“ Simulations are computer-based models of real-life situations” (Shelly, Gunther, & Gunther, 2010) and have a variety of purposes and uses. They provide an “environment to manipulate variables, examine relationships, and make decisions” (Lamb, Johnson, & Smith, 2010). Various definitions exist for the term simulation; however, there are commonalities, such as the use of technology, the manipulation of input, a display of results, and real-world applications. Additionally, the purpose of simulations is to either gather information or to train or educate.
In educational settings, simulations can help students explore geographic areas, experiment with computerized dissections, compete in political games, and practice skills such as driving. Although simulations have been used in education for decades, they are enhanced by the technological advances. One advantage to using computerized models in school is the “ability to provide students with experiences that simulate those that might be too expensive, dangerous, or difficult in which to engage.” (Gredler, 2004). According to the Northwest Regional Educational Laboratory, simulations “allow learners the opportunity to model, explore, and try out a variety of strategies” which enhance learning (Simulations and Games, 2005). Educational simulations also allow students to create countries and make crucial decisions, experience how others live in different countries, and train for careers in areas such as automotive maintenance or insurance claims adjusters.
In addition to educational purposes, simulations are used by various industries in different fields to make predictions or projections. Some of these include:
· Sciences - natural and man-made disaster models, climate predictions, space exploration, viruses, tumor growth, and ocean forecasting
· Government – transportation and traffic flow, elections, three-strikes law, employment, and military
· Economy/Finance – marketing and business, income distribution and food demand, financial systems, stock predictions, and inflation
Specifically, a research team from Carnegie Mellon University, together with scientists from various institutions, are working on a simulation of “cosmic evolution that verifies and deepens our understanding of relationships between black holes and the galaxies in which they reside” (Carnegie Mellon University, 2007). This is the first time black hole physics is incorporated in simulations. The challenge, however, is the use of highly complex computations.
Other simulations in the scientific field include the attempts to predict natural and manmade disasters and other environmental concerns, such as volcanoes, earthquakes, oil spills, global warming, and the effects of pesticides. In the 1960s, the National Oceanic and Atmospheric Administration initiated the development of general circulation models which started studies in climate modeling. In 2002, climatologists were able to identify CO2 as the major cause of the increase in global temperatures (Duffy & Caldeira, 1998). Scientists are interested in making accurate climate projections because of the societal impacts. According to an article in Spiegel International dated October 2010, researchers showed that a “clear trend is emerging in most simulations. In places where it already rains a lot today, it will rain even more… and where it’s dry today, it’ll be even drier in the future” (Evers, Stampf, & Traufetter, 2010). One of the main problems for researchers is clouds because the uncertainties are considered an issue. The simulations that predict future climate are still “too imprecise to draw reliable conclusions” (Evers et al, 2010).
In addition to space exploration and environmental simulations, scientists have also made great strides in studying diseases, infections, movement disorders, and cancerous tumors. In a recent issue of the Vanderbilt University’s Medical Center’s newsletter, professors and researchers suggest that a model - based on mathematical equations that “drive computer simulations of tumor growth - suggests that the microenvironment around tumor cells determines the tumor’s cellular makeup” (MacMillan, 2010). They predict that future simulations will assist doctors in understanding a specific tumor’s progression and subsequent plan for treatment.
Governmental uses include improving traffic flow, using job simulations, and predicting elections. In the Report to the President and the Congress of the United States regarding trying out for federal jobs, consultants reported that the “use of job simulations in the United States has risen steadily this decade” (Job Simulations, 2009). Specific job simulations noted include manufacturing, health care, and call center occupations. According to the report, the strengths of using simulations in job hiring include “higher validity, better job fit, positive applicant perceptions, and a greater degree of fairness” (Job Simulations, 2009). However, some of the disadvantages include cost and limitations of the research.
Another use of simulations in government relates to infrastructure, specifically traffic flow. In many major cities, drivers can look at real-time information on billboards to help them make decisions about which roads to take. This is the result of research based on the need to improve traffic flow and decrease congestion (Zyga, 2009). The new system equips drivers with more relevant information to allow them to choose the fastest routes. Prior to this, the signs “ displayed traffic conditions from the immediate past” (Zyga, 2009).
In an article by Marty Nemko in US News and World Report, dated December 11, 2008, more industries are trying to plan for the future by using simulations of real-world situations. For example, Pitney Bowes, a $5.6 billion company that provides technological tools and services to consumers around the globe, trains its managers through a simulation game called Executive Challenge. In this game, the managers must use management skills when presented with challenges in order to make decisions for a virtual company.
Whether simulations are used to help workers or students develop skills, to immerse users in real-life situations, or to predict future events, they require increasingly complex technology. “The number one benefit of information technology is that it empowers people to do what they want to do. It lets people be creative. It lets people be productive. It lets people learn things they didn’t think they could learn before, and so in a sense, it is all about potential.” Steve Ballmer, CEO of Microsoft Corporation.
References
Carnegie Mellon University (2007, July 4). Most detailed cosmological simulation to date
incorporates black holes, helps predict where to aim future telescopes. Science Daily. Retrieved from http://www.sciencedaily.com /releases/2007/06/070628160837.htm
Duffy, P. & Caldeira, K. (1998). Tracing the role of carbon dioxide in global warming. Science
& Technology Review, 14-20. Retrieved from https://www.llnl.gov/str/pdfs/03_98.pdf
Evers, M., Stampf, O. & Traufetter, G. (2010). A superstorm for global warming research.
Spiegel Online International. Retrieved from http://www.spiegel.de/international/world/0,1518,686697-7,00.html
Gredler, M. (2004). Simulations. Northern Illinois University. Retrieved from
http://elearning.niu.edu/simulations/index.shtml
Job simulations: trying out for federal jobs, (2009). Report to the President and the Congress of
the United States by the U.S. Merit Systems Protection Board. Retrieved from http://www.mspb.gov/netsearch/viewdocs.aspx?docnumber=452039&version=453207&application=ACROBAT
Lamb, A., Johnson, L., & Smith, W. (2010). Course activities: role playing, scenarios, and
simulations. Retrieved from http://eduscapes.com/distance/course_activities/simulations.htm
MacMillan, L. (2010). Math model predicts tumor growth. Reporter: Vanderbilt University
Medical Center’s Weekly Newspaper. Retrieved from http://www.mc.vanderbilt.edu/reporter/index.html?ID=5181
Nemko, M. (2008). Ahead of curve: simulation developer. US News & World Report. Retrieved
Shelly, G., Gunther, G., & Gunther, R. (2010). Integrating technology and digital media in the
classroom (6th ed.). Boston: Course Technology, Cengage Learning.
Simulations and games. (2005). Focus on Effectiveness. Retrieved from
http://www.netc.org/focus/strategies/simu.php
Zyga, L. (2009). Intelligent traffic system predicts future traffic flow on multiple roads.
Retrieved from http://www.physorg.com/news174560362.html