LOVELY

PROFESSIONAL
UNIVERSITY
TERM PAPER (CAP 416):-

Simulation the Processes of Computer Gaming

Submitted to: - Submitted by:-

Mr.Amandeep Prabjot Singh
Dept-CA 3010060036
Rollno-25
E3601
Contents
Contents................................................................................................................ 2

Computer simulation.............................................................................................3

History................................................................................................................ 3

Simulation game....................................................................................................4

Practical Implementation of Simulation of Computer Game .................................4

Learners .............................................................................................................5

Context of Use ...................................................................................................5

Scope .................................................................................................................... 5

Object of the Game ...............................................................................................5

Design Details .......................................................................................................6

Technical Elements ............................................................................................7

Competing Products ..............................................................................................9

Motivational Issues .............................................................................................10

Design Process ....................................................................................................11

DFD:-.................................................................................................................... 11

Advantages of simulation games.........................................................................12

Skill development.............................................................................................12

Lower cost and risk...........................................................................................13

High-involvement learning................................................................................13

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Computer simulation
A computer simulation, a computer model, or a computational model is a computer program,
or network of computers, that attempts to simulate an abstract model of a particular system.
Computer simulations have become a useful part of mathematical modelling of many natural
systems in physics (computational physics), astrophysics, chemistry and biology, human
systems in economics, psychology, social science, and engineering. Simulations can be used
to explore and gain new insights into new technology, and to estimate the performance of
systems too complex for analytical solutions.

Computer simulations vary from computer programs that run a few minutes, to network-
based groups of computers running for hours, to ongoing simulations that run for days. The
scale of events being simulated by computer simulations has far exceeded anything possible
(or perhaps even imaginable) using the traditional paper-and-pencil mathematical modelling:
over 10 years ago, a desert-battle simulation, of one force invading another, involved the
modelling of 66,239 tanks, trucks and other vehicles on simulated terrain around Kuwait,
using multiple supercomputers in the DoD High Performance Computer Modernization
Program; a 1-billion-atom model of material deformation (2002); a 2.64-million-atom model
of the complex maker of protein in all organisms, a ribosome, in 2005; and the Blue Brain
project at EPFL (Switzerland), began in May 2005, to create the first computer simulation of
the entire human brain, right down to the molecular level.

History
Computer simulation was developed hand-in-hand with the rapid growth of the computer,
following its first large-scale deployment during the Manhattan Project in World War II to
model the process of nuclear detonation. It was a simulation of 12 hard spheres using a
Monte Carlo algorithm. Computer simulation is often used as an adjunct to, or substitution
for, modelling systems for which simple closed form analytic solutions are not possible.
There are many different types of computer simulation; the common feature they all share is
the attempt to generate a sample of representative scenarios for a model in which a complete

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enumeration of all possible states of the model would be prohibitive or impossible. Computer
models were initially used as a supplement for other arguments, but their use later became
rather widespread.

Simulation game

The simulation game or simply game is simulation of various activities in "real life" in the
form of a game for various purposes: training, analysis, or prediction. Usually there are no
strictly defined goals in the game, just running around, playing as your character. Well-
known examples are war games, business games, and role-play simulation.

Such activities originate in the human prehistory of games deduced by anthropology from
observing primitive cultures, where children's games in a significant degree mimic activities
of adults: hunting, warring, nursing, etc.

Starting from three basic types of strategic, planning and learning exercises: games,
simulations and case studies,- a number of hybrids may be considered, among which are
simulation games and simulation games used as case studies.

The comparisons of the merits of simulation games versus other teaching techniques have
been carried out by many researchers and a number of comprehensive reviews have been
published.

Practical Implementation of Simulation of Computer Game

During this simulation, the learners will gain experience identifying, mitigating, and
eliminating various problems that may arise during the execution phase of a project. The
types of problems encountered will include those that affect the budget, schedule,
deliverables, and project personnel. Throughout the simulation, the learners will develop
strategies for dealing with problems by reflecting upon the chain of events that lead to a
particular intermediate or final outcome. The learners will answer the following types of
questions:

• Why was a particular choice selected?

• Did it result in a desirable outcome?

• What choices might have resulted in a more desirable outcome?

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 • If you could play the simulation again, what decisions would you make differently?
Why?

• What clearly didn't work?

Learners

This game is designed for graduate students enrolled in Educational Technology 684, Project
Management. Learners range in age from mid-twenties to mid to late sixties. Learners come
from a variety of work settings and areas of expertise with varying years of work experience.
No prior knowledge of project management is needed. However, some learners may have
some general knowledge of topic due to work experiences. Learners are motivated to learn
context because they may want to move into new positions with higher pay, or manage their
own business. Learners will have a positive attitude because some will be able to see
relevance in their current jobs as well as for their ability to perform jobs in future positions.

Context of Use

The game is an online game, designed specifically for SDSU's EDTEC 684 class. It can be
played at home, school, the IML; basically anywhere players have access to the Internet. It is
being designed for use on both Mac and PCs.

The game is designed to be played once per semester. Prior to the game, the professor will set
the scene for it by explaining the basic concept of the game and the student's role. The game
can be played individually or in groups, depending on the needs of the professor. After the
game, it is possible that they will have a kind of debriefing in the form of group
presentations.

Scope

The game will encompass an entire semester of information within the confines of a make-
believe company. Players will begin the game during the beginning of the semester and use
the game to complete assignments such as reports, journal entries, etc.. It is estimated the
game play will last approximately three months.

It is undecided at the moment how many branches the game will take. It will have at least one
main story line, that of the project manager, which will include branches for information from
superiors, team members, independent contractors, and difficulties they may encounter.

Object of the Game

The object of the simulation is twofold: 1) to manage the project with the least number of
foreseeable, avoidable pitfalls and, 2) to successfully deal with unavoidable challenges
regarding the timeline, budget, personnel, project scope, client needs, etc. Ideally, the

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simulation will test the skill requirements of a project manager by creating scenarios in which
the player(s) must utilize the following project management skills:

• Demonstrated understanding of project management as it relates to instructional

design

• Risk taking and strategizing;

• Establishment of managerial style;

• Effective communication techniques within a team;

• Project goal setting;

• Proposal writing including outlining the need, proposed work plan, and estimated
cost;

• Creation of project schedule with appropriate milestones; and

• Creation of a staffing plan. (Marshall, J.M., 2001)

Design Details

The need for more effective information in business and education has created a market for
multimedia technology. Technology plays a prominent role in determining what we learn and
how we learn it (Mc Daniel, 1996). The e-Game for project management is designed to use
technology to introduce a project with realistic scenarios that are pitted with circumstances
that potentially alter each phase the project. The instructor will introduce the simulation
approximately four weeks into the semester or when the students become acclimated with the
direction of Ed Tech 684 and course materials. The instructor will launch the simulation by
sending an e-mail or a hyperlink to the entire class.

The overall look and feel of the simulation will be similar to that of a computer screen with
access to files, e-mails, voice-mails, video clips, schedules, and the overall project budget.
The simulation will run during the next four weeks of the semester. Students can access the
project simulation anytime, day or night, during that week, but cannot access that particular
week's information after the week has past. This means the student must address each weekly
episode much like a real project manger would. The instructor's initial e-mail to the class will
have to address the importance of keeping up with the simulation so they do not miss one of
the four episodes within the project lifecycle.

The e-game will be generated and stored on a data base. The data base material can be
updated or revised by the instructor if needed, but will not necessarily have to be influenced
or driven by the professor. The branching of each episode will be similar to that of Episode I
-- illustrated below in Table 1.

Each episode will have a description with different options to choose from. The student will
listen, watch, and review the data for clues that may help or confuse their decision making.
Author Richard Rouse III suggests, that "Good levels give the player choices of how to
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accomplish goals, just as good game play gives the player lost of choices for how she will
play the game" (424). After a student selects an option they are faced with consequences that
stem from their decision. The student must then review new or updated information in order
to accurately address the final options within the episode. After the student selects the final
option, they are then required to summarize their rationale for the decisions they selected
within option I and option II the episode. The students will then be asked to share this
information with the class the following week.

Each episode will provide its own options and consequences. These options and
consequences will have no bearing on the other episodes. During the introduction of the e-
Game, the instructor will have to inform the students that even though this may deviate from
reality, this is the only way to introduce anomalies without overall project malfunctions or
failure.

Technical Elements

• The data base will generate basic web pages (.htm format) which can be view by
either PC or Macs that are equipped with Internet Explorer 5.0 or higher.

• The budget and overview will be written using Microsoft Word or Excel.

• The resolution will be confined to 800 x 600 pixels because some students may not
have video cards or systems which can support greater resolutions.

• The audio and video clips will be very short and compressed so they can be
downloaded by students using 56k modems.

• The naming conventions within each episode will have to be reviewed for more
consistent and uniform language.

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E-Game Computer Screen Interface

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 Flowchart of Episode I of IV (Note: All Episodes would have a similar flow of information.)

Competing Products

There are a variety of Project Management tracking tools available, such as

MS Project, Mission Manager, Master Planner, Client Tracks, and Smart
Work time Tracker Pro, among many. However, these programs are not designed as Project
Management simulations so much as they are ways to collect and track data on any project.

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Most are designed to help you break down tasks, budgets and phases of a project, but cannot
provide actual strategizing or crisis management functions.

One game that is interesting to look at is the Sims game, where you
essentially create a person's life from bodily functions to daily activities
and relationships. This game requires that you pay constant attention to a
variety of factors that make up the character's life. If you ignore any one
factor, you put the health and welfare of the character at risk. Any game
designed to represent the complexities of project management and unforeseen risks and
constraints could use as a model the Sims game.

Most of the management games currently available are related to the management of sports
teams such as Championship Manager (which puts you in charge of your favourite soccer
team) or music bands such as Music Manger. While the project management content of these
games parallels some of the themes in our game: controlling marketing, hiring and firing, and
determining the ultimate success or failure of the project, our game will incorporate more
real-life managerial themes.

Based on reviews, most management games only keep their player's attention during the first
few minutes. As our game/simulation will frequently present new twists and situations, it will
be less likely to lose their attention. Current management games are short-term, some to be
completed in less than 30 minutes. As a management simulation game ours will last weeks
and will more closely resemble challenges faced by project managers in the real world.

Motivational Issues

According to Malone& Lepper, the most important motivation principle is challenge. A

challenge is what one has to overcome or succeed at to reach a goal. In our e-game, the
learner will be properly challenged throughout the simulation. As the learner progresses in
each episode, he/she will encounter an increasingly difficult new option. As the learner
progresses through the option levels, the options get narrower. Thereby, the learner at the end
of each episode will see a resolution to the problem they encountered.

Within each episode, random elements are included to create uncertainty. We incorporate
randomness in that various random events occur in each episode, such as personnel or SME
problems.

Another component of the e-game is feedback. In each episode, once a user selects an option,
the user will be given feedback based on their choice of options. It is our intent to motivate
the learner by providing feedback that is clear, constructive and encouraging (Malone &
Lepper).

Our e-game also includes an element of "fantasy relevance". The learner is immersed in a
realistic situation, role-playing as a project manager. The intent is to encourage learners to
envision themselves in the imaginary situation where they can use the information they are
learning (Malone & Lepper). This also creates satisfaction in that the learners will be able to
apply what they are learning in real and useful ways. In addition, we are creating a safe
learning environment. By creating a safe environment (simulation, rather than doing the real
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activity) learners are encouraged to explore alternative approaches with the knowledge that
failure at worst means losing the game.

Design Process

In the beginning, our group had a difficult time imagining the overall deliverable. We had
different ideas of scenarios that were linked to one another as well as scenarios that were
independent. We thought about using a team format where the 684 groups (already
determined for the class) would have different circumstances according to the scenario they
selected. We opted against this because students in each group would be learning different
things at different times. This also meant that in-class discussions would not be as congruent
and meaningful because every student would not be familiar with each and every scenario.
Therefore we decided on one project overview with four different episodes. Each episode will
be independent and not influence the options or outcomes of the following episodes.

After speaking with the current professor for Ed TEC 684, Jim Marshall, we decided to make
one overall theme with several different scenarios. He also suggested the future instructor(s)
would not want a supplement that requires a lot of time to manage. He further stated it should
be self-contained and follow a timeline. If a student could read ahead or skip steps it would
not optimize the learning experience. We decided to create a program that was realistic and
made student operate very much like a real-life project manager would.

We decided to have the instructor prompt 684 students with a hyperlink to a database. The
database interface would look much like a computer screen. The students could access this
data base from home using a basic Internet connection. Once inside the database the students
would be cured by e-mails, voice-mails, and video clips. These forms of communication
would offer information about the episode.

Our group learned that future e-Games will require more time in creating a storyboard. We
were trying to manufacture the overall look before we really knew what the instructor(s)
would want. Once we defined the deliverable, the project seemed progress more smoothly.

DFD:-

It represents the data flow of the computer game while processing.

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Advantages of simulation games

Advantages of simulation games in your class or training are numerous. Let us state some:

Skill development

Participants develop their skills in:

• Situational analysis and problem identification

• Problem analysis
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 • Solution generation
• Strategic thinking

Participants will be better able to quickly identify relevant issues and define a problem. They
will be better equipped to find the sources of problems which they can influence. They will
have trained their ability to generate viable solutions. Also, they will be better able to oversee
the impact of their solutions for the larger organization and anticipate subsequent potential
problems.

Lower cost and risk

Simulations mirror on the job-training, but at much lower cost and risk:

• Decisions are taken in a reflection of the real environment

• Allow experimentation with different management approaches
• Participants are confronted with the consequences of their own decisions

High-involvement learning

• Participants strive for optimal results

• Participants have fun
• Participants are committed
• Participants remember their gained experiences in day-to-day activities which
improves their performance

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