Using a computer simulation game to teach family time use concepts

1996 ◽  
Vol 17 (3-4) ◽  
pp. 297-311
Author(s):  
Sherman Hanna ◽  
Sharon DeVaney ◽  
Allen Martin
Keyword(s):  
Computer Simulation ◽  
Time Use ◽  
Simulation Game ◽  
Family Time ◽  
Family Time Use

scholarly journals Sharing the burden: Shifts in family time use, agency and gender dynamics after introduction of new cookstoves in rural Kenya

2020 ◽  
Vol 64 ◽  
pp. 101413 ◽  
Author(s):  
Kirstie Jagoe ◽  
Madeleine Rossanese ◽  
Dana Charron ◽  
Jonathan Rouse ◽  
Francis Waweru ◽  
...  
Keyword(s):  
Time Use ◽  
Gender Dynamics ◽  
Family Time ◽  
Rural Kenya ◽  
Family Time Use ◽  
And Gender

scholarly journals Family time use and home learning during the COVID-19 lockdown

2020 ◽  
Author(s):  
Almudena Sevilla ◽  
Angus Phimister ◽  
Sonya Krutikova ◽  
Lucy Kraftman ◽  
Christine Farquharson ◽  
...  
Keyword(s):  
Time Use ◽  
Family Time ◽  
Home Learning ◽  
Family Time Use

A Web-Based Simulation Game for Teaching Supply Chain Management

2019 ◽  
Vol 5 (3) ◽  
pp. 265-274
Author(s):  
Ming-Ling Chuang
Keyword(s):  
Computer Simulation ◽  
Supply Chain ◽  
Supply Chain Management ◽  
Graduate Students ◽  
Inventory Management ◽  
Simulation Game ◽  
Horizontal Integration ◽  
Web Based ◽  
Chain Management ◽  
Global Issues

Supply chain management (SCM) is a complex business discipline because it combines the concepts of forecasting, inventory management, logistics and distribution, vertical and horizontal integration, and global issues. This complexity creates a challenge when teaching the concepts to both undergraduate and graduate students. A web-based computer simulation can be very useful in helping students to grasp the difficult concepts. It helps students to think systematically and logically as they progress through scenarios with uncertainties and complexity. This article provides detailed implementation protocols for using a web-based SCM game including game descriptions, classroom pedagogy, and simulation assessment. Recommendations are also provided based on the instructor’s experience.

scholarly journals From Me to You: Time Together and Subjective Well-Being in the UK

Sociology ◽  
2021 ◽  
pp. 003803852110331
Author(s):  
Giacomo Vagni
Keyword(s):  
Time Use ◽  
Intimate Relationships ◽  
Well Being ◽  
Division Of Labour ◽  
Subjective Well Being ◽  
Family Time ◽  
Mothers And Fathers ◽  
The United Kingdom ◽  
Time Use Survey ◽  
The Uk

Time together as a family is a crucial dimension of family life. However, its impact on personal happiness is not well understood. I use the United Kingdom Time Use Survey 2014–2015 to study how time spent with partners and children affects daily subjective well-being. Overall, I find that family time, couple time, and time alone with children contributes significantly to mothers’ and fathers’ well-being. I show that the activities that families share together mediate an important part of the enjoyment of time together but do not entirely explain this association. This suggests that beyond what families do together, families enjoy being together. I find that fathers enjoy family time more than mothers do. I demonstrate that the unequal division of labour during family time explains this discrepancy. I conclude by discussing the recent transformations of intimate relationships.

The Simulation-Game Controversy

2013 ◽  
Vol 5 (1) ◽  
pp. 1-12 ◽  
Author(s):  
J. R. Parker ◽  
Katrin Becker
Keyword(s):  
Computer Simulation ◽  
Serious Games ◽  
Educational Games ◽  
Design Strategy ◽  
Educational Game ◽  
Simulation Game ◽  
Productive Work ◽  
Educational Literature ◽  
Technology And Design

Games use the same base technology and design strategy as do simulations, but add a few items to the mixture. Understanding this gives ‘new’ (read borrowed) tools for game creation and testing. The idea that simulations are implementations of a model, for instance, leads to a focus on the model rather than the code when designing a game. Similarly, the verification/validation pair used in simulations can be extended by adding playtesting for games, thus giving an educational game (for example) viable, demonstrable educational characteristics as well as playable (and thus engaging and motivating) characteristics. Productive work on improving games for specific purposes (serious games) can be advanced if the authors can agree on a common terminology and concept set (Shaw & Gaines, 1989), and if games can be seen as a valuable extension of a simulation that has specific characteristics that make them useful in specific circumstances. The idea of ‘fun’ is often thought of as the enemy of ‘learning’ in educational literature, and this needs to change if progress on serious and educational games is to be made. This paper will describe the hierarchy of computer simulation objects within which ludic simulations can be understood.

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