No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
The power of simulation-based e-learning (SIMBEL)
... Simulation-based learning environments offer the most realistic activities in training and instruction but they can be very expensive and difficult to be implemented. They usually offer many different behavioural paths that can be successful [3], as it happens in reality. It is why technical simulations are easier to be implemented than realistic social contexts, despite SBeL can offer a good degree of reality, even for social contexts (See Table 1). ...
... It is why technical simulations are easier to be implemented than realistic social contexts, despite SBeL can offer a good degree of reality, even for social contexts (See Table 1). Kindley [3] highlights that, by way of comparison, SBeL is more about "particular discrete behaviours" where "the learner is presented with a specifically defined situation" (pp.2). Simulation-based e-learning, on the other hand, "makes possible 'learning by doing' because it focuses on the learner's performance outcomes in a context that mirrors the real work environment, demands more intuitive responses (judgment), is usually constrained by time, and takes into account the complexity of possible interactions across key variables" (pp.3). ...
... Kindley [3,4] and Bender [6] emphasize the idea that scenario-based environments have to offer both success and fail paths. Activities that finish when user chooses the wrong path are attached to a more behaviouristic way of teaching than to active learning. ...
Scenario-based language e-learning (SBeL) is focused on contextual learning, since it uses authentic activities that can improve communication skills. This paper reports a case-study that proposes the use of animated pedagogical agents (APAs) in a Brazilian Portuguese web-based course built under a mix of task- and scenario-based approaches. Its main purpose is to discuss how APAs can be used to improve students’ communicative skills, cultural awareness and level of interaction with course’s content.
... As compared to real world experience, this accelerated learning is one of the unequalled advantages of such tools. Such educational tools in academics are becoming wide spread and are categorized as scenario-, simulation-, and game-based e-Learning [1]. The realization of the efficacy of these products is growing [2]. ...
... To increase the effectiveness of the course, different scenarios of DC power supply simulator were developed in this project. According to taxonomy presented in [1] this product can be categorized as a scenario-based e-learning product. As the course is compulsory in three departments and optional in few other departments, average enrolment per semester is essentially high. ...
Electronics Students have always been struggling to understand the voltage waveform dynamics across different points in diode rectifiers, which leaves them confused and the grasp of DC power supply is always missing in their understanding. In this paper, we present Scenario-based e-learning product dasiaDC Power Supply Simulatorpsila developed using Macromedia Flash for an introductory technology course. This product is developed at the university to help students to understand the complicated concepts such as diode rectifiers, voltage dynamics of power supply, RC filter, etc. This DC-Power Supply Simulator consists of various components such as transformer, diodes, resistor and capacitor. The simulator strongly supports the visualization of the dynamics of the circuit while a user manipulates its parameters. The voltage waveforms at different places in the circuit are dynamically plotted in realtime as in an oscilloscope, a strong feature of this simulator.
... Specifically, SBL is built on the basic principles of situated learning theory (Lave & Wenger, 1991). This theory situates learning in real-world authentic contexts that are not only considered an important ingredient for knowledge acquisition (Kindley, 2002) but also help knowledge retention to last for a longer period of time (Sharma & Sefchek, 2007). ...
Nowadays, due to the increasing number of cyberattacks, cybersecurity education, training, and awareness are considered crucial for preparing current and future IT professionals. Thus, it is essential for educational institutions to foster well-designed learning strategies in the field of cybersecurity that will not only focus on theory-based learning interventions but also on encapsulating authentic learning practices. In this context, the paper at hand presents a ubiquitous scenario-based learning (SBL) intervention, blended with IoT devices for introducing the topic of the man-in-the-middle attack to 1st-grade students in vocational education. The learning scenario enables two-way plain text communication through a LoRa network. For securing the transmission and assure confidentiality, basic encryption techniques are enabled for the transmitted messages. Meanwhile, an eavesdropper, acting as the man-in-the-middle attacker, tries to intercept the communication, by applying different decryption techniques. For this purpose, a u-Learning app was developed. The app was evaluated by ninety 1st-grade students of an educational institute of vocational training, in terms of effectiveness, efficiency, knowledge acquisition, and learners’ satisfaction. Among others, the results show that the effectiveness and the efficiency of the proposed learning process were 92.03%, and 89.63%, respectively. Finally, learners’ satisfaction was high, and their knowledge acquisition was improved.
... As students become more cognizant of their enthused participation, an increase in social connection also occurs, which generates excitement and competitive behavior amongst participants as well as engender curiosity of potential new simulation users (Moizer & Lean, 2010). Kindley (2002) argues that simulations support student real-time performance enhancements whilst maintaining learner enthusiasm. Hence, we hypothesize: H 2 : Asynchronous online marketing simulations will positively influence the enthused participation of student engagement. ...
We report on an experiment to investigate the effect of an online asynchronous marketing simulation on student engagement and GPA. Engagement was measured in terms of conscious attention, enthused participation and social connection. The participants were 45 students undertaking marketing management at an American university over one semester. Half the students (the treatment group) were required to undertake the simulation in addition to their regular assessments. The results support the idea that online asynchronous marketing simulations contribute to increasing a student’s GPA score, and that factors other than engagement may be driving this learning and achievement. Evidence for this included (1) relatively higher post-treatment GPA scores for the treatment group; (2) relatively lower post-treatment levels of enthused participation for the treatment group; (3) lack of significant differences between the groups in terms of conscious attention and social connection.
... Simulation-based e-learning (SIMBEL, Kindley 2002) provides a great potential to develop practical skills in a virtual environment. The student is able to learn practical skills required at a given workplace through simulation via real-world scenarios. ...
The development of a blended learning approach to enhance surveying education is discussed. The need for this learning strategy is first investigated based on a major review of the surveying course, including analysis of its content, benchmarking with key national and international universities, and surveys of key stakeholders. Appropriate blended learning methods and tools that couple learning theory principles and developing technical skills are discussed including using learning management systems, flip teaching, collaborative learning, simulation based e-learning, and peer assessment. Two blended-learning tools developed for surveying units are presented as examples. The first is an online interactive virtual simulation tool for leveling, one of the key tasks in surveying. The second is an e-assessment digital marking, moderation and feedback module. Surveys of students showed that they found the interactive simulation tool contributes to improving their understanding of required tasks. Students also found the e-assessment tool helpful in improving their performance and in helping them to focus on the objectives of each activity. In addition, the use of peer e-assessment to improve student learning and as a diagnostic tool for tutors is demonstrated. The paper concludes with a discussion on developing generic skills through authentic learning in surveying education.
... Serious Games (SGs) have learning goals and structure, but in addition are adaptive and interactive and most importantly they provide enjoyment, pleasure, motivation, ego gratification (through competition and wining) and emotion, in order to achieve learner engagement and involvement. Games create simulated environments that facilitate immersion, allowing learners to explore alternative approaches to situations virtually, in order to directly experience practical and emotional consequences of their actions, rather than wondering "what would happen if ...?" Games turn mistakes into learning elements, avoiding a sense of failure (Kindley 2002). Through these approaches, GBL allows learners to indirectly experience the real-world by developing their awareness of consequentiality through doing and experiencing. ...
The increasing pervasiveness of digital technology is having a profound effect on how younger generations interact, play, and learn. The use of electronic games for education (game-based learning) promotes an agile, immersive, and stimulating form of learning that fosters learner engagement and motivation. This chapter focuses on GBL for knowledge sharing and transfer for the purposes of intergenerational learning. In addition to the challenge of building intellectually appropriate and challenging games, the informal and incidental nature of intergenerational learning introduces another key requirement: namely, that of effectively capturing and re-proposing the informal knowledge of seniors. For this reason, an innovative approach that builds on the combined use of serious games and storytelling is proposed. The application of this methodology in the context of the research project e-VITA is discussed, including the implications of pedagogy upon game design.
... Online scenario based learning has increased in popularity at Australian universities. (Kindley, 2002, Fannon, 2002, McLaughlan, 2001. Many courses have developed scenarios that provide realistic learning environments in which students acquire skills in a contextual setting (Herrington, J., Oliver, R. & Reeves, T 2002). ...
The focus of this paper is to highlight one aspect of a larger project seeking to identify and address the difficulties international students are experiencing in a core unit of the Bachelor of Commerce (Accounting) at the University of New England. Academic developers at the Teaching and Learning Centre, in consultation with the unit coordinator, decided to incorporate into the unit a set of online scenario-based learning modules to assist students with the IRAC (Issues, Rule, Application and Conclusion) law methodology. The modules presented a workplace scenario that emphasised finding, understanding and using information. They were designed to help students acquire the skills that underpin success in the assessment tasks and develop strategies to deal with the subject-specific discourse. The first module was made available online and two compulsory workshops were given to familiarise the students with the content. The students were then able to revisit the online module in their own time. This module was designed to assist the students in identifying the issues that are relevant to a particular client of a local law firm. The second module continued the workplace scenario and supported students in developing their skills of identifying the rule, applying their findings and preparing a conclusion based on the evidence. Both these modules form part of a larger, ongoing project that has included focus group sessions and online surveys to determine what difficulties international students face in the unit and how support should be provided.
... Simulations provide graphical environments with dynamic learning content. These systems allow students to actively experience different situations, learn operational skills and gain hands-on experience in problem solving as stated by several authors like [37][38] [39]. The incorporation of multimedia techniques into education processes as a way to improve and enhance e-learning is currently an active research topic with any works in this area covering different aspects or learning technologies. ...
The use of various types of media and communication technologies in e-learning activities enhances content visualization and user interaction, and increases learner engagement and effectiveness. The evolution of multimedia technologies in recent years has opened new opportunities of integrating multimedia resources to support on-line teaching and learning, although there is still a long way to go. In this paper, we present first an extensive state-of-the-art study of the application of multimedia resources to e-learning activities. Then, based on this study, we discuss on the benefits and drawbacks of multimedia resources and the main types of multimedia resources appropriate for e-learning purposes.
... 6) has been developed as a part of our research concerning simulation-based didactic and e-learning tools. It is a didactic simulator (Kindley R., 2002), designed and implemented according to results of our original research of such educational tools (Nowicki K. & Gierłowski K., 2004;Gierłowski K. & Nowicki K.,2002). Our simulator covers various technologies that allow computer data traffic through Asynchronous Transfer Mode (ATM) and Frame Relay wide area networks, for example: Classical IP over ATM (CLIP), LAN Emulation (LANE) or Multiprotocol over Frame Relay (MPoFR). ...
In this paper we propose a novel e-learning system, dedicated strictly to knowledge assessment tasks. In its functioning it utilizes web-based technologies, but its design differs radically from currently popular e-learning solutions which rely mostly on thin-client architecture. Our research proved that such architecture, while well suited for didactic content distribution systems is ill-suited for knowledge assessment products. In our design we employed loosely-tied distributed system architecture, strict modularity, test and simulation-based knowledge and skill assessment and an our original communications package called Communication Abstraction Layer (ComAL), specifically designed to support communication functions of e-learning systems in diverse network conditions (including offline environment and content aware networks).The system was tested in production environment on Faculty of Electronics, Telecommunications and Informatics, Technical University of Gdansk with great success, reducing staff workload and increasing efficiency of didactic process. The tests also showed system's versatility in classroom, remote and blended learning environments.
... Simulation should be a preferred method of learning: it allows the learner to experience without fear of failure; many dangerous environments and events can be simulated and studied safely; its behaviour can be adjusted according to the profile and the performance of the learner [10]. ...
Virtual reality and augmented reality are gradually increasing their influence in education. A
plethora of three-dimensional environments including educational content are created. However, most
of them are used just as additional multimedia material to traditional coursed and just a few are
conceived as independent, standalone learning environments, including everything from theoretical
presentation of a subject, to practice, experiments and evaluation. In this paper we present a virtual
reality environment for teaching basic biology concepts in a standalone manner and we compare its
performance with traditional methods.
... There has been an increased focus in higher education on bridging the gap between acquiring knowledge and real-life professional practice in order to better prepare our graduates for their careers, also referred to as 'learning by doing' (Errington, 2003). The early 2000's also saw an increase in the use of enabling technologies within education which has resulted in situational learning strategies such as online scenario-based learning and roleplay simulations (Kindley, 2002, Fannon, 2002, McLaughlan, 2001, Davenport & Baron 2007. This supports the needs of our Net Generation learners who want to be actively involved in their learning. ...
Recent high profile corporate collapses and failures in the management and accountability of directors have led to wide scale reviewing of corporate governance standards. Increased efforts are being made to improve corporate accountability and to prevent management failure (Clarke, 2004). One project being implemented at The University of Adelaide Business School has the aim of mitigating future failures of management and corporate governance through the innovative teaching of corporate governance to current students who will be future corporate officers. Online situational learning is set to change the teaching of corporate governance through the development of online course component innovations. Ultimately, such technology has the potential to transform modern teaching. While traditional methods of teaching corporate governance focus on conveying information to students, it is clear that innovation in online methods have the capability to encourage critical thinking and understanding. Thus, the potential is for an interactive approach to learning about corporate governance, instead of the more traditional passive approach to information transfer. This paper explores the use of innovative online exercises involving actual corporate governance problems which will teach students how to deal with real business issues and will require them to apply information and rules they have learnt in order to respond to the scenarios given. This paper proposes and outlines the methodological details of a corporate governance online scenario-based learning trial set for 2009. The scenarios will include the use of images, audio and video to better contextualise the situation. Careful attention will be given to student final assessment results and course evaluations in order to ascertain the effectiveness of this innovative approach to learning. Online roleplay simulations (eSims) which incorporate scenarios are also discussed.
... They even avoid a sense of 'failure' (e-ducation.it, 2003) as they turn mistakes into precious learning elements (Kindley, 2002), avoiding giving the message that an error is something that cannot be recovered (Kelten, Sadowski & Sadowski, 1998). This method of 'trial and error' results in accumulation of knowledge because trainees have the possibility to actively weigh consequences and mull over decisions (Michael & Chen, 2006). ...
The authors are designing and carrying out some training sessions based on serious games with customers from different business environments and with some university student groups, both in northern Italy. Some business case studies are described in this article specifying the context, the training goal, the adopted training solution and the main characteristics of the designed game. Some screenshots are also shown. Furthermore, the authors are carrying out a survey both in the business and the university environment to analyse how the learners perceive these kinds of games in terms of effectiveness, engagement, pleasure, usability and freedom of behaviour while playing. Some results are reported in this paper, and the comparison between students' and employees' perception is shown. The questionnaire used can be found in the Appendix.
... • trigger profound insights for long-term thinking • enable to think deeply about complex systems, because they allow to understand the dynamics of the elements that constitute the whole environment [1] • make users feel responsible for success according to their actions • show how actions affect context • match high-quality content and high engagement [4] • turn mistakes into learning elements avoiding to give the message that an error is something that cannot be recovered [3] • shorten the time factor: adding foresight to a simulation allows to connect actions in the present with implications in the future • allow situated learning and are therefore close to the working context • make users feel more comfortable with the exercise [2] and raise the time he or she is willing to spend with it [1] These benefits are due to the peculiar nature of game-based simulations, which profit from the match of simulation aspects, game aspects and pedagogical elements at the same time. [1] Some studies carried out in the educational sector [2] as well as their follow-up carried out in the business environment substantially show a high degree of enjoyment in this new means of learning: ...
The aim of this paper is to provide insight in the important role simula- tion technologies can play in the context of effective business process-oriented learn- ing. The gap between business processes and HR carrying out concrete tasks could be bridged by integrating knowledge management and learning needs with respect to business processes. First, the importance between business processes, learning and simulations is illustrated. Second, simulations and their impact for company effi- ciency is outlined. Third, the benefits of the PROLIX e-simulation are described ac- cording to specific requirements out of a business process perspective. A company case study is also presented. The conclusion is that decision support for management under specific performance conditions and the learning environment itself are key elements that contemporary e-simulations bring together for the benefit of work per- formance and effectiveness as well as efficiency of companies.
Among several others, the on-site inspection process is mainly concerned with finding the right design and specifications information needed to inspect each newly constructed segment or element. While inspecting steel erection, for example, inspectors need to locate the right drawings for each member and the corresponding specifications sections that describe the allowable deviations in placement among others. These information seeking tasks are highly monotonous, time consuming and often erroneous, due to the high similarity of drawings and constructed elements and the abundance of information involved which can confuse the inspector. To address this problem, this paper presents the first steps of research that is investigating the requirements of an automated computer vision-based approach to automatically identify “as-built” information and use it to retrieve “as-designed” project information for field construction, inspection, and maintenance tasks. Under this approach, a visual pattern recognition model was developed that aims to allow automatic identification of construction entities and materials visible in the camera’s field of view at a given time and location, and automatic retrieval of relevant design and specifications information.
Simulation has always been about learning. For being able to simulate something, a model of a system must be developed. Thus, the perspective of teaching and training with modeling and simulation is necessarily twofold. Sometimes the model builders are the primary learners. They learn by constructing models of scratch, and by changing model parameters. Sometimes the users of the simulation models are the target learners. They learn by interacting with a simulation. Sometimes, the learners are not aware that they interact with a simulation.
In this chapter, the authors propose a novel e-learning system, dedicated strictly to knowledge assessment tasks. In its functioning it utilizes web-based technologies, but its design differs radically from currently popular e-learning solutions which rely mostly on thin-client architecture. The authors’ research proved that such architecture, while well suited for didactic content distribution systems is ill-suited for knowledge assessment products. In their design, they employed loosely-tied distributed system architecture, strict modularity, test and simulation-based knowledge and skill assessment and an our original communications package called Communication ion Layer (ComAL), specifically designed to support communication functions of e-learning systems in diverse network conditions (including offline environment and content aware networks).The system was tested in production environment on Faculty of Electronics, Telecommunications and Informatics, Technical University of Gdansk with great success, reducing staff workload and increasing efficiency of didactic process. The tests also showed system’s versatility in classroom, remote and blended learning environments.
Language teachers and students are making a mass exodus in theory and practice in the field of secondlanguage instruction. They are leaving behind boring drills, nonsensical memorizations and endless strings of grammatical rules and are demanding a shift from traditional language learning to modern language acquisition. Language acquisition means being culturally literate and commutatively competent in a language (Byrnes, 2001). This change requires finding effective ways to facilitate this paradigm shift. This chapter will try to answer the following questions: Can language simulations foster language acquisition and communicative competence in adult second-language learners? It will also explore: what language acquisition is and how it is obtained; theoretical foundations of language acquisition; learning simulations and what makes them effective; language simulations – how and why they work; what simulations can do to promote communicative competence; a practical example; future applications and importance of language simulations; and what future research is necessary to fulfill this promise.
This qualitative study on the effects of Simulation-based learning (SBL) on Machining Technology workshop practice involved two workshop groups that had SBL infused into their curriculum and two workshop groups that received normal instruction. The research question was "How did SBL help to prepare participants for workshop practice?" The sub-questions were as follows: i. Were the SBL workshop groups more familiar with the workshop tasks? ii. Were they more responsive to their instructor's questions? iii. Were they able to work more independently? iv. Were they able to work faster? v. Were they easier to teach? Each workshop group was observed thrice. In addition to the data collected using the Practice Observation Toolkit for Groups, there were observation notes and staff interviews. Personal data of 16 SBL and 18 non-SBL participants, usage of SBL modules and written comments from the SBL participants were also collected. While the SBL participants seemed more prepared for workshop practice, were able to visualize machine parts, worked faster and were easier to teach, the positive effects of SBL varied from strong to marginal.
The quasi-experimental study investigated sixth and eighth graders' perceptions of science with gender, grade levels, and educational experiences as the variables. The Theory of Planned Behavior (Ajzen, 1985) claims that attitude toward the behavior, subjective norm, and perceived behavioral control play a major role in people's intentions, and these intentions ultimately impact their behavior. The study adopted a quantitative research approach by conducting a science perceptions survey for examining students' self-efficacy in learning science (i.e., perceived behavioral control), value of science (i.e., attitude toward the behavior), motivation in science (i.e., attitude toward the behavior), and perceptions of digital science games in science classes (i.e., perceived behavioral control). A total of 255 participants' responses from four rural Appalachian middle school science classrooms in southeastern Ohio were analyzed through a three-way ANCOVA factorial pre-test and post-test data analysis with experimental and comparison groups. Additionally, the study applied a semi-structured, in-depth interview as a qualitative research approach to further examine STEAM digital science games' and Fellows' impact on students' perceptions of science. Eight students in the experimental group were interviewed. Interview data were analyzed with an inductive method. The results found in the three-way ANCOVA data analysis indicated that the diversity of educational experiences was a significant factor that impacted sixth and eighth graders' perceptions of science. Additionally, the interaction of gender and educational experiences was another significant factor that impacted sixth and eighth graders' perceptions of science. The findings of the two short-answer questions identified the reasons why the participants liked or disliked science, as well as why the participants would or would not choose a career in science. The conclusions of the semi-structured, in-depth interview supported that the interviewees' perceptions of the STEAM digital science games and Fellows ranged from neutral to positive. Seven out of eight of the interviewees commented that the STEAM digital science games and Fellows enhanced the interviewees' perceptions of science and their choice of careers. Five out of eight of the interviewees intended to have careers in science.
There are increased opportunities for online delivery innovation within the education sector because of rapid advances in Internet technology. This paper describes a unique and efficient approach to simulation called ‘scenariation’. The scenariation project aimed to establish efficient processes for the development of scenariation content and evaluate the use of a specific scenariation nurse education module. Students were presented with video simulating the workplace and then prompted to make clinical decisions such as selecting treatment options. The scenariation approach was implemented with a group of 380 1st-year nursing students and evaluated using multifaceted online evaluation. The results of this qualitative evaluation highlight not just the potential of scenariation but also some of the difficulties associated with online delivery to large and diverse student groups. Students valued the relevance to practice and interactive nature of scenariation, but some reported technical difficulties. The paper concludes by extending the discussion of scenariation to the areas of inter-professional learning and the integration of scenariation with face-to-face high fidelity simulation.
Simulation-based educational products are excellent set of illustrative tools that proffer features like visualization of the dynamic behavior of a real system, etc. Such products have great efficacy in education and are known to be one of the first-rate student centered learning methodologies. These products allow students to practice skills such as critical thinking and decision-making. In this paper, a case is presented where a scenario-based e-learning product namely ‘supply chain simulator’ is developed at KFUPM for an introductory technology course. The product simulates a supply chain – a network of facilities and distribution systems that carries out the task of procurement and transformation of materials from manufacturer to customer. The product was put to test during four semesters and results of the survey conducted by the instructors and the students are presented. The results clearly suggest the benefits of using such a tool in enhancing student learning.
The main objective of the paper is to present the state of art in the field of engineering software instruction and training.
There are various approaches how to teach someone how to use an application. In the simplest illustrative approach training
attempts to illustrate each screen and describe each task what is hardly possible in the case of complicated CAD/CAE software.
An alternative is an exploration approach in which during training user can be asked to look at various functions. In many
opinions the most effective way to learn software is scenario-based approach. Major types of authoring tools used for software
simulations are described and discussed. Finally there are raised some open questions concerning costs of e-Learning and so
called Civil Engineering Crisis.
In this paper we propose a novel E-Learning system, dedicated strictly to knowledge assessment tasks. In its functioning it
utilizes web-based technologies, but its design differs radically from currently popular E-Learning solutions which rely mostly
on thin-client architecture. Our research proved that such architecture, while well suited for didactic content distribution
systems is ill-suited for knowledge assessment products.
In our design we employed loosely-tied distributed system architecture, strict modularity, test and simulation-based knowledge
and skill assessment and an our original communications package called Communication Abstraction Layer (ComAL), specifically
designed to support communication functions of E-Learning systems in diverse network conditions (including offline environment).
The system was tested in production environment on Faculty of Electronics, Telecommunications and Informatics, Technical University
of Gdansk with great success, reducing staff workload and increasing efficiency of didactic process. Tests also showed system’s
versatility as the system was deployed in environments of classroom, remote and blended learning.
This paper demonstrates an attempt to implement a training platform for marine education and training on the web. A 3D Web
virtual training environment for marine education and training is created by re-using high fidelity shiphandling simulation
software from existing marine simulators, combining e-learning tools and distributed virtual environment technology. The paper
focuses on the 3D modeling, the creation of 3D worlds, the interaction design and the user interface layout of this system.
A real-time interactive VR marine environment is critical to this training system. However, 3D multi-user online training
on the web is a real challenge for the low network bandwidth and high network latency, which will certainly affect the interactivity
of training. Many approaches are employed to optimize the usage of network bandwidth and to minimize the effect of network
latency, such as LOD and image-based impostor (billboard) modeling technique, dead reckoning algorithm, partition the VE into
areas of interest (AOI) and 2D visibility culling. Finally, a prototype system is implemented based on VRML and Java cooperation.
Marine simulation systems have been introduced in maritime education and training to foster the qualified and competent personnel for working in the maritime industry both afloat and ashore. However, there are many problems with most marine simulation systems today: the long development cycle, the high expenditure, the limited accessibility, the difficult maintenance, and the absence of customization etc. Web-based maritime training environment tries to solve these problems, and still allow very realistic and high-interactive marine simulations, delivered and edited via the Web. This paper presents modeling and system design for a Web-based maritime training environment to facilitate online simulation training from anywhere, anytime.
ResearchGate has not been able to resolve any references for this publication.