.[online].Available at: https://www.slideshare.net/roger.smith/a-history-of-serious-games/</ref><br />
<br />
== Definition, terminology and features == <br />
<br />
=== Definition ===<br />
Serious games induce some kind of affective or motor learning (understood in very broad sense) at any level. Put more simply: serious games are used for more than entertainment. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
Opposed to normal games, serious games for computers or played online follow implicit or explicit learning goals instead of pure entertainment therefore justifying their addition “serious”. <ref name="freitas"> de Freitas, S. (2008) <i>Serious Virtual Worlds: A Scoping Study</i>. [online].Available at: http://www.jisc.ac.uk/media/documents/publications/seriousvirtualworldsv1.pdf.de/</ref> <br />
<br />
From historical point of view there are several synonyms to serious games: educational games, business games, gaming and simulation, edutainment, Immersive Learning Simulations (ILS) or just simply simulations. <br />
<br />
=== Features of serious games ===<br />
<br />
According to the Summit of Educational Games for the game to be marked as serious games it has to: <br />
* Have clear learning goals <br />
* Broad experiences and practice opportunities that continue to challenge the learner and reinforce expertise<br />
* Continuous monitoring of progress, and use of this information to diagnose performance and adjust instruction to learner level of mastery<br />
* Encouragement of inquiry and questions, and response with answers that are appropriate to the learner and context<br />
* Contextual Bridging: Games and simulations can close the gap between what is learned and its use <ref name="wiki">EduTech Wiki (2019 Serious games. Available at: http://edutechwiki.unige.ch/en/Serious_game#Features_of_serious_games/</ref><br />
<br />
== Division and categorization == <br />
<br />
From historical point of view serious games were used primarily in military and for medical purposes as well. But as the time goes private sector and other users are trying to implement serious games into their educational process. Main reason for this growth of interest is the fact that educational games can be used in almost every area.<br />
<br />
There are many categorizations of serious games but in this article categorization from Michael and Chen from 2006 is used. Segments used and described according to this categorization are considered to be the core segments of serious games. Last thing worth mentioning is that there are games which can be placed in more than one segment. <br />
<br />
=== Military games ===<br />
<br />
Military games or war games are one of the oldest segments created. They are primarily used for training and simulation of possible situations on the battlefield. War games have evolved from simple games with simple rules into the complex simulators with various military weapons or equipment. According to Michael and Chen the trend of military games is shifting from basic CD-ROMS distributed games into the component-based market meaning that each army will be able to construct their own simulation using different pieces of hardware and software. <br />
Main user of military games is obviously military sector of various countries, but private sector and individuals are also a considerable part of customer group. Examples of modern era military games are: Army Battlezone, TacOps, Brigade Combat Team, Harpoon 3, Doom, Warcraft, Operation Flashpoint and others.<br />
<br />
=== Government games ===<br />
<br />
Government games form a specific segment of serious games in which players aim to solve tasks and scenarios such as terrorist attacks, floods, crisis, disease outbreaks, ethics training, budget balancing, firefighting and other situations involving solving a crisis. <br />
Government games are helpful when user tries to learn how to act in crisis situations. This situation can be simulated on different level of governance. Environment and elements of simulation in government games is often changed in order to create a completely new conditions for user to deal with. There are few advantages that this segment of serious games offers but the ability to rerun the simulation and ability to simulate scenarios that would not be possible to simulate in real life are the most important ones. <br />
<br />
=== Educational games ===<br />
<br />
The rise of educational games can be associated mainly with multimedia PCs as these devices participated in making educational games more accessible. Educational software combined with multimedia PCs formed created a term “edutainment” in early 1990s which purpose was to teach by playing. Unfortunately, edutainment did not meet the expectations due to bad combination of bad game or the quality of the educational lecture itself was below average. Educational games are seen to have great advantages such as making a learning experience fun, students can learn and experiment within the safe environment, educational games can be applicable on different levels or can bring innovations to the learning process. <br />
Unfortunately, there are not many studies and results or outcomes that would support the educational games. As for current state some studies have shown that by playing educational games strategic thinking, planning, communication, collaboration, group decision making, and negotiating skills can be improved. Some authors dealing with the issue claim that there are studies and evidence to come. According to Sandford et al. certain concerns exists and need to be addressed and resolved if educational games want to fulfill their potential.<br />
Examples of educational games include Poptropica or Funbrain. <br />
<br />
=== Corporate games ===<br />
<br />
Serious games found their applications even in large corporations and are being widely used to this day. From the historical point of view serious games were implemented in corporations in 1990s through CD-ROMS and later via Internet. For companies implementing trainings through corporate games means cutting the costs for various items such as training staff, special equipment, offices and others.<br />
Corporate games are especially useful in situations in which: the learning material is too complex or boring for being conventionally trained, when trained audience is challenging to reach, when sophisticated consequence analysis is required, and when communicating or developing corporate strategies. Applying serious games in aforementioned situations might improve people skills, job-specific skills, organizational skills, communication skills and strategy skills. <br />
<br />
=== Healthcare games === <br />
<br />
The term healthcare games is mostly perceived as a tool for teaching medical students or medical workers something new from their field. But there is a number of healthcare games used for patients for a variety of reasons. <br />
When discussing or thinking about implementing serious games in healthcare field there is a number of advantages that support this decision. Achieving behavioral change is one of them and it means that patients suffering from chronic pain can learn how to ease their own pain just by playing healthcare games and in addition they can have fun while playing these games. Another benefit is reducing the workload of medical workers. Patients are able to independently exercise without the assistance of medical staff and therefore can save their time. Last but not least benefit is associated with VR technology when treating patients. By using VR technology and special healthcare games patients can experience more immersive way of treatment. Aforementioned benefits are primarily used for patients but as mentioned above medical students can also benefit from healthcare games. Ideal example is a game in which students use VR technology to travel through human body. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref> <ref name="healthcare"> Grendel Games. <i> Serious gaming for healthcare</i>. [online].Available at: https://grendelgames.com/serious-games/healthcare/</ref><br />
<br />
== Advantages and disadvantages of serious games == <br />
<br />
Up to this day it is difficult to specify and name consequences that serious game have on human body and cognitive skills. One of the most significant advantage associated with serious games is that some situations that cannot be taught in real life can be simulated in these games. Playing educational games might support students in their field and help them expand their knowledge through various simulations. Among other benefits of games analytical and spatial skills, strategic skills and insight, learning and recollection capabilities, psychomotor skills and visual selective attention can be found. An interesting fact is that playing violent games can help with frustration alleviation.<br />
<br />
However, there is a dark side when playing games or serious games for longer time period. Some studies have concluded that games, especially video games, might have various negative impacts such as health issues, psycho-social issues and the effects of violence resulting from video games. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
== Real applications ==<br />
=== Microsoft Flight Simulator ===<br />
<br />
Considered to a grandfather of serious games and one of the most significant representatives in the field. [https://en.wikipedia.org/wiki/Microsoft_Flight_Simulator Microsoft Flight Simulator] a comprehensive flight simulator used for civil non-fight aviation. First version of MSFS was created back in 1982 and interestingly it is the longest-running software product line for Microsoft. This serious game has been developing since 1982 until now and the latest version comes from 2020. <br />
<br />
=== Tiltfactor Laboratory ===<br />
<br />
Tiltfactor laboratory is more like the research and development center than the serious game itself. Created in 2003 [https://tiltfactor.org/games/ Tiltfactor Laboratory] offers a number of educative games with goal to make social change among people.<br />
<br />
=== A Force More Powerful === <br />
<br />
Based on a documentary about non-resistent violence from 1999 A Force More Powerful is a serious game which aims to teach people how to deal and fight with real-world adversaries—dictators, military occupiers and corrupt rulers. A Force More Powerful is one of kind serious games that was designed to be used by activists and leaders of nonviolent resistance. <ref name="aforcemorepowerful"> International center on Nonviolent Conflict. <i> A Force More Powerful: The Game of Nonviolent Strategy</i>. [online].Available at:https://www.nonviolent-conflict.org/a-force-more-powerful-the-game-of-nonviolent-strategy/</ref> <br />
<br />
=== Darfur Is Dying ===<br />
<br />
This serios game can be classified as newspaper serious games aimed to attract attention of people especially of students and reporters. The main topic is war in Sudan and tries to outline the experience of 2.5 million refugees escaping the area of war conflict. [Website www.growthengineering.co.uk] states that Darfur is dying attracted nearly million gamers. <ref name="darfurisdying"> Games for change. <i> Darfur is dying</i>. [online].Available at:http://www.gamesforchange.org/game/darfur-is-dying/</ref> <br />
<br />
=== Peacemaker === <br />
<br />
Similarly, to Darfus is dying Peacemaker is another serios gaming aiming to spread awareness of Israeli-Palestine conflict and tries to promote peace among people. This game is based on making social, political and military decisions for the government. Each decision has an impact which is presented to explain the bigger picture of the conflict. <br />
<br />
'''Other games in the top 10 list:'''<br />
*World Without Oil<br />
*FoldIt<br />
*IBM City One<br />
*Amnesty The Game<br />
*SupperBetter <ref name="top10">Growth Engineering. (2016).<i>10 SERIOUS GAMES THAT CHANGED THE WORLD</i>. [online].Available at:https://www.growthengineering.co.uk/10-serious-games-that-changed-the-world/</ref> <br />
<br />
== Interesting things and curiosities ==<br />
<br />
María López Hernández in her [http://www.diva-portal.org/smash/get/diva2:1481046/FULLTEXT01.pdf thesis] is describing wheter serious games might be suitable tools for teaching young adults about prevention measures that could mitigate the spread of COVID-19.<br />
<br />
Interesting [https://www.youtube.com/watch?v=-X1m7tf9cRQ&ab_channel=TEDxTalks TED talk video] from Andre Thomas on Effective use of game-based learning in education.<br />
<br />
== References ==<br />
<references/></div>Milan Phttp://www.simulace.info/index.php?title=Serious_Gaming&diff=21246Serious Gaming2021-01-24T18:21:00Z<p>Milan P: /* Board games */</p>
<hr />
<div>{{DISPLAYTITLE:Serious Gaming}}<br />
<br />
== Introduction == <br />
<br />
When it comes to term games, people imagine video game they played when growing up or desk game that they spend time playing with their friends. However, there is another not so popularly known side to this term. Serious games represent a field of games that can be defined as any kind of initiative that is based on a game. Primary purpose of serious games is to educate while playing whereas in normal games players tend to have fun in the first place. Different sources state that modern era of serious games began in 1960s and 1970s. With technology development new and more innovative types of serious games were created. Such games can be used for various educational purposes as they tend to be more attractive than classis linear form of learning. <br />
To illustrate this term by example, Microsoft Flight Simulator can be mentioned as it is believed to be one of the most influential serious game in history of mankind. <br />
<br />
== History == <br />
=== Board games === <br />
<br />
To begin with very first games that had somewhat educational aspect to them Dice must be mentioned. This game first appeared in India more than 40,000BC and younger version can be found in Iran around 3,000BC. [https://en.wikipedia.org/wiki/Xiangqi Xiangqi], also known as Chinese chess, might be described as one of the first games with real educational purpose. It was used 200BC for military strategy. Another board games worth mentioning are Mansion of Happiness with aim to teach social principles and morals, Monopoly, Scrabble, or others. <br />
<br />
[[File: Xiangqi_Serious_Gaming.png|thumb|centre|200px|Xiangqi]]<br />
<br />
=== War games === <br />
<br />
As a first military game can be considered Koenigspiel created by Christopher Weikhman in 1664. By playing this game Prussian army officers were taught battlefield tactics. In upcoming centuries, several new updated variations of Koenigspiel were created. More than century later another German gamewar was invented War Chess. Most of the military games created and played in history were basically board games with war aspect to them but that changed in 1948 when first computer games emerged (e.g., Air Defense Simulation and CARMONETTE). <br />
<br />
[[File: Koenigspiel_Serious_Gaming.jpg|200px|Koenigspiel]]<br />
<br />
Modern era of serious games can be dated back to the 1960s when video games started to emerge. In addition to the first video games, serious games were created. Their aim was, for example, to simulate defensive tactical strategies in a world other than the real world. <ref name="smith"> SMITH, Roger. (2009) <i>A history of Serious Games</i>.[online].Available at: https://www.slideshare.net/roger.smith/a-history-of-serious-games/</ref><br />
<br />
== Definition, terminology and features == <br />
<br />
=== Definition ===<br />
Serious games induce some kind of affective or motor learning (understood in very broad sense) at any level. Put more simply: serious games are used for more than entertainment. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
Opposed to normal games, serious games for computers or played online follow implicit or explicit learning goals instead of pure entertainment therefore justifying their addition “serious”. <ref name="freitas"> de Freitas, S. (2008) <i>Serious Virtual Worlds: A Scoping Study</i>. [online].Available at: http://www.jisc.ac.uk/media/documents/publications/seriousvirtualworldsv1.pdf.de/</ref> <br />
<br />
From historical point of view there are several synonyms to serious games: educational games, business games, gaming and simulation, edutainment, Immersive Learning Simulations (ILS) or just simply simulations. <br />
<br />
=== Features of serious games ===<br />
<br />
According to the Summit of Educational Games for the game to be marked as serious games it has to: <br />
* Have clear learning goals <br />
* Broad experiences and practice opportunities that continue to challenge the learner and reinforce expertise<br />
* Continuous monitoring of progress, and use of this information to diagnose performance and adjust instruction to learner level of mastery<br />
* Encouragement of inquiry and questions, and response with answers that are appropriate to the learner and context<br />
* Contextual Bridging: Games and simulations can close the gap between what is learned and its use <ref name="wiki">EduTech Wiki (2019 Serious games. Available at: http://edutechwiki.unige.ch/en/Serious_game#Features_of_serious_games/</ref><br />
<br />
== Division and categorization == <br />
<br />
From historical point of view serious games were used primarily in military and for medical purposes as well. But as the time goes private sector and other users are trying to implement serious games into their educational process. Main reason for this growth of interest is the fact that educational games can be used in almost every area.<br />
<br />
There are many categorizations of serious games but in this article categorization from Michael and Chen from 2006 is used. Segments used and described according to this categorization are considered to be the core segments of serious games. Last thing worth mentioning is that there are games which can be placed in more than one segment. <br />
<br />
=== Military games ===<br />
<br />
Military games or war games are one of the oldest segments created. They are primarily used for training and simulation of possible situations on the battlefield. War games have evolved from simple games with simple rules into the complex simulators with various military weapons or equipment. According to Michael and Chen the trend of military games is shifting from basic CD-ROMS distributed games into the component-based market meaning that each army will be able to construct their own simulation using different pieces of hardware and software. <br />
Main user of military games is obviously military sector of various countries, but private sector and individuals are also a considerable part of customer group. Examples of modern era military games are: Army Battlezone, TacOps, Brigade Combat Team, Harpoon 3, Doom, Warcraft, Operation Flashpoint and others.<br />
<br />
=== Government games ===<br />
<br />
Government games form a specific segment of serious games in which players aim to solve tasks and scenarios such as terrorist attacks, floods, crisis, disease outbreaks, ethics training, budget balancing, firefighting and other situations involving solving a crisis. <br />
Government games are helpful when user tries to learn how to act in crisis situations. This situation can be simulated on different level of governance. Environment and elements of simulation in government games is often changed in order to create a completely new conditions for user to deal with. There are few advantages that this segment of serious games offers but the ability to rerun the simulation and ability to simulate scenarios that would not be possible to simulate in real life are the most important ones. <br />
<br />
=== Educational games ===<br />
<br />
The rise of educational games can be associated mainly with multimedia PCs as these devices participated in making educational games more accessible. Educational software combined with multimedia PCs formed created a term “edutainment” in early 1990s which purpose was to teach by playing. Unfortunately, edutainment did not meet the expectations due to bad combination of bad game or the quality of the educational lecture itself was below average. Educational games are seen to have great advantages such as making a learning experience fun, students can learn and experiment within the safe environment, educational games can be applicable on different levels or can bring innovations to the learning process. <br />
Unfortunately, there are not many studies and results or outcomes that would support the educational games. As for current state some studies have shown that by playing educational games strategic thinking, planning, communication, collaboration, group decision making, and negotiating skills can be improved. Some authors dealing with the issue claim that there are studies and evidence to come. According to Sandford et al. certain concerns exists and need to be addressed and resolved if educational games want to fulfill their potential.<br />
Examples of educational games include Poptropica or Funbrain. <br />
<br />
=== Corporate games ===<br />
<br />
Serious games found their applications even in large corporations and are being widely used to this day. From the historical point of view serious games were implemented in corporations in 1990s through CD-ROMS and later via Internet. For companies implementing trainings through corporate games means cutting the costs for various items such as training staff, special equipment, offices and others.<br />
Corporate games are especially useful in situations in which: the learning material is too complex or boring for being conventionally trained, when trained audience is challenging to reach, when sophisticated consequence analysis is required, and when communicating or developing corporate strategies. Applying serious games in aforementioned situations might improve people skills, job-specific skills, organizational skills, communication skills and strategy skills. <br />
<br />
=== Healthcare games === <br />
<br />
The term healthcare games is mostly perceived as a tool for teaching medical students or medical workers something new from their field. But there is a number of healthcare games used for patients for a variety of reasons. <br />
When discussing or thinking about implementing serious games in healthcare field there is a number of advantages that support this decision. Achieving behavioral change is one of them and it means that patients suffering from chronic pain can learn how to ease their own pain just by playing healthcare games and in addition they can have fun while playing these games. Another benefit is reducing the workload of medical workers. Patients are able to independently exercise without the assistance of medical staff and therefore can save their time. Last but not least benefit is associated with VR technology when treating patients. By using VR technology and special healthcare games patients can experience more immersive way of treatment. Aforementioned benefits are primarily used for patients but as mentioned above medical students can also benefit from healthcare games. Ideal example is a game in which students use VR technology to travel through human body. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref> <ref name="healthcare"> Grendel Games. <i> Serious gaming for healthcare</i>. [online].Available at: https://grendelgames.com/serious-games/healthcare/</ref><br />
<br />
== Advantages and disadvantages of serious games == <br />
<br />
Up to this day it is difficult to specify and name consequences that serious game have on human body and cognitive skills. One of the most significant advantage associated with serious games is that some situations that cannot be taught in real life can be simulated in these games. Playing educational games might support students in their field and help them expand their knowledge through various simulations. Among other benefits of games analytical and spatial skills, strategic skills and insight, learning and recollection capabilities, psychomotor skills and visual selective attention can be found. An interesting fact is that playing violent games can help with frustration alleviation.<br />
<br />
However, there is a dark side when playing games or serious games for longer time period. Some studies have concluded that games, especially video games, might have various negative impacts such as health issues, psycho-social issues and the effects of violence resulting from video games. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
== Real applications ==<br />
=== Microsoft Flight Simulator ===<br />
<br />
Considered to a grandfather of serious games and one of the most significant representatives in the field. [https://en.wikipedia.org/wiki/Microsoft_Flight_Simulator Microsoft Flight Simulator] a comprehensive flight simulator used for civil non-fight aviation. First version of MSFS was created back in 1982 and interestingly it is the longest-running software product line for Microsoft. This serious game has been developing since 1982 until now and the latest version comes from 2020. <br />
<br />
=== Tiltfactor Laboratory ===<br />
<br />
Tiltfactor laboratory is more like the research and development center than the serious game itself. Created in 2003 [https://tiltfactor.org/games/ Tiltfactor Laboratory] offers a number of educative games with goal to make social change among people.<br />
<br />
=== A Force More Powerful === <br />
<br />
Based on a documentary about non-resistent violence from 1999 A Force More Powerful is a serious game which aims to teach people how to deal and fight with real-world adversaries—dictators, military occupiers and corrupt rulers. A Force More Powerful is one of kind serious games that was designed to be used by activists and leaders of nonviolent resistance. <ref name="aforcemorepowerful"> International center on Nonviolent Conflict. <i> A Force More Powerful: The Game of Nonviolent Strategy</i>. [online].Available at:https://www.nonviolent-conflict.org/a-force-more-powerful-the-game-of-nonviolent-strategy/</ref> <br />
<br />
=== Darfur Is Dying ===<br />
<br />
This serios game can be classified as newspaper serious games aimed to attract attention of people especially of students and reporters. The main topic is war in Sudan and tries to outline the experience of 2.5 million refugees escaping the area of war conflict. [Website www.growthengineering.co.uk] states that Darfur is dying attracted nearly million gamers. <ref name="darfurisdying"> Games for change. <i> Darfur is dying</i>. [online].Available at:http://www.gamesforchange.org/game/darfur-is-dying/</ref> <br />
<br />
=== Peacemaker === <br />
<br />
Similarly, to Darfus is dying Peacemaker is another serios gaming aiming to spread awareness of Israeli-Palestine conflict and tries to promote peace among people. This game is based on making social, political and military decisions for the government. Each decision has an impact which is presented to explain the bigger picture of the conflict. <br />
<br />
'''Other games in the top 10 list:'''<br />
*World Without Oil<br />
*FoldIt<br />
*IBM City One<br />
*Amnesty The Game<br />
*SupperBetter <ref name="top10">Growth Engineering. (2016).<i>10 SERIOUS GAMES THAT CHANGED THE WORLD</i>. [online].Available at:https://www.growthengineering.co.uk/10-serious-games-that-changed-the-world/</ref> <br />
<br />
== Interesting things and curiosities ==<br />
<br />
María López Hernández in her [http://www.diva-portal.org/smash/get/diva2:1481046/FULLTEXT01.pdf thesis] is describing wheter serious games might be suitable tools for teaching young adults about prevention measures that could mitigate the spread of COVID-19.<br />
<br />
Interesting [https://www.youtube.com/watch?v=-X1m7tf9cRQ&ab_channel=TEDxTalks TED talk video] from Andre Thomas on Effective use of game-based learning in education.<br />
<br />
== References ==<br />
<references/></div>Milan Phttp://www.simulace.info/index.php?title=Serious_Gaming&diff=21244Serious Gaming2021-01-24T18:16:48Z<p>Milan P: </p>
<hr />
<div>{{DISPLAYTITLE:Serious Gaming}}<br />
<br />
== Introduction == <br />
<br />
When it comes to term games, people imagine video game they played when growing up or desk game that they spend time playing with their friends. However, there is another not so popularly known side to this term. Serious games represent a field of games that can be defined as any kind of initiative that is based on a game. Primary purpose of serious games is to educate while playing whereas in normal games players tend to have fun in the first place. Different sources state that modern era of serious games began in 1960s and 1970s. With technology development new and more innovative types of serious games were created. Such games can be used for various educational purposes as they tend to be more attractive than classis linear form of learning. <br />
To illustrate this term by example, Microsoft Flight Simulator can be mentioned as it is believed to be one of the most influential serious game in history of mankind. <br />
<br />
== History == <br />
=== Board games === <br />
<br />
To begin with very first games that had somewhat educational aspect to them Dice must be mentioned. This game first appeared in India more than 40,000BC and younger version can be found in Iran around 3,000BC. [https://en.wikipedia.org/wiki/Xiangqi Xiangqi], also known as Chinese chess, might be described as one of the first games with real educational purpose. It was used 200BC for military strategy. Another board games worth mentioning are Mansion of Happiness with aim to teach social principles and morals, Monopoly, Scrabble, or others. <br />
<br />
[[File: Xiangqi_Serious_Gaming.png|200px|Xiangqi]]<br />
<br />
=== War games === <br />
<br />
As a first military game can be considered Koenigspiel created by Christopher Weikhman in 1664. By playing this game Prussian army officers were taught battlefield tactics. In upcoming centuries, several new updated variations of Koenigspiel were created. More than century later another German gamewar was invented War Chess. Most of the military games created and played in history were basically board games with war aspect to them but that changed in 1948 when first computer games emerged (e.g., Air Defense Simulation and CARMONETTE). <br />
<br />
[[File: Koenigspiel_Serious_Gaming.jpg|200px|Koenigspiel]]<br />
<br />
Modern era of serious games can be dated back to the 1960s when video games started to emerge. In addition to the first video games, serious games were created. Their aim was, for example, to simulate defensive tactical strategies in a world other than the real world. <ref name="smith"> SMITH, Roger. (2009) <i>A history of Serious Games</i>.[online].Available at: https://www.slideshare.net/roger.smith/a-history-of-serious-games/</ref><br />
<br />
== Definition, terminology and features == <br />
<br />
=== Definition ===<br />
Serious games induce some kind of affective or motor learning (understood in very broad sense) at any level. Put more simply: serious games are used for more than entertainment. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
Opposed to normal games, serious games for computers or played online follow implicit or explicit learning goals instead of pure entertainment therefore justifying their addition “serious”. <ref name="freitas"> de Freitas, S. (2008) <i>Serious Virtual Worlds: A Scoping Study</i>. [online].Available at: http://www.jisc.ac.uk/media/documents/publications/seriousvirtualworldsv1.pdf.de/</ref> <br />
<br />
From historical point of view there are several synonyms to serious games: educational games, business games, gaming and simulation, edutainment, Immersive Learning Simulations (ILS) or just simply simulations. <br />
<br />
=== Features of serious games ===<br />
<br />
According to the Summit of Educational Games for the game to be marked as serious games it has to: <br />
* Have clear learning goals <br />
* Broad experiences and practice opportunities that continue to challenge the learner and reinforce expertise<br />
* Continuous monitoring of progress, and use of this information to diagnose performance and adjust instruction to learner level of mastery<br />
* Encouragement of inquiry and questions, and response with answers that are appropriate to the learner and context<br />
* Contextual Bridging: Games and simulations can close the gap between what is learned and its use <ref name="wiki">EduTech Wiki (2019 Serious games. Available at: http://edutechwiki.unige.ch/en/Serious_game#Features_of_serious_games/</ref><br />
<br />
== Division and categorization == <br />
<br />
From historical point of view serious games were used primarily in military and for medical purposes as well. But as the time goes private sector and other users are trying to implement serious games into their educational process. Main reason for this growth of interest is the fact that educational games can be used in almost every area.<br />
<br />
There are many categorizations of serious games but in this article categorization from Michael and Chen from 2006 is used. Segments used and described according to this categorization are considered to be the core segments of serious games. Last thing worth mentioning is that there are games which can be placed in more than one segment. <br />
<br />
=== Military games ===<br />
<br />
Military games or war games are one of the oldest segments created. They are primarily used for training and simulation of possible situations on the battlefield. War games have evolved from simple games with simple rules into the complex simulators with various military weapons or equipment. According to Michael and Chen the trend of military games is shifting from basic CD-ROMS distributed games into the component-based market meaning that each army will be able to construct their own simulation using different pieces of hardware and software. <br />
Main user of military games is obviously military sector of various countries, but private sector and individuals are also a considerable part of customer group. Examples of modern era military games are: Army Battlezone, TacOps, Brigade Combat Team, Harpoon 3, Doom, Warcraft, Operation Flashpoint and others.<br />
<br />
=== Government games ===<br />
<br />
Government games form a specific segment of serious games in which players aim to solve tasks and scenarios such as terrorist attacks, floods, crisis, disease outbreaks, ethics training, budget balancing, firefighting and other situations involving solving a crisis. <br />
Government games are helpful when user tries to learn how to act in crisis situations. This situation can be simulated on different level of governance. Environment and elements of simulation in government games is often changed in order to create a completely new conditions for user to deal with. There are few advantages that this segment of serious games offers but the ability to rerun the simulation and ability to simulate scenarios that would not be possible to simulate in real life are the most important ones. <br />
<br />
=== Educational games ===<br />
<br />
The rise of educational games can be associated mainly with multimedia PCs as these devices participated in making educational games more accessible. Educational software combined with multimedia PCs formed created a term “edutainment” in early 1990s which purpose was to teach by playing. Unfortunately, edutainment did not meet the expectations due to bad combination of bad game or the quality of the educational lecture itself was below average. Educational games are seen to have great advantages such as making a learning experience fun, students can learn and experiment within the safe environment, educational games can be applicable on different levels or can bring innovations to the learning process. <br />
Unfortunately, there are not many studies and results or outcomes that would support the educational games. As for current state some studies have shown that by playing educational games strategic thinking, planning, communication, collaboration, group decision making, and negotiating skills can be improved. Some authors dealing with the issue claim that there are studies and evidence to come. According to Sandford et al. certain concerns exists and need to be addressed and resolved if educational games want to fulfill their potential.<br />
Examples of educational games include Poptropica or Funbrain. <br />
<br />
=== Corporate games ===<br />
<br />
Serious games found their applications even in large corporations and are being widely used to this day. From the historical point of view serious games were implemented in corporations in 1990s through CD-ROMS and later via Internet. For companies implementing trainings through corporate games means cutting the costs for various items such as training staff, special equipment, offices and others.<br />
Corporate games are especially useful in situations in which: the learning material is too complex or boring for being conventionally trained, when trained audience is challenging to reach, when sophisticated consequence analysis is required, and when communicating or developing corporate strategies. Applying serious games in aforementioned situations might improve people skills, job-specific skills, organizational skills, communication skills and strategy skills. <br />
<br />
=== Healthcare games === <br />
<br />
The term healthcare games is mostly perceived as a tool for teaching medical students or medical workers something new from their field. But there is a number of healthcare games used for patients for a variety of reasons. <br />
When discussing or thinking about implementing serious games in healthcare field there is a number of advantages that support this decision. Achieving behavioral change is one of them and it means that patients suffering from chronic pain can learn how to ease their own pain just by playing healthcare games and in addition they can have fun while playing these games. Another benefit is reducing the workload of medical workers. Patients are able to independently exercise without the assistance of medical staff and therefore can save their time. Last but not least benefit is associated with VR technology when treating patients. By using VR technology and special healthcare games patients can experience more immersive way of treatment. Aforementioned benefits are primarily used for patients but as mentioned above medical students can also benefit from healthcare games. Ideal example is a game in which students use VR technology to travel through human body. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref> <ref name="healthcare"> Grendel Games. <i> Serious gaming for healthcare</i>. [online].Available at: https://grendelgames.com/serious-games/healthcare/</ref><br />
<br />
== Advantages and disadvantages of serious games == <br />
<br />
Up to this day it is difficult to specify and name consequences that serious game have on human body and cognitive skills. One of the most significant advantage associated with serious games is that some situations that cannot be taught in real life can be simulated in these games. Playing educational games might support students in their field and help them expand their knowledge through various simulations. Among other benefits of games analytical and spatial skills, strategic skills and insight, learning and recollection capabilities, psychomotor skills and visual selective attention can be found. An interesting fact is that playing violent games can help with frustration alleviation.<br />
<br />
However, there is a dark side when playing games or serious games for longer time period. Some studies have concluded that games, especially video games, might have various negative impacts such as health issues, psycho-social issues and the effects of violence resulting from video games. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
== Real applications ==<br />
=== Microsoft Flight Simulator ===<br />
<br />
Considered to a grandfather of serious games and one of the most significant representatives in the field. [https://en.wikipedia.org/wiki/Microsoft_Flight_Simulator Microsoft Flight Simulator] a comprehensive flight simulator used for civil non-fight aviation. First version of MSFS was created back in 1982 and interestingly it is the longest-running software product line for Microsoft. This serious game has been developing since 1982 until now and the latest version comes from 2020. <br />
<br />
=== Tiltfactor Laboratory ===<br />
<br />
Tiltfactor laboratory is more like the research and development center than the serious game itself. Created in 2003 [https://tiltfactor.org/games/ Tiltfactor Laboratory] offers a number of educative games with goal to make social change among people.<br />
<br />
=== A Force More Powerful === <br />
<br />
Based on a documentary about non-resistent violence from 1999 A Force More Powerful is a serious game which aims to teach people how to deal and fight with real-world adversaries—dictators, military occupiers and corrupt rulers. A Force More Powerful is one of kind serious games that was designed to be used by activists and leaders of nonviolent resistance. <ref name="aforcemorepowerful"> International center on Nonviolent Conflict. <i> A Force More Powerful: The Game of Nonviolent Strategy</i>. [online].Available at:https://www.nonviolent-conflict.org/a-force-more-powerful-the-game-of-nonviolent-strategy/</ref> <br />
<br />
=== Darfur Is Dying ===<br />
<br />
This serios game can be classified as newspaper serious games aimed to attract attention of people especially of students and reporters. The main topic is war in Sudan and tries to outline the experience of 2.5 million refugees escaping the area of war conflict. [Website www.growthengineering.co.uk] states that Darfur is dying attracted nearly million gamers. <ref name="darfurisdying"> Games for change. <i> Darfur is dying</i>. [online].Available at:http://www.gamesforchange.org/game/darfur-is-dying/</ref> <br />
<br />
=== Peacemaker === <br />
<br />
Similarly, to Darfus is dying Peacemaker is another serios gaming aiming to spread awareness of Israeli-Palestine conflict and tries to promote peace among people. This game is based on making social, political and military decisions for the government. Each decision has an impact which is presented to explain the bigger picture of the conflict. <br />
<br />
'''Other games in the top 10 list:'''<br />
*World Without Oil<br />
*FoldIt<br />
*IBM City One<br />
*Amnesty The Game<br />
*SupperBetter <ref name="top10">Growth Engineering. (2016).<i>10 SERIOUS GAMES THAT CHANGED THE WORLD</i>. [online].Available at:https://www.growthengineering.co.uk/10-serious-games-that-changed-the-world/</ref> <br />
<br />
== Interesting things and curiosities ==<br />
<br />
María López Hernández in her [http://www.diva-portal.org/smash/get/diva2:1481046/FULLTEXT01.pdf thesis] is describing wheter serious games might be suitable tools for teaching young adults about prevention measures that could mitigate the spread of COVID-19.<br />
<br />
Interesting [https://www.youtube.com/watch?v=-X1m7tf9cRQ&ab_channel=TEDxTalks TED talk video] from Andre Thomas on Effective use of game-based learning in education.<br />
<br />
== References ==<br />
<references/></div>Milan Phttp://www.simulace.info/index.php?title=Serious_Gaming&diff=21242Serious Gaming2021-01-24T18:15:57Z<p>Milan P: /* Interesting things and curiosities */</p>
<hr />
<div>{{DISPLAYTITLE:Serious Gaming}}<br />
<br />
When it comes to term games, people imagine video game they played when growing up or desk game that they spend time playing with their friends. However, there is another not so popularly known side to this term. Serious games represent a field of games that can be defined as any kind of initiative that is based on a game. Primary purpose of serious games is to educate while playing whereas in normal games players tend to have fun in the first place. Different sources state that modern era of serious games began in 1960s and 1970s. With technology development new and more innovative types of serious games were created. Such games can be used for various educational purposes as they tend to be more attractive than classis linear form of learning. <br />
To illustrate this term by example, Microsoft Flight Simulator can be mentioned as it is believed to be one of the most influential serious game in history of mankind. <br />
<br />
== History == <br />
=== Board games === <br />
<br />
To begin with very first games that had somewhat educational aspect to them Dice must be mentioned. This game first appeared in India more than 40,000BC and younger version can be found in Iran around 3,000BC. [https://en.wikipedia.org/wiki/Xiangqi Xiangqi], also known as Chinese chess, might be described as one of the first games with real educational purpose. It was used 200BC for military strategy. Another board games worth mentioning are Mansion of Happiness with aim to teach social principles and morals, Monopoly, Scrabble, or others. <br />
<br />
[[File: Xiangqi_Serious_Gaming.png|200px|Xiangqi]]<br />
<br />
=== War games === <br />
<br />
As a first military game can be considered Koenigspiel created by Christopher Weikhman in 1664. By playing this game Prussian army officers were taught battlefield tactics. In upcoming centuries, several new updated variations of Koenigspiel were created. More than century later another German gamewar was invented War Chess. Most of the military games created and played in history were basically board games with war aspect to them but that changed in 1948 when first computer games emerged (e.g., Air Defense Simulation and CARMONETTE). <br />
<br />
[[File: Koenigspiel_Serious_Gaming.jpg|200px|Koenigspiel]]<br />
<br />
Modern era of serious games can be dated back to the 1960s when video games started to emerge. In addition to the first video games, serious games were created. Their aim was, for example, to simulate defensive tactical strategies in a world other than the real world. <ref name="smith"> SMITH, Roger. (2009) <i>A history of Serious Games</i>.[online].Available at: https://www.slideshare.net/roger.smith/a-history-of-serious-games/</ref><br />
<br />
== Definition, terminology and features == <br />
<br />
=== Definition ===<br />
Serious games induce some kind of affective or motor learning (understood in very broad sense) at any level. Put more simply: serious games are used for more than entertainment. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
Opposed to normal games, serious games for computers or played online follow implicit or explicit learning goals instead of pure entertainment therefore justifying their addition “serious”. <ref name="freitas"> de Freitas, S. (2008) <i>Serious Virtual Worlds: A Scoping Study</i>. [online].Available at: http://www.jisc.ac.uk/media/documents/publications/seriousvirtualworldsv1.pdf.de/</ref> <br />
<br />
From historical point of view there are several synonyms to serious games: educational games, business games, gaming and simulation, edutainment, Immersive Learning Simulations (ILS) or just simply simulations. <br />
<br />
=== Features of serious games ===<br />
<br />
According to the Summit of Educational Games for the game to be marked as serious games it has to: <br />
* Have clear learning goals <br />
* Broad experiences and practice opportunities that continue to challenge the learner and reinforce expertise<br />
* Continuous monitoring of progress, and use of this information to diagnose performance and adjust instruction to learner level of mastery<br />
* Encouragement of inquiry and questions, and response with answers that are appropriate to the learner and context<br />
* Contextual Bridging: Games and simulations can close the gap between what is learned and its use <ref name="wiki">EduTech Wiki (2019 Serious games. Available at: http://edutechwiki.unige.ch/en/Serious_game#Features_of_serious_games/</ref><br />
<br />
== Division and categorization == <br />
<br />
From historical point of view serious games were used primarily in military and for medical purposes as well. But as the time goes private sector and other users are trying to implement serious games into their educational process. Main reason for this growth of interest is the fact that educational games can be used in almost every area.<br />
<br />
There are many categorizations of serious games but in this article categorization from Michael and Chen from 2006 is used. Segments used and described according to this categorization are considered to be the core segments of serious games. Last thing worth mentioning is that there are games which can be placed in more than one segment. <br />
<br />
=== Military games ===<br />
<br />
Military games or war games are one of the oldest segments created. They are primarily used for training and simulation of possible situations on the battlefield. War games have evolved from simple games with simple rules into the complex simulators with various military weapons or equipment. According to Michael and Chen the trend of military games is shifting from basic CD-ROMS distributed games into the component-based market meaning that each army will be able to construct their own simulation using different pieces of hardware and software. <br />
Main user of military games is obviously military sector of various countries, but private sector and individuals are also a considerable part of customer group. Examples of modern era military games are: Army Battlezone, TacOps, Brigade Combat Team, Harpoon 3, Doom, Warcraft, Operation Flashpoint and others.<br />
<br />
=== Government games ===<br />
<br />
Government games form a specific segment of serious games in which players aim to solve tasks and scenarios such as terrorist attacks, floods, crisis, disease outbreaks, ethics training, budget balancing, firefighting and other situations involving solving a crisis. <br />
Government games are helpful when user tries to learn how to act in crisis situations. This situation can be simulated on different level of governance. Environment and elements of simulation in government games is often changed in order to create a completely new conditions for user to deal with. There are few advantages that this segment of serious games offers but the ability to rerun the simulation and ability to simulate scenarios that would not be possible to simulate in real life are the most important ones. <br />
<br />
=== Educational games ===<br />
<br />
The rise of educational games can be associated mainly with multimedia PCs as these devices participated in making educational games more accessible. Educational software combined with multimedia PCs formed created a term “edutainment” in early 1990s which purpose was to teach by playing. Unfortunately, edutainment did not meet the expectations due to bad combination of bad game or the quality of the educational lecture itself was below average. Educational games are seen to have great advantages such as making a learning experience fun, students can learn and experiment within the safe environment, educational games can be applicable on different levels or can bring innovations to the learning process. <br />
Unfortunately, there are not many studies and results or outcomes that would support the educational games. As for current state some studies have shown that by playing educational games strategic thinking, planning, communication, collaboration, group decision making, and negotiating skills can be improved. Some authors dealing with the issue claim that there are studies and evidence to come. According to Sandford et al. certain concerns exists and need to be addressed and resolved if educational games want to fulfill their potential.<br />
Examples of educational games include Poptropica or Funbrain. <br />
<br />
=== Corporate games ===<br />
<br />
Serious games found their applications even in large corporations and are being widely used to this day. From the historical point of view serious games were implemented in corporations in 1990s through CD-ROMS and later via Internet. For companies implementing trainings through corporate games means cutting the costs for various items such as training staff, special equipment, offices and others.<br />
Corporate games are especially useful in situations in which: the learning material is too complex or boring for being conventionally trained, when trained audience is challenging to reach, when sophisticated consequence analysis is required, and when communicating or developing corporate strategies. Applying serious games in aforementioned situations might improve people skills, job-specific skills, organizational skills, communication skills and strategy skills. <br />
<br />
=== Healthcare games === <br />
<br />
The term healthcare games is mostly perceived as a tool for teaching medical students or medical workers something new from their field. But there is a number of healthcare games used for patients for a variety of reasons. <br />
When discussing or thinking about implementing serious games in healthcare field there is a number of advantages that support this decision. Achieving behavioral change is one of them and it means that patients suffering from chronic pain can learn how to ease their own pain just by playing healthcare games and in addition they can have fun while playing these games. Another benefit is reducing the workload of medical workers. Patients are able to independently exercise without the assistance of medical staff and therefore can save their time. Last but not least benefit is associated with VR technology when treating patients. By using VR technology and special healthcare games patients can experience more immersive way of treatment. Aforementioned benefits are primarily used for patients but as mentioned above medical students can also benefit from healthcare games. Ideal example is a game in which students use VR technology to travel through human body. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref> <ref name="healthcare"> Grendel Games. <i> Serious gaming for healthcare</i>. [online].Available at: https://grendelgames.com/serious-games/healthcare/</ref><br />
<br />
== Advantages and disadvantages of serious games == <br />
<br />
Up to this day it is difficult to specify and name consequences that serious game have on human body and cognitive skills. One of the most significant advantage associated with serious games is that some situations that cannot be taught in real life can be simulated in these games. Playing educational games might support students in their field and help them expand their knowledge through various simulations. Among other benefits of games analytical and spatial skills, strategic skills and insight, learning and recollection capabilities, psychomotor skills and visual selective attention can be found. An interesting fact is that playing violent games can help with frustration alleviation.<br />
<br />
However, there is a dark side when playing games or serious games for longer time period. Some studies have concluded that games, especially video games, might have various negative impacts such as health issues, psycho-social issues and the effects of violence resulting from video games. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
== Real applications ==<br />
=== Microsoft Flight Simulator ===<br />
<br />
Considered to a grandfather of serious games and one of the most significant representatives in the field. [https://en.wikipedia.org/wiki/Microsoft_Flight_Simulator Microsoft Flight Simulator] a comprehensive flight simulator used for civil non-fight aviation. First version of MSFS was created back in 1982 and interestingly it is the longest-running software product line for Microsoft. This serious game has been developing since 1982 until now and the latest version comes from 2020. <br />
<br />
=== Tiltfactor Laboratory ===<br />
<br />
Tiltfactor laboratory is more like the research and development center than the serious game itself. Created in 2003 [https://tiltfactor.org/games/ Tiltfactor Laboratory] offers a number of educative games with goal to make social change among people.<br />
<br />
=== A Force More Powerful === <br />
<br />
Based on a documentary about non-resistent violence from 1999 A Force More Powerful is a serious game which aims to teach people how to deal and fight with real-world adversaries—dictators, military occupiers and corrupt rulers. A Force More Powerful is one of kind serious games that was designed to be used by activists and leaders of nonviolent resistance. <ref name="aforcemorepowerful"> International center on Nonviolent Conflict. <i> A Force More Powerful: The Game of Nonviolent Strategy</i>. [online].Available at:https://www.nonviolent-conflict.org/a-force-more-powerful-the-game-of-nonviolent-strategy/</ref> <br />
<br />
=== Darfur Is Dying ===<br />
<br />
This serios game can be classified as newspaper serious games aimed to attract attention of people especially of students and reporters. The main topic is war in Sudan and tries to outline the experience of 2.5 million refugees escaping the area of war conflict. [Website www.growthengineering.co.uk] states that Darfur is dying attracted nearly million gamers. <ref name="darfurisdying"> Games for change. <i> Darfur is dying</i>. [online].Available at:http://www.gamesforchange.org/game/darfur-is-dying/</ref> <br />
<br />
=== Peacemaker === <br />
<br />
Similarly, to Darfus is dying Peacemaker is another serios gaming aiming to spread awareness of Israeli-Palestine conflict and tries to promote peace among people. This game is based on making social, political and military decisions for the government. Each decision has an impact which is presented to explain the bigger picture of the conflict. <br />
<br />
'''Other games in the top 10 list:'''<br />
*World Without Oil<br />
*FoldIt<br />
*IBM City One<br />
*Amnesty The Game<br />
*SupperBetter <ref name="top10">Growth Engineering. (2016).<i>10 SERIOUS GAMES THAT CHANGED THE WORLD</i>. [online].Available at:https://www.growthengineering.co.uk/10-serious-games-that-changed-the-world/</ref> <br />
<br />
== Interesting things and curiosities ==<br />
<br />
María López Hernández in her [http://www.diva-portal.org/smash/get/diva2:1481046/FULLTEXT01.pdf thesis] is describing wheter serious games might be suitable tools for teaching young adults about prevention measures that could mitigate the spread of COVID-19.<br />
<br />
Interesting [https://www.youtube.com/watch?v=-X1m7tf9cRQ&ab_channel=TEDxTalks TED talk video] from Andre Thomas on Effective use of game-based learning in education.<br />
<br />
== References ==<br />
<references/></div>Milan Phttp://www.simulace.info/index.php?title=Serious_Gaming&diff=21238Serious Gaming2021-01-24T18:14:32Z<p>Milan P: /* Interesting things and curiosities */</p>
<hr />
<div>{{DISPLAYTITLE:Serious Gaming}}<br />
<br />
When it comes to term games, people imagine video game they played when growing up or desk game that they spend time playing with their friends. However, there is another not so popularly known side to this term. Serious games represent a field of games that can be defined as any kind of initiative that is based on a game. Primary purpose of serious games is to educate while playing whereas in normal games players tend to have fun in the first place. Different sources state that modern era of serious games began in 1960s and 1970s. With technology development new and more innovative types of serious games were created. Such games can be used for various educational purposes as they tend to be more attractive than classis linear form of learning. <br />
To illustrate this term by example, Microsoft Flight Simulator can be mentioned as it is believed to be one of the most influential serious game in history of mankind. <br />
<br />
== History == <br />
=== Board games === <br />
<br />
To begin with very first games that had somewhat educational aspect to them Dice must be mentioned. This game first appeared in India more than 40,000BC and younger version can be found in Iran around 3,000BC. [https://en.wikipedia.org/wiki/Xiangqi Xiangqi], also known as Chinese chess, might be described as one of the first games with real educational purpose. It was used 200BC for military strategy. Another board games worth mentioning are Mansion of Happiness with aim to teach social principles and morals, Monopoly, Scrabble, or others. <br />
<br />
[[File: Xiangqi_Serious_Gaming.png|200px|Xiangqi]]<br />
<br />
=== War games === <br />
<br />
As a first military game can be considered Koenigspiel created by Christopher Weikhman in 1664. By playing this game Prussian army officers were taught battlefield tactics. In upcoming centuries, several new updated variations of Koenigspiel were created. More than century later another German gamewar was invented War Chess. Most of the military games created and played in history were basically board games with war aspect to them but that changed in 1948 when first computer games emerged (e.g., Air Defense Simulation and CARMONETTE). <br />
<br />
[[File: Koenigspiel_Serious_Gaming.jpg|200px|Koenigspiel]]<br />
<br />
Modern era of serious games can be dated back to the 1960s when video games started to emerge. In addition to the first video games, serious games were created. Their aim was, for example, to simulate defensive tactical strategies in a world other than the real world. <ref name="smith"> SMITH, Roger. (2009) <i>A history of Serious Games</i>.[online].Available at: https://www.slideshare.net/roger.smith/a-history-of-serious-games/</ref><br />
<br />
== Definition, terminology and features == <br />
<br />
=== Definition ===<br />
Serious games induce some kind of affective or motor learning (understood in very broad sense) at any level. Put more simply: serious games are used for more than entertainment. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
Opposed to normal games, serious games for computers or played online follow implicit or explicit learning goals instead of pure entertainment therefore justifying their addition “serious”. <ref name="freitas"> de Freitas, S. (2008) <i>Serious Virtual Worlds: A Scoping Study</i>. [online].Available at: http://www.jisc.ac.uk/media/documents/publications/seriousvirtualworldsv1.pdf.de/</ref> <br />
<br />
From historical point of view there are several synonyms to serious games: educational games, business games, gaming and simulation, edutainment, Immersive Learning Simulations (ILS) or just simply simulations. <br />
<br />
=== Features of serious games ===<br />
<br />
According to the Summit of Educational Games for the game to be marked as serious games it has to: <br />
* Have clear learning goals <br />
* Broad experiences and practice opportunities that continue to challenge the learner and reinforce expertise<br />
* Continuous monitoring of progress, and use of this information to diagnose performance and adjust instruction to learner level of mastery<br />
* Encouragement of inquiry and questions, and response with answers that are appropriate to the learner and context<br />
* Contextual Bridging: Games and simulations can close the gap between what is learned and its use <ref name="wiki">EduTech Wiki (2019 Serious games. Available at: http://edutechwiki.unige.ch/en/Serious_game#Features_of_serious_games/</ref><br />
<br />
== Division and categorization == <br />
<br />
From historical point of view serious games were used primarily in military and for medical purposes as well. But as the time goes private sector and other users are trying to implement serious games into their educational process. Main reason for this growth of interest is the fact that educational games can be used in almost every area.<br />
<br />
There are many categorizations of serious games but in this article categorization from Michael and Chen from 2006 is used. Segments used and described according to this categorization are considered to be the core segments of serious games. Last thing worth mentioning is that there are games which can be placed in more than one segment. <br />
<br />
=== Military games ===<br />
<br />
Military games or war games are one of the oldest segments created. They are primarily used for training and simulation of possible situations on the battlefield. War games have evolved from simple games with simple rules into the complex simulators with various military weapons or equipment. According to Michael and Chen the trend of military games is shifting from basic CD-ROMS distributed games into the component-based market meaning that each army will be able to construct their own simulation using different pieces of hardware and software. <br />
Main user of military games is obviously military sector of various countries, but private sector and individuals are also a considerable part of customer group. Examples of modern era military games are: Army Battlezone, TacOps, Brigade Combat Team, Harpoon 3, Doom, Warcraft, Operation Flashpoint and others.<br />
<br />
=== Government games ===<br />
<br />
Government games form a specific segment of serious games in which players aim to solve tasks and scenarios such as terrorist attacks, floods, crisis, disease outbreaks, ethics training, budget balancing, firefighting and other situations involving solving a crisis. <br />
Government games are helpful when user tries to learn how to act in crisis situations. This situation can be simulated on different level of governance. Environment and elements of simulation in government games is often changed in order to create a completely new conditions for user to deal with. There are few advantages that this segment of serious games offers but the ability to rerun the simulation and ability to simulate scenarios that would not be possible to simulate in real life are the most important ones. <br />
<br />
=== Educational games ===<br />
<br />
The rise of educational games can be associated mainly with multimedia PCs as these devices participated in making educational games more accessible. Educational software combined with multimedia PCs formed created a term “edutainment” in early 1990s which purpose was to teach by playing. Unfortunately, edutainment did not meet the expectations due to bad combination of bad game or the quality of the educational lecture itself was below average. Educational games are seen to have great advantages such as making a learning experience fun, students can learn and experiment within the safe environment, educational games can be applicable on different levels or can bring innovations to the learning process. <br />
Unfortunately, there are not many studies and results or outcomes that would support the educational games. As for current state some studies have shown that by playing educational games strategic thinking, planning, communication, collaboration, group decision making, and negotiating skills can be improved. Some authors dealing with the issue claim that there are studies and evidence to come. According to Sandford et al. certain concerns exists and need to be addressed and resolved if educational games want to fulfill their potential.<br />
Examples of educational games include Poptropica or Funbrain. <br />
<br />
=== Corporate games ===<br />
<br />
Serious games found their applications even in large corporations and are being widely used to this day. From the historical point of view serious games were implemented in corporations in 1990s through CD-ROMS and later via Internet. For companies implementing trainings through corporate games means cutting the costs for various items such as training staff, special equipment, offices and others.<br />
Corporate games are especially useful in situations in which: the learning material is too complex or boring for being conventionally trained, when trained audience is challenging to reach, when sophisticated consequence analysis is required, and when communicating or developing corporate strategies. Applying serious games in aforementioned situations might improve people skills, job-specific skills, organizational skills, communication skills and strategy skills. <br />
<br />
=== Healthcare games === <br />
<br />
The term healthcare games is mostly perceived as a tool for teaching medical students or medical workers something new from their field. But there is a number of healthcare games used for patients for a variety of reasons. <br />
When discussing or thinking about implementing serious games in healthcare field there is a number of advantages that support this decision. Achieving behavioral change is one of them and it means that patients suffering from chronic pain can learn how to ease their own pain just by playing healthcare games and in addition they can have fun while playing these games. Another benefit is reducing the workload of medical workers. Patients are able to independently exercise without the assistance of medical staff and therefore can save their time. Last but not least benefit is associated with VR technology when treating patients. By using VR technology and special healthcare games patients can experience more immersive way of treatment. Aforementioned benefits are primarily used for patients but as mentioned above medical students can also benefit from healthcare games. Ideal example is a game in which students use VR technology to travel through human body. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref> <ref name="healthcare"> Grendel Games. <i> Serious gaming for healthcare</i>. [online].Available at: https://grendelgames.com/serious-games/healthcare/</ref><br />
<br />
== Advantages and disadvantages of serious games == <br />
<br />
Up to this day it is difficult to specify and name consequences that serious game have on human body and cognitive skills. One of the most significant advantage associated with serious games is that some situations that cannot be taught in real life can be simulated in these games. Playing educational games might support students in their field and help them expand their knowledge through various simulations. Among other benefits of games analytical and spatial skills, strategic skills and insight, learning and recollection capabilities, psychomotor skills and visual selective attention can be found. An interesting fact is that playing violent games can help with frustration alleviation.<br />
<br />
However, there is a dark side when playing games or serious games for longer time period. Some studies have concluded that games, especially video games, might have various negative impacts such as health issues, psycho-social issues and the effects of violence resulting from video games. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
== Real applications ==<br />
=== Microsoft Flight Simulator ===<br />
<br />
Considered to a grandfather of serious games and one of the most significant representatives in the field. [https://en.wikipedia.org/wiki/Microsoft_Flight_Simulator Microsoft Flight Simulator] a comprehensive flight simulator used for civil non-fight aviation. First version of MSFS was created back in 1982 and interestingly it is the longest-running software product line for Microsoft. This serious game has been developing since 1982 until now and the latest version comes from 2020. <br />
<br />
=== Tiltfactor Laboratory ===<br />
<br />
Tiltfactor laboratory is more like the research and development center than the serious game itself. Created in 2003 [https://tiltfactor.org/games/ Tiltfactor Laboratory] offers a number of educative games with goal to make social change among people.<br />
<br />
=== A Force More Powerful === <br />
<br />
Based on a documentary about non-resistent violence from 1999 A Force More Powerful is a serious game which aims to teach people how to deal and fight with real-world adversaries—dictators, military occupiers and corrupt rulers. A Force More Powerful is one of kind serious games that was designed to be used by activists and leaders of nonviolent resistance. <ref name="aforcemorepowerful"> International center on Nonviolent Conflict. <i> A Force More Powerful: The Game of Nonviolent Strategy</i>. [online].Available at:https://www.nonviolent-conflict.org/a-force-more-powerful-the-game-of-nonviolent-strategy/</ref> <br />
<br />
=== Darfur Is Dying ===<br />
<br />
This serios game can be classified as newspaper serious games aimed to attract attention of people especially of students and reporters. The main topic is war in Sudan and tries to outline the experience of 2.5 million refugees escaping the area of war conflict. [Website www.growthengineering.co.uk] states that Darfur is dying attracted nearly million gamers. <ref name="darfurisdying"> Games for change. <i> Darfur is dying</i>. [online].Available at:http://www.gamesforchange.org/game/darfur-is-dying/</ref> <br />
<br />
=== Peacemaker === <br />
<br />
Similarly, to Darfus is dying Peacemaker is another serios gaming aiming to spread awareness of Israeli-Palestine conflict and tries to promote peace among people. This game is based on making social, political and military decisions for the government. Each decision has an impact which is presented to explain the bigger picture of the conflict. <br />
<br />
'''Other games in the top 10 list:'''<br />
*World Without Oil<br />
*FoldIt<br />
*IBM City One<br />
*Amnesty The Game<br />
*SupperBetter <ref name="top10">Growth Engineering. (2016).<i>10 SERIOUS GAMES THAT CHANGED THE WORLD</i>. [online].Available at:https://www.growthengineering.co.uk/10-serious-games-that-changed-the-world/</ref> <br />
<br />
== Interesting things and curiosities ==<br />
<br />
María López Hernández in her [http://www.diva-portal.org/smash/get/diva2:1481046/FULLTEXT01.pdf thesis] is describing wheter serious games might be suitable tools for teaching young adults about prevention measures that could mitigate the spread of COVID-19.<br />
<br />
Interesting [TED talk video https://www.youtube.com/watch?v=-X1m7tf9cRQ&ab_channel=TEDxTalks] from Andre Thomas on Effective use of game-based learning in education.<br />
<br />
== References ==<br />
<references/></div>Milan Phttp://www.simulace.info/index.php?title=Serious_Gaming&diff=21236Serious Gaming2021-01-24T18:10:31Z<p>Milan P: /* Interesting things and curiosities */</p>
<hr />
<div>{{DISPLAYTITLE:Serious Gaming}}<br />
<br />
When it comes to term games, people imagine video game they played when growing up or desk game that they spend time playing with their friends. However, there is another not so popularly known side to this term. Serious games represent a field of games that can be defined as any kind of initiative that is based on a game. Primary purpose of serious games is to educate while playing whereas in normal games players tend to have fun in the first place. Different sources state that modern era of serious games began in 1960s and 1970s. With technology development new and more innovative types of serious games were created. Such games can be used for various educational purposes as they tend to be more attractive than classis linear form of learning. <br />
To illustrate this term by example, Microsoft Flight Simulator can be mentioned as it is believed to be one of the most influential serious game in history of mankind. <br />
<br />
== History == <br />
=== Board games === <br />
<br />
To begin with very first games that had somewhat educational aspect to them Dice must be mentioned. This game first appeared in India more than 40,000BC and younger version can be found in Iran around 3,000BC. [https://en.wikipedia.org/wiki/Xiangqi Xiangqi], also known as Chinese chess, might be described as one of the first games with real educational purpose. It was used 200BC for military strategy. Another board games worth mentioning are Mansion of Happiness with aim to teach social principles and morals, Monopoly, Scrabble, or others. <br />
<br />
[[File: Xiangqi_Serious_Gaming.png|200px|Xiangqi]]<br />
<br />
=== War games === <br />
<br />
As a first military game can be considered Koenigspiel created by Christopher Weikhman in 1664. By playing this game Prussian army officers were taught battlefield tactics. In upcoming centuries, several new updated variations of Koenigspiel were created. More than century later another German gamewar was invented War Chess. Most of the military games created and played in history were basically board games with war aspect to them but that changed in 1948 when first computer games emerged (e.g., Air Defense Simulation and CARMONETTE). <br />
<br />
[[File: Koenigspiel_Serious_Gaming.jpg|200px|Koenigspiel]]<br />
<br />
Modern era of serious games can be dated back to the 1960s when video games started to emerge. In addition to the first video games, serious games were created. Their aim was, for example, to simulate defensive tactical strategies in a world other than the real world. <ref name="smith"> SMITH, Roger. (2009) <i>A history of Serious Games</i>.[online].Available at: https://www.slideshare.net/roger.smith/a-history-of-serious-games/</ref><br />
<br />
== Definition, terminology and features == <br />
<br />
=== Definition ===<br />
Serious games induce some kind of affective or motor learning (understood in very broad sense) at any level. Put more simply: serious games are used for more than entertainment. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
Opposed to normal games, serious games for computers or played online follow implicit or explicit learning goals instead of pure entertainment therefore justifying their addition “serious”. <ref name="freitas"> de Freitas, S. (2008) <i>Serious Virtual Worlds: A Scoping Study</i>. [online].Available at: http://www.jisc.ac.uk/media/documents/publications/seriousvirtualworldsv1.pdf.de/</ref> <br />
<br />
From historical point of view there are several synonyms to serious games: educational games, business games, gaming and simulation, edutainment, Immersive Learning Simulations (ILS) or just simply simulations. <br />
<br />
=== Features of serious games ===<br />
<br />
According to the Summit of Educational Games for the game to be marked as serious games it has to: <br />
* Have clear learning goals <br />
* Broad experiences and practice opportunities that continue to challenge the learner and reinforce expertise<br />
* Continuous monitoring of progress, and use of this information to diagnose performance and adjust instruction to learner level of mastery<br />
* Encouragement of inquiry and questions, and response with answers that are appropriate to the learner and context<br />
* Contextual Bridging: Games and simulations can close the gap between what is learned and its use <ref name="wiki">EduTech Wiki (2019 Serious games. Available at: http://edutechwiki.unige.ch/en/Serious_game#Features_of_serious_games/</ref><br />
<br />
== Division and categorization == <br />
<br />
From historical point of view serious games were used primarily in military and for medical purposes as well. But as the time goes private sector and other users are trying to implement serious games into their educational process. Main reason for this growth of interest is the fact that educational games can be used in almost every area.<br />
<br />
There are many categorizations of serious games but in this article categorization from Michael and Chen from 2006 is used. Segments used and described according to this categorization are considered to be the core segments of serious games. Last thing worth mentioning is that there are games which can be placed in more than one segment. <br />
<br />
=== Military games ===<br />
<br />
Military games or war games are one of the oldest segments created. They are primarily used for training and simulation of possible situations on the battlefield. War games have evolved from simple games with simple rules into the complex simulators with various military weapons or equipment. According to Michael and Chen the trend of military games is shifting from basic CD-ROMS distributed games into the component-based market meaning that each army will be able to construct their own simulation using different pieces of hardware and software. <br />
Main user of military games is obviously military sector of various countries, but private sector and individuals are also a considerable part of customer group. Examples of modern era military games are: Army Battlezone, TacOps, Brigade Combat Team, Harpoon 3, Doom, Warcraft, Operation Flashpoint and others.<br />
<br />
=== Government games ===<br />
<br />
Government games form a specific segment of serious games in which players aim to solve tasks and scenarios such as terrorist attacks, floods, crisis, disease outbreaks, ethics training, budget balancing, firefighting and other situations involving solving a crisis. <br />
Government games are helpful when user tries to learn how to act in crisis situations. This situation can be simulated on different level of governance. Environment and elements of simulation in government games is often changed in order to create a completely new conditions for user to deal with. There are few advantages that this segment of serious games offers but the ability to rerun the simulation and ability to simulate scenarios that would not be possible to simulate in real life are the most important ones. <br />
<br />
=== Educational games ===<br />
<br />
The rise of educational games can be associated mainly with multimedia PCs as these devices participated in making educational games more accessible. Educational software combined with multimedia PCs formed created a term “edutainment” in early 1990s which purpose was to teach by playing. Unfortunately, edutainment did not meet the expectations due to bad combination of bad game or the quality of the educational lecture itself was below average. Educational games are seen to have great advantages such as making a learning experience fun, students can learn and experiment within the safe environment, educational games can be applicable on different levels or can bring innovations to the learning process. <br />
Unfortunately, there are not many studies and results or outcomes that would support the educational games. As for current state some studies have shown that by playing educational games strategic thinking, planning, communication, collaboration, group decision making, and negotiating skills can be improved. Some authors dealing with the issue claim that there are studies and evidence to come. According to Sandford et al. certain concerns exists and need to be addressed and resolved if educational games want to fulfill their potential.<br />
Examples of educational games include Poptropica or Funbrain. <br />
<br />
=== Corporate games ===<br />
<br />
Serious games found their applications even in large corporations and are being widely used to this day. From the historical point of view serious games were implemented in corporations in 1990s through CD-ROMS and later via Internet. For companies implementing trainings through corporate games means cutting the costs for various items such as training staff, special equipment, offices and others.<br />
Corporate games are especially useful in situations in which: the learning material is too complex or boring for being conventionally trained, when trained audience is challenging to reach, when sophisticated consequence analysis is required, and when communicating or developing corporate strategies. Applying serious games in aforementioned situations might improve people skills, job-specific skills, organizational skills, communication skills and strategy skills. <br />
<br />
=== Healthcare games === <br />
<br />
The term healthcare games is mostly perceived as a tool for teaching medical students or medical workers something new from their field. But there is a number of healthcare games used for patients for a variety of reasons. <br />
When discussing or thinking about implementing serious games in healthcare field there is a number of advantages that support this decision. Achieving behavioral change is one of them and it means that patients suffering from chronic pain can learn how to ease their own pain just by playing healthcare games and in addition they can have fun while playing these games. Another benefit is reducing the workload of medical workers. Patients are able to independently exercise without the assistance of medical staff and therefore can save their time. Last but not least benefit is associated with VR technology when treating patients. By using VR technology and special healthcare games patients can experience more immersive way of treatment. Aforementioned benefits are primarily used for patients but as mentioned above medical students can also benefit from healthcare games. Ideal example is a game in which students use VR technology to travel through human body. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref> <ref name="healthcare"> Grendel Games. <i> Serious gaming for healthcare</i>. [online].Available at: https://grendelgames.com/serious-games/healthcare/</ref><br />
<br />
== Advantages and disadvantages of serious games == <br />
<br />
Up to this day it is difficult to specify and name consequences that serious game have on human body and cognitive skills. One of the most significant advantage associated with serious games is that some situations that cannot be taught in real life can be simulated in these games. Playing educational games might support students in their field and help them expand their knowledge through various simulations. Among other benefits of games analytical and spatial skills, strategic skills and insight, learning and recollection capabilities, psychomotor skills and visual selective attention can be found. An interesting fact is that playing violent games can help with frustration alleviation.<br />
<br />
However, there is a dark side when playing games or serious games for longer time period. Some studies have concluded that games, especially video games, might have various negative impacts such as health issues, psycho-social issues and the effects of violence resulting from video games. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
== Real applications ==<br />
=== Microsoft Flight Simulator ===<br />
<br />
Considered to a grandfather of serious games and one of the most significant representatives in the field. [https://en.wikipedia.org/wiki/Microsoft_Flight_Simulator Microsoft Flight Simulator] a comprehensive flight simulator used for civil non-fight aviation. First version of MSFS was created back in 1982 and interestingly it is the longest-running software product line for Microsoft. This serious game has been developing since 1982 until now and the latest version comes from 2020. <br />
<br />
=== Tiltfactor Laboratory ===<br />
<br />
Tiltfactor laboratory is more like the research and development center than the serious game itself. Created in 2003 [https://tiltfactor.org/games/ Tiltfactor Laboratory] offers a number of educative games with goal to make social change among people.<br />
<br />
=== A Force More Powerful === <br />
<br />
Based on a documentary about non-resistent violence from 1999 A Force More Powerful is a serious game which aims to teach people how to deal and fight with real-world adversaries—dictators, military occupiers and corrupt rulers. A Force More Powerful is one of kind serious games that was designed to be used by activists and leaders of nonviolent resistance. <ref name="aforcemorepowerful"> International center on Nonviolent Conflict. <i> A Force More Powerful: The Game of Nonviolent Strategy</i>. [online].Available at:https://www.nonviolent-conflict.org/a-force-more-powerful-the-game-of-nonviolent-strategy/</ref> <br />
<br />
=== Darfur Is Dying ===<br />
<br />
This serios game can be classified as newspaper serious games aimed to attract attention of people especially of students and reporters. The main topic is war in Sudan and tries to outline the experience of 2.5 million refugees escaping the area of war conflict. [Website www.growthengineering.co.uk] states that Darfur is dying attracted nearly million gamers. <ref name="darfurisdying"> Games for change. <i> Darfur is dying</i>. [online].Available at:http://www.gamesforchange.org/game/darfur-is-dying/</ref> <br />
<br />
=== Peacemaker === <br />
<br />
Similarly, to Darfus is dying Peacemaker is another serios gaming aiming to spread awareness of Israeli-Palestine conflict and tries to promote peace among people. This game is based on making social, political and military decisions for the government. Each decision has an impact which is presented to explain the bigger picture of the conflict. <br />
<br />
'''Other games in the top 10 list:'''<br />
*World Without Oil<br />
*FoldIt<br />
*IBM City One<br />
*Amnesty The Game<br />
*SupperBetter <ref name="top10">Growth Engineering. (2016).<i>10 SERIOUS GAMES THAT CHANGED THE WORLD</i>. [online].Available at:https://www.growthengineering.co.uk/10-serious-games-that-changed-the-world/</ref> <br />
<br />
== Interesting things and curiosities ==<br />
María López Hernández in her [http://www.diva-portal.org/smash/get/diva2:1481046/FULLTEXT01.pdf thesis] is describing wheter serious games might be suitable tools for teaching young adults about prevention measures that could mitigate the spread of COVID-19.<br />
<br />
== References ==<br />
<references/></div>Milan Phttp://www.simulace.info/index.php?title=Serious_Gaming&diff=21234Serious Gaming2021-01-24T18:05:21Z<p>Milan P: </p>
<hr />
<div>{{DISPLAYTITLE:Serious Gaming}}<br />
<br />
When it comes to term games, people imagine video game they played when growing up or desk game that they spend time playing with their friends. However, there is another not so popularly known side to this term. Serious games represent a field of games that can be defined as any kind of initiative that is based on a game. Primary purpose of serious games is to educate while playing whereas in normal games players tend to have fun in the first place. Different sources state that modern era of serious games began in 1960s and 1970s. With technology development new and more innovative types of serious games were created. Such games can be used for various educational purposes as they tend to be more attractive than classis linear form of learning. <br />
To illustrate this term by example, Microsoft Flight Simulator can be mentioned as it is believed to be one of the most influential serious game in history of mankind. <br />
<br />
== History == <br />
=== Board games === <br />
<br />
To begin with very first games that had somewhat educational aspect to them Dice must be mentioned. This game first appeared in India more than 40,000BC and younger version can be found in Iran around 3,000BC. [https://en.wikipedia.org/wiki/Xiangqi Xiangqi], also known as Chinese chess, might be described as one of the first games with real educational purpose. It was used 200BC for military strategy. Another board games worth mentioning are Mansion of Happiness with aim to teach social principles and morals, Monopoly, Scrabble, or others. <br />
<br />
[[File: Xiangqi_Serious_Gaming.png|200px|Xiangqi]]<br />
<br />
=== War games === <br />
<br />
As a first military game can be considered Koenigspiel created by Christopher Weikhman in 1664. By playing this game Prussian army officers were taught battlefield tactics. In upcoming centuries, several new updated variations of Koenigspiel were created. More than century later another German gamewar was invented War Chess. Most of the military games created and played in history were basically board games with war aspect to them but that changed in 1948 when first computer games emerged (e.g., Air Defense Simulation and CARMONETTE). <br />
<br />
[[File: Koenigspiel_Serious_Gaming.jpg|200px|Koenigspiel]]<br />
<br />
Modern era of serious games can be dated back to the 1960s when video games started to emerge. In addition to the first video games, serious games were created. Their aim was, for example, to simulate defensive tactical strategies in a world other than the real world. <ref name="smith"> SMITH, Roger. (2009) <i>A history of Serious Games</i>.[online].Available at: https://www.slideshare.net/roger.smith/a-history-of-serious-games/</ref><br />
<br />
== Definition, terminology and features == <br />
<br />
=== Definition ===<br />
Serious games induce some kind of affective or motor learning (understood in very broad sense) at any level. Put more simply: serious games are used for more than entertainment. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
Opposed to normal games, serious games for computers or played online follow implicit or explicit learning goals instead of pure entertainment therefore justifying their addition “serious”. <ref name="freitas"> de Freitas, S. (2008) <i>Serious Virtual Worlds: A Scoping Study</i>. [online].Available at: http://www.jisc.ac.uk/media/documents/publications/seriousvirtualworldsv1.pdf.de/</ref> <br />
<br />
From historical point of view there are several synonyms to serious games: educational games, business games, gaming and simulation, edutainment, Immersive Learning Simulations (ILS) or just simply simulations. <br />
<br />
=== Features of serious games ===<br />
<br />
According to the Summit of Educational Games for the game to be marked as serious games it has to: <br />
* Have clear learning goals <br />
* Broad experiences and practice opportunities that continue to challenge the learner and reinforce expertise<br />
* Continuous monitoring of progress, and use of this information to diagnose performance and adjust instruction to learner level of mastery<br />
* Encouragement of inquiry and questions, and response with answers that are appropriate to the learner and context<br />
* Contextual Bridging: Games and simulations can close the gap between what is learned and its use <ref name="wiki">EduTech Wiki (2019 Serious games. Available at: http://edutechwiki.unige.ch/en/Serious_game#Features_of_serious_games/</ref><br />
<br />
== Division and categorization == <br />
<br />
From historical point of view serious games were used primarily in military and for medical purposes as well. But as the time goes private sector and other users are trying to implement serious games into their educational process. Main reason for this growth of interest is the fact that educational games can be used in almost every area.<br />
<br />
There are many categorizations of serious games but in this article categorization from Michael and Chen from 2006 is used. Segments used and described according to this categorization are considered to be the core segments of serious games. Last thing worth mentioning is that there are games which can be placed in more than one segment. <br />
<br />
=== Military games ===<br />
<br />
Military games or war games are one of the oldest segments created. They are primarily used for training and simulation of possible situations on the battlefield. War games have evolved from simple games with simple rules into the complex simulators with various military weapons or equipment. According to Michael and Chen the trend of military games is shifting from basic CD-ROMS distributed games into the component-based market meaning that each army will be able to construct their own simulation using different pieces of hardware and software. <br />
Main user of military games is obviously military sector of various countries, but private sector and individuals are also a considerable part of customer group. Examples of modern era military games are: Army Battlezone, TacOps, Brigade Combat Team, Harpoon 3, Doom, Warcraft, Operation Flashpoint and others.<br />
<br />
=== Government games ===<br />
<br />
Government games form a specific segment of serious games in which players aim to solve tasks and scenarios such as terrorist attacks, floods, crisis, disease outbreaks, ethics training, budget balancing, firefighting and other situations involving solving a crisis. <br />
Government games are helpful when user tries to learn how to act in crisis situations. This situation can be simulated on different level of governance. Environment and elements of simulation in government games is often changed in order to create a completely new conditions for user to deal with. There are few advantages that this segment of serious games offers but the ability to rerun the simulation and ability to simulate scenarios that would not be possible to simulate in real life are the most important ones. <br />
<br />
=== Educational games ===<br />
<br />
The rise of educational games can be associated mainly with multimedia PCs as these devices participated in making educational games more accessible. Educational software combined with multimedia PCs formed created a term “edutainment” in early 1990s which purpose was to teach by playing. Unfortunately, edutainment did not meet the expectations due to bad combination of bad game or the quality of the educational lecture itself was below average. Educational games are seen to have great advantages such as making a learning experience fun, students can learn and experiment within the safe environment, educational games can be applicable on different levels or can bring innovations to the learning process. <br />
Unfortunately, there are not many studies and results or outcomes that would support the educational games. As for current state some studies have shown that by playing educational games strategic thinking, planning, communication, collaboration, group decision making, and negotiating skills can be improved. Some authors dealing with the issue claim that there are studies and evidence to come. According to Sandford et al. certain concerns exists and need to be addressed and resolved if educational games want to fulfill their potential.<br />
Examples of educational games include Poptropica or Funbrain. <br />
<br />
=== Corporate games ===<br />
<br />
Serious games found their applications even in large corporations and are being widely used to this day. From the historical point of view serious games were implemented in corporations in 1990s through CD-ROMS and later via Internet. For companies implementing trainings through corporate games means cutting the costs for various items such as training staff, special equipment, offices and others.<br />
Corporate games are especially useful in situations in which: the learning material is too complex or boring for being conventionally trained, when trained audience is challenging to reach, when sophisticated consequence analysis is required, and when communicating or developing corporate strategies. Applying serious games in aforementioned situations might improve people skills, job-specific skills, organizational skills, communication skills and strategy skills. <br />
<br />
=== Healthcare games === <br />
<br />
The term healthcare games is mostly perceived as a tool for teaching medical students or medical workers something new from their field. But there is a number of healthcare games used for patients for a variety of reasons. <br />
When discussing or thinking about implementing serious games in healthcare field there is a number of advantages that support this decision. Achieving behavioral change is one of them and it means that patients suffering from chronic pain can learn how to ease their own pain just by playing healthcare games and in addition they can have fun while playing these games. Another benefit is reducing the workload of medical workers. Patients are able to independently exercise without the assistance of medical staff and therefore can save their time. Last but not least benefit is associated with VR technology when treating patients. By using VR technology and special healthcare games patients can experience more immersive way of treatment. Aforementioned benefits are primarily used for patients but as mentioned above medical students can also benefit from healthcare games. Ideal example is a game in which students use VR technology to travel through human body. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref> <ref name="healthcare"> Grendel Games. <i> Serious gaming for healthcare</i>. [online].Available at: https://grendelgames.com/serious-games/healthcare/</ref><br />
<br />
== Advantages and disadvantages of serious games == <br />
<br />
Up to this day it is difficult to specify and name consequences that serious game have on human body and cognitive skills. One of the most significant advantage associated with serious games is that some situations that cannot be taught in real life can be simulated in these games. Playing educational games might support students in their field and help them expand their knowledge through various simulations. Among other benefits of games analytical and spatial skills, strategic skills and insight, learning and recollection capabilities, psychomotor skills and visual selective attention can be found. An interesting fact is that playing violent games can help with frustration alleviation.<br />
<br />
However, there is a dark side when playing games or serious games for longer time period. Some studies have concluded that games, especially video games, might have various negative impacts such as health issues, psycho-social issues and the effects of violence resulting from video games. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
== Real applications ==<br />
=== Microsoft Flight Simulator ===<br />
<br />
Considered to a grandfather of serious games and one of the most significant representatives in the field. [https://en.wikipedia.org/wiki/Microsoft_Flight_Simulator Microsoft Flight Simulator] a comprehensive flight simulator used for civil non-fight aviation. First version of MSFS was created back in 1982 and interestingly it is the longest-running software product line for Microsoft. This serious game has been developing since 1982 until now and the latest version comes from 2020. <br />
<br />
=== Tiltfactor Laboratory ===<br />
<br />
Tiltfactor laboratory is more like the research and development center than the serious game itself. Created in 2003 [https://tiltfactor.org/games/ Tiltfactor Laboratory] offers a number of educative games with goal to make social change among people.<br />
<br />
=== A Force More Powerful === <br />
<br />
Based on a documentary about non-resistent violence from 1999 A Force More Powerful is a serious game which aims to teach people how to deal and fight with real-world adversaries—dictators, military occupiers and corrupt rulers. A Force More Powerful is one of kind serious games that was designed to be used by activists and leaders of nonviolent resistance. <ref name="aforcemorepowerful"> International center on Nonviolent Conflict. <i> A Force More Powerful: The Game of Nonviolent Strategy</i>. [online].Available at:https://www.nonviolent-conflict.org/a-force-more-powerful-the-game-of-nonviolent-strategy/</ref> <br />
<br />
=== Darfur Is Dying ===<br />
<br />
This serios game can be classified as newspaper serious games aimed to attract attention of people especially of students and reporters. The main topic is war in Sudan and tries to outline the experience of 2.5 million refugees escaping the area of war conflict. [Website www.growthengineering.co.uk] states that Darfur is dying attracted nearly million gamers. <ref name="darfurisdying"> Games for change. <i> Darfur is dying</i>. [online].Available at:http://www.gamesforchange.org/game/darfur-is-dying/</ref> <br />
<br />
=== Peacemaker === <br />
<br />
Similarly, to Darfus is dying Peacemaker is another serios gaming aiming to spread awareness of Israeli-Palestine conflict and tries to promote peace among people. This game is based on making social, political and military decisions for the government. Each decision has an impact which is presented to explain the bigger picture of the conflict. <br />
<br />
'''Other games in the top 10 list:'''<br />
*World Without Oil<br />
*FoldIt<br />
*IBM City One<br />
*Amnesty The Game<br />
*SupperBetter <ref name="top10">Growth Engineering. (2016).<i>10 SERIOUS GAMES THAT CHANGED THE WORLD</i>. [online].Available at:https://www.growthengineering.co.uk/10-serious-games-that-changed-the-world/</ref> <br />
<br />
== Interesting things and curiosities == <br />
<br />
== References ==<br />
<references/></div>Milan Phttp://www.simulace.info/index.php?title=Serious_Gaming&diff=21233Serious Gaming2021-01-24T18:04:52Z<p>Milan P: </p>
<hr />
<div>{{DISPLAYTITLE:Serious Gaming}}<br />
<br />
When it comes to term games, people imagine video game they played when growing up or desk game that they spend time playing with their friends. However, there is another not so popularly known side to this term. Serious games represent a field of games that can be defined as any kind of initiative that is based on a game. Primary purpose of serious games is to educate while playing whereas in normal games players tend to have fun in the first place. Different sources state that modern era of serious games began in 1960s and 1970s. With technology development new and more innovative types of serious games were created. Such games can be used for various educational purposes as they tend to be more attractive than classis linear form of learning. <br />
To illustrate this term by example, Microsoft Flight Simulator can be mentioned as it is believed to be one of the most influential serious game in history of mankind. <br />
<br />
== History == <br />
=== Board games === <br />
<br />
To begin with very first games that had somewhat educational aspect to them Dice must be mentioned. This game first appeared in India more than 40,000BC and younger version can be found in Iran around 3,000BC. [https://en.wikipedia.org/wiki/Xiangqi Xiangqi], also known as Chinese chess, might be described as one of the first games with real educational purpose. It was used 200BC for military strategy. Another board games worth mentioning are Mansion of Happiness with aim to teach social principles and morals, Monopoly, Scrabble, or others. <br />
<br />
[[File: Xiangqi_Serious_Gaming.png|200px|Xiangqi]]<br />
<br />
=== War games === <br />
<br />
As a first military game can be considered Koenigspiel created by Christopher Weikhman in 1664. By playing this game Prussian army officers were taught battlefield tactics. In upcoming centuries, several new updated variations of Koenigspiel were created. More than century later another German gamewar was invented War Chess. Most of the military games created and played in history were basically board games with war aspect to them but that changed in 1948 when first computer games emerged (e.g., Air Defense Simulation and CARMONETTE). <br />
<br />
[[File: Koenigspiel_Serious_Gaming.jpg|200px|Koenigspiel]]<br />
<br />
Modern era of serious games can be dated back to the 1960s when video games started to emerge. In addition to the first video games, serious games were created. Their aim was, for example, to simulate defensive tactical strategies in a world other than the real world. <ref name="smith"> SMITH, Roger. (2009) <i>A history of Serious Games</i>.[online].Available at: https://www.slideshare.net/roger.smith/a-history-of-serious-games/</ref><br />
<br />
== Definition, terminology and features == <br />
<br />
=== Definition ===<br />
Serious games induce some kind of affective or motor learning (understood in very broad sense) at any level. Put more simply: serious games are used for more than entertainment. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
Opposed to normal games, serious games for computers or played online follow implicit or explicit learning goals instead of pure entertainment therefore justifying their addition “serious”. <ref name="freitas"> de Freitas, S. (2008) <i>Serious Virtual Worlds: A Scoping Study</i>. [online].Available at: http://www.jisc.ac.uk/media/documents/publications/seriousvirtualworldsv1.pdf.de/</ref> <br />
<br />
From historical point of view there are several synonyms to serious games: educational games, business games, gaming and simulation, edutainment, Immersive Learning Simulations (ILS) or just simply simulations. <br />
<br />
=== Features of serious games ===<br />
<br />
According to the Summit of Educational Games for the game to be marked as serious games it has to: <br />
* Have clear learning goals <br />
* Broad experiences and practice opportunities that continue to challenge the learner and reinforce expertise<br />
* Continuous monitoring of progress, and use of this information to diagnose performance and adjust instruction to learner level of mastery<br />
* Encouragement of inquiry and questions, and response with answers that are appropriate to the learner and context<br />
* Contextual Bridging: Games and simulations can close the gap between what is learned and its use <ref name="wiki">EduTech Wiki (2019 Serious games. Available at: http://edutechwiki.unige.ch/en/Serious_game#Features_of_serious_games/</ref><br />
<br />
== Division and categorization == <br />
<br />
From historical point of view serious games were used primarily in military and for medical purposes as well. But as the time goes private sector and other users are trying to implement serious games into their educational process. Main reason for this growth of interest is the fact that educational games can be used in almost every area.<br />
<br />
There are many categorizations of serious games but in this article categorization from Michael and Chen from 2006 is used. Segments used and described according to this categorization are considered to be the core segments of serious games. Last thing worth mentioning is that there are games which can be placed in more than one segment. <br />
<br />
=== Military games ===<br />
<br />
Military games or war games are one of the oldest segments created. They are primarily used for training and simulation of possible situations on the battlefield. War games have evolved from simple games with simple rules into the complex simulators with various military weapons or equipment. According to Michael and Chen the trend of military games is shifting from basic CD-ROMS distributed games into the component-based market meaning that each army will be able to construct their own simulation using different pieces of hardware and software. <br />
Main user of military games is obviously military sector of various countries, but private sector and individuals are also a considerable part of customer group. Examples of modern era military games are: Army Battlezone, TacOps, Brigade Combat Team, Harpoon 3, Doom, Warcraft, Operation Flashpoint and others.<br />
<br />
=== Government games ===<br />
<br />
Government games form a specific segment of serious games in which players aim to solve tasks and scenarios such as terrorist attacks, floods, crisis, disease outbreaks, ethics training, budget balancing, firefighting and other situations involving solving a crisis. <br />
Government games are helpful when user tries to learn how to act in crisis situations. This situation can be simulated on different level of governance. Environment and elements of simulation in government games is often changed in order to create a completely new conditions for user to deal with. There are few advantages that this segment of serious games offers but the ability to rerun the simulation and ability to simulate scenarios that would not be possible to simulate in real life are the most important ones. <br />
<br />
=== Educational games ===<br />
<br />
The rise of educational games can be associated mainly with multimedia PCs as these devices participated in making educational games more accessible. Educational software combined with multimedia PCs formed created a term “edutainment” in early 1990s which purpose was to teach by playing. Unfortunately, edutainment did not meet the expectations due to bad combination of bad game or the quality of the educational lecture itself was below average. Educational games are seen to have great advantages such as making a learning experience fun, students can learn and experiment within the safe environment, educational games can be applicable on different levels or can bring innovations to the learning process. <br />
Unfortunately, there are not many studies and results or outcomes that would support the educational games. As for current state some studies have shown that by playing educational games strategic thinking, planning, communication, collaboration, group decision making, and negotiating skills can be improved. Some authors dealing with the issue claim that there are studies and evidence to come. According to Sandford et al. certain concerns exists and need to be addressed and resolved if educational games want to fulfill their potential.<br />
Examples of educational games include Poptropica or Funbrain. <br />
<br />
=== Corporate games ===<br />
<br />
Serious games found their applications even in large corporations and are being widely used to this day. From the historical point of view serious games were implemented in corporations in 1990s through CD-ROMS and later via Internet. For companies implementing trainings through corporate games means cutting the costs for various items such as training staff, special equipment, offices and others.<br />
Corporate games are especially useful in situations in which: the learning material is too complex or boring for being conventionally trained, when trained audience is challenging to reach, when sophisticated consequence analysis is required, and when communicating or developing corporate strategies. Applying serious games in aforementioned situations might improve people skills, job-specific skills, organizational skills, communication skills and strategy skills. <br />
<br />
=== Healthcare games === <br />
<br />
The term healthcare games is mostly perceived as a tool for teaching medical students or medical workers something new from their field. But there is a number of healthcare games used for patients for a variety of reasons. <br />
When discussing or thinking about implementing serious games in healthcare field there is a number of advantages that support this decision. Achieving behavioral change is one of them and it means that patients suffering from chronic pain can learn how to ease their own pain just by playing healthcare games and in addition they can have fun while playing these games. Another benefit is reducing the workload of medical workers. Patients are able to independently exercise without the assistance of medical staff and therefore can save their time. Last but not least benefit is associated with VR technology when treating patients. By using VR technology and special healthcare games patients can experience more immersive way of treatment. Aforementioned benefits are primarily used for patients but as mentioned above medical students can also benefit from healthcare games. Ideal example is a game in which students use VR technology to travel through human body. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref> <ref name="healthcare"> Grendel Games. <i> Serious gaming for healthcare</i>. [online].Available at: https://grendelgames.com/serious-games/healthcare/</ref><br />
<br />
== Advantages and disadvantages of serious games == <br />
<br />
Up to this day it is difficult to specify and name consequences that serious game have on human body and cognitive skills. One of the most significant advantage associated with serious games is that some situations that cannot be taught in real life can be simulated in these games. Playing educational games might support students in their field and help them expand their knowledge through various simulations. Among other benefits of games analytical and spatial skills, strategic skills and insight, learning and recollection capabilities, psychomotor skills and visual selective attention can be found. An interesting fact is that playing violent games can help with frustration alleviation.<br />
<br />
However, there is a dark side when playing games or serious games for longer time period. Some studies have concluded that games, especially video games, might have various negative impacts such as health issues, psycho-social issues and the effects of violence resulting from video games. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
== Real applications ==<br />
=== Microsoft Flight Simulator ===<br />
<br />
Considered to a grandfather of serious games and one of the most significant representatives in the field. [https://en.wikipedia.org/wiki/Microsoft_Flight_Simulator Microsoft Flight Simulator] a comprehensive flight simulator used for civil non-fight aviation. First version of MSFS was created back in 1982 and interestingly it is the longest-running software product line for Microsoft. This serious game has been developing since 1982 until now and the latest version comes from 2020. <br />
<br />
=== Tiltfactor Laboratory ===<br />
<br />
Tiltfactor laboratory is more like the research and development center than the serious game itself. Created in 2003 [https://tiltfactor.org/games/ Tiltfactor Laboratory] offers a number of educative games with goal to make social change among people.<br />
<br />
=== A Force More Powerful === <br />
<br />
Based on a documentary about non-resistent violence from 1999 A Force More Powerful is a serious game which aims to teach people how to deal and fight with real-world adversaries—dictators, military occupiers and corrupt rulers. A Force More Powerful is one of kind serious games that was designed to be used by activists and leaders of nonviolent resistance. <ref name="aforcemorepowerful"> International center on Nonviolent Conflict. <i> A Force More Powerful: The Game of Nonviolent Strategy</i>. [online].Available at:https://www.nonviolent-conflict.org/a-force-more-powerful-the-game-of-nonviolent-strategy/</ref> <br />
<br />
=== Darfur Is Dying ===<br />
<br />
This serios game can be classified as newspaper serious games aimed to attract attention of people especially of students and reporters. The main topic is war in Sudan and tries to outline the experience of 2.5 million refugees escaping the area of war conflict. [Website www.growthengineering.co.uk] states that Darfur is dying attracted nearly million gamers. <ref name="darfurisdying"> Games for change. <i> Darfur is dying</i>. [online].Available at:http://www.gamesforchange.org/game/darfur-is-dying/</ref> <br />
<br />
=== Peacemaker === <br />
<br />
Similarly, to Darfus is dying Peacemaker is another serios gaming aiming to spread awareness of Israeli-Palestine conflict and tries to promote peace among people. This game is based on making social, political and military decisions for the government. Each decision has an impact which is presented to explain the bigger picture of the conflict. <br />
<br />
'''Other games in the top 10 list:'''<br />
*World Without Oil<br />
*FoldIt<br />
*IBM City One<br />
*Amnesty The Game<br />
*SupperBetter <ref name="top10">GrowthEngineering(2016) <i>10 SERIOUS GAMES THAT CHANGED THE WORLD</i>. [online].Available at:https://www.growthengineering.co.uk/10-serious-games-that-changed-the-world/</ref> <br />
<br />
== Interesting things and curiosities == <br />
<br />
== References ==<br />
<references/></div>Milan Phttp://www.simulace.info/index.php?title=Serious_Gaming&diff=21231Serious Gaming2021-01-24T18:03:20Z<p>Milan P: </p>
<hr />
<div>{{DISPLAYTITLE:Serious Gaming}}<br />
<br />
When it comes to term games, people imagine video game they played when growing up or desk game that they spend time playing with their friends. However, there is another not so popularly known side to this term. Serious games represent a field of games that can be defined as any kind of initiative that is based on a game. Primary purpose of serious games is to educate while playing whereas in normal games players tend to have fun in the first place. Different sources state that modern era of serious games began in 1960s and 1970s. With technology development new and more innovative types of serious games were created. Such games can be used for various educational purposes as they tend to be more attractive than classis linear form of learning. <br />
To illustrate this term by example, Microsoft Flight Simulator can be mentioned as it is believed to be one of the most influential serious game in history of mankind. <br />
<br />
== History == <br />
=== Board games === <br />
<br />
To begin with very first games that had somewhat educational aspect to them Dice must be mentioned. This game first appeared in India more than 40,000BC and younger version can be found in Iran around 3,000BC. [https://en.wikipedia.org/wiki/Xiangqi Xiangqi], also known as Chinese chess, might be described as one of the first games with real educational purpose. It was used 200BC for military strategy. Another board games worth mentioning are Mansion of Happiness with aim to teach social principles and morals, Monopoly, Scrabble, or others. <br />
<br />
[[File: Xiangqi_Serious_Gaming.png|200px|Xiangqi]]<br />
<br />
=== War games === <br />
<br />
As a first military game can be considered Koenigspiel created by Christopher Weikhman in 1664. By playing this game Prussian army officers were taught battlefield tactics. In upcoming centuries, several new updated variations of Koenigspiel were created. More than century later another German gamewar was invented War Chess. Most of the military games created and played in history were basically board games with war aspect to them but that changed in 1948 when first computer games emerged (e.g., Air Defense Simulation and CARMONETTE). <br />
<br />
[[File: Koenigspiel_Serious_Gaming.jpg|200px|Koenigspiel]]<br />
<br />
Modern era of serious games can be dated back to the 1960s when video games started to emerge. In addition to the first video games, serious games were created. Their aim was, for example, to simulate defensive tactical strategies in a world other than the real world. <ref name="smith"> SMITH, Roger. (2009) <i>A history of Serious Games</i>.[online].Available at: https://www.slideshare.net/roger.smith/a-history-of-serious-games/</ref><br />
<br />
== Definition, terminology and features == <br />
<br />
=== Definition ===<br />
Serious games induce some kind of affective or motor learning (understood in very broad sense) at any level. Put more simply: serious games are used for more than entertainment. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
Opposed to normal games, serious games for computers or played online follow implicit or explicit learning goals instead of pure entertainment therefore justifying their addition “serious”. <ref name="freitas"> de Freitas, S. (2008) <i>Serious Virtual Worlds: A Scoping Study</i>. [online].Available at: http://www.jisc.ac.uk/media/documents/publications/seriousvirtualworldsv1.pdf.de/</ref> <br />
<br />
From historical point of view there are several synonyms to serious games: educational games, business games, gaming and simulation, edutainment, Immersive Learning Simulations (ILS) or just simply simulations. <br />
<br />
=== Features of serious games ===<br />
<br />
According to the Summit of Educational Games for the game to be marked as serious games it has to: <br />
* Have clear learning goals <br />
* Broad experiences and practice opportunities that continue to challenge the learner and reinforce expertise<br />
* Continuous monitoring of progress, and use of this information to diagnose performance and adjust instruction to learner level of mastery<br />
* Encouragement of inquiry and questions, and response with answers that are appropriate to the learner and context<br />
* Contextual Bridging: Games and simulations can close the gap between what is learned and its use <ref name="wiki">EduTech Wiki (2019 Serious games. Available at: http://edutechwiki.unige.ch/en/Serious_game#Features_of_serious_games/</ref><br />
<br />
== Division and categorization == <br />
<br />
From historical point of view serious games were used primarily in military and for medical purposes as well. But as the time goes private sector and other users are trying to implement serious games into their educational process. Main reason for this growth of interest is the fact that educational games can be used in almost every area.<br />
<br />
There are many categorizations of serious games but in this article categorization from Michael and Chen from 2006 is used. Segments used and described according to this categorization are considered to be the core segments of serious games. Last thing worth mentioning is that there are games which can be placed in more than one segment. <br />
<br />
=== Military games ===<br />
<br />
Military games or war games are one of the oldest segments created. They are primarily used for training and simulation of possible situations on the battlefield. War games have evolved from simple games with simple rules into the complex simulators with various military weapons or equipment. According to Michael and Chen the trend of military games is shifting from basic CD-ROMS distributed games into the component-based market meaning that each army will be able to construct their own simulation using different pieces of hardware and software. <br />
Main user of military games is obviously military sector of various countries, but private sector and individuals are also a considerable part of customer group. Examples of modern era military games are: Army Battlezone, TacOps, Brigade Combat Team, Harpoon 3, Doom, Warcraft, Operation Flashpoint and others.<br />
<br />
=== Government games ===<br />
<br />
Government games form a specific segment of serious games in which players aim to solve tasks and scenarios such as terrorist attacks, floods, crisis, disease outbreaks, ethics training, budget balancing, firefighting and other situations involving solving a crisis. <br />
Government games are helpful when user tries to learn how to act in crisis situations. This situation can be simulated on different level of governance. Environment and elements of simulation in government games is often changed in order to create a completely new conditions for user to deal with. There are few advantages that this segment of serious games offers but the ability to rerun the simulation and ability to simulate scenarios that would not be possible to simulate in real life are the most important ones. <br />
<br />
=== Educational games ===<br />
<br />
The rise of educational games can be associated mainly with multimedia PCs as these devices participated in making educational games more accessible. Educational software combined with multimedia PCs formed created a term “edutainment” in early 1990s which purpose was to teach by playing. Unfortunately, edutainment did not meet the expectations due to bad combination of bad game or the quality of the educational lecture itself was below average. Educational games are seen to have great advantages such as making a learning experience fun, students can learn and experiment within the safe environment, educational games can be applicable on different levels or can bring innovations to the learning process. <br />
Unfortunately, there are not many studies and results or outcomes that would support the educational games. As for current state some studies have shown that by playing educational games strategic thinking, planning, communication, collaboration, group decision making, and negotiating skills can be improved. Some authors dealing with the issue claim that there are studies and evidence to come. According to Sandford et al. certain concerns exists and need to be addressed and resolved if educational games want to fulfill their potential.<br />
Examples of educational games include Poptropica or Funbrain. <br />
<br />
=== Corporate games ===<br />
<br />
Serious games found their applications even in large corporations and are being widely used to this day. From the historical point of view serious games were implemented in corporations in 1990s through CD-ROMS and later via Internet. For companies implementing trainings through corporate games means cutting the costs for various items such as training staff, special equipment, offices and others.<br />
Corporate games are especially useful in situations in which: the learning material is too complex or boring for being conventionally trained, when trained audience is challenging to reach, when sophisticated consequence analysis is required, and when communicating or developing corporate strategies. Applying serious games in aforementioned situations might improve people skills, job-specific skills, organizational skills, communication skills and strategy skills. <br />
<br />
=== Healthcare games === <br />
<br />
The term healthcare games is mostly perceived as a tool for teaching medical students or medical workers something new from their field. But there is a number of healthcare games used for patients for a variety of reasons. <br />
When discussing or thinking about implementing serious games in healthcare field there is a number of advantages that support this decision. Achieving behavioral change is one of them and it means that patients suffering from chronic pain can learn how to ease their own pain just by playing healthcare games and in addition they can have fun while playing these games. Another benefit is reducing the workload of medical workers. Patients are able to independently exercise without the assistance of medical staff and therefore can save their time. Last but not least benefit is associated with VR technology when treating patients. By using VR technology and special healthcare games patients can experience more immersive way of treatment. Aforementioned benefits are primarily used for patients but as mentioned above medical students can also benefit from healthcare games. Ideal example is a game in which students use VR technology to travel through human body. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref> <ref name="healthcare"> Grendel Games. <i> Serious gaming for healthcare</i>. [online].Available at: https://grendelgames.com/serious-games/healthcare/</ref><br />
<br />
== Advantages and disadvantages of serious games == <br />
<br />
Up to this day it is difficult to specify and name consequences that serious game have on human body and cognitive skills. One of the most significant advantage associated with serious games is that some situations that cannot be taught in real life can be simulated in these games. Playing educational games might support students in their field and help them expand their knowledge through various simulations. Among other benefits of games analytical and spatial skills, strategic skills and insight, learning and recollection capabilities, psychomotor skills and visual selective attention can be found. An interesting fact is that playing violent games can help with frustration alleviation.<br />
<br />
However, there is a dark side when playing games or serious games for longer time period. Some studies have concluded that games, especially video games, might have various negative impacts such as health issues, psycho-social issues and the effects of violence resulting from video games. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
== Real applications ==<br />
=== Microsoft Flight Simulator ===<br />
<br />
Considered to a grandfather of serious games and one of the most significant representatives in the field. [https://en.wikipedia.org/wiki/Microsoft_Flight_Simulator Microsoft Flight Simulator] a comprehensive flight simulator used for civil non-fight aviation. First version of MSFS was created back in 1982 and interestingly it is the longest-running software product line for Microsoft. This serious game has been developing since 1982 until now and the latest version comes from 2020. <br />
<br />
=== Tiltfactor Laboratory ===<br />
<br />
Tiltfactor laboratory is more like the research and development center than the serious game itself. Created in 2003 [https://tiltfactor.org/games/ Tiltfactor Laboratory] offers a number of educative games with goal to make social change among people.<br />
<br />
=== A Force More Powerful === <br />
<br />
Based on a documentary about non-resistent violence from 1999 A Force More Powerful is a serious game which aims to teach people how to deal and fight with real-world adversaries—dictators, military occupiers and corrupt rulers. A Force More Powerful is one of kind serious games that was designed to be used by activists and leaders of nonviolent resistance. <ref name="aforcemorepowerful"> International center on Nonviolent Conflict. <i> A Force More Powerful: The Game of Nonviolent Strategy</i>. [online].Available at:https://www.nonviolent-conflict.org/a-force-more-powerful-the-game-of-nonviolent-strategy/</ref> <br />
<br />
=== Darfur Is Dying ===<br />
<br />
This serios game can be classified as newspaper serious games aimed to attract attention of people especially of students and reporters. The main topic is war in Sudan and tries to outline the experience of 2.5 million refugees escaping the area of war conflict. [Website www.growthengineering.co.uk] states that Darfur is dying attracted nearly million gamers. <ref name="darfurisdying"> Games for change. <i> Darfur is dying</i>. [online].Available at:http://www.gamesforchange.org/game/darfur-is-dying/</ref> <br />
<br />
=== Peacemaker === <br />
<br />
Similarly, to Darfus is dying Peacemaker is another serios gaming aiming to spread awareness of Israeli-Palestine conflict and tries to promote peace among people. This game is based on making social, political and military decisions for the government. Each decision has an impact which is presented to explain the bigger picture of the conflict. <br />
<br />
'''Other games in the top 10 list:'''<br />
*World Without Oil<br />
*FoldIt<br />
*IBM City One<br />
*Amnesty The Game<br />
*SupperBetter <ref name="top10"> Games for change. <i> Darfur is dying</i>. [online].Available at:https://www.growthengineering.co.uk/10-serious-games-that-changed-the-world/</ref> <br />
<br />
== Interesting things and curiosities == <br />
<br />
== References ==<br />
<references/></div>Milan Phttp://www.simulace.info/index.php?title=Serious_Gaming&diff=21221Serious Gaming2021-01-24T17:37:45Z<p>Milan P: </p>
<hr />
<div>{{DISPLAYTITLE:Serious Gaming}}<br />
<br />
When it comes to term games, people imagine video game they played when growing up or desk game that they spend time playing with their friends. However, there is another not so popularly known side to this term. Serious games represent a field of games that can be defined as any kind of initiative that is based on a game. Primary purpose of serious games is to educate while playing whereas in normal games players tend to have fun in the first place. Different sources state that modern era of serious games began in 1960s and 1970s. With technology development new and more innovative types of serious games were created. Such games can be used for various educational purposes as they tend to be more attractive than classis linear form of learning. <br />
To illustrate this term by example, Microsoft Flight Simulator can be mentioned as it is believed to be one of the most influential serious game in history of mankind. <br />
<br />
== History == <br />
=== Board games === <br />
<br />
To begin with very first games that had somewhat educational aspect to them Dice must be mentioned. This game first appeared in India more than 40,000BC and younger version can be found in Iran around 3,000BC. [https://en.wikipedia.org/wiki/Xiangqi Xiangqi], also known as Chinese chess, might be described as one of the first games with real educational purpose. It was used 200BC for military strategy. Another board games worth mentioning are Mansion of Happiness with aim to teach social principles and morals, Monopoly, Scrabble, or others. <br />
<br />
[[File: Xiangqi_Serious_Gaming.png|200px|Xiangqi]]<br />
<br />
=== War games === <br />
<br />
As a first military game can be considered Koenigspiel created by Christopher Weikhman in 1664. By playing this game Prussian army officers were taught battlefield tactics. In upcoming centuries, several new updated variations of Koenigspiel were created. More than century later another German gamewar was invented War Chess. Most of the military games created and played in history were basically board games with war aspect to them but that changed in 1948 when first computer games emerged (e.g., Air Defense Simulation and CARMONETTE). <br />
<br />
[[File: Koenigspiel_Serious_Gaming.jpg|200px|Koenigspiel]]<br />
<br />
Modern era of serious games can be dated back to the 1960s when video games started to emerge. In addition to the first video games, serious games were created. Their aim was, for example, to simulate defensive tactical strategies in a world other than the real world. <ref name="smith"> SMITH, Roger. (2009) <i>A history of Serious Games</i> [online]. [cit. 2021-015-01] Available at: https://www.slideshare.net/roger.smith/a-history-of-serious-games/</ref><br />
<br />
== Definition, terminology and features == <br />
<br />
=== Definition ===<br />
Serious games induce some kind of affective or motor learning (understood in very broad sense) at any level. Put more simply: serious games are used for more than entertainment. <ref name="susi"> Susi T.; M. Johannesson, and P. Backlund, (2007). "Serious Games – An Overview," School of Humanities and Informatics, University of Skövde, Sweden, Technical Report HS-IKI-TR-07-001, 2007.</ref><br />
<br />
Opposed to normal games, serious games for computers or played online follow implicit or explicit learning goals instead of pure entertainment therefore justifying their addition “serious”. <ref name="freitas"> de Freitas, S. (2008). Serious Virtual Worlds: A Scoping Study. Available at: http://www.jisc.ac.uk/media/documents/publications/seriousvirtualworldsv1.pdf.de/</ref> <br />
<br />
From historical point of view there are several synonyms to serious games: educational games, business games, gaming and simulation, edutainment, Immersive Learning Simulations (ILS) or just simply simulations. <br />
<br />
=== Features of serious games ===<br />
<br />
According to the Summit of Educational Games for the game to be marked as serious games it has to: <br />
* Have clear learning goals <br />
* Broad experiences and practice opportunities that continue to challenge the learner and reinforce expertise<br />
* Continuous monitoring of progress, and use of this information to diagnose performance and adjust instruction to learner level of mastery<br />
* Encouragement of inquiry and questions, and response with answers that are appropriate to the learner and context<br />
* Contextual Bridging: Games and simulations can close the gap between what is learned and its use <ref name="wiki">EduTech Wiki (2019 Serious games. Available at: http://edutechwiki.unige.ch/en/Serious_game#Features_of_serious_games/</ref><br />
<br />
<br />
== Division and categorization == <br />
<br />
== Advantages and disadvantages of serious games == <br />
<br />
<br />
== Real applications - Top 10 ==<br />
<br />
<br />
== Interesting things and curiosities == <br />
<br />
== References ==<br />
<references/></div>Milan Phttp://www.simulace.info/index.php?title=Serious_Gaming&diff=21215Serious Gaming2021-01-24T17:23:09Z<p>Milan P: </p>
<hr />
<div>{{DISPLAYTITLE:Serious Gaming}}<br />
When it comes to term games, people imagine video game they played when growing up or desk game that they spend time playing with their friends. However, there is another not so popularly known side to this term. Serious games represent a field of games that can be defined as any kind of initiative that is based on a game. Primary purpose of serious games is to educate while playing whereas in normal games players tend to have fun in the first place. Different sources state that modern era of serious games began in 1960s and 1970s. With technology development new and more innovative types of serious games were created. Such games can be used for various educational purposes as they tend to be more attractive than classis linear form of learning. <br />
To illustrate this term by example, Microsoft Flight Simulator can be mentioned as it is believed to be one of the most influential serious game in history of mankind. <br />
<br />
<br />
== History == <br />
=== Board games === <br />
<br />
To begin with very first games that had somewhat educational aspect to them Dice must be mentioned. This game first appeared in India more than 40,000BC and younger version can be found in Iran around 3,000BC. [https://en.wikipedia.org/wiki/Xiangqi Xiangqi], also known as Chinese chess, might be described as one of the first games with real educational purpose. It was used 200BC for military strategy. Another board games worth mentioning are Mansion of Happiness with aim to teach social principles and morals, Monopoly, Scrabble, or others. <br />
<br />
[[File: Xiangqi_Serious_Gaming.png|200px|Xiangqi]]<br />
<br />
=== War games === <br />
<br />
As a first military game can be considered Koenigspiel created by Christopher Weikhman in 1664. By playing this game Prussian army officers were taught battlefield tactics. In upcoming centuries, several new updated variations of Koenigspiel were created. More than century later another German gamewar was invented War Chess. Most of the military games created and played in history were basically board games with war aspect to them but that changed in 1948 when first computer games emerged (e.g., Air Defense Simulation and CARMONETTE). <br />
<br />
[[File: Koenigspiel_Serious_Gaming.jpg|200px|Koenigspiel]]<br />
<br />
Modern era of serious games can be dated back to the 1960s when video games started to emerge. In addition to the first video games, serious games were created. Their aim was, for example, to simulate defensive tactical strategies in a world other than the real world. <ref name="smith"> SMITH, Roger. (2009) <i>A history of Serious Games</i> [online]. [cit. 2021-015-01] Available at: https://www.slideshare.net/roger.smith/a-history-of-serious-games/</ref><br />
<br />
== Definition, terminology and features == <br />
<br />
<br />
== Division and categorization == <br />
<br />
== Advantages and disadvantages of serious games == <br />
<br />
<br />
== Real applications - Top 10 ==<br />
<br />
<br />
== Interesting things and curiosities == <br />
<br />
== References ==<br />
<references/></div>Milan Phttp://www.simulace.info/index.php?title=File:Koenigspiel_Serious_Gaming.jpg&diff=21213File:Koenigspiel Serious Gaming.jpg2021-01-24T17:21:03Z<p>Milan P: </p>
<hr />
<div></div>Milan Phttp://www.simulace.info/index.php?title=Serious_Gaming&diff=21212Serious Gaming2021-01-24T17:16:25Z<p>Milan P: </p>
<hr />
<div>{{DISPLAYTITLE:Serious Gaming}}<br />
When it comes to term games, people imagine video game they played when growing up or desk game that they spend time playing with their friends. However, there is another not so popularly known side to this term. Serious games represent a field of games that can be defined as any kind of initiative that is based on a game. Primary purpose of serious games is to educate while playing whereas in normal games players tend to have fun in the first place. Different sources state that modern era of serious games began in 1960s and 1970s. With technology development new and more innovative types of serious games were created. Such games can be used for various educational purposes as they tend to be more attractive than classis linear form of learning. <br />
To illustrate this term by example, Microsoft Flight Simulator can be mentioned as it is believed to be one of the most influential serious game in history of mankind. <br />
<br />
<br />
== History == <br />
=== Board games === <br />
To begin with very first games that had somewhat educational aspect to them Dice must be mentioned. This game first appeared in India more than 40,000BC and younger version can be found in Iran around 3,000BC. [https://en.wikipedia.org/wiki/Xiangqi Xiangqi], also known as Chinese chess, might be described as one of the first games with real educational purpose. It was used 200BC for military strategy. Another board games worth mentioning are Mansion of Happiness with aim to teach social principles and morals, Monopoly, Scrabble, or others. <ref name="smith"> SMITH, Roger. (2009) <i>A history of Serious Games</i> [online]. [cit. 2021-015-01] Available at: https://www.slideshare.net/roger.smith/a-history-of-serious-games/</ref><br />
<br />
[[File: Xiangqi_Serious_Gaming.png|200px|Xiangqi]]<br />
<br />
== Definition, terminology and features == <br />
<br />
<br />
== Division and categorization == <br />
<br />
== Advantages and disadvantages of serious games == <br />
<br />
<br />
== Real applications - Top 10 ==<br />
<br />
<br />
== Interesting things and curiosities == <br />
<br />
== References ==<br />
<references/></div>Milan Phttp://www.simulace.info/index.php?title=File:Xiangqi_Serious_Gaming.png&diff=21210File:Xiangqi Serious Gaming.png2021-01-24T17:09:43Z<p>Milan P: </p>
<hr />
<div></div>Milan Phttp://www.simulace.info/index.php?title=Serious_Gaming&diff=21209Serious Gaming2021-01-24T17:08:56Z<p>Milan P: </p>
<hr />
<div>{{DISPLAYTITLE:Serious Gaming}}<br />
When it comes to term games, people imagine video game they played when growing up or desk game that they spend time playing with their friends. However, there is another not so popularly known side to this term. Serious games represent a field of games that can be defined as any kind of initiative that is based on a game. Primary purpose of serious games is to educate while playing whereas in normal games players tend to have fun in the first place. Different sources state that modern era of serious games began in 1960s and 1970s. With technology development new and more innovative types of serious games were created. Such games can be used for various educational purposes as they tend to be more attractive than classis linear form of learning. <br />
To illustrate this term by example, Microsoft Flight Simulator can be mentioned as it is believed to be one of the most influential serious game in history of mankind. <br />
<br />
<br />
== History == <br />
=== Board games === <br />
To begin with very first games that had somewhat educational aspect to them Dice must be mentioned. This game first appeared in India more than 40,000BC and younger version can be found in Iran around 3,000BC. [https://en.wikipedia.org/wiki/Xiangqi Xiangqi], also known as Chinese chess, might be described as one of the first games with real educational purpose. It was used 200BC for military strategy. Another board games worth mentioning are Mansion of Happiness with aim to teach social principles and morals, Monopoly, Scrabble, or others. <ref name="smith"> SMITH, Roger. (2009) <i>A history of Serious Games</i> [online]. [cit. 2021-015-01] Available at: https://www.slideshare.net/roger.smith/a-history-of-serious-games/</ref> <br />
<br />
== Definition, terminology and features == <br />
<br />
<br />
== Division and categorization == <br />
<br />
== Advantages and disadvantages of serious games == <br />
<br />
<br />
== Real applications - Top 10 ==<br />
<br />
<br />
== Interesting things and curiosities == <br />
<br />
== References ==<br />
<references/></div>Milan Phttp://www.simulace.info/index.php?title=Serious_Gaming&diff=21208Serious Gaming2021-01-24T16:57:13Z<p>Milan P: </p>
<hr />
<div>{{DISPLAYTITLE:Serious Gaming}}<br />
When it comes to term games, people imagine video game they played when growing up or desk game that they spend time playing with their friends. However, there is another not so popularly known side to this term. Serious games represent a field of games that can be defined as any kind of initiative that is based on a game. Primary purpose of serious games is to educate while playing whereas in normal games players tend to have fun in the first place. Different sources state that modern era of serious games began in 1960s and 1970s. With technology development new and more innovative types of serious games were created. Such games can be used for various educational purposes as they tend to be more attractive than classis linear form of learning. <br />
To illustrate this term by example, Microsoft Flight Simulator can be mentioned as it is believed to be one of the most influential serious game in history of mankind. <br />
<br />
<br />
== History == <br />
<br />
== Definition, terminology and features == <br />
<br />
<br />
== Division and categorization == <br />
<br />
== Advantages and disadvantages of serious games == <br />
<br />
<br />
== Real applications - Top 10 ==<br />
<br />
<br />
== Interesting things and curiosities == <br />
<br />
== References ==</div>Milan Phttp://www.simulace.info/index.php?title=Serious_Gaming&diff=21206Serious Gaming2021-01-24T16:26:49Z<p>Milan P: </p>
<hr />
<div>{{DISPLAYTITLE:Serious Gaming}}<br />
<br />
<br />
== History == <br />
<br />
== Definition, terminology and features == <br />
<br />
<br />
== Division and categorization == <br />
<br />
== Advantages and disadvantages of serious games == <br />
<br />
<br />
== Real applications - Top 10 ==<br />
<br />
<br />
== Interesting things and curiosities == <br />
<br />
== References ==</div>Milan Phttp://www.simulace.info/index.php?title=Serious_Gaming&diff=21201Serious Gaming2021-01-24T16:09:54Z<p>Milan P: Created page with "{{DISPLAYTITLE:Serious Gaming}}"</p>
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<div>{{DISPLAYTITLE:Serious Gaming}}</div>Milan Phttp://www.simulace.info/index.php?title=Covid-19_Mass_testing&diff=21084Covid-19 Mass testing2021-01-20T22:32:15Z<p>Milan P: </p>
<hr />
<div>{{DISPLAYTITLE:Covid-19 Mass testing in Slovakia (SIMPROCESS)}}<br />
<br />
__TOC__<br />
<br />
= Assignment =<br />
* '''Simulation:''' Covid-19 Mass testing<br />
* '''Author:''' [[User:pavm13|pavm13]] 21:00, 20 January 2021 (CET) Milan Pavelčák<br />
* '''Model type:''' Discrete simulation<br />
* '''Used tool:''' [http://simprocess.com/ SIMPROCESS]<br />
<br />
= Problem definition= <br />
In Slovakia government decided to fight coronavirus by testing its population in a massive way. Such action requires a number of qualified personnel to be paid and premises to be secured. The goal of this simulation is to find an optimum (from the economic point of view and also from the personnel side) and decide how many sampling points need to be opened along with number of experienced personnel in order to test as many citizens as possible. Another point worth mentioning is that in this simulation population will be divided into two groups. First one will consist of people older than 60 years and the second one of peple between 15 - 59 years old. Reason for this division is to take care of older people and to protect them from the dangers posed by young asymptomatic citizens.<br />
<br />
'''Flow of the simulation:''' Simulation will start with people coming to sampling points. Then they will be sorted based on their age into two groups (in simulation priority for sorting was used) and they would have to fill some paperwork and other staff. This requires one administrative worker and one police officer. Both groups will have their own administrative worker and police officer in order to keep them separated. After that citizens will wait in line for samples to be taken by qualified medical laboratory technician. After having their samples taken then they will wait again for the results which will be provided by another administrative worker and then sorted again according to the test result (for this in simulation data from webpage were used and probability of positive citizens was calculated). Citizens with positive result will have to wait again for instruction provided by another administrative worker and then they are free to go home to self-isolate. The rest, the negative ones will be given certificate and also free to go home. [[File:CovidMassTesting pavm13.png|200px|thumb|right|Covid-19 mass testing]]<br />
<br />
<br />
==Models==<br />
In this simulation 4 models with different conditions will be used:<br />
*Model 1: The duration of the first model will be 4 hours with 8 sampling points evenly distributed for both groups. The variable according to which the number of sampling point is determined are the roles/resources. <br />
*Model 2: In the second model duration of the simulation will be 8 hours and other conditions will remain the same as in Model 1. <br />
*Model 3: In the third model 2 more sampling points for citizens below 60 years will be added and the duration of simulation will be 6 hours. <br />
*Model 4: In the last model for this simulation duration will be set to 8 hours, sampling point for younger people will be set to 8 and for people older than 60 years number of sampling points will be set to 2. <br />
<br />
==Number of people to be tested==<br />
The data source is a page of a smaller city that has published the test results on its website. From this page, the numbers of test citizens were drawn, as well as the positivity of the tests performed. [https://www.svidnik.sk/oznamy/druhe-kolo-plosneho-testovania-vysledky.html]<br />
Numbers of people incoming to the sample points to be tested was calculated as average from the data source and afterwards divided according to the demographic information about Slovakia. [https://sk.wikipedia.org/wiki/Demografia_Slovenska#Vekov%C3%A1_%C5%A1trukt%C3%BAra]<br />
*'''Citizens over 60:''' 266<br />
*'''Citizens below 60:''' 1544<br />
<br />
==Roles/Resources==<br />
As mentioned before economic point of view is also important for this simulation therefore each and every role will be seen as resource with allocated cost (hour wages)[https://www.platy.sk/en/platy]. Due to the nature of SIMPROCESS features when it comes to working with resources roles were created for both groups: <br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Roles (Hourly wage)'''<br />
!| Role || Hourly wage (€) || Number required for one sampling point<br />
|-<br />
| Medical laboratory technician < 60 || 7.33 || 1<br />
|-<br />
| Medical laboratory technician > 60 || 7.33 || 1 <br />
|-<br />
| Administrative worker < 60 || 8.98 || 4<br />
|-<br />
| Administrative worker > 60 || 8.98 || 4<br />
|-<br />
| Police officer < 60 || 12.74 || 1<br />
|-<br />
| Police officer > 60 || 12.74 || 1<br />
|-<br />
|}<br />
<br />
==Waiting times==<br />
Incoming intervals of people coming to the sampling points to be tested was calculated with Poisson distribution for both groups. For waiting which can be found in multiple parts of the process Exponential distribution with various means was used. <br />
<br />
=Results=<br />
<br />
==Model 1==<br />
As already mentioned, the duration set for first model is 4 hours and the simulation will take place in one day between 8:00 - 12:00. After 12:00 there will not be a chance for citizens to enter the sampling point. However, for those who will be still inside a sampling point there will be 30 additional minutes. Number of sampling points in this model is 8. <br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Citizens information'''<br />
!| Group || Total generated || Remaining in system || Processed<br />
|-<br />
| Below 60 years || 1550 || 1462 || 88<br />
|-<br />
| Over 60 years || 293 || 13 || 280 <br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Resource utilization'''<br />
!| Resource || Idle || Busy <br />
|-<br />
| Medical laboratory technician < 60 || 1,340% || 98,660%<br />
|-<br />
| Medical laboratory technician > 60 || 14,873% || 85,127% <br />
|-<br />
| Administrative worker < 60 || 0,302% || 99,698%<br />
|-<br />
| Administrative worker > 60 || 43,749% || 56,251%<br />
|-<br />
| Police officer < 60 || 0,741% || 99,259%<br />
|-<br />
| Police officer > 60 || 26,639% || 73,361%<br />
|-<br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Total costs'''<br />
!| || Amount<br />
|-<br />
| Cost || 1649,96€<br />
<br />
|}<br />
<br />
As can be seen from results for group of people over 60 years there are resources which were not fully utilized and on the other hand the amount of people between 15 and 59 remaining in simulation is too high to be a right model to be implemented. <br />
<br />
==Model 2==<br />
For the second model the only variable that is changed is duration which will be set to 8 hours (8:00 - 16:00) instead of 4 hours from Model 1. In this model citizens will also be given 30 minutes to leave the sampling point. Other variables remain unchanged. <br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Citizens information'''<br />
!| Group || Total generated || Remaining in system || Processed<br />
|-<br />
| Below 60 years || 1572 || 1139 || 433<br />
|-<br />
| Over 60 years || 282 || 5 || 277 <br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Resource utilization'''<br />
!| Resource || Idle || Busy <br />
|-<br />
| Medical laboratory technician < 60 || 2,004% || 97,996%<br />
|-<br />
| Medical laboratory technician > 60 || 57,878% || 42,122% <br />
|-<br />
| Administrative worker < 60 || 1,655% || 98,345%<br />
|-<br />
| Administrative worker > 60 || 74,893% || 25,107%<br />
|-<br />
| Police officer < 60 || 4,167% || 95,833%<br />
|-<br />
| Police officer > 60 || 41,018% || 58,982% <br />
|-<br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Total costs'''<br />
!| || Amount<br />
|-<br />
| Cost || 2532,27€<br />
<br />
|}<br />
<br />
In second model number of people between 15 and 59 is rising but really slowly and still there are people waiting to be tested for Covid-19. Also in this model significant rise in idleness of resources allocated for older people can be observed. The last important indicator, costs is rising as well which is not wanted from the state as the governments wants to achieve best price-performance ratio. <br />
<br />
==Model 3==<br />
Model 3 will be adujsted differently than the previous one. Two more sampling points will be added to the model for citizens younger than 60 years and duration will be set to 6 hours (8:00 - 14:00).<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Citizens information'''<br />
!| Group || Total generated || Remaining in system || Processed<br />
|-<br />
| Below 60 years || 1755 || 1210 || 545<br />
|-<br />
| Over 60 years || 322 || 9 || 313 <br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Resource utilization'''<br />
!| Resource || Idle || Busy <br />
|-<br />
| Medical laboratory technician < 60 || 2,112% || 97,888%<br />
|-<br />
| Medical laboratory technician > 60 || 37,607% || 62,393% <br />
|-<br />
| Administrative worker < 60 || 1,185% || 98,815% <br />
|-<br />
| Administrative worker > 60 || 59,638% || 40,362%<br />
|-<br />
| Police officer < 60 || 3,902% || 96,098%<br />
|-<br />
| Police officer > 60 || 35,505% || 64,495% <br />
|-<br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Total costs'''<br />
!| || Amount<br />
|-<br />
| Cost || 2856,53€<br />
<br />
|}<br />
<br />
Model 3 with adjusted number of sampling points for people below 60 and adjusted time is still facing the same issue as the previous ones. High number of people below 60 waiting in the sampling point to have their Covid-19 tests done. <br />
<br />
==Model 4==<br />
Last model in this simulation will be adjusted more "drastically". Duration will be set back to 8 hours (12:00 - 16:00) in order to evenly distribute people coming to be tested and number of sampling points for citizens below 60 will be set to 8 and as a result of idleness of resources allocated for people over 60 the number of sampling points belonging to them will be set to 2.<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Citizens information'''<br />
!| Group || Total generated || Remaining in system || Processed<br />
|-<br />
| Below 60 years || 1487 || 227 || 1260<br />
|-<br />
| Over 60 years || 259 || 7 || 252 <br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Resource utilization'''<br />
!| Resource || Idle || Busy <br />
|-<br />
| Medical laboratory technician < 60 || 3,949% || 96,051%<br />
|-<br />
| Medical laboratory technician > 60 || 25,015% || 74,985% <br />
|-<br />
| Administrative worker < 60 || 17,396% || 82,604% <br />
|-<br />
| Administrative worker > 60 || 46,489% || 53,511%<br />
|-<br />
| Police officer < 60 || 67,056% || 32,944% <br />
|-<br />
| Police officer > 60 || 36,560% || 63,440%<br />
|-<br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Total costs'''<br />
!| || Amount<br />
|-<br />
| Cost || 3347,22€<br />
<br />
|}<br />
=Conclusion=<br />
From all 4 models described in this paper the last one seems to be the most optimal one to be implemented. Mainly, it is because during the simulation this model serves the highest number of citizens coming to be tested (both young and old ones). On the other hand cost increase can be observed but considering the fact that majority of people will be tested in one day such an increase in costs of just over 1,600€ in comparison to Model 1 is negligible.<br />
<br />
=Code and attachments=<br />
[[File:CovidMassTestingZIP_pavm13.zip]]</div>Milan Phttp://www.simulace.info/index.php?title=Covid-19_Mass_testing&diff=21082Covid-19 Mass testing2021-01-20T22:31:01Z<p>Milan P: </p>
<hr />
<div>{{DISPLAYTITLE:Covid-19 Mass testing in Slovakia (SIMPROCESS)}}<br />
<br />
__TOC__<br />
<br />
= Assignment =<br />
* '''Simulation:''' Covid-19 Mass testing<br />
* '''Author:''' [[User:pavm13|pavm13]] 21:00, 20 January 2021 (CET) Milan Pavelčák<br />
* '''Model type:''' Discrete simulation<br />
* '''Used tool:''' [http://simprocess.com/ SIMPROCESS]<br />
<br />
= Problem definition= <br />
In Slovakia government decided to fight coronavirus by testing its population in a massive way. Such action requires a number of qualified personnel to be paid and premises to be secured. The goal of this simulation is to find an optimum (from the economic point of view and also from the personnel side) and decide how many sampling points need to be opened along with number of experienced personnel in order to test as many citizens as possible. Another point worth mentioning is that in this simulation population will be divided into two groups. First one will consist of people older than 60 years and the second one of peple between 15 - 59 years old. Reason for this division is to take care of older people and to protect them from the dangers posed by young asymptomatic citizens.<br />
<br />
'''Flow of the simulation:''' Simulation will start with people coming to sampling points. Then they will be sorted based on their age into two groups (in simulation priority for sorting was used) and they would have to fill some paperwork and other staff. This requires one administrative worker and one police officer. Both groups will have their own administrative worker and police officer in order to keep them separated. After that citizens will wait in line for samples to be taken by qualified medical laboratory technician. After having their samples taken then they will wait again for the results which will be provided by another administrative worker and then sorted again according to the test result (for this in simulation data from webpage were used and probability of positive citizens was calculated). Citizens with positive result will have to wait again for instruction provided by another administrative worker and then they are free to go home to self-isolate. The rest, the negative ones will be given certificate and also free to go home. [[File:CovidMassTesting pavm13.png|200px|thumb|right|Covid-19 mass testing]]<br />
<br />
<br />
==Models==<br />
In this simulation 3 models with different conditions will be used:<br />
*Model 1: The duration of the first model will be 4 hours with 8 sampling points evenly distributed for both groups. The variable according to which the number of sampling point is determined are the roles/resources. <br />
*Model 2: In the second model duration of the simulation will be 8 hours and other conditions will remain the same as in Model 1. <br />
*Model 3: In the third model 2 more sampling points for citizens below 60 years will be added and the duration of simulation will be 6 hours. <br />
*Model 4: In the last model for this simulation duration will be set to 8 hours, sampling point for younger people will be set to 8 and for people older than 60 years number of sampling points will be set to 2. <br />
<br />
==Number of people to be tested==<br />
The data source is a page of a smaller city that has published the test results on its website. From this page, the numbers of test citizens were drawn, as well as the positivity of the tests performed. [https://www.svidnik.sk/oznamy/druhe-kolo-plosneho-testovania-vysledky.html]<br />
Numbers of people incoming to the sample points to be tested was calculated as average from the data source and afterwards divided according to the demographic information about Slovakia. [https://sk.wikipedia.org/wiki/Demografia_Slovenska#Vekov%C3%A1_%C5%A1trukt%C3%BAra]<br />
*'''Citizens over 60:''' 266<br />
*'''Citizens below 60:''' 1544<br />
<br />
==Roles/Resources==<br />
As mentioned before economic point of view is also important for this simulation therefore each and every role will be seen as resource with allocated cost (hour wages)[https://www.platy.sk/en/platy]. Due to the nature of SIMPROCESS features when it comes to working with resources roles were created for both groups: <br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Roles (Hourly wage)'''<br />
!| Role || Hourly wage (€) || Number required for one sampling point<br />
|-<br />
| Medical laboratory technician < 60 || 7.33 || 1<br />
|-<br />
| Medical laboratory technician > 60 || 7.33 || 1 <br />
|-<br />
| Administrative worker < 60 || 8.98 || 4<br />
|-<br />
| Administrative worker > 60 || 8.98 || 4<br />
|-<br />
| Police officer < 60 || 12.74 || 1<br />
|-<br />
| Police officer > 60 || 12.74 || 1<br />
|-<br />
|}<br />
<br />
==Waiting times==<br />
Incoming intervals of people coming to the sampling points to be tested was calculated with Poisson distribution for both groups. For waiting which can be found in multiple parts of the process Exponential distribution with various means was used. <br />
<br />
=Results=<br />
<br />
==Model 1==<br />
As already mentioned, the duration set for first model is 4 hours and the simulation will take place in one day between 8:00 - 12:00. After 12:00 there will not be a chance for citizens to enter the sampling point. However, for those who will be still inside a sampling point there will be 30 additional minutes. Number of sampling points in this model is 8. <br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Citizens information'''<br />
!| Group || Total generated || Remaining in system || Processed<br />
|-<br />
| Below 60 years || 1550 || 1462 || 88<br />
|-<br />
| Over 60 years || 293 || 13 || 280 <br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Resource utilization'''<br />
!| Resource || Idle || Busy <br />
|-<br />
| Medical laboratory technician < 60 || 1,340% || 98,660%<br />
|-<br />
| Medical laboratory technician > 60 || 14,873% || 85,127% <br />
|-<br />
| Administrative worker < 60 || 0,302% || 99,698%<br />
|-<br />
| Administrative worker > 60 || 43,749% || 56,251%<br />
|-<br />
| Police officer < 60 || 0,741% || 99,259%<br />
|-<br />
| Police officer > 60 || 26,639% || 73,361%<br />
|-<br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Total costs'''<br />
!| || Amount<br />
|-<br />
| Cost || 1649,96€<br />
<br />
|}<br />
<br />
As can be seen from results for group of people over 60 years there are resources which were not fully utilized and on the other hand the amount of people between 15 and 59 remaining in simulation is too high to be a right model to be implemented. <br />
<br />
==Model 2==<br />
For the second model the only variable that is changed is duration which will be set to 8 hours (8:00 - 16:00) instead of 4 hours from Model 1. In this model citizens will also be given 30 minutes to leave the sampling point. Other variables remain unchanged. <br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Citizens information'''<br />
!| Group || Total generated || Remaining in system || Processed<br />
|-<br />
| Below 60 years || 1572 || 1139 || 433<br />
|-<br />
| Over 60 years || 282 || 5 || 277 <br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Resource utilization'''<br />
!| Resource || Idle || Busy <br />
|-<br />
| Medical laboratory technician < 60 || 2,004% || 97,996%<br />
|-<br />
| Medical laboratory technician > 60 || 57,878% || 42,122% <br />
|-<br />
| Administrative worker < 60 || 1,655% || 98,345%<br />
|-<br />
| Administrative worker > 60 || 74,893% || 25,107%<br />
|-<br />
| Police officer < 60 || 4,167% || 95,833%<br />
|-<br />
| Police officer > 60 || 41,018% || 58,982% <br />
|-<br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Total costs'''<br />
!| || Amount<br />
|-<br />
| Cost || 2532,27€<br />
<br />
|}<br />
<br />
In second model number of people between 15 and 59 is rising but really slowly and still there are people waiting to be tested for Covid-19. Also in this model significant rise in idleness of resources allocated for older people can be observed. The last important indicator, costs is rising as well which is not wanted from the state as the governments wants to achieve best price-performance ratio. <br />
<br />
==Model 3==<br />
Model 3 will be adujsted differently than the previous one. Two more sampling points will be added to the model for citizens younger than 60 years and duration will be set to 6 hours (8:00 - 14:00).<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Citizens information'''<br />
!| Group || Total generated || Remaining in system || Processed<br />
|-<br />
| Below 60 years || 1755 || 1210 || 545<br />
|-<br />
| Over 60 years || 322 || 9 || 313 <br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Resource utilization'''<br />
!| Resource || Idle || Busy <br />
|-<br />
| Medical laboratory technician < 60 || 2,112% || 97,888%<br />
|-<br />
| Medical laboratory technician > 60 || 37,607% || 62,393% <br />
|-<br />
| Administrative worker < 60 || 1,185% || 98,815% <br />
|-<br />
| Administrative worker > 60 || 59,638% || 40,362%<br />
|-<br />
| Police officer < 60 || 3,902% || 96,098%<br />
|-<br />
| Police officer > 60 || 35,505% || 64,495% <br />
|-<br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Total costs'''<br />
!| || Amount<br />
|-<br />
| Cost || 2856,53€<br />
<br />
|}<br />
<br />
Model 3 with adjusted number of sampling points for people below 60 and adjusted time is still facing the same issue as the previous ones. High number of people below 60 waiting in the sampling point to have their Covid-19 tests done. <br />
<br />
==Model 4==<br />
Last model in this simulation will be adjusted more "drastically". Duration will be set back to 8 hours (12:00 - 16:00) in order to evenly distribute people coming to be tested and number of sampling points for citizens below 60 will be set to 8 and as a result of idleness of resources allocated for people over 60 the number of sampling points belonging to them will be set to 2.<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Citizens information'''<br />
!| Group || Total generated || Remaining in system || Processed<br />
|-<br />
| Below 60 years || 1487 || 227 || 1260<br />
|-<br />
| Over 60 years || 259 || 7 || 252 <br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Resource utilization'''<br />
!| Resource || Idle || Busy <br />
|-<br />
| Medical laboratory technician < 60 || 3,949% || 96,051%<br />
|-<br />
| Medical laboratory technician > 60 || 25,015% || 74,985% <br />
|-<br />
| Administrative worker < 60 || 17,396% || 82,604% <br />
|-<br />
| Administrative worker > 60 || 46,489% || 53,511%<br />
|-<br />
| Police officer < 60 || 67,056% || 32,944% <br />
|-<br />
| Police officer > 60 || 36,560% || 63,440%<br />
|-<br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Total costs'''<br />
!| || Amount<br />
|-<br />
| Cost || 3347,22€<br />
<br />
|}<br />
=Conclusion=<br />
From all 4 models described in this paper the last one seems to be the most optimal one to be implemented. Mainly, it is because during the simulation this model serves the highest number of citizens coming to be tested (both young and old ones). On the other hand cost increase can be observed but considering the fact that majority of people will be tested in one day such an increase in costs of just over 1,600€ in comparison to Model 1 is negligible.<br />
<br />
=Code and attachments=<br />
[[File:CovidMassTestingZIP_pavm13.zip]]</div>Milan Phttp://www.simulace.info/index.php?title=File:CovidMassTestingZIP_pavm13.zip&diff=21080File:CovidMassTestingZIP pavm13.zip2021-01-20T22:29:35Z<p>Milan P: </p>
<hr />
<div></div>Milan Phttp://www.simulace.info/index.php?title=Covid-19_Mass_testing&diff=21066Covid-19 Mass testing2021-01-20T22:21:20Z<p>Milan P: </p>
<hr />
<div>{{DISPLAYTITLE:Covid-19 Mass testing in Slovakia (SIMPROCESS)}}<br />
<br />
__TOC__<br />
<br />
= Assignment =<br />
* '''Simulation:''' Covid-19 Mass testing<br />
* '''Author:''' [[User:pavm13|pavm13]] 21:00, 20 January 2021 (CET) Milan Pavelčák<br />
* '''Model type:''' Discrete simulation<br />
* '''Used tool:''' [http://simprocess.com/ SIMPROCESS]<br />
<br />
= Problem definition= <br />
In Slovakia government decided to fight coronavirus by testing its population in a massive way. Such action requires a number of qualified personnel to be paid and premises to be secured. The goal of this simulation is to find an optimum (from the economic point of view and also from the personnel side) and decide how many sampling points need to be opened along with number of experienced personnel in order to test as many citizens as possible. Another point worth mentioning is that in this simulation population will be divided into two groups. First one will consist of people older than 60 years and the second one of peple between 15 - 59 years old. Reason for this division is to take care of older people and to protect them from the dangers posed by young asymptomatic citizens.<br />
<br />
'''Flow of the simulation:''' Simulation will start with people coming to sampling points. Then they will be sorted based on their age into two groups (in simulation priority for sorting was used) and they would have to fill some paperwork and other staff. This requires one administrative worker and one police officer. Both groups will have their own administrative worker and police officer in order to keep them separated. After that citizens will wait in line for samples to be taken by qualified medical laboratory technician. After having their samples taken then they will wait again for the results which will be provided by another administrative worker and then sorted again according to the test result (for this in simulation data from webpage were used and probability of positive citizens was calculated). Citizens with positive result will have to wait again for instruction provided by another administrative worker and then they are free to go home to self-isolate. The rest, the negative ones will be given certificate and also free to go home. [[File:CovidMassTesting pavm13.png|200px|thumb|right|Covid-19 mass testing]]<br />
<br />
<br />
==Models==<br />
In this simulation 3 models with different conditions will be used:<br />
*Model 1: The duration of the first model will be 4 hours with 8 sampling points evenly distributed for both groups. The variable according to which the number of sampling point is determined are the roles/resources. <br />
*Model 2: In the second model duration of the simulation will be 8 hours and other conditions will remain the same as in Model 1. <br />
*Model 3: In the third model 2 more sampling points for citizens below 60 years will be added and the duration of simulation will be 6 hours. <br />
*Model 4: In the last model for this simulation duration will be set to 8 hours, sampling point for younger people will be set to 8 and for people older than 60 years number of sampling points will be set to 2. <br />
<br />
==Number of people to be tested==<br />
The data source is a page of a smaller city that has published the test results on its website. From this page, the numbers of test citizens were drawn, as well as the positivity of the tests performed. [https://www.svidnik.sk/oznamy/druhe-kolo-plosneho-testovania-vysledky.html]<br />
Numbers of people incoming to the sample points to be tested was calculated as average from the data source and afterwards divided according to the demographic information about Slovakia. [https://sk.wikipedia.org/wiki/Demografia_Slovenska#Vekov%C3%A1_%C5%A1trukt%C3%BAra]<br />
*'''Citizens over 60:''' 266<br />
*'''Citizens below 60:''' 1544<br />
<br />
==Roles/Resources==<br />
As mentioned before economic point of view is also important for this simulation therefore each and every role will be seen as resource with allocated cost (hour wages)[https://www.platy.sk/en/platy]. Due to the nature of SIMPROCESS features when it comes to working with resources roles were created for both groups: <br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Roles (Hourly wage)'''<br />
!| Role || Hourly wage (€) || Number required for one sampling point<br />
|-<br />
| Medical laboratory technician < 60 || 7.33 || 1<br />
|-<br />
| Medical laboratory technician > 60 || 7.33 || 1 <br />
|-<br />
| Administrative worker < 60 || 8.98 || 4<br />
|-<br />
| Administrative worker > 60 || 8.98 || 4<br />
|-<br />
| Police officer < 60 || 12.74 || 1<br />
|-<br />
| Police officer > 60 || 12.74 || 1<br />
|-<br />
|}<br />
<br />
==Waiting times==<br />
<br />
=Results=<br />
<br />
==Model 1==<br />
As already mentioned, the duration set for first model is 4 hours and the simulation will take place in one day between 8:00 - 12:00. After 12:00 there will not be a chance for citizens to enter the sampling point. However, for those who will be still inside a sampling point there will be 30 additional minutes. Number of sampling points in this model is 8. <br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Citizens information'''<br />
!| Group || Total generated || Remaining in system || Processed<br />
|-<br />
| Below 60 years || 1550 || 1462 || 88<br />
|-<br />
| Over 60 years || 293 || 13 || 280 <br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Resource utilization'''<br />
!| Resource || Idle || Busy <br />
|-<br />
| Medical laboratory technician < 60 || 1,340% || 98,660%<br />
|-<br />
| Medical laboratory technician > 60 || 14,873% || 85,127% <br />
|-<br />
| Administrative worker < 60 || 0,302% || 99,698%<br />
|-<br />
| Administrative worker > 60 || 43,749% || 56,251%<br />
|-<br />
| Police officer < 60 || 0,741% || 99,259%<br />
|-<br />
| Police officer > 60 || 26,639% || 73,361%<br />
|-<br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Total costs'''<br />
!| || Amount<br />
|-<br />
| Cost || 1649,96€<br />
<br />
|}<br />
<br />
As can be seen from results for group of people over 60 years there are resources which were not fully utilized and on the other hand the amount of people between 15 and 59 remaining in simulation is too high to be a right model to be implemented. <br />
<br />
==Model 2==<br />
For the second model the only variable that is changed is duration which will be set to 8 hours (8:00 - 16:00) instead of 4 hours from Model 1. In this model citizens will also be given 30 minutes to leave the sampling point. Other variables remain unchanged. <br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Citizens information'''<br />
!| Group || Total generated || Remaining in system || Processed<br />
|-<br />
| Below 60 years || 1572 || 1139 || 433<br />
|-<br />
| Over 60 years || 282 || 5 || 277 <br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Resource utilization'''<br />
!| Resource || Idle || Busy <br />
|-<br />
| Medical laboratory technician < 60 || 2,004% || 97,996%<br />
|-<br />
| Medical laboratory technician > 60 || 57,878% || 42,122% <br />
|-<br />
| Administrative worker < 60 || 1,655% || 98,345%<br />
|-<br />
| Administrative worker > 60 || 74,893% || 25,107%<br />
|-<br />
| Police officer < 60 || 4,167% || 95,833%<br />
|-<br />
| Police officer > 60 || 41,018% || 58,982% <br />
|-<br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Total costs'''<br />
!| || Amount<br />
|-<br />
| Cost || 2532,27€<br />
<br />
|}<br />
<br />
In second model number of people between 15 and 59 is rising but really slowly and still there are people waiting to be tested for Covid-19. Also in this model significant rise in idleness of resources allocated for older people can be observed. The last important indicator, costs is rising as well which is not wanted from the state as the governments wants to achieve best price-performance ratio. <br />
<br />
==Model 3==<br />
Model 3 will be adujsted differently than the previous one. Two more sampling points will be added to the model for citizens younger than 60 years and duration will be set to 6 hours (8:00 - 14:00).<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Citizens information'''<br />
!| Group || Total generated || Remaining in system || Processed<br />
|-<br />
| Below 60 years || 1755 || 1210 || 545<br />
|-<br />
| Over 60 years || 322 || 9 || 313 <br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Resource utilization'''<br />
!| Resource || Idle || Busy <br />
|-<br />
| Medical laboratory technician < 60 || 2,112% || 97,888%<br />
|-<br />
| Medical laboratory technician > 60 || 37,607% || 62,393% <br />
|-<br />
| Administrative worker < 60 || 1,185% || 98,815% <br />
|-<br />
| Administrative worker > 60 || 59,638% || 40,362%<br />
|-<br />
| Police officer < 60 || 3,902% || 96,098%<br />
|-<br />
| Police officer > 60 || 35,505% || 64,495% <br />
|-<br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Total costs'''<br />
!| || Amount<br />
|-<br />
| Cost || 2856,53€<br />
<br />
|}<br />
<br />
Model 3 with adjusted number of sampling points for people below 60 and adjusted time is still facing the same issue as the previous ones. High number of people below 60 waiting in the sampling point to have their Covid-19 tests done. <br />
<br />
==Model 4==<br />
Last model in this simulation will be adjusted more "drastically". Duration will be set back to 8 hours (12:00 - 16:00) in order to evenly distribute people coming to be tested and number of sampling points for citizens below 60 will be set to 8 and as a result of idleness of resources allocated for people over 60 the number of sampling points belonging to them will be set to 2.<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Citizens information'''<br />
!| Group || Total generated || Remaining in system || Processed<br />
|-<br />
| Below 60 years || 1487 || 227 || 1260<br />
|-<br />
| Over 60 years || 259 || 7 || 252 <br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Resource utilization'''<br />
!| Resource || Idle || Busy <br />
|-<br />
| Medical laboratory technician < 60 || 3,949% || 96,051%<br />
|-<br />
| Medical laboratory technician > 60 || 25,015% || 74,985% <br />
|-<br />
| Administrative worker < 60 || 17,396% || 82,604% <br />
|-<br />
| Administrative worker > 60 || 46,489% || 53,511%<br />
|-<br />
| Police officer < 60 || 67,056% || 32,944% <br />
|-<br />
| Police officer > 60 || 36,560% || 63,440%<br />
|-<br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Total costs'''<br />
!| || Amount<br />
|-<br />
| Cost || 3347,22€<br />
<br />
|}<br />
=Conclusion=<br />
From all 4 models described in this paper the last one seems to be the most optimal one to be implemented. Mainly, it is because during the simulation this model serves the highest number of citizens coming to be tested (both young and old ones). On the other hand cost increase can be observed but considering the fact that majority of people will be tested in one day such an increase in costs of just over 1,600€ in comparison to Model 1 is negligible.<br />
<br />
=Code and attachments=</div>Milan Phttp://www.simulace.info/index.php?title=File:FirstActivityCovidMassTesting_pavm13.png&diff=21051File:FirstActivityCovidMassTesting pavm13.png2021-01-20T22:15:42Z<p>Milan P: </p>
<hr />
<div></div>Milan Phttp://www.simulace.info/index.php?title=Covid-19_Mass_testing&diff=21045Covid-19 Mass testing2021-01-20T22:12:47Z<p>Milan P: </p>
<hr />
<div>{{DISPLAYTITLE:Covid-19 Mass testing in Slovakia (SIMPROCESS)}}<br />
<br />
__TOC__<br />
<br />
= Assignment =<br />
* '''Simulation:''' Covid-19 Mass testing<br />
* '''Author:''' [[User:pavm13|pavm13]] 21:00, 20 January 2021 (CET) Milan Pavelčák<br />
* '''Model type:''' Discrete simulation<br />
* '''Used tool:''' [http://simprocess.com/ SIMPROCESS]<br />
<br />
= Problem definition= <br />
In Slovakia government decided to fight coronavirus by testing its population in a massive way. Such action requires a number of qualified personnel to be paid and premises to be secured. The goal of this simulation is to find an optimum (from the economic point of view and also from the personnel side) and decide how many sampling points need to be opened along with number of experienced personnel in order to test as many citizens as possible. Another point worth mentioning is that in this simulation population will be divided into two groups. First one will consist of people older than 60 years and the second one of peple between 15 - 59 years old. Reason for this division is to take care of older people and to protect them from the dangers posed by young asymptomatic citizens.<br />
<br />
'''Flow of the simulation:''' Simulation will start with people coming to sampling points. Then they will be sorted based on their age into two groups (in simulation priority for sorting was used) and they would have to fill some paperwork and other staff. This requires one administrative worker and one police officer. Both groups will have their own administrative worker and police officer in order to keep them separated. After that citizens will wait in line for samples to be taken by qualified medical laboratory technician. After having their samples taken then they will wait again for the results which will be provided by another administrative worker and then sorted again according to the test result (for this in simulation data from webpage were used and probability of positive citizens was calculated). Citizens with positive result will have to wait again for instruction provided by another administrative worker and then they are free to go home to self-isolate. The rest, the negative ones will be given certificate and also free to go home. [[File:CovidMassTesting pavm13.png|200px|thumb|right|Covid-19 mass testing]]<br />
<br />
<br />
==Models==<br />
In this simulation 3 models with different conditions will be used:<br />
*Model 1: The duration of the first model will be 4 hours with 8 sampling points evenly distributed for both groups. The variable according to which the number of sampling point is determined are the roles/resources. <br />
*Model 2: In the second model duration of the simulation will be 8 hours and other conditions will remain the same as in Model 1. <br />
*Model 3: In the third model 2 more sampling points for citizens below 60 years will be added and the duration of simulation will be 6 hours. <br />
*Model 4: In the last model for this simulation duration will be set to 8 hours, sampling point for younger people will be set to 8 and for people older than 60 years number of sampling points will be set to 2. <br />
<br />
==Number of people to be tested==<br />
The data source is a page of a smaller city that has published the test results on its website. From this page, the numbers of test citizens were drawn, as well as the positivity of the tests performed. [https://www.svidnik.sk/oznamy/druhe-kolo-plosneho-testovania-vysledky.html]<br />
Numbers of people incoming to the sample points to be tested was calculated as average from the data source and afterwards divided according to the demographic information about Slovakia. [https://sk.wikipedia.org/wiki/Demografia_Slovenska#Vekov%C3%A1_%C5%A1trukt%C3%BAra]<br />
*'''Citizens over 60:''' 266<br />
*'''Citizens below 60:''' 1544<br />
<br />
==Roles/Resources==<br />
As mentioned before economic point of view is also important for this simulation therefore each and every role will be seen as resource with allocated cost (hour wages)[https://www.platy.sk/en/platy]. Due to the nature of SIMPROCESS features when it comes to working with resources roles were created for both groups: <br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Roles (Hourly wage)'''<br />
!| Role || Hourly wage (€) || Number required for one sampling point<br />
|-<br />
| Medical laboratory technician < 60 || 7.33 || 1<br />
|-<br />
| Medical laboratory technician > 60 || 7.33 || 1 <br />
|-<br />
| Administrative worker < 60 || 8.98 || 4<br />
|-<br />
| Administrative worker > 60 || 8.98 || 4<br />
|-<br />
| Police officer < 60 || 12.74 || 1<br />
|-<br />
| Police officer > 60 || 12.74 || 1<br />
|-<br />
|}<br />
<br />
==Waiting times==<br />
<br />
=Results=<br />
<br />
==Model 1==<br />
As already mentioned, the duration set for first model is 4 hours and the simulation will take place in one day between 8:00 - 12:00. After 12:00 there will not be a chance for citizens to enter the sampling point. However, for those who will be still inside a sampling point there will be 30 additional minutes. Number of sampling points in this model is 8. <br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Citizens information'''<br />
!| Group || Total generated || Remaining in system || Processed<br />
|-<br />
| Below 60 years || 1550 || 1462 || 88<br />
|-<br />
| Over 60 years || 293 || 13 || 280 <br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Resource utilization'''<br />
!| Resource || Idle || Busy <br />
|-<br />
| Medical laboratory technician < 60 || 1,340% || 98,660%<br />
|-<br />
| Medical laboratory technician > 60 || 14,873% || 85,127% <br />
|-<br />
| Administrative worker < 60 || 0,302% || 99,698%<br />
|-<br />
| Administrative worker > 60 || 43,749% || 56,251%<br />
|-<br />
| Police officer < 60 || 0,741% || 99,259%<br />
|-<br />
| Police officer > 60 || 26,639% || 73,361%<br />
|-<br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Total costs'''<br />
!| || Amount<br />
|-<br />
| Cost || 1649,96€<br />
<br />
|}<br />
<br />
As can be seen from results for group of people over 60 years there are resources which were not fully utilized and on the other hand the amount of people between 15 and 59 remaining in simulation is too high to be a right model to be implemented. <br />
<br />
==Model 2==<br />
For the second model the only variable that is changed is duration which will be set to 8 hours (8:00 - 16:00) instead of 4 hours from Model 1. In this model citizens will also be given 30 minutes to leave the sampling point. Other variables remain unchanged. <br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Citizens information'''<br />
!| Group || Total generated || Remaining in system || Processed<br />
|-<br />
| Below 60 years || 1572 || 1139 || 433<br />
|-<br />
| Over 60 years || 282 || 5 || 277 <br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Resource utilization'''<br />
!| Resource || Idle || Busy <br />
|-<br />
| Medical laboratory technician < 60 || 2,004% || 97,996%<br />
|-<br />
| Medical laboratory technician > 60 || 57,878% || 42,122% <br />
|-<br />
| Administrative worker < 60 || 1,655% || 98,345%<br />
|-<br />
| Administrative worker > 60 || 74,893% || 25,107%<br />
|-<br />
| Police officer < 60 || 4,167% || 95,833%<br />
|-<br />
| Police officer > 60 || 41,018% || 58,982% <br />
|-<br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Total costs'''<br />
!| || Amount<br />
|-<br />
| Cost || 2532,27€<br />
<br />
|}<br />
<br />
In second model number of people between 15 and 59 is rising but really slowly and still there are people waiting to be tested for Covid-19. Also in this model significant rise in idleness of resources allocated for older people can be observed. The last important indicator, costs is rising as well which is not wanted from the state as the governments wants to achieve best price-performance ratio. <br />
<br />
==Model 3==<br />
Model 3 will be adujsted differently than the previous one. Two more sampling points will be added to the model for citizens younger than 60 years and duration will be set to 6 hours (8:00 - 14:00).<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Citizens information'''<br />
!| Group || Total generated || Remaining in system || Processed<br />
|-<br />
| Below 60 years || 1755 || 1210 || 545<br />
|-<br />
| Over 60 years || 322 || 9 || 313 <br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Resource utilization'''<br />
!| Resource || Idle || Busy <br />
|-<br />
| Medical laboratory technician < 60 || 2,112% || 97,888%<br />
|-<br />
| Medical laboratory technician > 60 || 37,607% || 62,393% <br />
|-<br />
| Administrative worker < 60 || 1,185% || 98,815% <br />
|-<br />
| Administrative worker > 60 || 59,638% || 40,362%<br />
|-<br />
| Police officer < 60 || 3,902% || 96,098%<br />
|-<br />
| Police officer > 60 || 35,505% || 64,495% <br />
|-<br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Total costs'''<br />
!| || Amount<br />
|-<br />
| Cost || 2856,53€<br />
<br />
|}<br />
<br />
Model 3 with adjusted number of sampling points for people below 60 and adjusted time is still facing the same issue as the previous ones. High number of people below 60 waiting in the sampling point to have their Covid-19 tests done. <br />
<br />
==Model 4==<br />
Last model in this simulation will be adjusted more "drastically". Duration will be set back to 8 hours (12:00 - 16:00) in order to evenly distribute people coming to be tested and number of sampling points for citizens below 60 will be set to 8 and as a result of idleness of resources allocated for people over 60 the number of sampling points belonging to them will be set to 2.<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Citizens information'''<br />
!| Group || Total generated || Remaining in system || Processed<br />
|-<br />
| Below 60 years || 1487 || 227 || 1260<br />
|-<br />
| Over 60 years || 259 || 7 || 252 <br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Resource utilization'''<br />
!| Resource || Idle || Busy <br />
|-<br />
| Medical laboratory technician < 60 || 3,949% || 96,051%<br />
|-<br />
| Medical laboratory technician > 60 || 25,015% || 74,985% <br />
|-<br />
| Administrative worker < 60 || 17,396% || 82,604% <br />
|-<br />
| Administrative worker > 60 || 46,489% || 53,511%<br />
|-<br />
| Police officer < 60 || 67,056% || 32,944% <br />
|-<br />
| Police officer > 60 || 36,560% || 63,440%<br />
|-<br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Total costs'''<br />
!| || Amount<br />
|-<br />
| Cost || 3347,22€<br />
<br />
|}<br />
=Conclusion=<br />
From all 4 models described in this paper the last one seems to be the most optimal one to be implemented. Mainly it is because during the simulation this model serves the highest number of citizens coming to be tested (both young and old one). On the other hand cost increase can be observed but considering the fact that majority of people will be tested in one day ...TBD<br />
<br />
=Code and attachments=</div>Milan Phttp://www.simulace.info/index.php?title=Covid-19_Mass_testing&diff=21022Covid-19 Mass testing2021-01-20T21:55:46Z<p>Milan P: </p>
<hr />
<div>{{DISPLAYTITLE:Covid-19 Mass testing in Slovakia (SIMPROCESS)}}<br />
<br />
__TOC__<br />
<br />
= Assignment =<br />
* '''Simulation:''' Covid-19 Mass testing<br />
* '''Author:''' [[User:pavm13|pavm13]] 21:00, 20 January 2021 (CET) Milan Pavelčák<br />
* '''Model type:''' Discrete simulation<br />
* '''Used tool:''' [http://simprocess.com/ SIMPROCESS]<br />
<br />
= Problem definition= <br />
In Slovakia government decided to fight coronavirus by testing its population in a massive way. Such action requires a number of qualified personnel to be paid and premises to be secured. The goal of this simulation is to find an optimum (from the economic point of view and also from the personnel side) and decide how many sampling points need to be opened along with number of experienced personnel in order to test as many citizens as possible. Another point worth mentioning is that in this simulation population will be divided into two groups. First one will consist of people older than 60 years and the second one of peple between 15 - 59 years old. Reason for this division is to take care of older people and to protect them from the dangers posed by young asymptomatic citizens.<br />
<br />
'''Flow of the simulation:''' Simulation will start with people coming to sampling points. Then they will be sorted based on their age into two groups (in simulation priority for sorting was used) and they would have to fill some paperwork and other staff. This requires one administrative worker and one police officer. Both groups will have their own administrative worker and police officer in order to keep them separated. After that citizens will wait in line for samples to be taken by qualified medical laboratory technician. After having their samples taken then they will wait again for the results which will be provided by another administrative worker and then sorted again according to the test result (for this in simulation data from webpage were used and probability of positive citizens was calculated). Citizens with positive result will have to wait again for instruction provided by another administrative worker and then they are free to go home to self-isolate. The rest, the negative ones will be given certificate and also free to go home. [[File:CovidMassTesting pavm13.png|200px|thumb|right|Covid-19 mass testing]]<br />
<br />
<br />
==Models==<br />
In this simulation 3 models with different conditions will be used:<br />
*Model 1: The duration of the first model will be 4 hours with 8 sampling points evenly distributed for both groups. The variable according to which the number of sampling point is determined are the roles/resources. <br />
*Model 2: In the second model duration of the simulation will be 8 hours and other conditions will remain the same as in Model 1. <br />
*Model 3: In the third model 2 more sampling points for citizens below 60 years will be added and the duration of simulation will be 6 hours. <br />
*Model 4: In the last model for this simulation duration will be set to 8 hours, sampling point for younger people will be set to 6 and for people older than 60 years number of sampling points will be set to 2. <br />
<br />
==Number of people to be tested==<br />
The data source is a page of a smaller city that has published the test results on its website. From this page, the numbers of test citizens were drawn, as well as the positivity of the tests performed. [https://www.svidnik.sk/oznamy/druhe-kolo-plosneho-testovania-vysledky.html]<br />
Numbers of people incoming to the sample points to be tested was calculated as average from the data source and afterwards divided according to the demographic information about Slovakia. [https://sk.wikipedia.org/wiki/Demografia_Slovenska#Vekov%C3%A1_%C5%A1trukt%C3%BAra]<br />
*'''Citizens over 60:''' 266<br />
*'''Citizens below 60:''' 1544<br />
<br />
==Roles/Resources==<br />
As mentioned before economic point of view is also important for this simulation therefore each and every role will be seen as resource with allocated cost (hour wages)[https://www.platy.sk/en/platy]. Due to the nature of SIMPROCESS features when it comes to working with resources roles were created for both groups: <br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Roles (Hourly wage)'''<br />
!| Role || Hourly wage (€) || Number required for one sampling point<br />
|-<br />
| Medical laboratory technician < 60 || 7.33 || 1<br />
|-<br />
| Medical laboratory technician > 60 || 7.33 || 1 <br />
|-<br />
| Administrative worker < 60 || 8.98 || 4<br />
|-<br />
| Administrative worker > 60 || 8.98 || 4<br />
|-<br />
| Police officer < 60 || 12.74 || 1<br />
|-<br />
| Police officer > 60 || 12.74 || 1<br />
|-<br />
|}<br />
<br />
==Waiting times==<br />
<br />
=Results=<br />
<br />
==Model 1==<br />
As already mentioned, the duration set for first model is 4 hours and the simulation will take place in one day between 8:00 - 12:00. After 12:00 there will not be a chance for citizens to enter the sampling point. However, for those who will be still inside a sampling point there will be 30 additional minutes. Number of sampling points in this model is 8. <br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Citizens information'''<br />
!| Group || Total generated || Remaining in system || Processed<br />
|-<br />
| Below 60 years || 1550 || 1462 || 88<br />
|-<br />
| Over 60 years || 293 || 13 || 280 <br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Resource utilization'''<br />
!| Resource || Idle || Busy <br />
|-<br />
| Medical laboratory technician < 60 || 1,340% || 98,660%<br />
|-<br />
| Medical laboratory technician > 60 || 14,873% || 85,127% <br />
|-<br />
| Administrative worker < 60 || 0,302% || 99,698%<br />
|-<br />
| Administrative worker > 60 || 43,749% || 56,251%<br />
|-<br />
| Police officer < 60 || 0,741% || 99,259%<br />
|-<br />
| Police officer > 60 || 26,639% || 73,361%<br />
|-<br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Total costs'''<br />
!| || Amount<br />
|-<br />
| Cost || 1649,96€<br />
<br />
|}<br />
<br />
As can be seen from results for group of people over 60 years there are resources which were not fully utilized and on the other hand the amount of people between 15 and 59 remaining in simulation is too high to be a right model to be implemented. <br />
<br />
==Model 2==<br />
For the second model the only variable that is changed is duration which will be set to 8 hours (8:00 - 16:00) instead of 4 hours from Model 1. In this model citizens will also be given 30 minutes to leave the sampling point. Other variables remain unchanged. <br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Citizens information'''<br />
!| Group || Total generated || Remaining in system || Processed<br />
|-<br />
| Below 60 years || 1572 || 1139 || 433<br />
|-<br />
| Over 60 years || 282 || 5 || 277 <br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Resource utilization'''<br />
!| Resource || Idle || Busy <br />
|-<br />
| Medical laboratory technician < 60 || 2,004% || 97,996%<br />
|-<br />
| Medical laboratory technician > 60 || 57,878% || 42,122% <br />
|-<br />
| Administrative worker < 60 || 1,655% || 98,345%<br />
|-<br />
| Administrative worker > 60 || 74,893% || 25,107%<br />
|-<br />
| Police officer < 60 || 4,167% || 95,833%<br />
|-<br />
| Police officer > 60 || 41,018% || 58,982% <br />
|-<br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Total costs'''<br />
!| || Amount<br />
|-<br />
| Cost || 2532,27€<br />
<br />
|}<br />
<br />
In second model number of people between 15 and 59 is rising but really slowly and still there are people waiting to be tested for Covid-19. Also in this model significant rise in idleness of resources allocated for older people can be observed. The last important indicator, costs is rising as well which is not wanted from the state as the governments wants to achieve best price-performance ratio. <br />
<br />
==Model 3==<br />
Model 3 will be adujsted differently than the previous one. Two more sampling points will be added to the model for citizens younger than 60 years and duration will be set to 6 hours (8:00 - 14:00).<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Citizens information'''<br />
!| Group || Total generated || Remaining in system || Processed<br />
|-<br />
| Below 60 years || 1755 || 1210 || 545<br />
|-<br />
| Over 60 years || 322 || 9 || 313 <br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Resource utilization'''<br />
!| Resource || Idle || Busy <br />
|-<br />
| Medical laboratory technician < 60 || 2,112% || 97,888%<br />
|-<br />
| Medical laboratory technician > 60 || 37,607% || 62,393% <br />
|-<br />
| Administrative worker < 60 || 1,185% || 98,815% <br />
|-<br />
| Administrative worker > 60 || 59,638% || 40,362%<br />
|-<br />
| Police officer < 60 || 3,902% || 96,098%<br />
|-<br />
| Police officer > 60 || 35,505% || 64,495% <br />
|-<br />
|}<br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Total costs'''<br />
!| || Amount<br />
|-<br />
| Cost || 2856,53€<br />
<br />
|}<br />
<br />
==Model 4==<br />
<br />
=Conclusion=</div>Milan Phttp://www.simulace.info/index.php?title=Covid-19_Mass_testing&diff=20962Covid-19 Mass testing2021-01-20T20:51:47Z<p>Milan P: </p>
<hr />
<div>{{DISPLAYTITLE:Covid-19 Mass testing in Slovakia (SIMPROCESS)}}<br />
<br />
__TOC__<br />
<br />
= Assignment =<br />
* '''Simulation:''' Covid-19 Mass testing<br />
* '''Author:''' [[User:pavm13|pavm13]] 21:00, 20 January 2021 (CET) Milan Pavelčák<br />
* '''Model type:''' Discrete simulation<br />
* '''Used tool:''' [http://simprocess.com/ SIMPROCESS]<br />
<br />
= Description of assignment = <br />
In Slovakia government decided to fight coronavirus by testing its population in a massive way. Such action requires a number of qualified personnel to be paid and premises to be secured. The goal of this simulation is to find an optimum (from the economic point of view and also from the personnel side) and decide how many sampling points need to be opened along with number of experienced personnel in order to test as many citizens as possible. Another point worth mentioning is that in this simulation population will be divided into two groups. First one will consist of people older than 60 years and the second one of peple between 15 - 59 years old. Reason for this division is to take care of older people and to protect them from the dangers posed by young asymptomatic citizens.<br />
<br />
'''Flow of the simulation:''' Simulation will start with people coming to sampling points. Then they will be sorted based on their age into two groups (in simulation priority for sorting was used) and they would have to fill some paperwork and other staff. This requires one administrative worker and one police officer. Both groups will have their own administrative worker and police officer in order to keep them separated. After that citizens will wait in line for samples to be taken by qualified medical laboratory technician. After having their samples taken then they will wait again for the results which will be provided by another administrative worker and then sorted again according to the test result (for this in simulation data from webpage were used and probability of positive citizens was calculated). Citizens with positive result will have to wait again for instruction provided by another administrative worker and then they are free to go home to self-isolate. The rest, the negative ones will be given certificate and also free to go home. [[File:CovidMassTesting pavm13.png|200px|thumb|right|Covid-19 mass testing]]<br />
<br />
<br />
==Models==<br />
In this simulation 3 models with different conditions will be used:<br />
*Model 1: The duration of the first model will be 4 hours with 8 sampling points evenly distributed for both groups. The variable according to which the number of sampling point is determined are the roles/resources. <br />
*Model 2: In the second model duration of the simulation will be 8 hours and other conditions will remain the same as in Model 1. <br />
*Model 3:In the last model 2 more sampling points for citizens below 60 years will be added and the duration of simulation will be 6 hours. <br />
<br />
==Number of people to be tested==<br />
The data source is a page of a smaller city that has published the test results on its website. From this page, the numbers of test citizens were drawn, as well as the positivity of the tests performed. [https://www.svidnik.sk/oznamy/druhe-kolo-plosneho-testovania-vysledky.html]<br />
Numbers of people incoming to the sample points to be tested was calculated as average from the data source and afterwards divided according to the demographic information about Slovakia. [https://sk.wikipedia.org/wiki/Demografia_Slovenska#Vekov%C3%A1_%C5%A1trukt%C3%BAra]<br />
*'''Citizens over 60:''' 266<br />
*'''Citizens below 60:''' 1544<br />
<br />
==Roles/Resources==<br />
As mentioned before economic point of view is also important for this simulation therefore each and every role will be seen as resource with allocated cost (hour wages)[https://www.platy.sk/en/platy]. Due to the nature of SIMPROCESS features when it comes to working with resources roles were created for both groups: <br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Roles (Hourly wage)'''<br />
!| Role || Hourly wage (€) || Number required for one sampling point<br />
|-<br />
| Medical laboratory technician < 60 || 7.33 || 1<br />
|-<br />
| Medical laboratory technician > 60 || 7.33 || 1 <br />
|-<br />
| Administrative worker < 60 || 8.98 || 4<br />
|-<br />
| Administrative worker > 60 || 8.98 || 4<br />
|-<br />
| Police officer < 60 || 12.74 || 1<br />
|-<br />
| Police officer > 60 || 12.74 || 1<br />
|-<br />
|}<br />
<br />
=Model 1=<br />
As already mentioned, the duration set for first model is 4 hours and the simulation will take place in one day between 8:00 - 12:00. After 12:00 there will not be a chance for citizens to enter the sampling point. However, for those who will be still inside a sampling point there will be 30 additional minutes. <br />
<br />
<br />
<br />
=Model 2=<br />
<br />
=Model 3=</div>Milan Phttp://www.simulace.info/index.php?title=Covid-19_Mass_testing&diff=20956Covid-19 Mass testing2021-01-20T20:46:11Z<p>Milan P: </p>
<hr />
<div>{{DISPLAYTITLE:Covid-19 Mass testing in Slovakia (SIMPROCESS)}}<br />
<br />
__TOC__<br />
<br />
= Assignment =<br />
* '''Simulation:''' Covid-19 Mass testing<br />
* '''Author:''' [[User:pavm13|pavm13]] 21:00, 20 January 2021 (CET) Milan Pavelčák<br />
* '''Model type:''' Discrete simulation<br />
* '''Used tool:''' [http://simprocess.com/ SIMPROCESS]<br />
<br />
= Description of assignment = <br />
In Slovakia government decided to fight coronavirus by testing its population in a massive way. Such action requires a number of qualified personnel to be paid and premises to be secured. The goal of this simulation is to find an optimum (from the economic point of view and also from the personnel side) and decide how many sampling points need to be opened along with number of experienced personnel in order to test as many citizens as possible. Another point worth mentioning is that in this simulation population will be divided into two groups. First one will consist of people older than 60 years and the second one of peple between 15 - 59 years old. Reason for this division is to take care of older people and to protect them from the dangers posed by young asymptomatic citizens.<br />
<br />
'''Flow of the simulation:''' Simulation will start with people coming to sampling points. Then they will be sorted based on their age into two groups (in simulation priority for sorting was used) and they would have to fill some paperwork and other staff. This requires one administrative worker and one police officer. Both groups will have their own administrative worker and police officer in order to keep them separated. After that citizens will wait in line for samples to be taken by qualified medical laboratory technician. After having their samples taken then they will wait again for the results which will be provided by another administrative worker and then sorted again according to the test result (for this in simulation data from webpage were used and probability of positive citizens was calculated). Citizens with positive result will have to wait again for instruction provided by another administrative worker and then they are free to go home to self-isolate. The rest, the negative ones will be given certificate and also free to go home. [[File:CovidMassTesting pavm13.png|200px|thumb|right|Covid-19 mass testing]]<br />
<br />
<br />
==Models==<br />
In this simulation 3 models with different conditions will be used:<br />
*Model 1: The duration of the first model will be 4 hours with 8 sampling points evenly distributed for both groups. The variable according to which the number of sampling point is determined are the roles/resources. <br />
*Model 2: In the second model duration of the simulation will be 8 hours and other conditions will remain the same as in Model 1. <br />
*Model 3:In the last model 2 more sampling points for citizens below 60 years will be added and the duration of simulation will be 6 hours. <br />
<br />
==Number of people to be tested==<br />
The data source is a page of a smaller city that has published the test results on its website. From this page, the numbers of test citizens were drawn, as well as the positivity of the tests performed. [https://www.svidnik.sk/oznamy/druhe-kolo-plosneho-testovania-vysledky.html]<br />
Numbers of people incoming to the sample points to be tested was calculated as average from the data source and afterwards divided according to the demographic information about Slovakia. [https://sk.wikipedia.org/wiki/Demografia_Slovenska#Vekov%C3%A1_%C5%A1trukt%C3%BAra]<br />
*'''Citizens over 60:''' 266<br />
*'''Citizens below 60:''' 1544<br />
<br />
==Roles/Resources==<br />
As mentioned before economic point of view is also important for this simulation therefore each and every role will be seen as resource with allocated cost (hour wages)[https://www.platy.sk/en/platy]. Due to the nature of SIMPROCESS features when it comes to working with resources roles were created for both groups: <br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Roles (Hourly wage)'''<br />
!| Role || Hourly wage (€) || Number required for one sampling point<br />
|-<br />
| Medical laboratory technician < 60 || 7.33 || 1<br />
|-<br />
| Medical laboratory technician > 60 || 7.33 || 1 <br />
|-<br />
| Administrative worker < 60 || 8.98 || 4<br />
|-<br />
| Administrative worker > 60 || 8.98 || 4<br />
|-<br />
| Police officer < 60 || 12.74 || 1<br />
|-<br />
| Police officer > 60 || 12.74 || 1<br />
|-<br />
|}</div>Milan Phttp://www.simulace.info/index.php?title=File:CovidMassTesting_pavm13.png&diff=20953File:CovidMassTesting pavm13.png2021-01-20T20:43:37Z<p>Milan P: </p>
<hr />
<div></div>Milan Phttp://www.simulace.info/index.php?title=Covid-19_Mass_testing&diff=20941Covid-19 Mass testing2021-01-20T20:30:27Z<p>Milan P: </p>
<hr />
<div>{{DISPLAYTITLE:Covid-19 Mass testing in Slovakia (SIMPROCESS)}}<br />
<br />
__TOC__<br />
<br />
= Assignment =<br />
* '''Simulation:''' Covid-19 Mass testing<br />
* '''Author:''' [[User:pavm13|pavm13]] 21:00, 20 January 2021 (CET) Milan Pavelčák<br />
* '''Model type:''' Discrete simulation<br />
* '''Used tool:''' [http://simprocess.com/ SIMPROCESS]<br />
<br />
= Description of assignment = <br />
In Slovakia government decided to fight coronavirus by testing its population in a massive way. Such action requires a number of qualified personnel to be paid and premises to be secured. The goal of this simulation is to find an optimum (from the economic point of view and also from the personnel side) and decide how many sampling points need to be opened along with number of experienced personnel in order to test as many citizens as possible. Another point worth mentioning is that in this simulation population will be divided into two groups. First one will consist of people older than 60 years and the second one of peple between 15 - 59 years old. Reason for this division is to take care of older people and to protect them from the dangers posed by young asymptomatic citizens.<br />
<br />
'''Flow of the simulation:''' Simulation will start with people coming to sampling points. Then they will be sorted based on their age into two groups (in simulation priority for sorting was used) and they would have to fill some paperwork and other staff. This requires one administrative worker and one police officer. Both groups will have their own administrative worker and police officer in order to keep them separated. After that citizens will wait in line for samples to be taken by qualified medical laboratory technician. After having their samples taken then they will wait again for the results which will be provided by another administrative worker and then sorted again according to the test result (for this in simulation data from webpage were used and probability of positive citizens was calculated). <br />
<br />
==Number of people to be tested==<br />
The data source is a page of a smaller city that has published the test results on its website. From this page, the numbers of test citizens were drawn, as well as the positivity of the tests performed. [https://www.svidnik.sk/oznamy/druhe-kolo-plosneho-testovania-vysledky.html]<br />
Numbers of people incoming to the sample points to be tested was calculated as average from the data source and afterwards divided according to the demographic information about Slovakia. [https://sk.wikipedia.org/wiki/Demografia_Slovenska#Vekov%C3%A1_%C5%A1trukt%C3%BAra]<br />
*'''Citizens over 60:''' 266<br />
*'''Citizens below 60:''' 1544<br />
<br />
==Roles/Resources==<br />
As mentioned before economic point of view is also important for this simulation therefore each and every role will be seen as resource with allocated cost (hour wages)[https://www.platy.sk/en/platy]. Due to the nature of SIMPROCESS features when it comes to working with resources roles were created for both groups: <br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Roles (Hourly wage)'''<br />
!| Role || Hourly wage (€) || Number required for one sampling point<br />
|-<br />
| Medical laboratory technician < 60 || 7.33 || 1<br />
|-<br />
| Medical laboratory technician > 60 || 7.33 || 1 <br />
|-<br />
| Administrative worker < 60 || 8.98 || 4<br />
|-<br />
| Administrative worker > 60 || 8.98 || 4<br />
|-<br />
| Police officer < 60 || 12.74 || 1<br />
|-<br />
| Police officer > 60 || 12.74 || 1<br />
|-<br />
|}</div>Milan Phttp://www.simulace.info/index.php?title=Covid-19_Mass_testing&diff=20933Covid-19 Mass testing2021-01-20T20:24:00Z<p>Milan P: </p>
<hr />
<div>{{DISPLAYTITLE:Covid-19 Mass testing in Slovakia (SIMPROCESS)}}<br />
<br />
__TOC__<br />
<br />
= Assignment =<br />
* '''Simulation:''' Covid-19 Mass testing<br />
* '''Author:''' [[User:pavm13|pavm13]] 21:00, 20 January 2021 (CET) Milan Pavelčák<br />
* '''Model type:''' Discrete simulation<br />
* '''Used tool:''' [http://simprocess.com/ SIMPROCESS]<br />
<br />
= Description of assignment = <br />
In Slovakia government decided to fight coronavirus by testing its population in a massive way. Such action requires a number of qualified personnel to be paid and premises to be secured. The goal of this simulation is to find an optimum (from the economic point of view and also from the personnel side) and decide how many sampling points need to be opened along with number of experienced personnel in order to test as many citizens as possible. Another point worth mentioning is that in this simulation population will be divided into two groups. First one will consist of people older than 60 years and the second one of peple between 15 - 59 years old. Reason for this division is to take care of older people and to protect them from the dangers posed by young asymptomatic citizens.<br />
<br />
==Number of people to be tested==<br />
The data source is a page of a smaller city that has published the test results on its website. From this page, the numbers of test citizens were drawn, as well as the positivity of the tests performed. [https://www.svidnik.sk/oznamy/druhe-kolo-plosneho-testovania-vysledky.html]<br />
Numbers of people incoming to the sample points to be tested was calculated as average from the data source and afterwards divided according to the demographic information about Slovakia. [https://sk.wikipedia.org/wiki/Demografia_Slovenska#Vekov%C3%A1_%C5%A1trukt%C3%BAra]<br />
*'''Citizens over 60:''' 266<br />
*'''Citizens below 60:''' 1544<br />
<br />
==Roles/Resources==<br />
As mentioned before economic point of view is also important for this simulation therefore each and every role will be seen as resource with allocated cost (hour wages)[https://www.platy.sk/en/platy]. Due to the nature of SIMPROCESS features when it comes to working with resources roles were created for both groups: <br />
<br />
{| class="wikitable"<br />
|+ align="top" | '''Roles(Hourly wage)'''<br />
!| Role || Hourly wage (€) || Number required for one sampling point<br />
|-<br />
| Medical laboratory technician < 60 || 7.33 || 1<br />
|-<br />
| Medical laboratory technician > 60 || 7.33 || 1 <br />
|-<br />
| Administrative worker < 60 || 8.98 || 4<br />
|-<br />
| Administrative worker > 60 || 8.98 || 4<br />
|-<br />
| Police officer < 60 || 12.74 || 1<br />
|-<br />
| Police officer > 60 || 12.74 || 1<br />
|-<br />
|}</div>Milan Phttp://www.simulace.info/index.php?title=Covid-19_Mass_testing&diff=20908Covid-19 Mass testing2021-01-20T20:10:23Z<p>Milan P: </p>
<hr />
<div>{{DISPLAYTITLE:Covid-19 Mass testing in Slovakia (SIMPROCESS)}}<br />
<br />
__TOC__<br />
<br />
= Assignment =<br />
* '''Simulation:''' Covid-19 Mass testing<br />
* '''Author:''' [[User:pavm13|pavm13]] 21:00, 20 January 2021 (CET) Milan Pavelčák<br />
* '''Model type:''' Discrete simulation<br />
* '''Used tool:''' [http://simprocess.com/ SIMPROCESS]<br />
<br />
= Description of assignment = <br />
In Slovakia government decided to fight coronavirus by testing its population in a massive way. Such action requires a number of qualified personnel to be paid and premises to be secured. The goal of this simulation is to find an optimum (from the economic point of view and also from the personnel side) and decide how many sampling points need to be opened along with number of experienced personnel in order to test as many citizens as possible. Another point worth mentioning is that in this simulation population will be divided into two groups. First one will consist of people older than 60 years and the second one of peple between 15 - 59 years old. Reason for this division is to take care of older people and to protect them from the dangers posed by young asymptomatic citizens.<br />
<br />
==Number of people to be tested==<br />
The data source is a page of a smaller city that has published the test results on its website. From this page, the numbers of test citizens were drawn, as well as the positivity of the tests performed. [https://www.svidnik.sk/oznamy/druhe-kolo-plosneho-testovania-vysledky.html]<br />
Numbers of people incoming to the sample points to be tested was calculated as average from the data source and afterwards divided according to the demographic information about Slovakia. [https://sk.wikipedia.org/wiki/Demografia_Slovenska#Vekov%C3%A1_%C5%A1trukt%C3%BAra]<br />
*'''Citizens over 60:''' 266<br />
*'''Citizens below 60:''' 1544</div>Milan Phttp://www.simulace.info/index.php?title=Covid-19_Mass_testing&diff=20898Covid-19 Mass testing2021-01-20T20:02:18Z<p>Milan P: </p>
<hr />
<div>{{DISPLAYTITLE:Covid-19 Mass testing in Slovakia (SIMPROCESS)}}<br />
<br />
__TOC__<br />
<br />
= Assignment =<br />
* '''Simulation:''' Covid-19 Mass testing<br />
* '''Author:''' [[User:pavm13|pavm13]] 21:00, 20 January 2021 (CET) Milan Pavelčák<br />
* '''Model type:''' Discrete simulation<br />
* '''Used tool:''' [http://simprocess.com/ SIMPROCESS]<br />
<br />
= Description of assignment = <br />
In Slovakia government decided to fight coronavirus by testing its population in a massive way. Such action requires a number of qualified personnel to be paid and premises to be secured. The goal of this simulation is to find an optimum (from the economic point of view and also from the personnel side) and decide how many sampling points need to be opened along with number of experienced personnel in order to test as many citizens as possible. Another point worth mentioning is that in this simulation population will be divided into two groups. First one will consist of people older than 60 years and the second one of peple between 15 - 59 years old. Reason for this division is to take care of older people and to protect them from the dangers posed by young asymptomatic citizens.</div>Milan Phttp://www.simulace.info/index.php?title=Covid-19_Mass_testing&diff=20892Covid-19 Mass testing2021-01-20T19:51:40Z<p>Milan P: </p>
<hr />
<div>{{DISPLAYTITLE:Covid-19 Mass testing in Slovakia (SIMPROCESS)}}<br />
<br />
__TOC__<br />
<br />
= Assignment =<br />
* '''Simulation:''' Covid-19 Mass testing<br />
* '''Author:''' [[User:pavm13|pavm13]] 21:00, 20 January 2021 (CET) Milan Pavelčák<br />
* '''Model type:''' Discrete simulation<br />
* '''Used tool:''' [http://simprocess.com/ SIMPROCESS]</div>Milan Phttp://www.simulace.info/index.php?title=Covid-19_Mass_testing&diff=20887Covid-19 Mass testing2021-01-20T19:48:30Z<p>Milan P: Created page with "{{DISPLAYTITLE:Covid-19 Mass testing in Slovakia (SIMPROCESS)}}"</p>
<hr />
<div>{{DISPLAYTITLE:Covid-19 Mass testing in Slovakia (SIMPROCESS)}}</div>Milan Phttp://www.simulace.info/index.php?title=WS_2020/2021&diff=20886WS 2020/20212021-01-20T19:48:08Z<p>Milan P: </p>
<hr />
<div>Semestral papers from winter term 2020/2021. Please, put here links to the pages with your paper. First you need to have your [[Assignments WS 2020/2021|assignment approved]]<br />
<br />
[http://www.simulace.info/index.php/Impact_of_late_lockdown_and_hospital_capacity_on_19-COVID_spread Impact of late lockdown and hospital capacity on 19-COVID spread] , Thomas BAEUMLIN [[User:Toscool|Toscool]] ([[User talk:Toscool|talk]]) 16:15, 7 January 2020 (CET)<br />
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[[Comparing_multiple_airplane_boarding_methods]], Adam Jedlička [[User:Jeda00|jeda00]] 20:45, 17 January 2020 (CET)<br />
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[http://www.simulace.info/index.php/Effects_of_VAT_exemption_abolition_to_imported_low_value_consignments Effects of VAT exemption abolition to imported low value consignments], Adela Barchankova [[User:bara15|bara15]] ([[User talk:bara15|talk]]) 21:00, 18 January 2020 (CET)<br />
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[[Retirement Planning]], [[User:Louis|Louis]] ([[User talk:Louis|talk]]) 02:08, 19 January 2021 (CET)<br />
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[[Covid 19 - Contacts]], [[User:praa03|praa03]] 17:08, 19 January 2021 (CET)<br />
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[[Corrupted Blood Incident]], Michal Frýba, [[User:Frym06|Frym06]] ([[User talk:Frym06|talk]]) 19:32, 19 January 2021 (CET)<br />
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[[Car acquisition]], [[Mico00|Mico00]] 19:59, 19 January 2021 (CET)<br />
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[[Widening the spread between rich and poor]], [[User:Sára|Sára]] 21:40, 19 January 2021 (CET)<br />
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[[Development of real estate prices in Prague]], [[User:netp02|netp02]] 23:41, 19 January 2021 (CET)<br />
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[[IT Team simulation]], [[Antonsverlov]] , 20 January 2021 (CET)<br />
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[[Evolution of retirement pay in the Czech Republic]], Arnošt Sychra [[User:Syca00|Syca00]] 03:30, 20 January 2020 (CET)<br />
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[http://www.simulace.info/index.php/COVID-19_symptoms COVID-19 symptoms simulation] , Kamila Steinbartová [[User:stek15|stek15]] ([[User talk:stek15|talk]]) 13:07, 20 January 2020 (CET)<br />
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[http://www.simulace.info/index.php/Risk_Simulation_in_Banking Risk Simulation in Banking], Simon Orlik [[User:Simon|Simon]] ([[User talk:Simon|talk]]) 16:52, 20 January (CET)<br />
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[http://www.simulace.info/index.php/Garbage_collection Garbage collection] [[User:Dobj02|Dobj02]] ([[User talk:Dobj02|talk]]) 19:32, 20 January 2021 (CET)<br />
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[[Covid-19 Mass testing]], Milan Pavelčák [[User:pavm13|pavm13]] 20:50, 20 January 2021 (CET)</div>Milan Phttp://www.simulace.info/index.php?title=Assignments_WS_2020/2021&diff=20034Assignments WS 2020/20212020-12-17T23:06:00Z<p>Milan P: </p>
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<div>{{Ambox<br />
| text = <div><br />
Please, put here your assignments. Do not forget to sign them. You can use <nowiki>~~~~</nowiki> (four tildas) for an automatic signature. Use Show preview in order to check the result before your final sumbition.<br />
</div><br />
}}<br />
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{{Ambox<br />
| text = <div><br />
Please, strive to formulate your assignment carefully. We expect an adequate effort to formulate the assignment as it is your semestral paper. Do not forget that your main goal is a research paper. It means your simulation model must generate the results that are specific, measurable and verifiable. Think twice how you will develop your model, which entities you will use, draw a model diagram, consider what you will measure. No sooner than when you have a good idea about the model, submit your assignment. And of course, read [[How to deal with the simulation assignment|How to deal with the simulation assignment]].<br />
</div><br />
}}<br />
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{{Ambox<br />
| text = <div><br />
Topics on gambling, cards, etc. are not welcome.<br />
</div><br />
}}<br />
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{{Ambox<br />
| type = content<br />
| text = <div><br />
In order to avoid possible confusion, please, check if you have added '''approved''' in bold somewhere in our comment under your submission. If there is no '''approved''', it means the assignment was not approved yet.<br />
</div><br />
}}<br />
<br />
== Spread of 19-COVID == <br />
'''Author''' : [[User:Toscool|Toscool]] ([[User talk:Toscool|talk]]) 11:32, 11 December 2020 (CET) <br />
<br />
'''Simulation''' : I will build a dynamic model of an epidemic his the dynamic issues. I will focus on the spread of Covid-19 in a population and Specially I will try to modelize the effect of a lockdown on the number of infections and deaths. <br />
I will start with a susceptible population, with one infected people that infect 10 people with a certain probability. When you are infected you go the doctors and with a certain probability you go in the recovery population or in the hospital. Then you have a percentage of chance to die in this hospital or to recover. The lockdown will triggered when the ratio of people who where to the doctor and total population exceed a certain percentage. We lockdown and by reducing the number of people you infect in the beginning.<br />
<br />
'''Goal of simulation''' : I aim to model the impact of a lockdown on the spread of COVID on a population. It will also show the difference between countries, for example if we lockdown too late. What will be the impact of these decisions.<br />
<br />
<br />
'''Method''' : I will use VensimPLE for this simulation, as it is a dynamic system, and In my home university I know that I will need to use VensimPLE for a future project and course so it will help me a lot.<br />
<br />
::The topic souds good - the question is, on what data sources will you base your simulation (equations) on? [[User:Oleg.Svatos|Oleg.Svatos]] ([[User talk:Oleg.Svatos|talk]]) 22:13, 12 December 2020 (CET)<br />
:::I will use the case of Switzerland and use data from this website (https://corona-data.ch). I will try to reproduce the number of cases and the speed of the spread.[[User:Toscool|Toscool]] ([[User talk:Toscool|talk]]) 13:39, 13 December 2020 (CET)<br />
::: OK. '''Approved''' but do not forget to include in the report for the simulation how you have derived the equations in the simulation from the data. [[User:Oleg.Svatos|Oleg.Svatos]] ([[User talk:Oleg.Svatos|talk]]) 22:49, 14 December 2020 (CET)<br />
<br />
== NFL Free Agency ==<br />
'''Author''' : [[User:TimWalenczak|TimWalenczak]] ([[User talk:TimWalenczak|talk]]) 15:02, 11 December 2020 (CET) <br />
<br />
'''Simulation''' : Free agency is a period of time during the off-season in the National Football League in the US (few weeks). During that period, all 32 teams in the league can sign active players that have no contract with any other team, so called free agents.<br />
The process goes as follows: at the beginning of free agency a certain amount of players become free agents due to expiring contracts. All players can play one certain position and want to receive a certain salary. While all the teams are looking for players to play a particular position and have a certain amount of money they can spend on players. Demand and supply of a specific position group influences their value. A certain supply-and-demand-factor for each position group adjusts a player's desired salary according to his position group. Players and teams get in touch when they are located next to each other. When the position needs matches the offer and a player’s salary fits the money a team offers, that player is signed by the team and disappears from free agency market. If the offer doesn’t fit the need, a player walks on to the next team. With every round/tick/signing the supply-and-demand-factor and thus the value of players in each position group change and so does the amount of money teams are able to spend on further players. Free agency ends after a distinct number of ticks or even earlier if all players are signed or teams don’t have any money left to spend.<br />
<br />
'''Goal of simulation''' : is to find out how a player's value changes during the period of free agency. Especially interesting is, whether players that sign a new contract early in the period received higher payments or the ones signing late in the period. Maybe a certain strategy can be deducted for players depending on their initial situation (supply-and-demand-factor) in order to reach a highly-paid contract.<br />
<br />
'''Method''' : Since I don’t know VensimPLE yet, I think I will use NetLogo, because I see some similarities between my case and the “Escape building” case we modelled recently.<br />
<br />
: It is a bit unusual, but I can see something in common rather with Market Structure than with Building Escape. Please, just elaborate it into a greater detail and specify, how exactly should your simulation work. I am not sure you have a coherent idea about the solution. But if you work this out, I don't see a problem. [[User:Tomáš|Tomáš]] ([[User talk:Tomáš|talk]]) 21:45, 11 December 2020 (CET)<br />
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<br />
==COVID-19 mass testing== <br />
<br />
'''Author''' : [[User:Milan P|Milan P]] ([[User talk:MilanP|talk]]) 20:15, 13 December 2020 (CET) <br />
<br />
'''Simulation''' : I will create simulation for mass Covid-19 testing in Slovakian village or small city. In previous rounds of this real mass testing in Slovakia testing itself took place in one day and in one sampling point, this will be the same with this simulation. In this model roles (medical staff, administrative workers, and police officer), will have assigned costs to them in order to include financial aspect into the simulation. Duration of the simulation will be 4 hours. This will serve as base model which will be adjusted in two ways. Firstly, I will create another model in which I will duplicate sampling point so 2 sampling points will be in simulation. Second adjustment to the base model will be that simulation time will be prolongated to 8 hours. After running all 3 models, outputs will be compared and the optimal one will be selected.<br />
<br />
'''Goal of simulation''' : In the previous rounds of COVID-19 mass testing in Slovakia certain sampling points had experienced massive overload and were not prepared for the amount of citizens incoming to be tested. Therefore, this simulation would aim to simulate the scenario with data from previous testing rounds and might be helpful if the governments decides to repeat mass testing again.<br />
<br />
'''Method''' : Discrete simulation - SIMPROCESS<br />
<br />
: The topic looks generaly good, my only concern is that is could be too simple. What steps of the model do you plan? Where do you obtain the real data? [[User:Tomáš|Tomáš]] ([[User talk:Tomáš|talk]]) 02:54, 17 December 2020 (CET)<br />
<br />
: I plan to obtain data from this site https://www.svidnik.sk/oznamy/druhe-kolo-plosneho-testovania-vysledky.html - on this website number of patients to be tested and number of points/places that take samples can be found. I know that each point/place has to have: 1 healthcare worker, 2 administrative workers and 1 police officer. Data about hourly rate can be obtained from this site: https://www.platy.sk/platy. Maybe I would like to adjust my original proposal, there would not be 1 point/place taking samples but 9 and I would create another simulation for more or less points/places. Generally I like the idea of splitting patients into two groups and I might include that in my simulation as well. One would consist of people older than 60 and the other one would consist of the rest of population. I will split the population according to demographic structure of Slovakia https://sk.wikipedia.org/wiki/Demografia_Slovenska#Vekov%C3%A1_%C5%A1trukt%C3%BAra. Steps I can think of right now: Patients entering, splitting the patients, administrative work, waiting, taking samples, waiting, receiving results, again splitting patients based on the results (negative ones can go home with certificate and positive ones would require additional steps like receiving information what to do next etc.) and the the simulation would end. [[User:Milan P|Milan P]] ([[User talk:MilanP|talk]]) 00:05, 18 December 2020 (CET)<br />
<br />
==Nanorobots vs. Cancer==<br />
<br />
'''Author''' : [[User:Dufa00|Dufa00]] 20:24, 14 December 2020 (CET)<br />
<br />
'''Simulation''' : Simply put: I want to simulate human body environment, where cancer is going to spread, but can be cured via nanorobotics. At the begining, observer will adjust parametres that will state the chance of cancer (bad vs. good life style etc.). Then the simulation of cancer will happen. With assigned button, observer can deploy nanorobots (which feed on the cancer) and watch how the robot or robots manage to heal the human body from cancer. If the observer does not press the deploy button, the human body will eventually succumb to the disease. I am still thinking about puting there a little twist, danger that comes with puting nanorobots into human body to see, if the treatment is worth the risk or not.<br />
<br />
'''Goal of simulation''' : Main goal is to highlight the potential effectiveness of nanorobots. Sidequest might be to compare pros and cons that come along with deployment of the nanorobots.<br />
<br />
'''Method''' : NetLogo<br />
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: An interesting idea. Unfortunately, because this is completely unrealistic, you cannot work with any reasonable data and it means that you are not able to prove the meaningfulness of the results. Please suggest something else. [[User:Tomáš|Tomáš]] ([[User talk:Tomáš|talk]]) 03:04, 17 December 2020 (CET)<br />
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==Widening the spread between rich and poor==<br />
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'''Author''' : [[User:Sára|Sára]] 21:00, 14 December 2020 (CET)<br />
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'''Simulation''' : After 2007-9 world economic crisis a new monetary policy, rather unconventional, was established to escape recessions/depressions. It is called quantitative easing. Although this tool succeeded in reverting the depression and proved helpful during coming years, it is highly discussed what side effects this tool has. A lot of researches suggest that it widens the gap between rich and poor people and make prices of bonds and stocks highly overheated.<br />
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'''Goal of simulation''' : Based on macroeconomics theory and semantic experiences from quantitative easing and its influence on other macroeconomic agents like interest rate, inflation, monetary supply etc., i would like to simulate behavior of banks and people during quantitative easing and i would like to work with different values of macroeconomic agents and bank and people behavior in order to try to find out whether widening the spread between rich and poor is an unevitable effect, whether it is sustainable in long term and whether they are possibilities how to erase this side effect.<br />
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'''Method''' : NetLogo<br />
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: I like the topic (although quantitative easing is just an eufemism for money printing, hence the implications are quite predictable). Before I finally approve, please elaborate it deeper. How exactly you will simulate, what will be the agents, what will they do, etc. [[User:Tomáš|Tomáš]] ([[User talk:Tomáš|talk]]) 02:47, 17 December 2020 (CET)<br />
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==Rhino population in Africa==<br />
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'''Author''' : [[User:Michal F.|Michal F.]] ([[User talk:Michal F.|talk]]) 17:23, 15 December 2020 (CET)<br />
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'''Simulation''' : Rhinos once roamed many places in Europe, Asia, and Africa. At the beginning of the 20th century, about 500 000 rhinos roamed Africa and Asia. By 1970, rhino numbers dropped to 70,000, and today, around 27,000 rhinos remain in the wild. Africa's rhino population could face extinction within 10 years, animal welfare experts have warned. South Africa has the largest population of the species in the world however, the species still remains under threat from poaching for its horn and from habitat loss and degradation.<br />
Data: http://www.rhinoresourcecenter.com/pdf_files/119/1192816187.pdf, http://www.scielo.org.za/pdf/koedoe/v59n1/15.pdf, https://rhinos.org/about-rhinos/rhino-species/black-rhino/ <br />
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'''Goal of simulation''' : Based on the available data, I would like to simulate future development of the rhino population (probably the black ones in Africa, cause its most documented). The population is threatened by poaching and the loss of the natural environment. The shrinking population increases people's efforts to protect it from poachers but increases the demand for rhino horns.<br />
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'''Method''' : VensimPLE / Insight Maker<br />
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:: Topic is interesting. Can you specify the simulation in more detail - what would be the input parameters, variables, what all factors, that have an influence on rhino population, will be incorporated? [[User:Oleg.Svatos|Oleg.Svatos]] ([[User talk:Oleg.Svatos|talk]]) 14:55, 16 December 2020 (CET)<br />
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==Garbage collection==<br />
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'''Author''' : [[User:Dobj02|Dobj02]] ([[User talk:Dobj02|talk]]) 23:07, 16 December 2020 (CET) <br />
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'''Simulation''' : My aim is to simulate garbage collection in a city from the city counciler's point of view. I will focus on 3 main standpoints, specifically Waste production, Waste collection and Waste processing. The amount of produced waste is dependent on the population of the city and the rate of waste production of 1 person per day. Waste collection will be dependent on the amount of garbage trucks and their capacity. The number of employees (drivers and garbage collectors) will also play a role in how many trucks per day can be deployed. The final standpoint, Waste processing, consists of waste incineration and recycling. Incineration and recycling facilities can process different amount of waste per day. The scope of simulation can be either in weeks or months. <br />
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'''Goal of simulation''' : Finding balance between the amount of produced waste and its disposal by regulating the number of employees, trucks, their capacity, and the number of facilities which can either incinerate or recycle waste depending on the type of waste. The population of the city and the waste production of 1 person will be also adjustable. <br />
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'''Method''' : VensimPLE<br />
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==Financial budget of football club==<br />
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'''Author''' : [[User:netp02|netp02]] ([[User talk:netp02|talk]]) 22:30, 17 December 2020 (CET) <br />
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'''Simulation''' : <br />
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The purpose of this simulation is to simulate important financial aspects of the football club. How much sponsors, players, transfers of players, money for tickets, number of sold club´s souvenir influence the budget of the clubs. <br />
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'''Goal of simulation''' : <br />
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Finding a balance between incomes and expenses, so the football club could work without any money donation from owner of the club.<br />
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'''Method''' : VensimPLE</div>Milan Phttp://www.simulace.info/index.php?title=Assignments_WS_2020/2021&diff=20014Assignments WS 2020/20212020-12-13T19:12:03Z<p>Milan P: </p>
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Please, put here your assignments. Do not forget to sign them. You can use <nowiki>~~~~</nowiki> (four tildas) for an automatic signature. Use Show preview in order to check the result before your final sumbition.<br />
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Please, strive to formulate your assignment carefully. We expect an adequate effort to formulate the assignment as it is your semestral paper. Do not forget that your main goal is a research paper. It means your simulation model must generate the results that are specific, measurable and verifiable. Think twice how you will develop your model, which entities you will use, draw a model diagram, consider what you will measure. No sooner than when you have a good idea about the model, submit your assignment. And of course, read [[How to deal with the simulation assignment|How to deal with the simulation assignment]].<br />
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Topics on gambling, cards, etc. are not welcome.<br />
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In order to avoid possible confusion, please, check if you have added '''approved''' in bold somewhere in our comment under your submission. If there is no '''approved''', it means the assignment was not approved yet.<br />
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== Spread of 19-COVID == <br />
'''Author''' : [[User:Toscool|Toscool]] ([[User talk:Toscool|talk]]) 11:32, 11 December 2020 (CET) <br />
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'''Simulation''' : I will build a dynamic model of an epidemic his the dynamic issues. I will focus on the spread of Covid-19 in a population and Specially I will try to modelize the effect of a lockdown on the number of infections and deaths. <br />
I will start with a susceptible population, with one infected people that infect 10 people with a certain probability. When you are infected you go the doctors and with a certain probability you go in the recovery population or in the hospital. Then you have a percentage of chance to die in this hospital or to recover. The lockdown will triggered when the ratio of people who where to the doctor and total population exceed a certain percentage. We lockdown and by reducing the number of people you infect in the beginning.<br />
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'''Goal of simulation''' : I aim to model the impact of a lockdown on the spread of COVID on a population. It will also show the difference between countries, for example if we lockdown too late. What will be the impact of these decisions.<br />
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'''Method''' : I will use VensimPLE for this simulation, as it is a dynamic system, and In my home university I know that I will need to use VensimPLE for a future project and course so it will help me a lot.<br />
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::The topic souds good - the question is, on what data sources will you base your simulation (equations) on? [[User:Oleg.Svatos|Oleg.Svatos]] ([[User talk:Oleg.Svatos|talk]]) 22:13, 12 December 2020 (CET)<br />
:::I will use the case of Switzerland and use data from this website (https://corona-data.ch). I will try to reproduce the number of cases and the speed of the spread.[[User:Toscool|Toscool]] ([[User talk:Toscool|talk]]) 13:39, 13 December 2020 (CET)<br />
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== NFL Free Agency ==<br />
'''Author''' : [[User:TimWalenczak|TimWalenczak]] ([[User talk:TimWalenczak|talk]]) 15:02, 11 December 2020 (CET) <br />
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'''Simulation''' : Free agency is a period of time during the off-season in the National Football League in the US (few weeks). During that period, all 32 teams in the league can sign active players that have no contract with any other team, so called free agents.<br />
The process goes as follows: at the beginning of free agency a certain amount of players become free agents due to expiring contracts. All players can play one certain position and want to receive a certain salary. While all the teams are looking for players to play a particular position and have a certain amount of money they can spend on players. Demand and supply of a specific position group influences their value. A certain supply-and-demand-factor for each position group adjusts a player's desired salary according to his position group. Players and teams get in touch when they are located next to each other. When the position needs matches the offer and a player’s salary fits the money a team offers, that player is signed by the team and disappears from free agency market. If the offer doesn’t fit the need, a player walks on to the next team. With every round/tick/signing the supply-and-demand-factor and thus the value of players in each position group change and so does the amount of money teams are able to spend on further players. Free agency ends after a distinct number of ticks or even earlier if all players are signed or teams don’t have any money left to spend.<br />
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'''Goal of simulation''' : is to find out how a player's value changes during the period of free agency. Especially interesting is, whether players that sign a new contract early in the period received higher payments or the ones signing late in the period. Maybe a certain strategy can be deducted for players depending on their initial situation (supply-and-demand-factor) in order to reach a highly-paid contract.<br />
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'''Method''' : Since I don’t know VensimPLE yet, I think I will use NetLogo, because I see some similarities between my case and the “Escape building” case we modelled recently.<br />
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: It is a bit unusual, but I can see something in common rather with Market Structure than with Building Escape. Please, just elaborate it into a greater detail and specify, how exactly should your simulation work. I am not sure you have a coherent idea about the solution. But if you work this out, I don't see a problem. [[User:Tomáš|Tomáš]] ([[User talk:Tomáš|talk]]) 21:45, 11 December 2020 (CET)<br />
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==You can’t outrun your fork!== <br />
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'''Author''' : [[User:Michal F.|Michal F.]] ([[User talk:Michal F.|talk]]) 11:23, 13 December 2020 (CET) <br />
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'''Simulation''' : It is known that being fit is 80% diet and 20% exercise. I would like to simulate the time needed to reach the Ideal Body Weight (IBW) influenced by lifestyle - based on the parameters provided. Calculations will be made on the basis of nutrition-related equations. For example: https://bit.ly/2JZdnl8, https://bit.ly/2KlDClo.<br />
Input parameters will be, for example, body weight, height, sex, consumption of individual macronutrients, proactivity of activity and stress, etc. Some random phenomena such as injury or cheat day may be included.<br />
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The result of the work should be a simple interface for calculations with the possibility to change the input parameters.<br />
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'''Goal of simulation''' : Simulate the time needed to reach the Ideal Body Weight (IBW) influenced by lifestyle - based on the parameters provided.<br />
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'''Method''' : I will use VensimPLE or Insight Maker for my simulation, as it is a dynamic system.<br />
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==COVID-19 mass testing== <br />
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'''Author''' : [[User:Milan P|Milan P]] ([[User talk:MilanP|talk]]) 20:15, 13 December 2020 (CET) <br />
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'''Simulation''' : I will create simulation for mass Covid-19 testing in Slovakian village or small city. In previous rounds of this real mass testing in Slovakia testing itself took place in one day and in one sampling point, this will be the same with this simulation. In this model roles (medical staff, administrative workers, and police officer), will have assigned costs to them in order to include financial aspect into the simulation. Duration of the simulation will be 4 hours. This will serve as base model which will be adjusted in two ways. Firstly, I will create another model in which I will duplicate sampling point so 2 sampling points will be in simulation. Second adjustment to the base model will be that simulation time will be prolongated to 8 hours. After running all 3 models, outputs will be compared and the optimal one will be selected.<br />
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'''Goal of simulation''' : In the previous rounds of COVID-19 mass testing in Slovakia certain sampling points had experienced massive overload and were not prepared for the amount of citizens incoming to be tested. Therefore, this simulation would aim to simulate the scenario with data from previous testing rounds and might be helpful if the governments decides to repeat mass testing again.<br />
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'''Method''' : Discrete simulation - SIMPROCESS</div>Milan P