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''Simulación física'' se hace referencia a simulación en dónde los objetos físicos están sustituidos para la cosa real.  Estos objetos físicos frecuentemente están escogidos porque son más pequeños o baratos que el objeto o sistema actual.
 
''Simulación física'' se hace referencia a simulación en dónde los objetos físicos están sustituidos para la cosa real.  Estos objetos físicos frecuentemente están escogidos porque son más pequeños o baratos que el objeto o sistema actual.
  
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''Simulación interactiva'' ees un tipo especial de simulación física, frecuentemente referida como un  
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''Simulación interactiva'' es un tipo especial de simulación física, frecuentemente referida como un ''humano en el ciclo'' simulación, en dónde las simulaciones físicas incluyen operadores humanos, tales como un simulador de vuelos o de conducción.
  
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''Interactive simulation'' is a special kind of physical simulation, often referred to as a ''human in the loop'' simulation, in which physical simulations include human operators, such as in a flight simulator or a [[driving simulator]].
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Con simulaciones de un humano en el ciclo se puede incluir una simulación de computador como un ''ambiente sintético''.<ref name="environment">Grupo Thales define un ambiente sintético como "contraparte a los modelos simulados de sensores, plataformas y otros objetos activos" para "la simulación de factores externas que los afecta"[http://www.thalesresearch.com/Default.aspx?tabid=181] mientras que otros vendores utilizan el termino para lo más visual, simuladores de "realidad virtual"[http://www.cae.com/www2004/Products_and_Services/Civil_Simulation_and_Training/Simulation_Equipment/Visual_Solutions/Synthetic_Environments/index.shtml].</ref>
  
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Human in the loop simulations can include a computer simulation as a so-called ''synthetic environment''.<ref name="environment">[[Thales Group|Thales]] defines synthetic environment as "the counterpart to simulated models of sensors, platforms and other active objects" for "the simulation of the external factors that affect them"[http://www.thalesresearch.com/Default.aspx?tabid=181] while other vendors use the term for more visual, [[virtual reality]]-style simulators [http://www.cae.com/www2004/Products_and_Services/Civil_Simulation_and_Training/Simulation_Equipment/Visual_Solutions/Synthetic_Environments/index.shtml].</ref>
 
  
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==Computer simulation==
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==Simulación en la educación y capacitación==
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{{Main|Computer simulation}}
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Una simulación se utiliza extensivamente para fines educativas. Se utiliza frecuentemente como manera de hipermedios adaptivos.
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A computer simulation (or "sim") is an attempt to model a real-life or hypothetical situation on a computer so that it can be studied to see how the system works. By changing variables, [[prediction]]s may be made about the behaviour of the system.<ref name="definition"/>
 
  
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Computer simulation has become a useful part of [[model (abstract)|modeling]] many natural systems in [[physics]], [[chemistry]] and [[biology]],<ref>For a popular research project in the field of [[biochemistry]] where "computer simulation is particularly well suited to address these questions"[http://folding.stanford.edu/Pande/Main Folding@home - Main], see [[Folding@Home]].</ref> and human systems in [[economics]] and [[social science]] (the [[computational sociology]]) as well as in [[engineering]] to gain insight into the operation of those systems.  A good example of the usefulness of using computers to simulate can be found in the field of [[network traffic simulation]]. In such simulations, the [[model (abstract)|model]] behaviour will change each simulation according to the set of initial parameters assumed for the environment.
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La simulación se utiliza con frecuencia en la [[capacitación]] de personal civil y militar.<ref>Para una perspectiva académica sobre los simuladores de capacitación, ver [http://gel.msu.edu/magerko/papers/11TH-CGF-058.pdf Towards Building an Interactive, Scenario-based Training Simulator], para aplicación médica [http://www.immersion.com/medical/benefits1.php Medical Simulation Training Benefits] tal como se presenta por parte de vendores de simuladores y para práctica militar [http://ciponline.org/facts/exe.htm A civilian's guide to US defense and security assistance to Latin America and the Caribbean] publicado por el Centro para Política Internacional.</ref> Esto oucrre usualmente cuando está prohibitivamente caro o sencillamente demasiado peligroso permitir a los capacitados utilizar los equipos verdaderos en el mundo real.  En tales situaciones, gastarán tiempo aprendiendo lecciones valiosos en un ambiente virtual "seguro" sin embargo viviendo una experiencia cercana a la vida real (o por lo menos así es el objetivo).  Frecuentemente la conveniencia es permitir errores durante el entrenamiento para un sistema de seguridad crítica.  Por ejemplo, en [http://www.simschool.org simSchool] los profesores practican gerencia de una aula y técnicas de enseñanza sobre estudiantes simulados, evitando "aprendiendo en el trabajo" que dañaría los estudiantes reales. Existe una distinción, sin embargo, entre las simulaciones utilizadas en el entrenamiento y la [[simulación instruccional]].
  
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Traditionally, the formal modeling of systems has been via a [[mathematical model]], which attempts to find analytical solutions enabling the prediction of the behaviour of the system from a set of parameters and initial conditions. Computer simulation is often used as an adjunct to, or substitution for, modeling systems for which simple [[closed-form solution|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 [[scenario]]s for a model in which a complete enumeration of all possible states would be prohibitive or impossible.
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[[Simulación de entrenamiento]] típicamente está dividido en tres categorías:
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<ref>Clasificación utilizado por la Oficinaa de Modelaje y Simulación de Defensa.</ref>
  
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Several software packages exist for running computer-based simulation modeling (e.g. [[Monte Carlo method|Monte Carlo]] simulation, [[stochastic|stochastic modeling]], multimethod modeling) that makes the modeling almost effortless.
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*simulación "en vivo" (en donde jugadores actuales utilizan sistemas genuinos en un ambiente real);
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*simulación "virtual" (en donde jugadores actuales utilizan sistemas simulados en un ambiente sintético <ref name="environment"/>), o
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*simulación "constructiva" (en dónde jugadores virtuales utilizan sistemas simulados en un ambiente sintético).  La simulación constructiva frecuentemente se refiere como "juego de guerra" dado que parece a juegos de guerra de mesa en dónde los jugadores mandan ejércitos de soldados y equipos que mueven por la mesa.
  
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Modern usage of the term "computer simulation" may encompass virtually any computer-based representation.
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En una [[prueba estandardizada]], simulaciones "en vivo" aveces se llaman "alta-fidelidad", produciendo "muestras de desempeño probable", a diferencia de "baja fidelidad", simulacioens de "lápiz y papel" produciendo "señales de posible desempeño",<ref>[http://www.ipmaac.org/conf/03/havighurst.pdf "High Versus Low Fidelity Simulations: Does the Type of Format Affect Candidates' Performance or Perceptions?"]</ref> pero las distinciones entre fidelidad alta, moderada y baja, dependen en el contexto de una comparación particular.
  
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===Computer science===
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Las simulaciones en la educación son frecuentemente parecidos a simulaciones de entrenamiento.  Se enfoquen en tareas específicas.  El termino 'micromundo' se utiliza para referirse a simulaciones educacionales que modelan algún concepto abstracto en lugar de simular un objeto o ambiente realista, o en algunos casos modelan un ambiente del mundo real de una manera simplista para así permitir un aprendiz desarrollar un entendimiento de los conceptos claves.  Normalmente, un usuario puede crear algún tipo de construcción entre un micromundo que compartará de una manera consistente con los conceptos siendo modelados.  Seymour Papert fue entre los primeros de abogar el valor de los micromundos, y el lenguaje de programación Logo como ambiente de programación desarrollado por Papert es entre los micromundos más famosos.  Como otro ejemplo, el Premio de Retos Globales, un sitio de aprendizaje STEM, utiliza simulaciones micromundo para enseñar conceptos de la ciencia relacionadas con el calentamiento global y el futuro de la energía.  Otros proyectos para simulación en educación son Física de Fuente Abierta, NetSim, etc.
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<!-- This section is linked from [[Emulator]] -->
 
  
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In [[computer science]], simulation has some specialized meanings: [[Alan Turing]] used the term "simulation" to refer to what happens when a [[Universal Turing machine|universal machine]] executes a state transition table (in modern terminology, a computer runs a program) that describes the state transitions, inputs and outputs of a subject discrete-state machine.  The computer simulates the subject machine. Accordingly, in [[theoretical computer science]] the term ''[[simulation preorder|simulation]]'' is a relation between [[state transition system]]s, useful in the study of [[operational semantics]].
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''Simulaciones sociales'' pueden ser utilizados en aulas de clase de las ciencias sociales para poder ilustrar procesos sociales y políticos en la antropología, economía, historía, ciencias políticas, o sociología, típicamente al nivel de colegio o universidad.  Estos pueden, por ejemplo, tomar la forma de simulaciones de cívica, en dónde los participantes asumen papeles en una sociedad simulada, o relaciones internacionales, en dónde participantes entran en negociaciones, la formación de alianzas, comercio, diplomacia y el uso de la fuerza. Tales simulaciones pueden basarse en sistemas políticas ficticias, o sobre eventos históricos.
  
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Less theoretically, an interesting application of computer simulation is to simulate computers using computers. In [[computer architecture]], a type of simulator, typically called an ''[[emulator]]'', is often used to execute a program that has to run on some inconvenient type of computer (for example, a newly designed computer that has not yet been built or an obsolete computer that is no longer available), or in a tightly controlled testing environment (see ''[[Computer architecture simulator]]'' and ''[[Platform virtualization]]'').  For example, simulators have been used to debug a [[microprogram]] or sometimes commercial application programs, before the program is downloaded to the target machine. Since the operation of the computer is simulated, all of the information about the computer's operation is directly available to the programmer, and the speed and execution of the simulation can be varied at will.
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===Uso de simulaciones sociales en Agencias===
  
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Simulators may also be used to interpret [[fault tree]]s, or test [[VLSI]] logic designs before they are constructed. [[Symbolic simulation]] uses variables to stand for unknown values.
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En años recientes, se ha empezado aumentar el uso de simulaciones sociales para la capacitación de personal en agencias de ayuda y desarrollo.  La simulación Carana, por ejemplo, fue desarrollado inicialmente por el [[Programa de las Naciones Unidas para el Desarrollo]] y ahora se usa en una forma muy revisada por el [[Banco Mundial]] para entrenar sus empleados sobre cómo tratarse con países afectados por [[conflicto]].<ref>[http://paxsims.wordpress.com/2009/01/27/carana/ "Carana," at 'PaxSims' blog, 27 January 2009]</ref>  En respuesta a [[desastres]], en paises con una presencia de las [[Naciones Unidas]], se recomienda hacer un [[Ejercicio de Simulación Inter-Agencial]] con cierta frecuencia para estar preparados.
  
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In the field of [[Optimization (mathematics)|optimization]], simulations of physical processes are often used in conjunction with [[evolutionary computation]] to optimize control strategies...
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==Entrenamiento de Simulación y Preparación para Desastres==
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Entrenamiento de simulación ha vuelto un método para preparar la gente para los desastres.  Las simulaciones pueden replicar situaciones de [[emergencia]] y monitorear sobre cómo los aprendices responden gracias a una experiencia parecida a la vida real.  Simulaciones de preparación para desastres pueden involucrar entrenamiento sobre cómo responder a ataques [[terroristas]], desastres naturales, brotes de [[pandemia]] u otras emergencias que amenazan la vida.
  
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==Simulation in education and training==
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En terminos de instrucción, los beneficios de entrenamiento para emergencias a través de simulaciones son que el desempeño del aprendiz puede ser monitoreado a través del sistema.  Esto permite al desarrollador hacerle ajustes como sea necesario o alertar el educador sobre temas que pueden requerir atención adicional.  Otras ventajas incluyen que el aprendiz puede ser guiado o entrenado sobre cómo responder de manera apropiada antes de continuar al siguiente segmento de la emergencia - esto es un aspecto que no está siempre disponible en un ambiente en vivo.  Algunos simuladores de capacitación de emergencia también permiten para retroalimentación inmediata, mientras que otros simuladores pueden dar un resumen y instruyen al aprendiz sobre como entrar al tema de nuevo.
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{{Main|Adaptive educational hypermedia}}
 
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Simulation is extensively used for educational purposes.  It is frequently used by way of [[adaptive hypermedia]].
 
  
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En una situación de emergencia en vivo, los respondientes a la emergencia no tienen tiempo para desperdiciar.  Entrenamiento de simulación en este entorno provee una oportunidad para los aprendices recoger tanta información cómo pueden y practicar su conocimiento en un ambiente seguro.  Pueden hacer errores sin riesgo de poner vidas en peligro y tener una oportunidad para corregir sus errores para prepararse para una emergencia de la vida real.
  
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Simulation is often used in the [[training]] of civilian and military personnel.<ref>For an academic take on a training simulator, see e.g. [http://gel.msu.edu/magerko/papers/11TH-CGF-058.pdf Towards Building an Interactive, Scenario-based Training Simulator], for medical application [http://www.immersion.com/medical/benefits1.php Medical Simulation Training Benefits] as presented by a simulator vendor and for military practice [http://ciponline.org/facts/exe.htm A civilian's guide to US defense and security assistance to Latin America and the Caribbean] published by [[Center for International Policy]].</ref> This usually occurs when it is prohibitively expensive or simply too dangerous to allow trainees to use the real equipment in the real world. In such situations they will spend time learning valuable lessons in a "safe" virtual environment yet living a [[lifelike experience]] (or at least it is the goal)..  Often the convenience is to permit mistakes during training for a safety-critical system. For example, in [http://www.simschool.org simSchool] teachers practice classroom management and teaching techniques on simulated students, which avoids "learning on the job" that can damage real students. There is a distinction, though, between simulations used for training and [[Instructional Simulation|Instructional simulation]].
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==Ver también==
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*[[Ejercicio de Simulación Inter-Agencial]]
  
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[[Training Simulation|Training simulations]] typically come in one of three categories:<ref>Classification used by the [[Defense Modeling and Simulation Office]].</ref>
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==Referencias==
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* "live" simulation (where actual players use genuine systems in a real environment);
 
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* "virtual" simulation (where actual players use simulated systems in a synthetic environment <ref name="environment"/>), or
 
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* "constructive" simulation (where virtual players use simulated systems in a synthetic environment). Constructive simulation is often referred to as "wargaming" since it bears some resemblance to table-top [[wargaming|war games]] in which players command armies of soldiers and equipment that move around a board.
 
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In [[standardized test]]s, "live" simulations are sometimes called "high-fidelity", producing "samples of likely performance", as opposed to "low-fidelity", "pencil-and-paper" simulations producing only "signs of possible performance",<ref>[http://www.ipmaac.org/conf/03/havighurst.pdf "High Versus Low Fidelity Simulations: Does the Type of Format Affect Candidates' Performance or Perceptions?"]</ref> but the distinction between high, moderate and low fidelity remains relative, depending on the context of a particular comparison.
 
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Simulations in education are somewhat like training simulations. They focus on specific tasks. The term 'microworld' is used to refer to educational simulations which model some abstract concept rather than simulating a realistic object or environment, or in some cases model a real world environment in a simplistic way so as to help a learner develop an understanding of the key concepts. Normally, a user can create some sort of construction within the microworld that will behave in a way consistent with the concepts being modeled. [[Seymour Papert]] was one of the first to advocate the value of microworlds, and the [[Logo (programming language)]] programming environment developed by Papert is one of the most famous microworlds. As another example, the [[Global Challenge Award]] online STEM learning web site uses microworld simulations to teach science concepts related to global warming and the future of energy. Other projects for simulations in educations are [[Open Source Physics]], [[NetSim]] etc.
 
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''Management games'' (or ''business simulations'') have been finding favour in business education in recent years.<ref>For example [http://www.aima-ind.org/ All India management association] maintains that playing to win, participants "imbibe new forms of competitive behavior that are ideal for today's highly chaotic business conditions"[http://www.aima-ind.org/management_games.asp] and [[IBM]] claims that "the skills honed playing massive multiplayer dragon-slaying games like [[World of Warcraft]] can be useful when managing modern multinationals".[http://www.aima-ind.org/management_games.asp]</ref> Business simulations that incorporate a dynamic model enable experimentation with business strategies in a risk free environment and provide a useful extension to [[case study]] discussions.
 
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''Social simulations'' may be used in social science classrooms to illustrate social and political processes in anthropology, economics, history, political science, or sociology courses, typically at the high school or university level. These may, for example, take the form of civics simulations, in which participants assume roles in a simulated society, or international relations simulations in which participants engage in negotiations, alliance formation, trade, diplomacy, and the use of force. Such simulations might be based on fictitious political systems, or be based on current or historical events. An example of the latter would be [[Barnard College]]'s "Reacting to the Past" series of educational simulations.<ref>[http://www.barnard.columbia.edu/reacting/ "Reacting to the Past Home Page"]</ref> The "Reacting to the Past" series also includes simulation games that address science education.
 
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In recent years, there has been increasing use of social simulations for staff training in aid and development agencies. The Carana simulation, for example,  was first developed by the [[United Nations Development Programme]], and is now used in a very revised form by the [[World Bank]] for training staff to deal with fragile and conflict-affected countries.<ref>[http://paxsims.wordpress.com/2009/01/27/carana/ "Carana," at 'PaxSims' blog, 27 January 2009]</ref>
 
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== Common User Interaction Systems for Virtual Simulations ==
 
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Virtual Simulations represent a specific category of simulation that utilizes simulation equipment to create a simulated world for the user. Virtual Simulations allow users to interact with a virtual world. Virtual worlds operate on platforms of integrated software and hardware components. In this manner, the system can accept input from the user (e.g., body tracking, voice/sound recognition, physical controllers) and produce output to the user (e.g., visual display, aural display, haptic display) .<ref name="SW&CA">{{cite book |author=Sherman, W.R., Craig, A.B. |title=Understanding Virtual Reality |publisher=Morgan Kaufmann |location=San Francisco, CA |year=2003 |isbn=978-1-55860-353-0 }}</ref> Virtual Simulations use the aforementioned modes of interaction to produce a sense of immersion for the user.
 
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===Virtual Simulation Input Hardware===
 
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There is a wide variety of input hardware available to accept user input for virtual simulations. The following list briefly describes several of them:
 
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'''Body Tracking''' The motion capture method is often used to record the user’s movements and translate the captured data into inputs for the virtual simulation. For example, if a user physically turns their head, the motion would be captured by the simulation hardware in some way and translated to a corresponding shift in view within the simulation.
 
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* Capture Suits and/or gloves may be used to capture movements of users body parts. The systems may have sensors incorporated inside them to sense movements of different body parts (e.g., fingers). Alternatively, these systems may have exterior tracking devices or marks that can be detected by external ultrasound, optical receivers or electromagnetic sensors. Internal inertial sensors are also available on some systems. The units may transmit data either wirelessly or through cables.
 
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* Eye trackers can also be used to detect eye movements so that the system can determine precisely where a user is looking at any given instant.
 
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'''Physical Controllers''' Physical controllers provide input to the simulation only through direct manipulation by the user. In virtual simulations, tactile feedback from physical controllers is highly desirable in a number of simulation environments.
 
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* Omni directional treadmills can be used to capture the users locomotion as they walk or run.
 
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* High fidelity instrumentation such as instrument panels in virtual aircraft cockpits provides users with actual controls to raise the level of immersion. For example, pilots can use the actual global positioning system controls from the real device in a simulated cockpit to help them practice procedures with the actual device in the context of the integrated cockpit system.
 
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'''Voice/Sound Recognition''' This form of interaction may be used either to interact with agents within the simulation (e.g., virtual people) or to manipulate objects in the simulation (e.g., information). Voice interaction presumably increases the level of immersion for the user.
 
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* Users may use headsets with boom microphones, lapel microphones or the room may be equipped with strategically located microphones.
 
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'''Current Research into User Input Systems'''
 
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Research in future input systems hold a great deal of promise for virtual simulations. Systems such as brain-computer interfaces (BCIs)[[Brain-computer interface]] offer the ability to further increase the level of immersion for virtual simulation users. Lee, Keinrath, Scherer, Bischof, Pfurtscheller <ref>{{cite journal |doi=10.1109/TNSRE.2007.906956 |author=Leeb, R., Lee, F., Keinrath, C., Schere, R., Bischof, H., Pfurtscheller, G. |title=Brain-Computer Communication: Motivation, Aim, and Impact of Exploring a Virtual Apartment |journal=IEEE Transactions on Neural Systems and Rehabilitation Engineering |volume=15 |issue=4 |pages=473–481 |year=2007 }}</ref> proved that naïve subjects could be trained to use a BCI to navigate a virtual apartment with relative ease. Using the BCI, the authors found that subjects were able to freely navigate the virtual environment with relatively minimal effort. It is possible that these types of systems will become standard input modalities in future virtual simulation systems.
 
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===Virtual Simulation Output Hardware===
 
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There is a wide variety of output hardware available to deliver stimulus to users in virtual simulations. The following list briefly describes several of them:
 
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'''Visual Display''' Visual displays provide the visual stimulus to the user.
 
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* Stationary displays can vary from a conventional desktop display to 360-degree wrap around screens to stereo three-dimensional screens. Conventional desktop displays can vary in size from 15 to 60+ inches. Wrap around screens are typically utilized in what is known as a Cave Automatic Virtual Environment (CAVE) [[Cave Automatic Virtual Environment]]. Stereo three-dimensional screens produce three-dimensional images either with or without special glasses—depending on the design.
 
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* Head mounted displays (HMDs) have small displays that are mounted on headgear worn by the user. These systems are connected directly into the virtual simulation to provide the user with a more immersive experience. Weight, update rates and field of view are some of the key variables that differentiate HMDs. Naturally, heavier HMDs are undesirable as they cause fatigue over time. If the update rate is too slow, the system is unable to update the displays fast enough to correspond with a quick head turn by the user.  Slower update rates tend to cause simulation sickness and disrupt the sense of immersion. Field of view or the angular extent of the world that is seen at a given moment [[Field of view]] can vary from system to system and has been found to affect the users sense of immersion.
 
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'''Aural Display''' Several different types of audio systems exist to help the user hear and localize sounds spatially. Special software can be used to produce 3D audio effects [[3D audio]] to create the illusion that sound sources are placed within a defined three-dimensional space around the user.
 
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* Stationary conventional speaker systems may be used provide dual or multi-channel surround sound. However, external speakers are not as effective as headphones in producing 3D audio effects.<ref name="SW&CA"/>
 
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* Conventional headphones offer a portable alternative to stationary speakers. They also have the added advantages of masking real world noise and facilitate more effective 3D audio sound effects.<ref name="SW&CA"/>
 
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'''Haptic Display''' These displays provide sense of touch to the user[[Haptic technology]]. This type of output is sometimes referred to as force feedback.
 
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* Tactile Tile Displays use different types of actuators such as inflatable bladders, vibrators, low frequency sub-woofers, pin actuators and/or thermo-actuators to produce sensations for the user.
 
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* End Effector Displays can respond to users inputs with resistance and force.<ref name="SW&CA"/> These systems are often used in medical applications for remote surgeries that employ robotic instruments.<ref>Zahraee, A.H., Szewczyk, J., Paik, J.K., Guillaume, M. (2010). Robotic hand-held surgical device: evaluation of end-effector’s kinematics and development of proof-of-concept prototypes. Proceedings of the 13th International Conference on Medical Image Computing and Computer Assisted Intervention, Beijing, China.</ref>
 
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'''Vestibular Display''' These displays provide a sense of motion to the user[[Motion simulator]]. They often manifest as motion bases for virtual vehicle simulation such as driving simulators or flight simulators. Motion bases are fixed in place but use actuators to move the simulator in ways that can produce the sensations pitching, yawing or rolling. The simulators can also move in such a way as to produce a sense of acceleration on all axes (e.g., the motion base can produce the sensation of falling).
 
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== Clinical healthcare simulators ==
 
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{{Main|Medical simulation}}
 
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Medical simulators are increasingly being developed and deployed to teach therapeutic and diagnostic procedures as well as medical concepts and decision making to personnel in the health professions.  Simulators have been developed for training procedures ranging from the basics such as blood draw, to [[laparoscopic]] surgery <ref>{{cite journal |author=Ahmed K, Keeling AN, Fakhry M, Ashrafian H, Aggarwal R, Naughton PA, Darzi A, Cheshire N, ''et al.'' |title=Role of Virtual Reality Simulation in Teaching and Assessing Technical Skills in Endovascular Intervention |journal=J Vasc Interv Radiol |volume=21 |date=January 2010 }}</ref> and trauma care. They are also important to help on prototyping new devices<ref>{{cite journal |doi=10.1007/s11837-004-0289-x |author=Narayan, Roger; Kumta, Prashant; Sfeir, Charles; Lee, Dong-Hyun; Choi, Daiwon; Olton, Dana |title=Nanostructured ceramics in medical devices: Applications and prospects |journal=JOM |volume=56 |issue=10 |pages=38–43 |date=October 2004 |url=http://www.ingentaconnect.com/content/tms/jom/2004/00000056/00000010/art00011 |pmid=11196953}}</ref> for biomedical engineering problems. Currently, simulators are applied to research and development of tools for new therapies,<ref>{{cite journal |author=Couvreur P, Vauthier C |title=Nanotechnology: intelligent design to treat complex disease |journal=Pharm. Res. |volume=23 |issue=7 |pages=1417–50 |year=2006 |month=July |pmid=16779701 |doi=10.1007/s11095-006-0284-8 }}</ref> treatments<ref>{{cite journal |doi=10.4103/0973-1482.29829 |author=Hede S, Huilgol N |title="Nano": the new nemesis of cancer |journal=J Cancer Res Ther |volume=2 |issue=4 |pages=186–95 |year=2006 |pmid=17998702 |url=http://www.cancerjournal.net/article.asp?issn=0973-1482;year=2006;volume=2;issue=4;spage=186;epage=195;aulast=Hede}}</ref> and early diagnosis<ref>{{cite journal |author=Leary SP, Liu CY, Apuzzo ML |title=Toward the emergence of nanoneurosurgery: part III—nanomedicine: targeted nanotherapy, nanosurgery, and progress toward the realization of nanoneurosurgery |journal=Neurosurgery |volume=58 |issue=6 |pages=1009–26; discussion 1009–26 |year=2006 |month=June |pmid=16723880 |doi=10.1227/01.NEU.0000217016.79256.16 |url=http://meta.wkhealth.com/pt/pt-core/template-journal/lwwgateway/media/landingpage.htm?issn=0148-396X&volume=58&issue=6&spage=1009}}</ref> in medicine.
 
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Many medical simulators involve a computer connected to a plastic simulation of the relevant
 
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anatomy.{{Citation needed|date=November 2007}} Sophisticated simulators of this type employ a life size mannequin that responds to injected drugs and can be programmed to create simulations of life-threatening emergencies.
 
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In other simulations, visual components of the procedure are reproduced by [[computer graphics]] techniques, while touch-based components are reproduced by [[Haptic technology|haptic]] feedback devices combined with physical simulation routines computed in response to the user's actions. Medical simulations of this sort will often use 3D [[Computed tomography|CT]] or [[MRI]] scans of patient data to enhance realism. Some medical simulations are developed to be widely distributed (such as [http://vam.anest.ufl.edu/wip.html web-enabled simulations] that can be viewed via standard web browsers) and can be interacted with using standard computer interfaces, such as the [[computer keyboard|keyboard]] and [[computer mouse|mouse]].
 
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Another important medical application of a simulator — although, perhaps, denoting a slightly different meaning of ''simulator'' — is the use of a [[placebo]] drug, a  formulation that simulates the active drug in trials of drug efficacy (see [[Placebo (origins of technical term)]]).
 
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=== Improving Patient Safety through New Innovations ===
 
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Patient safety is a concern in the medical industry.  Patients have been known to suffer injuries and even death due to management error, and lack of using best standards of care and training.  According to Building a National Agenda for Simulation-Based Medical Education (Eder-Van Hook, Jackie, 2004) , “A health care provider’s ability to react prudently in an unexpected situation is one of the most critical factors in creating a positive outcome in medical emergency, regardless of whether it occurs on the battlefield, freeway, or hospital emergency room.” simulation.  Eder-Van Hook (2004) also noted that medical errors kill up to 98,000 with an estimated cost between $37 and $50 million and $17 to $29 billion for preventable adverse events dollars per year.  “Deaths due to preventable adverse events exceed deaths attributable to motor vehicle accidents, breast cancer, or AIDS” Eder-Van Hook (2004).  With these types of statistics it is no wonder that improving patient safety is a prevalent concern in the industry.
 
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New innovative simulation training solutions are now being used to train medical professionals in an attempt to reduce the number of safety concerns that have adverse effects on the patients.  However, according to the article Does Simulation Improve Patient Safety? Self-efficacy, Competence, Operational Performance, and Patient Safety (Nishisaki A., Keren R., and Nadkarni, V., 2007), the jury is still out.  Nishisaki states that “There is good evidence that simulation training improves provider and team self-efficacy and competence on manikins. There is also good evidence that procedural simulation improves actual operational performance in clinical settings.<ref>{{cite journal |author=Nishisaki A, Keren R, Nadkarni V |title=Does simulation improve patient safety? Self-efficacy, competence, operational performance, and patient safety |journal=Anesthesiol Clin |volume=25 |issue=2 |pages=225–36 |year=2007 |month=June |pmid=17574187 |doi=10.1016/j.anclin.2007.03.009 |url=http://linkinghub.elsevier.com/retrieve/pii/S1932-2275(07)00025-0}}</ref>  However, no evidence yet shows that crew resource management training through simulation, despite its promise, improves team operational performance at the bedside. Also, no evidence to date proves that simulation training actually improves patient outcome. Even so, confidence is growing in the validity of medical simulation as the training tool of the future.”  This could be because there are not enough research studies yet conducted to effectively determine the success of simulation initiatives to improve patient safety.  Examples of [recently implemented] research simulations used to improve patient care [and its funding] can be found at Improving Patient Safety through Simulation Research (US Department of Human Health Services) http://www.ahrq.gov/qual/simulproj.htm.
 
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One such attempt to improve patient safety through the use of simulations training is pediatric care to deliver just-in-time service or/and just-in-place.  This training consists of 20&nbsp;minutes of simulated training just before workers report to shift.  It is hoped that the recentness of the training will increase the positive and reduce the negative results that have generally been associated with the procedure.  The purpose of this study is to determine if just-in-time training improves patient safety and operational performance of orotracheal intubation and decrease occurrences of undesired associated events and “to test the hypothesis that high fidelity simulation may enhance the training efficacy and patient safety in simulation settings.”  The conclusion as reported in Abstract P38: Just-In-Time Simulation Training Improves ICU Physician Trainee Airway Resuscitation Participation without Compromising Procedural Success or Safety (Nishisaki A., 2008), were that simulation training improved resident participation in real cases; but did not sacrifice the quality of service. It could be therefore hypothesized that by increasing the number of highly trained residents through the use of simulation training, that the simulation training does in fact increase patient safety.  This hypothesis would have to be researched for validation and the results may or may not generalize to other situations.
 
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===History of simulation in healthcare===
 
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The first medical simulators were simple models of human patients.<ref name="medicalSimulationHistory">{{cite journal |author=Meller, G. |title=A Typology of Simulators for Medical Education |journal=Journal of Digital Imaging |year=1997 |url=http://www.medsim.com/profile/article1.html}}</ref>
 
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Since antiquity, these representations in clay and stone were used to demonstrate clinical features of disease states and their effects on humans. Models have been found from many cultures and continents. These models have been used in some cultures (e.g., Chinese culture) as a "[[medical diagnosis|diagnostic]]" instrument, allowing women to consult male physicians while maintaining social laws of modesty. Models are used today to help students learn the [[anatomy]] of the [[musculoskeletal]] system and organ systems.<ref name="medicalSimulationHistory" />
 
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=== Type of models ===
 
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;Active models
 
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:Active models that attempt to reproduce living anatomy or physiology are recent developments. The famous [[“Harvey” mannequin]] was developed at the [[University of Miami]] and is able to recreate many of the physical findings of the [[cardiology]] examination, including [[palpation]], [[auscultation]], and [[electrocardiography]].<ref name=pmid19103813>{{cite journal |author=Cooper Jeffery B, Taqueti VR |date=2008-12 |title=A brief history of the development of mannequin simulators for clinical education and training |journal=Postgrad Med J. |volume=84 | issue=997 |pages=563-570 |pmid=19103813 |url=http://pmj.bmj.com/content/84/997/563.long |accessdate=2011-05-24 }}</ref>
 
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−
;Interactive models
 
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:More recently, interactive models have been developed that respond to actions taken by a student or physician.<ref name=pmid19103813/> Until recently, these simulations were two dimensional computer programs that acted more like a textbook than a patient. Computer simulations have the advantage of allowing a student to make judgements, and also to make errors. The process of iterative learning through assessment, evaluation, decision making, and error correction creates a much stronger learning environment than passive instruction.
 
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−
;Computer simulators
 
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[[File:3DiTeams percuss chest.JPG|right|thumb|[[3DiTeams]] learner is [[Percussion (medicine)|percussing]] the patients chest in virtual [[field hospital]]]]
 
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:Simulators have been proposed as an ideal tool for assessment of students for clinical skills.<ref name="pmid17626526">{{cite journal |author=Murphy D, Challacombe B, Nedas T, Elhage O, Althoefer K, Seneviratne L, Dasgupta P. |title=[Equipment and technology in robotics] |language=Spanish; Castilian |journal=Arch. Esp. Urol. |volume=60 |issue=4 |pages=349–55 |year=2007 |month=May |pmid=17626526 }}</ref> For patients, "cybertherapy" can be used for sessions simulating traumatic expericences, from fear of heights to social anxiety.<ref>{{cite news| url=http://www.nytimes.com/2010/11/23/science/23avatar.html?_r=1&ref=science | work=New York Times | title=In Cybertherapy, Avatars Assist With Healing | date=2010-11-22 | accessdate=2010-11-23}}</ref>
 
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:Programmed patients and simulated clinical situations, including mock disaster drills, have been used extensively for education and evaluation. These “lifelike” simulations are expensive, and lack reproducibility. A fully functional "3Di" simulator would be the most specific tool available for teaching and measurement of clinical skills. [[Game engine|Gaming platforms]] have been applied to create these virtual medical environments to create an interactive method for learning and application of information in a clinical context.<ref name=DukeMag>{{cite journal |author=Dagger, Jacob |publisher=Duke Magazine |title=Update: "The New Game Theory" |volume=94 |issue=3 |date=May–June 2008 |url=http://www.dukemagazine.duke.edu/dukemag/issues/050608/depupd.html |accessdate=2011-02-08}}</ref><ref name=SteinbergCNN>{{cite journal |author=Steinberg, Scott |title=How video games can make you smarter |journal=Cable News Network (CNN Tech) |date=2011-01-31 |url=http://articles.cnn.com/2011-01-31/tech/video.games.smarter.steinberg_1_video-games-interactive-simulations-digital-world?_s=PM:TECH |accessdate=2011-02-08}}</ref>
 
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−
:Immersive disease state simulations allow a doctor or HCP to experience what a disease actually feels like. Using sensors and transducers symptomatic effects can be delivered to a participant allowing them to experience the patients disease state.
 
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−
:Such a simulator meets the goals of an objective and standardized examination for clinical competence.<ref name="pmid18402731">{{cite journal |author=Vlaovic PD, Sargent ER, Boker JR, ''et al.'' |title=Immediate impact of an intensive one-week laparoscopy training program on laparoscopic skills among postgraduate urologists |journal=JSLS |volume=12 |issue=1 |pages=1–8 |year=2008 |pmid=18402731 |url=http://openurl.ingenta.com/content/nlm?genre=article&issn=1086-8089&volume=12&issue=1&spage=1&aulast=Vlaovic }}</ref> This system is superior to examinations that use "[[Simulated patient|standard patients]]" because it permits the quantitative measurement of competence, as well as reproducing the same objective findings.<ref name="pmid18462603">{{cite journal |author=Leung J, Foster E |title=How do we ensure that trainees learn to perform biliary sphincterotomy safely, appropriately, and effectively? |journal=Curr Gastroenterol Rep |volume=10 |issue=2 |pages=163–8 |year=2008 |month=April |pmid=18462603 |doi=10.1007/s11894-008-0038-3 |url=http://www.current-reports.com/article_frame.cfm?PubID=GR10-2-2-03&Type=Abstract }}</ref>
 
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−
== Simulation in entertainment ==
 
−
'''Entertainment simulation''' is a term that encompasses many large and popular industries such as [[film]], [[television]], [[video game]]s (including [[serious game]]s) and rides in theme parks.  Although modern simulation is thought to have its roots in training and the military, in the 20th century it also became a conduit for enterprises which were more hedonistic in nature.  Advances in technology in the 1980s and 1990s caused simulation to become more widely used and it began to appear in movies such as ''[[Jurassic Park (film)|Jurassic Park]]'' (1993) and in computer-based games such as Atari’s ''[[Battlezone]]''.
 
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−
=== History ===
 
−
==== Early History (1940’s and 50’s) ====
 
−
The first simulation game may have been created as early as 1947 by Thomas T. Goldsmith Jr. and Estle Ray Mann. This was a straightforward game that simulated a missile being fired at a target.  The curve of the missile and its speed could be adjusted using several knobs.  In 1958 a computer game called “''[[Tennis for Two]]''” was created by Willy Higginbotham which simulated a tennis game between two players who could both play at the same time using hand controls and was displayed on an oscilloscope.<ref>http://www.pong-story.com/intro.htm {{WebCite|url=http://www.webcitation.org/5seElSgBC|date =2010-09-10}}</ref>  This was one of the first electronic video games to use a graphical display.
 
−
 
 
−
==== Modern Simulation (1980’s-present) ====
 
−
Advances in technology in the 1980s made the computer more affordable and more capable than they were in previous decades <ref>http://homepages.vvm.com/~jhunt/compupedia/History%20of%20Computers/history_of_computers_1980.htm</ref> which facilitated the rise of computer gaming.  The first [[video game consoles]] released in the 1970s and early '80s fell prey to the [[North American video game crash of 1983|industry crash]] in 1983, but in 1985 [[Nintendo]] released the Nintendo Entertainment System (NES) which became the best selling console in video game history.<ref>{{cite news| url=http://www.time.com/time/covers/1101050523/console_timeline/ | work=Time | title=Video Game Console Timeline - Video Game History - Xbox 360 - TIME Magazine | date=2005-05-23 | accessdate=2010-05-23}}</ref>  In the 1990s computer games became widely popular with the release of such game as ''[[The Sims]]'' and ''[[Command and Conquer]]'' and the still increasing power of desktop computers.  Today, computer simulation games such as ''[[World of Warcraft]]'' are played by millions of people around the world. <br />
 
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[[Computer-generated imagery]] was used in film to simulate objects as early as 1976, though in 1982 the movie ''[[Tron]]'' was the first film to use computer-generated imagery for more than a couple of minutes. However, the commercial failure of the movie may have caused the industry to step away from the technology.<ref>http://design.osu.edu/carlson/history/tron.html</ref>  In 1993, the movie ''Jurassic Park'' became the first popular film to use computer-generated graphics extensively, integrating the simulated dinosaurs almost seamlessly into live action scenes. This event transformed the film industry; in 1995 the movie ''[[Toy Story]]'' was the first film to use only computer-generated images and by the new millennium computer generated graphics were the leading choice for special effects in movies.<ref>http://www.beanblossom.in.us/larryy/cgi.html</ref><br />
 
−
Simulators have been used for entertainment since the [[Link Trainer]] in the 1930s.<ref>http://www.starksravings.com/linktrainer/linktrainer.htm</ref>  The first modern simulator ride to open at a theme park was Disney’s [[Star Tours]] in 1987 soon followed by Universal’s [[The Funtastic World of Hanna-Barbera]] in 1990 which was the first ride to be done entirely with computer graphics.<ref name="trudang.com">http://www.trudang.com/simulatr/simulatr.html</ref>
 
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−
=== Examples of entertainment simulation ===
 
−
==== Computer and video games ====
 
−
[[Simulation games]], as opposed to other genres of video and computer games, represent or simulate an environment accurately.  Moreover, they represent the interactions between the playable characters and the environment realistically.  These kinds of games are usually more complex in terms of game play.<ref>http://open-site.org/Games/Video_Games/Simulation</ref> Simulation games have become incredibly popular among people of all ages.<ref>http://www.ibisworld.com/industry/retail.aspx?indid=2003&chid=1</ref> Popular simulation games include  ''[[SimCity]]'', ''[[Tiger Woods PGA Tour]]'' and ''[[Virtonomics]]''.
 
−
 
 
−
==== Film ====
 
−
Computer-generated imagery is “the application of the field of 3D computer graphics to special effects”.  This technology is used for visual effects because they are high in quality, controllable, and can create effects that would not be feasible using any other technology either because of cost, resources or safety.<ref>http://www.sciencedaily.com/articles/c/computer-generated_imagery.htm</ref> Computer-generated graphics can be seen in many live action movies today, especially those of the action genre.  Further, computer generated imagery has almost completely supplanted hand-drawn animation in children's movies which are increasingly computer-generated only. Examples of movies that use computer-generated imagery include ''[[Finding Nemo]]'', ''[[300 (film)|300]]'' and ''[[Iron Man (film)|Iron Man]]''.
 
−
 
 
−
==== Theme park rides ====
 
−
Simulator rides are the progeny of military training simulators and commercial simulators, but they are different in a fundamental way.  While military training simulators react realistically to the input of the trainee in real time, ride simulators only feel like they move realistically and move according to prerecorded motion scripts.<ref name="trudang.com"/> One of the first simulator rides, Star Tours, which cost $32 million, used a hydraulic motion based cabin.  The movement was programmed by a joystick.  Today’s simulator rides, such as [[The Amazing Adventures of Spider-Man]] include elements to increase the amount of immersion experienced by the riders such as: 3D imagery, physical effects (spraying water or producing scents), and movement through an environment.<ref>http://www.awn.com/mag/issue4.02/4.02pages/kenyonspiderman.php3</ref> Examples of simulation rides include
 
−
[[Mission Space]] and [[The Simpsons Ride]].
 
−
 
 
−
==Simulation and Manufacturing==
 
−
Manufacturing represents one of the most important applications of Simulation.  This technique represents a valuable tool used by engineers when evaluating the effect of capital investment in equipments and physical facilities like factory plants, warehouses, and distribution centers. Simulation can be used to predict the performance of an existing or planned system and to compare alternative solutions for a particular design problem.<ref>{{cite journal |doi=10.1007/s00170-008-1686-z |author=Benedettini, O., Tjahjono, B. |title=Towards an improved tool to facilitate simulation modeling of complex manufacturing systems |journal=International Journal of Advanced Manufacturing Technology |volume=43 |issue=1/2 |pages=191–9 |year=2008 }}</ref>
 
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−
Another important goal of manufacturing-simulations is to quantify system performance. Common measures of system performance include the following:<ref>{{cite book |author=Banks, J., Carson J., Nelson B.L., Nicol, D. |title=Discrete-event system simulation |publisher=Pearson Prentice Hall |location=Upper Saddle River, NJ |year=2005 |edition=4th |isbn=978-0-13-088702-3 }}</ref>
 
−
* Throughput under average and peak loads;
 
−
* System cycle time (how long it take to produce one part);
 
−
* Utilization of resource, labor, and machines;
 
−
* Bottlenecks and choke points;
 
−
* Queuing at work locations;
 
−
* Queuing and delays caused by material-handling devices and systems;
 
−
* WIP storage needs;
 
−
* Staffing requirements;
 
−
* Effectiveness of scheduling systems;
 
−
* Effectiveness of control systems.
 
−
 
 
−
==More examples in different areas==
 
−
===City and urban simulation===
 
−
A city simulator can be a [[city-building game]] but can also be a tool used by urban planners to understand how cities are likely to evolve in response to various policy decisions. [[AnyLogic]] is an example of modern, large-scale urban simulators designed for use by urban planners. City simulators are generally [[Agent (economics)|agent]]-based simulations with explicit representations for land use and transportation. [[UrbanSim]] and [[LEAM]] are examples of large-scale urban simulation models that are used by metropolitan planning agencies and military bases for land use and transportation planning.
 
−
 
 
−
===Classroom of the future===
 
−
The "classroom of the future" will probably contain several kinds of simulators, in addition to textual and visual learning tools. This will allow students to enter the clinical years better prepared, and with a higher skill level. The advanced student or postgraduate will have a more concise and comprehensive method of retraining — or of incorporating new clinical procedures into their skill set — and regulatory bodies and medical institutions will find it easier to assess the proficiency and [[Competence (human resources)|competency]] of individuals.
 
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−
The classroom of the future will also form the basis of a clinical skills unit for continuing education of medical personnel; and in the same way that the use of periodic flight training assists airline pilots, this technology will assist practitioners throughout their career.{{Citation needed|date=November 2007}}
 
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−
The simulator will be more than a "living" textbook, it will become an integral a part of the practice of medicine.{{Citation needed|date=November 2007}} The simulator environment will also provide a standard platform for curriculum development in institutions of medical education.
 
−
 
 
−
===Digital Lifecycle Simulation===
 
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[[File:ugs-nx-5-engine-airflow-simulation.jpg|thumb|right|UGS | Simulation of airflow over an engine]]
 
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Simulation solutions are being increasingly integrated with CAx (CAD, CAM, CAE....) solutions and processes. The use of simulation throughout the product lifecycle, especially at the earlier concept and design stages, has the potential of providing substantial benefits. These benefits range from direct cost issues such as reduced prototyping and shorter time-to-market, to better performing products and higher margins. However, for some companies, simulation has not provided the expected benefits.
 
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−
The research firm Aberdeen Group has found that nearly all best-in-class manufacturers use simulation early in the design process as compared to 3 or 4 laggards who do not.
 
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−
The successful use of Simulation, early in the lifecycle, has been largely driven by increased integration of simulation tools with the entire CAD, CAM and PLM solution-set. Simulation solutions can now function across the extended enterprise in a [[NX 5#MultiCAD .2F MultiDiscipline Models|multi-CAD environment]], and include solutions for [[Teamcenter#Simulation Process Management|managing simulation data and processes]] and ensuring that simulation results are made part of the product lifecycle history. The ability to use simulation across the entire lifecycle has been enhanced through improved user interfaces such as [[NX 5#Tailorable UI|tailorable user interfaces]] and "wizards" which allow all appropriate PLM participants to take part in the simulation process.
 
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−
===Disaster Preparedness and Simulation Training===
 
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Simulation training has become a method for preparing people for disasters.  Simulations can replicate emergency situations and track how learners respond thanks to a [[lifelike experience]]. Disaster preparedness simulations can involve training on how to handle [[terrorism]] attacks, natural disasters, [[pandemic]] outbreaks, or other life-threatening emergencies.
 
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−
One organization that has used simulation training for disaster preparedness is CADE (Center for Advancement of Distance Education).  CADE<ref>CADE- http://www.uic.edu/sph/cade/</ref> has used a video game to prepare emergency workers for multiple types of attacks.  As reported by News-Medical.Net, ”The video game is the first in a series of simulations to address bioterrorism, pandemic flu, smallpox and other disasters that emergency personnel must prepare for.<ref>News-Medical.Net article- http://www.news-medical.net/news/2005/10/27/14106.aspx</ref>”  Developed by a team from the [[University of Illinois at Chicago]] (UIC), the game allows learners to practice their emergency skills in a safe, controlled environment.
 
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−
The Emergency Simulation Program (ESP) at the British Columbia Institute of Technology (BCIT), Vancouver, British Columbia, Canada is another example of an organization that uses simulation to train for emergency situations.  ESP uses simulation to train on the following situations:  forest fire fighting, oil or chemical spill response, earthquake response, law enforcement, municipal fire fighting, hazardous material handling, military training, and response to terrorist attack <ref name="straylightmm.com">http://www.straylightmm.com/</ref>  One feature of the simulation system is the implementation of “Dynamic Run-Time Clock,” which allows simulations  to run a 'simulated' time frame, 'speeding up' or 'slowing down' time as desired”<ref name="straylightmm.com"/>  Additionally, the system allows session recordings, picture-icon based navigation, file storage of individual simulations, multimedia components, and launch external applications.
 
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−
At the University of Québec in Chicoutimi, a research team at the outdoor research and expertise laboratory (Laboratoire d'Expertise et de Recherche en Plein Air - LERPA) specializes in using wilderness  backcountry accident simulations to verify emergency response coordination.
 
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−
Instructionally, the benefits of emergency training through simulations are that learner performance can be tracked through the system.  This allows the developer to make adjustments as necessary or alert the educator on topics that may require additional attention.  Other advantages are that the learner can be guided or trained on how to respond appropriately before continuing to the next emergency segment—this is an aspect that may not be available in the live-environment.  Some emergency training simulators also allows for immediate feedback, while other simulations may provide a summary and instruct the learner to engage in the learning topic again.
 
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−
In a live-emergency situation, emergency responders do not have time to waste. Simulation-training in this environment provides an opportunity for learners to gather as much information as they can and practice their knowledge in a safe environment.  They can make mistakes without risk of endangering lives and be given the opportunity to correct their errors to prepare for the real-life emergency.
 
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===Engineering, technology or process simulation===
 
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<!--If the above heading is changed, update #links in other articles that point to it.-->Simulation is an important feature in engineering systems or any system that involves many processes.  For example in [[electrical engineering]], delay lines may be used to simulate [[propagation delay]] and [[Phase (waves)#Phase shift|phase shift]] caused by an actual [[transmission line]].  Similarly, [[dummy load]]s may be used to simulate [[Electrical impedance|impedance]] without simulating propagation, and is used in situations where propagation is unwanted.  A simulator may imitate only a few of the operations and functions of the unit it simulates. ''Contrast with'': [[emulator|emulate]].<ref name="FS1037C">[[Federal Standard 1037C]]</ref>
 
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Most engineering simulations entail mathematical modeling and computer assisted investigation. There are many cases, however, where mathematical modeling is not reliable.  Simulation of fluid dynamics problems often require both mathematical and physical simulations.  In these cases the physical models require [[similitude (model)|dynamic similitude]]. Physical and chemical simulations have also direct realistic uses,<ref>{{cite journal|doi=10.1088/1748-0221/4/04/P04009|journal=Journal of Instrumentation |title=Analysis of 3D stacked fully functional CMOS Active Pixel Sensor detectors |author=D. Passeri et al.|volume=4 |url=http://meroli.web.cern.ch/meroli/Analysisof3Dstacked.html|date= May 2009|issue=4|page=4009}}</ref> rather than research uses; in [[chemical engineering]], for example, [[process simulation]]s are used to give the process parameters immediately used for operating chemical plants, such as oil refineries.
 
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−
===Payment and Securities Settlement System Simulations===
 
−
Simulation techniques have also been applied to payment and securities settlement systems.  Among the main users are central banks who are generally responsible for the oversight of market infrastructure and entitled to contribute to the smooth functioning of the payment systems.
 
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−
Central Banks have been using payment system simulations to evaluate things such as the adequacy or sufficiency of  liquidity available ( in the form of account balances and  intraday credit limits) to participants (mainly banks) to allow efficient settlement of payments.<ref>Leinonen (ed.): Simulation studies of liquidity needs, risks and efficiency in payment networks (Bank of Finland Studies E:39/2007) [http://pss.bof.fi/Pages/Publications.aspx Simulation publications]</ref><ref>Neville Arjani: Examining the Trade-Off between Settlement Delay and Intraday Liquidity in Canada's LVTS: A Simulation Approach (Working Paper 2006-20, Bank of Canada) [http://pss.bof.fi/Pages/Publications.aspx Simulation publications]</ref> The need for liquidity is also dependent on the availability and the type of netting  procedures in the systems, thus some of the studies have a focus on system comparisons.<ref>Johnson, K. - McAndrews, J. - Soramäki, K. 'Economizing on Liquidity with Deferred Settlement Mechanisms' (Reserve Bank of New York Economic Policy Review, December 2004)</ref>
 
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−
Another application is to evaluate risks  related to events such as communication network breakdowns or  the inability of participants to send payments (e.g. in case of possible bank failure).<ref>H. Leinonen (ed.): Simulation analyses and stress testing of payment networks (Bank of Finland Studies E:42/2009) [http://pss.bof.fi/Pages/Publications.aspx Simulation publications]</ref> This kind of analysis fall under the concepts of  [[Stress testing]] or [[scenario analysis]].
 
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−
A common way to conduct these simulations is to replicate the settlement logics of the real payment or securities settlement systems under analysis and then use real observed payment data. In case of system comparison or system development, naturally also the other settlement logics need to be implemented.
 
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−
To perform stress testing and scenario analysis, the observed data needs to be altered, e.g. some payments delayed or removed. To analyze the levels of liquidity, initial liquidity levels are varried. System comparisons (benchmarking)or evaluations of new netting algorithms or rules are performed by running simulations with a fixed set of data and wariating only the system setups.
 
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−
Inference is usually done by comparing the benchmark simulation results to the results of altered simulation setups by comparing  indicators such as unsettled transactions or settlement delays.
 
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−
===Space Shuttle Countdown Simulation===
 
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[[File:KSCFiringroom1.jpg|300px|right|thumb|Firing Room 1 configured for [[space shuttle]] launches]]
 
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Simulation is used at [[Kennedy Space Center]] (KSC) to train and certify [[Space Shuttle]] engineers during simulated launch countdown operations.  The Space Shuttle engineering community participates in a launch countdown integrated simulation  before each shuttle flight.  This simulation is a virtual simulation where real people interact with simulated Space Shuttle vehicle and Ground Support Equipment (GSE) hardware.  The Shuttle Final Countdown Phase Simulation, also known as S0044, involves countdown processes that integrate many of the Space Shuttle vehicle and GSE systems.  Some of the Shuttle systems integrated in the simulation are the Main Propulsion System, [[Space Shuttle main engine|Main Engines]], [[Space Shuttle Solid Rocket Booster|Solid Rocket Boosters]], ground Liquid Hydrogen and Liquid Oxygen, [[External Tank]], Flight Controls, Navigation, and Avionics.<ref>Sikora, E.A. (2010, July 27). Space Shuttle Main Propulsion System expert, John F. Kennedy Space Center. Interview.</ref>  The high-level objectives of the Shuttle Final Countdown Phase Simulation are:
 
−
* To demonstrate [[Firing room#Firing room|Firing Room]] final countdown phase operations.
 
−
* To provide training for system engineers in recognizing, reporting and evaluating system problems in a time critical environment.
 
−
* To exercise the launch teams ability to evaluate, prioritize and respond to problems in an integrated manner within a time critical environment.
 
−
* To provide procedures to be used in performing failure/recovery testing of the operations performed in the final countdown phase.<ref>Shuttle Final Countdown Phase Simulation.  National Aeronautics and Space Administration KSC Document # RTOMI  S0044, Revision AF05, 2009.</ref>
 
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−
The Shuttle Final Countdown Phase Simulation takes place at the [[Kennedy Space Center]] [[Launch Control Center]] [[Firing room#Firing room|Firing Rooms]].  The firing room used during the simulation is the same control room where real launch countdown operations are executed.  As a result, equipment used for real launch countdown operations is engaged.  Command and control computers, application software, engineering plotting and trending tools, launch countdown procedure documents, launch commit criteria documents, hardware requirement documents, and any other items used by the engineering launch countdown teams during real launch countdown operations are used during the simulation.
 
−
The Space Shuttle vehicle hardware and related GSE hardware is simulated by [[mathematical models]] (written in Shuttle Ground Operations Simulator (SGOS) modeling language <ref>Shuttle Ground Operations Simulator (SGOS) Summary Description Manual.  National Aeronautics and Space Administration KSC Document # KSC-LPS-SGOS-1000, Revision 3 CHG-A, 1995.</ref>) that behave and react like real hardware.  During the Shuttle Final Countdown Phase Simulation, engineers command and control hardware via real application software executing in the control consoles – just as if they were commanding real vehicle hardware.  However, these real software applications do not interface with real Shuttle hardware during simulations.  Instead, the applications interface with mathematical model representations of the vehicle and GSE hardware.  Consequently, the simulations bypass sensitive and even dangerous mechanisms while providing engineering measurements detailing how the hardware would have reacted.  Since these math models interact with the command and control application software, models and simulations are also used to debug and verify the functionality of application software.<ref>Math Model  Main Propulsion System (MPS) Requirements Document, National Aeronautics and Space Administration KSC Document # KSCL-1100-0522, Revision 9, June 2009.</ref>
 
−
 
 
−
===Satellite Navigation Simulators===
 
−
The only true way to test [[GNSS]] receivers (commonly known as Sat-Nav's in the commercial world)is by using an RF Constellation Simulator. A receiver that may for example be used on an aircraft, can be tested under dynamic conditions without the need to take it on a real flight. The test conditions can be repeated exactly, and there is full control over all the test parameters. this is not possible in the 'real-world' using the actual signals. For testing receivers that will use the new [[Galileo (satellite navigation)]] there is no alternative, as the real signals do not yet exist.
 
−
 
 
−
===Communication Satellite Simulation===
 
−
 
 
−
Modern satellite communications systems ([[SatCom]]) are often large and complex with many interacting parts and elements. In addition, the need for broadband connectivity on a moving vehicle has increased dramatically in the past few years for both commercial and military applications. To accurately predict and deliver high quality of service, [[satcom]] system designers have to factor in terrain as well as atmospheric and meteorological conditions in their planning. To deal with such complexity, system designers and operators increasingly turn towards computer models of their systems to simulate real world operational conditions and gain insights in to usability and requirements prior to final product sign-off. Modeling improves the understanding of the system by enabling the SatCom system designer or planner to simulate real world performance by injecting the models with multiple hypothetical atmospheric and environmental conditions.
 
−
 
 
−
===Finance simulation===
 
−
{{Main|Monte Carlo methods in finance|Mathematical finance}}
 
−
 
 
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In [[finance]], computer simulations are often used for scenario planning. [[Risk]]-adjusted [[net present value]], for example, is computed from well-defined but not always known (or fixed) inputs. By imitating the performance of the project under evaluation, simulation can provide a distribution of NPV over a range of [[discount|discount rates]] and other variables.
 
−
 
 
−
Simulations are frequently used in financial training to engage participates in experiencing various historical as well as fictional situations. There are stock market simulations, portfolio simulations, risk management simulations or models and forex simulations.  Using these simulations in a training program allows for the application of theory into a something akin to real life.  As with other industries, the use of simulations can be technology or case-study driven.
 
−
 
 
−
===Flight simulation===
 
−
{{Main|Flight Simulation}}
 
−
 
 
−
[[Flight Simulation|Flight Simulation Training Devices]] (FSTD) are used to train [[Aviator|pilots]] on the ground.  In comparison to training in an actual [[aircraft]], simulation based training allows for the training of maneuvers or situations that may be impractical (or even dangerous) to perform in the aircraft, while keeping the pilot and instructor in a relatively low-risk environment on the ground.  For example, electrical system failures, instrument failures, hydraulic system failures, and even flight control failures can be simulated without risk to the pilots or an aircraft.
 
−
 
 
−
Instructors can also provide students with a higher concentration of training tasks in a given period of time than is usually possible in the aircraft.  For example, conducting multiple [[instrument approach]]es in the actual aircraft may require significant time spent repositioning the aircraft, while in a simulation, as soon as one approach has been completed, the instructor can immediately preposition the simulated aircraft to an ideal (or less than ideal) location from which to begin the next approach.
 
−
 
 
−
Flight simulation also provides an economic advantage over training in an actual aircraft.  Once fuel, maintenance, and insurance costs are taken into account, the operating costs of an FSTD are usually substantially lower than the operating costs of the simulated aircraft.  For some large transport category airplanes, the operating costs may be several times lower for the FSTD than the actual aircraft.
 
−
 
 
−
Some people who use simulator software, especially flight simulator [[software]], build their own simulator at home. Some people — in order to further the realism of their homemade simulator — buy used cards and racks that run the same software used by the original machine.  While this involves solving the problem of matching hardware and software — and the problem that hundreds of cards plug into many different racks — many still find that solving these problems is well worthwhile. Some are so serious about realistic simulation that they will buy real aircraft parts, like complete nose sections of written-off [[aircraft]], at [[aircraft boneyard]]s. This permits people to simulate a hobby that they are unable to pursue in real life.
 
−
 
 
−
===Automobile simulator===
 
−
[[File:Vehicle simulator.jpg|thumb|right|A soldier tests out a heavy-wheeled-vehicle driver simulator.]]
 
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−
An automobile simulator provides an opportunity to reproduce the characteristics of real vehicles in a virtual environment. It replicates the external factors and conditions with which a vehicle interacts enabling a driver to feel as if they are sitting in the cab of their own vehicle. Scenarios and events are replicated with sufficient reality to ensure that drivers become fully immersed in the experience rather than simply viewing it as an educational experience.
 
−
 
 
−
The simulator provides a constructive experience for the novice driver and enables more complex exercises to be undertaken by the more mature driver. For novice drivers, truck simulators provide an opportunity to begin their career by applying best practice. For mature drivers, simulation provides the ability to enhance good driving or to detect poor practice and to suggest the necessary steps for remedial action. For companies, it provides an opportunity to educate staff in the driving skills that achieve reduced maintenance costs, improved productivity and, most importantly, to ensure the safety of their actions in all possible situations.
 
−
 
 
−
===Marine simulators===
 
−
Bearing resemblance to flight simulators, marine simulators train ships' personnel.  The most common marine simulators include:
 
−
 
 
−
* Ship's bridge simulators
 
−
* Engine room simulators
 
−
* Cargo handling simulators
 
−
* Communication / [[GMDSS]] simulators
 
−
* ROV simulators
 
−
 
 
−
Simulators like these are mostly used within maritime colleges, training institutions and navies. They often consist of a replication of a ships' bridge, with operating desk(s), and a number of screens on which the virtual surroundings  are projected.
 
−
 
 
−
===Military simulations===
 
−
{{Main|Military simulation}}
 
−
[[Military]] simulations, also known informally as war games, are models in which theories of warfare can be tested and refined without the need for actual hostilities. They exist in many different forms, with varying degrees of realism. In recent times, their scope has widened to include not only military but also political and social factors (for example, the [[Nationlab|NationLab]] series of strategic exercises in Latin America.<ref>See, for example, United States Joint Forces Command [http://www.jfcom.mil/about/experiments/mne4.htm "Multinational Experiment 4"]</ref> Whilst many governments make use of simulation, both individually and collaboratively, little is known about the model's specifics outside professional circles.
 
−
 
 
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===Robotics simulators===
 
−
{{Main|Robotics simulator}}
 
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A robotics simulator is used to create embedded applications for a specific (or not) robot without being dependent on the 'real' robot. In some cases, these applications can be transferred to the real robot (or rebuilt) without modifications. Robotics simulators allow reproducing situations that cannot be 'created' in the real world because of cost, time, or the 'uniqueness' of a resource. A simulator also allows fast robot prototyping. Many robot simulators feature [[physics engine]]s to simulate a robot's dynamics.
 
−
 
 
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===Biomechanics simulators===
 
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{{Main|simtk-opensim}}
 
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A biomechanics simulator is used to analyze walking dynamics, study sports performance, simulate surgical procedures, analyze  joint loads, design medical devices, and animate human and animal movement.
 
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{{Main|AnimatLab}}
 
−
A neuromechanical simulator that combines biomechanical and biologically realistic neural network simulation. It allows the user to test hypotheses on the neural basis of behavior in a physically accurate 3-D virtual environment.
 
−
 
 
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===Sales process simulators===
 
−
{{Main|Sales process engineering}}
 
−
Simulations are useful in modeling the flow of transactions through business processes, such as in the field of [[sales process engineering]], to study and improve the flow of customer orders through various stages of completion (say, from an initial proposal for providing goods/services through order acceptance and installation).  Such simulations can help predict the impact of how improvements in methods might impact variability, cost, labor time, and the quantity of transactions at various stages in the process.  A full-featured computerized process simulator can be used to depict such models, as can simpler educational demonstrations using spreadsheet software, pennies being transferred between cups based on the roll of a die, or dipping into a tub of colored beads with a scoop.<ref name="Selden 1997">{{cite book|title='''Sales Process Engineering: A Personal Workshop''' |author = Paul H. Selden|publisher=ASQ Quality Press|location = Milwaukee, WI|year=1997|isbn=978-0-87389-418-0}}</ref>
 
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==Simulation and games==
 
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{{Main|Simulation game}}
 
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[[Strategy game]]s — both traditional and modern — may be viewed as simulations of abstracted decision-making for the purpose of training military and political leaders (see [[History of Go]] for an example of such a tradition, or [[Kriegsspiel (wargame)|Kriegsspiel]] for a more recent example).
 
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Many other video games are simulators of some kind. Such games can simulate various aspects of reality, from [[business simulation game|business]], to [[Government simulation|government]], to [[Construction and management simulation games|construction]], to [[Vehicle simulation game|piloting vehicles]] (see above).
 
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==Historical usage==
 
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Historically, the word had negative connotations:
 
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{{quote|text=…for Distinction Sake, a Deceiving by Words, is commonly called a Lye, and a Deceiving by Actions, Gestures, or Behavior, is called Simulation…|sign=[[Robert South]]|source=South, 1697, p.525}}
 
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However, the connection between simulation and [[dissembling]] later faded out and is now only of linguistic interest.<ref>South, in the passage quoted, was speaking of the differences between a falsehood and an honestly mistaken statement; the difference being that in order for the statement to be a [[lie]] the [[truth]] must be known, and the opposite of the truth must have been knowingly uttered. And, from this, to the extent to which a '''lie''' involves deceptive ''words'', a '''simulation''' involves deceptive ''actions'', deceptive ''gestures'', or deceptive ''behavior''. Thus, it would seem, if a simulation is '''false''', then the truth must be known (in order for ''something other than the truth'' to be presented in its stead); and, for the '''simulation''' to ''simulate''. Because, otherwise, one would not know what to offer up in simulation. Bacon’s essay [http://www.authorama.com/essays-of-francis-bacon-7.html Of Simulation and Dissimulation] expresses somewhat similar views; it is also significant that [[Samuel Johnson]] thought so highly of South's definition, that he used it in the entry for simulation in his ''[[A Dictionary of the English Language|Dictionary of the English Language]]''.</ref>
 
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==See also ==
 
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{{Multicol}}
 
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* [[Dissimulation]]
 
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* [[Emulator]]
 
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* [[in silico]]
 
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* [[Futures studies]]
 
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* [[High-level emulation]]
 
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* [[Lifelike experience]]
 
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* [[List of discrete event simulation software]]
 
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* [[List of computer simulation software]]
 
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* [[Mathematical model]]
 
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* [[Merger simulation]]
 
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{{multicol-break}}
 
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* [[Mining simulation]]
 
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* [[Molecular dynamics]]
 
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* [[Network Simulator]]
 
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* [[Pharmacokinetics simulation]]
 
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* [[Placebo]]
 
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* [[Roleplay simulation]]
 
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* [[Simulation language]]
 
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* [[Similitude (model)]]
 
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* [[Simulated reality]]
 
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* [[Training Simulation]]
 
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* [[Web based simulation]]
 
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{{multicol-end}}
 
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==References==
 
 
{{reflist|2}}
 
{{reflist|2}}
  
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== Further reading ==
+
== Enlaces Externas ==
−
* {{cite book |author=C. Aldrich |title=Learning by Doing : A Comprehensive Guide to Simulations, Computer Games, and Pedagogy in e-Learning and Other Educational Experiences |publisher=Pfeifer — John Wiley & Sons |location=San Francisco |year=2003 |isbn=978-0-7879-7735-1 }}
 
−
* {{cite book |author=C. Aldrich |title=Simulations and the future of learning: an innovative (and perhaps revolutionary) approach to e-learning |publisher=Pfeifer — John Wiley & Sons |location=San Francisco |year=2004 |isbn=978-0-7879-6962-2 }}
 
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* {{cite book |author=Steve Cohen |title=Virtual Decisions |publisher=Lawrence Erlbaum Associates |location=Mahwah, NJ |year=2006 |isbn=978-0-8058-4994-3 }}
 
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* {{cite book |author=R. Frigg, S. Hartmann |chapter=Models in Science |chapterurl=http://plato.stanford.edu/entries/models-science/ |title=Stanford Encyclopedia of Philosophy |year=2007 }}
 
−
* {{cite book |author=S. Hartmann |chapter=The World as a Process: Simulations in the Natural and Social Sciences |chapterurl=http://philsci-archive.pitt.edu/archive/00002412/ |editor=R. Hegselmann, ''et al.'' |title=Modelling and Simulation in the Social Sciences from the Philosophy of Science Point of View |publisher=Kluwer |location=Dordrecht |year=1996 |pages=77–100 |series=Theory and Decision Library }}
 
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* {{cite book |author=J.P. Hertel |title=Using Simulations to Promote Learning in Higher Education |publisher=Stylus |location=Sterling, Virginia |year=2002 |isbn=978-1-57922-052-5 }}
 
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* {{cite book |author=P. Humphreys |title=Extending Ourselves: Computational Science, Empiricism, and Scientific Method |publisher=Oxford University Press |location=Oxford |year=2004 |isbn=978-0-19-515870-0 }}
 
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* {{cite book |author=F. Percival, S. Lodge, D. Saunders |title=The Simulation and Gaming Yearbook: Developing Transferable Skills in Education and Training |publisher=Kogan Page |location=London |year=1993 }}
 
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* {{cite book |editor=D. Saunders |title=The International Simulation and Gaming Research Yearbook |publisher=Kogan Page |location=London |year=2000 }}
 
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* Roger D. Smith: [http://www.modelbenders.com/encyclopedia/encyclopedia.html Simulation Article], <cite>Encyclopedia of Computer Science</cite>, Nature Publishing Group, ISBN 978-0-333-77879-1.
 
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* Roger D. Smith: [http://www.modelbenders.com/Bookshop/techpapers.html "Simulation: The Engine Behind the Virtual World"], eMatter, December, 1999.
 
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* R. South (1688). "A Sermon Delivered at Christ-Church, Oxon., Before the University, Octob. 14. 1688: Prov. XII.22 Lying Lips are abomination to the Lord", pp.&nbsp;519–657 in South, R., ''Twelve Sermons Preached Upon Several Occasions (Second Edition), Volume I'', Printed by S.D. for Thomas Bennet, (London), 1697.
 
−
* Eric Winsberg (1999) [http://www.cas.usf.edu/~ewinsb/SiC_Eric_Winsberg.pdf Sanctioning Models: The epistemology of simulation], in Sismondo, Sergio and Snait Gissis (eds.) (1999), Modeling and Simulation. Special Issue of Science in Context 12.
 
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* {{cite journal |author=Eric Winsberg |title=Simulations, Models and Theories: Complex Physical Systems and their Representations |journal=Philosophy of Science |volume=68 |pages=442–454 |year=2001 }}
 
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* {{cite journal |doi=10.1086/367872 |author=Eric Winsberg |title=Simulated Experiments: Methodology for a Virtual World |journal=Philosophy of Science |volume=70 |pages=105–125 |year=2003 |url=http://www.cas.usf.edu/~ewinsb/methodology.pdf |format=PDF}}
 
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* {{cite journal |author=Joseph Wolfe, David Crookall |title=Developing a scientific knowledge of simulation/gaming |journal=Simulation & Gaming: an International Journal of Theory, Design and Research |volume=29 |issue=1 |pages=7–19 |year=1998 |url=http://sag.sagepub.com/cgi/reprint/29/1/7}}
 
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* {{cite journal |author=Ellen K. Levy |title=Synthetic Lighting: Complex Simulations of Nature |journal=Photography Quarterly |issue=88 |pages=5–9 |year=2004 }}
 
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* James J. Nutaro, ''Building Software for Simulation: Theory and Algorithms, with Applications in C++''. Wiley, 2010.
 
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== External links ==
 
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{{Commons category|Simulation}}
 
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{{Wiktionary|simulation}}
 
 
* [http://www.unice.fr/sg/resources/bibliographies.htm '''Bibliographies''' containing more references] to be found on the website of the journal [http://www.unice.fr/sg/ ''Simulation & Gaming''].
 
* [http://www.unice.fr/sg/resources/bibliographies.htm '''Bibliographies''' containing more references] to be found on the website of the journal [http://www.unice.fr/sg/ ''Simulation & Gaming''].
  
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Revisión actual del 15:11 1 jun 2011

Una simulación es imitar algo real, un estado de asuntos o un proceso. El acto de simular algo generalmente requiere representar ciertas características claves o comportamiento de un sistema físico o abstracto escogido.

Una simulación se usa en muchos contextos, tales como una simulación de tecnología para mejorar el desempeño, ingeniería de seguridad, pruebas experimentales, entrenamiento, educación y juegos de videos. Simuladores de entrenamiento incluyendo simuladores de vuelo para entrenamiento de pilotos para que tengan una experiencia realista. La simulación además se utiliza para el modelaje científica de los sistemas naturales o los sistemas humanos para poder ganar una visión sobre su funcionamiento. En las palabras de la Enciclopedia de Ciencia Computacional, "diseño de un modelo de un sistema real o imaginario y llevar a cabo experimentos con ese modelo." La simulación puede ser utilizado para mostrar los efectos reales eventuales de condiciones y cursos de acción alternativas. Una simulación también se utiliza cuando un sistema real no puede ser desarrollado, porque puede ser no accesible, o peligroso o no aceptable para usar, o está siendo diseñado pero no todavía construido, o sencillamente no existe.

Los temas claves en la simulación incluyen adquisición de información de fuentes validos sobre la selección relevante de características y comportamientos claves, y el uso de aproximaciones y presunciones simplificantes entre la simulación, y fidelidad y validez de los resultados de la simulación.

Clasificación y terminología

Históricamente, las simulaciones utilizadas en diferentes campos fueron desarrollados en gran parte de manera independiente, pero los estudios del siglo XX de teoría de sistemas y cibernética, combinada con un uso cada vez mayor de computadores en todos los campos han resultado en alguna unificación y una vista más sistemática del concepto.

Simulación física se hace referencia a simulación en dónde los objetos físicos están sustituidos para la cosa real. Estos objetos físicos frecuentemente están escogidos porque son más pequeños o baratos que el objeto o sistema actual.

Simulación interactiva es un tipo especial de simulación física, frecuentemente referida como un humano en el ciclo simulación, en dónde las simulaciones físicas incluyen operadores humanos, tales como un simulador de vuelos o de conducción.

Con simulaciones de un humano en el ciclo se puede incluir una simulación de computador como un ambiente sintético.<ref name="environment">Grupo Thales define un ambiente sintético como "contraparte a los modelos simulados de sensores, plataformas y otros objetos activos" para "la simulación de factores externas que los afecta"[1] mientras que otros vendores utilizan el termino para lo más visual, simuladores de "realidad virtual"[2].</ref>


Simulación en la educación y capacitación

Una simulación se utiliza extensivamente para fines educativas. Se utiliza frecuentemente como manera de hipermedios adaptivos.

La simulación se utiliza con frecuencia en la capacitación de personal civil y militar.<ref>Para una perspectiva académica sobre los simuladores de capacitación, ver Towards Building an Interactive, Scenario-based Training Simulator, para aplicación médica Medical Simulation Training Benefits tal como se presenta por parte de vendores de simuladores y para práctica militar A civilian's guide to US defense and security assistance to Latin America and the Caribbean publicado por el Centro para Política Internacional.</ref> Esto oucrre usualmente cuando está prohibitivamente caro o sencillamente demasiado peligroso permitir a los capacitados utilizar los equipos verdaderos en el mundo real. En tales situaciones, gastarán tiempo aprendiendo lecciones valiosos en un ambiente virtual "seguro" sin embargo viviendo una experiencia cercana a la vida real (o por lo menos así es el objetivo). Frecuentemente la conveniencia es permitir errores durante el entrenamiento para un sistema de seguridad crítica. Por ejemplo, en simSchool los profesores practican gerencia de una aula y técnicas de enseñanza sobre estudiantes simulados, evitando "aprendiendo en el trabajo" que dañaría los estudiantes reales. Existe una distinción, sin embargo, entre las simulaciones utilizadas en el entrenamiento y la simulación instruccional.

Simulación de entrenamiento típicamente está dividido en tres categorías: <ref>Clasificación utilizado por la Oficinaa de Modelaje y Simulación de Defensa.</ref>

  • simulación "en vivo" (en donde jugadores actuales utilizan sistemas genuinos en un ambiente real);
  • simulación "virtual" (en donde jugadores actuales utilizan sistemas simulados en un ambiente sintético <ref name="environment"/>), o
  • simulación "constructiva" (en dónde jugadores virtuales utilizan sistemas simulados en un ambiente sintético). La simulación constructiva frecuentemente se refiere como "juego de guerra" dado que parece a juegos de guerra de mesa en dónde los jugadores mandan ejércitos de soldados y equipos que mueven por la mesa.

En una prueba estandardizada, simulaciones "en vivo" aveces se llaman "alta-fidelidad", produciendo "muestras de desempeño probable", a diferencia de "baja fidelidad", simulacioens de "lápiz y papel" produciendo "señales de posible desempeño",<ref>"High Versus Low Fidelity Simulations: Does the Type of Format Affect Candidates' Performance or Perceptions?"</ref> pero las distinciones entre fidelidad alta, moderada y baja, dependen en el contexto de una comparación particular.

Las simulaciones en la educación son frecuentemente parecidos a simulaciones de entrenamiento. Se enfoquen en tareas específicas. El termino 'micromundo' se utiliza para referirse a simulaciones educacionales que modelan algún concepto abstracto en lugar de simular un objeto o ambiente realista, o en algunos casos modelan un ambiente del mundo real de una manera simplista para así permitir un aprendiz desarrollar un entendimiento de los conceptos claves. Normalmente, un usuario puede crear algún tipo de construcción entre un micromundo que compartará de una manera consistente con los conceptos siendo modelados. Seymour Papert fue entre los primeros de abogar el valor de los micromundos, y el lenguaje de programación Logo como ambiente de programación desarrollado por Papert es entre los micromundos más famosos. Como otro ejemplo, el Premio de Retos Globales, un sitio de aprendizaje STEM, utiliza simulaciones micromundo para enseñar conceptos de la ciencia relacionadas con el calentamiento global y el futuro de la energía. Otros proyectos para simulación en educación son Física de Fuente Abierta, NetSim, etc.

Simulaciones sociales pueden ser utilizados en aulas de clase de las ciencias sociales para poder ilustrar procesos sociales y políticos en la antropología, economía, historía, ciencias políticas, o sociología, típicamente al nivel de colegio o universidad. Estos pueden, por ejemplo, tomar la forma de simulaciones de cívica, en dónde los participantes asumen papeles en una sociedad simulada, o relaciones internacionales, en dónde participantes entran en negociaciones, la formación de alianzas, comercio, diplomacia y el uso de la fuerza. Tales simulaciones pueden basarse en sistemas políticas ficticias, o sobre eventos históricos.

Uso de simulaciones sociales en Agencias

En años recientes, se ha empezado aumentar el uso de simulaciones sociales para la capacitación de personal en agencias de ayuda y desarrollo. La simulación Carana, por ejemplo, fue desarrollado inicialmente por el Programa de las Naciones Unidas para el Desarrollo y ahora se usa en una forma muy revisada por el Banco Mundial para entrenar sus empleados sobre cómo tratarse con países afectados por conflicto.<ref>"Carana," at 'PaxSims' blog, 27 January 2009</ref> En respuesta a desastres, en paises con una presencia de las Naciones Unidas, se recomienda hacer un Ejercicio de Simulación Inter-Agencial con cierta frecuencia para estar preparados.

Entrenamiento de Simulación y Preparación para Desastres

Entrenamiento de simulación ha vuelto un método para preparar la gente para los desastres. Las simulaciones pueden replicar situaciones de emergencia y monitorear sobre cómo los aprendices responden gracias a una experiencia parecida a la vida real. Simulaciones de preparación para desastres pueden involucrar entrenamiento sobre cómo responder a ataques terroristas, desastres naturales, brotes de pandemia u otras emergencias que amenazan la vida.

En terminos de instrucción, los beneficios de entrenamiento para emergencias a través de simulaciones son que el desempeño del aprendiz puede ser monitoreado a través del sistema. Esto permite al desarrollador hacerle ajustes como sea necesario o alertar el educador sobre temas que pueden requerir atención adicional. Otras ventajas incluyen que el aprendiz puede ser guiado o entrenado sobre cómo responder de manera apropiada antes de continuar al siguiente segmento de la emergencia - esto es un aspecto que no está siempre disponible en un ambiente en vivo. Algunos simuladores de capacitación de emergencia también permiten para retroalimentación inmediata, mientras que otros simuladores pueden dar un resumen y instruyen al aprendiz sobre como entrar al tema de nuevo.

En una situación de emergencia en vivo, los respondientes a la emergencia no tienen tiempo para desperdiciar. Entrenamiento de simulación en este entorno provee una oportunidad para los aprendices recoger tanta información cómo pueden y practicar su conocimiento en un ambiente seguro. Pueden hacer errores sin riesgo de poner vidas en peligro y tener una oportunidad para corregir sus errores para prepararse para una emergencia de la vida real.

Ver también

Referencias

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Enlaces Externas

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