23 research outputs found
Implementation of business simulation games as learning tool: an example from University of Algarve
Game-based learning environments in education are a valuable asset, as well as their potential benefits are unquestionable (GuillĂ©n-Nieto & Aleson-Carbonell, 2012). Yet, recent studies concerning academic achievement have reported contradictory or ambiguous findings. It is also interesting that empirical studies devoted to Management courses are not abundant and focus on: single unit courses (e.g., Edelheim & Ueda, 2007), units with low levels of interdisciplinarity (e.g., Pasin & Giroux, 2011), non-longitudinal studies (e.g., SĂžrensen, 2011) or games usability (e.g., BlaĆŸiÄ et al., 2012). Therefore, the leading Author produced the following research query: can GBL (Cesim Global Challenge) be a useful and productive tool to support Management students for effective learning towards complex contexts while enhances engagement? A case study approach will be used (University of Algarve)
Serious Games Are Not Serious Enough for Myoelectric Prosthetics
Serious games show a lot of potential for use in movement rehabilitation (eg, after a stroke, injury to the spinal cord, or limb loss). However, the nature of this research leads to diversity both in the background of the researchers and in the approaches of their investigation. Our close examination and categorization of virtual training software for upper limb prosthetic rehabilitation found that researchers typically followed one of two broad approaches: (1) focusing on the game design aspects to increase engagement and muscle training and (2) concentrating on an accurate representation of prosthetic training tasks, to induce task-specific skill transfer. Previous studies indicate muscle training alone does not lead to improved prosthetic control without a transfer-enabling task structure. However, the literature shows a recent surge in the number of game-based prosthetic training tools, which focus on engagement without heeding the importance of skill transfer. This influx appears to have been strongly influenced by the availability of both software and hardware, specifically the launch of a commercially available acquisition device and freely available high-profile game development engines. In this Viewpoint, we share our perspective on the current trends and progress of serious games for prosthetic training
Development of a mechanical maintenance training simulator in OpenSimulator for F-16 aircraft engines
Mechanical maintenance of F-16 engines is carried out as a team effort involving 3â4 skilled engine technicians, but the details of its procedures and requisites change constantly, to improve safety, optimize resources, and respond to knowledge learned from field outcomes. This provides a challenge for development of training simulators, since simulated actions risk becoming obsolete rapidly and require costly reimplementation. This paper presents the development of a 3D mechanical maintenance training simulator for this context, using a low-cost simulation platform and a software architecture that separates simulation control from simulation visualization, in view of enabling more agile adaptation of simulators. This specific simulator aims to enable technician training to be enhanced with cooperation and context prior to the training phase with actual physical engines. We provide data in support of the feasibility of this approach, describing the requirements that were identified with the Portuguese Air Force, the overall software architecture of the system, the current stage of the prototype, and the outcomes of the first field tests with users
Cultivating Awareness on Email Security Threats among School Children via Game-Based Learning Approach (CEG)
Internet has brought a huge transformation in many aspects of our life as it is one of the
biggest contributors in making the world into global village. The percentage of internet
users has increase rapidly across age including children nowadays. Despite giving many
benefits to the users, the impressive change of Internet has brought high concern about
the threats to safety and security among the users especially for the children nowadays.
High concern rises among global expertises on child's online protection as it can harm
the children physically and emotionally. Email security threats are one of the cyber
threats problem that child should aware to avoid any incidental causes which lead
towards negative impact. However, the level of awareness on this issue among
Malaysian children is low. Therefore, this paper proposes an alternative method in
cultivating early awareness on email security threats among school children in
Malaysia. Child Email Game (CEG) has been developed based on game based learning
model by using Adobe Flash Professional CS 5 software. Through this interactive and
fun approach, CEG is expected to assist them in identifying the emails security threats
accordingly
ĐĐĐĐĐ ĐĐĄĐąĐĐĐĐŻ ĐĄĐĐ ĐĐĐĐĐĐ„ ĐĐĐРйРХĐĐĐŁĐĐŻĐŠĐĐ Đ Đ ĐĐĐ ĐĐĐĐ ĐĐ ĐĐĐ ĐĐĐĐĐĐ ĐĐĐĐĐĐĐЧĐĐĐĐŻ ĐĐĐŻ Đ ĐĐĐĐĐąĐĐŁ ĐĐĐąĐĐ„ĐĐЧĐĐĐ„ ĐĐĐĐĐĐąĐĐĐąĐĐĐĄĐąĐĐ ĐĐĐĐĐŁĐąĐĐĐ„ ĐĐĐĐĐĐĐ ĐĐ-ĐĐ ĐĐĐ ĐĐĐĐĄĐąĐĐ
ĐŁ ŃŃĐ°ŃŃŃ ŃĐŸĐ·ĐłĐ»ŃĐœŃŃĐŸ ĐČĐžĐșĐŸŃĐžŃŃĐ°ĐœĐœŃ ŃĐ”ŃĐčĐŸĐ·ĐœĐžŃ
ŃĐłĐŸŃ ŃĐ° ŃĐžĐŒŃĐ»ŃŃŃĐč Đ· ŃĐŸĐ·ŃĐŸĐ±ĐșĐž ĐżŃĐŸĐłŃĐ°ĐŒĐœĐŸĐłĐŸ забДзпДŃĐ”ĐœĐœŃ ĐŽĐ»Ń ŃĐŸĐ·ĐČĐžŃĐșŃ ĐœĐ”ŃĐ”Ń
ĐœŃŃĐœĐžŃ
ĐșĐŸĐŒĐżĐ”ŃĐ”ĐœŃĐœĐŸŃŃĐ”Đč ĐŒĐ°ĐčбŃŃĐœŃŃ
ŃĐœĐ¶Đ”ĐœĐ”ŃŃĐČ-ĐżŃĐŸĐłŃĐ°ĐŒŃŃŃŃĐČ. ĐâŃŃĐŸĐČĐ°ĐœĐŸ, ŃĐŸ ŃĐžĐżĐŸĐČŃĐč ĐŸŃĐČŃŃŃ ŃĐœĐ¶Đ”ĐœĐ”ŃŃĐČ-ĐżŃĐŸĐłŃĐ°ĐŒŃŃŃŃĐČ Đ±ŃĐ°ĐșŃŃ ĐżŃĐ°ĐșŃĐžŃĐœĐŸĐłĐŸ ĐŸĐżĐ°ĐœŃĐČĐ°ĐœĐœŃ ĐżŃĐŸŃĐ”ŃŃĐČ ŃĐŸĐ·ŃĐŸĐ±ĐșĐž ĐżŃĐŸĐłŃĐ°ĐŒĐœĐŸĐłĐŸ забДзпДŃĐ”ĐœĐœŃ. ĐŠĐ” ĐżĐŸĐČâŃĐ·Đ°ĐœĐŸ Đ· ŃĐžĐŒ, ŃĐŸ ŃĐŸĐ·ŃĐŸĐ±ĐșŃ ĐżŃĐŸĐłŃĐ°ĐŒĐœĐŸĐłĐŸ забДзпДŃĐ”ĐœĐœŃ, Đ°, ĐŸŃĐŸĐ±Đ»ĐžĐČĐŸ, ĐČДлОĐșĐžŃ
ŃĐžŃŃĐ”ĐŒ ĐżŃĐŸĐłŃĐ°ĐŒĐœĐŸĐłĐŸ забДзпДŃĐ”ĐœĐœŃ, ĐżŃĐžĐčĐœŃŃĐŸ ĐČĐČажаŃĐž ŃŃŃĐŸ ŃĐ”Ń
ĐœŃŃĐœĐžĐŒ Đ·Đ°ĐČĐŽĐ°ĐœĐœŃĐŒ, ĐżŃĐŸŃĐ” ĐœĐ° ĐżŃĐ°ĐșŃĐžŃŃ ĐČĐžŃĐČĐ»ŃŃŃŃŃŃ ŃĐœĐ°ĐșŃĐ”: Ń Đ±ŃĐ»ŃŃĐŸŃŃŃ ĐČОпаЎĐșŃĐČ ŃĐŸĐ·ŃĐŸĐ±ĐșĐ° ĐČДлОĐșĐžŃ
(Ń ĐœĐ” ŃŃĐ»ŃĐșĐž) ŃĐžŃŃĐ”ĐŒ Ń Đ·Đ°ĐČĐŽĐ°ĐœĐœŃĐŒ, зЎДбŃĐ»ŃŃĐŸĐłĐŸ, "ĐœĐ”ŃĐ”Ń
ĐœŃŃĐœĐŸĐłĐŸ" Ń
Đ°ŃĐ°ĐșŃĐ”ŃŃ. ĐĐžŃĐČĐ»Đ”ĐœĐŸ, ŃĐŸ ŃĐŽĐžĐœĐžĐŒ ĐŒĐŸĐ¶Đ»ĐžĐČĐžĐŒ ŃĐżĐŸŃĐŸĐ±ĐŸĐŒ ĐœĐ°ĐŽĐ°ĐœĐœŃ ŃŃŃĐŽĐ”ĐœŃĐ°ĐŒ ĐŽĐŸŃĐČŃĐŽŃ ŃŃĐ°ŃŃŃ Ń ŃДалŃĐœĐžŃ
ĐżŃĐŸŃĐ”ŃĐ°Ń
ŃĐŸĐ·ŃĐŸĐ±ĐșĐž ĐżŃĐŸĐłŃĐ°ĐŒĐœĐŸĐłĐŸ забДзпДŃĐ”ĐœĐœŃ (ĐĐ) ĐČ Đ°ĐșĐ°ĐŽĐ”ĐŒŃŃĐœĐŸĐŒŃ ŃĐ”ŃĐ”ĐŽĐŸĐČĐžŃŃ Ń ĐČĐžĐșĐŸŃĐžŃŃĐ°ĐœĐœŃ ŃĐłŃĐŸĐČĐžŃ
ŃĐžĐŒŃĐ»ŃŃĐŸŃŃĐČ ŃĐ° ŃĐžĐŒŃĐ»ŃŃŃĐč Ń ĐżĐŸŃĐŽĐœĐ°ĐœĐœŃ Đ· лДĐșŃŃŃĐŒĐž Ń ĐœĐ°ĐČŃĐ°Đ»ŃĐœĐžĐŒĐž ĐżŃĐŸĐ”ĐșŃĐ°ĐŒ. ĐĐŸĐČĐ”ĐŽĐ”ĐœĐŸ, ŃĐŸ ŃĐžĐŒŃĐ»ŃŃĐŸŃĐž ĐŒĐŸĐ¶ŃŃŃ ĐżŃĐžĐœĐ”ŃŃĐž ĐČ ĐŸŃĐČŃŃŃ ŃĐœĐ¶Đ”ĐœĐ”ŃŃĐČ- ĐżŃĐŸĐłŃĐ°ĐŒŃŃŃŃĐČ ŃŃ Đ¶ ĐșĐŸŃĐžŃŃŃ, ŃĐșŃ ĐČĐŸĐœĐž ĐżŃĐžĐœĐ”ŃлО Ń Ń ŃĐœŃŃ ĐłĐ°Đ»ŃĐ·Ń (ĐŒĐ”ĐŽĐžŃĐžĐœĐ°, Đ°ĐČŃĐ°ŃŃŃ ŃĐ° ŃĐœŃŃ). ĐĐŸĐșŃĐ”ĐŒĐ°, ĐčĐŽĐ”ŃŃŃŃ ĐżŃĐŸ ŃĐ”, ŃĐŸ ĐżŃĐŸŃĐ”Ń ĐœĐ°ĐČŃĐ°ĐœĐœŃ ŃĐ° ĐżŃĐŽĐłĐŸŃĐŸĐČĐșĐž ŃĐœĐ¶Đ”ĐœĐ”ŃŃĐČ-ĐżŃĐŸĐłŃĐ°ĐŒŃŃŃŃĐČ ĐŒĐŸĐ¶Đ” бŃŃĐž ĐżĐŸĐ»ŃĐżŃĐ”ĐœĐžĐč ŃĐ° ĐżĐŸĐșŃĐ°ŃĐ”ĐœĐžĐč Đ·Đ° ŃĐŒĐŸĐČĐž ĐœĐ°ĐŽĐ°ĐœĐœŃ ĐŒĐŸĐ¶Đ»ĐžĐČĐŸŃŃŃ ŃŃŃĐŽĐ”ĐœŃĐ°ĐŒ ĐżŃĐ°ĐșŃĐžĐșŃĐČĐ°ŃĐžŃŃ Đ·Đ° ĐŽĐŸĐżĐŸĐŒĐŸĐłĐŸŃ ŃĐžĐŒŃĐ»ŃŃĐŸŃŃĐČ ĐČ ŃĐżŃĐ°ĐČĐ»ŃĐœĐœŃ ŃŃĐ·ĐœĐžĐŒĐž ĐČĐžĐŽĐ°ĐŒĐž ĐżŃĐ”ĐČĐŽĐŸ-ŃДалŃŃŃĐžŃĐœĐžŃ
ĐżŃĐŸŃĐ”ŃŃĐČ ŃĐŸĐ·ŃĐŸĐ±ĐșĐž ĐżŃĐŸĐłŃĐ°ĐŒĐœĐŸĐłĐŸ забДзпДŃĐ”ĐœĐœŃ. ĐŃĐŸĐČĐ”ĐŽĐ”ĐœĐŸ Đ»ŃŃĐ”ŃĐ°ŃŃŃĐœĐžĐč ĐŸĐłĐ»ŃĐŽ ŃĐŸĐ±ŃŃ ĐżĐŸŃĐžĐœĐ°ŃŃĐž Đ· 2000 ŃĐŸĐșŃ, ĐŸĐżŃблŃĐșĐŸĐČĐ°ĐœĐžŃ
Đ·Đ° ŃĐ”ĐŒĐŸŃ ĐœĐ°ĐČŃĐ°ĐœĐœŃ ŃĐŸĐ·ŃĐŸĐ±ĐșĐž ĐĐ ŃĐ· ĐČĐžĐșĐŸŃĐžŃŃĐ°ĐœĐœŃĐŒ ŃĐ”ŃĐčĐŸĐ·ĐœĐžŃ
ŃĐłĐŸŃ ŃĐ° ŃĐłŃĐŸĐČĐžŃ
ŃĐžĐŒŃĐ»ŃŃŃŃ. Đ ĐŸĐ·ĐłĐ»ŃĐœŃŃĐŸ ĐČĐžŃĐ” Đ·Đ°Đ·ĐœĐ°ŃĐ”ĐœŃ ŃĐ”ŃĐčĐŸĐ·ĐœŃ ŃĐłŃĐž ŃĐ° ŃĐłŃĐŸĐČŃ ŃĐžĐŒŃĐ»ŃŃŃŃ Đ±ŃĐ»ŃŃ ĐŽĐ”ŃĐ°Đ»ŃĐœĐŸ, Đ·Đ° ŃĐŸĐ·ĐżĐŸĐŽŃĐ»ĐŸĐŒ ĐżĐŸ ŃĐŸŃĐŒŃĐČĐ°ĐœĐœŃ ĐœĐ”ŃĐ”Ń
ĐœŃŃĐœĐžŃ
ĐșĐŸĐŒĐżĐ”ŃĐ”ĐœŃĐœĐŸŃŃĐ”Đč ĐŒĐ°ĐčбŃŃĐœŃŃ
ŃĐœĐ¶Đ”ĐœĐ”ŃŃĐČ-ĐżŃĐŸĐłŃĐ°ĐŒŃŃŃŃĐČ. The article describes the use of serious games and software development simulations to develop nontechnical competencies of future software engineers. It was found that the typical software engineering education lacks a practical treatment of the processes of software engineering. This is due to the fact that the development of software, especially of large software systems, is considered to be a purely technical problem, but in practice it turns out differently: in most cases, the development of large (and not only) software systems, is mainly a non-technical problem. Revealed that the only feasible way to provide students with the experience of realistic software engineering processes within the academic environment is through simulation, as used in conjunction with lectures and projects. Proved that simulation can bring to software engineering education the same kinds of benefits that it has brought to other domains (medicine, aviation etc). In particular, the software process education can be improved and upgraded by allowing students to practice, through a simulator, the activity of managing various kinds of pseudo-realistic software development processes. Conducted a literature review of studies since 2000, which were published on the topic of software development using serious games and game simulations. The above-mentioned serious games and game simulations were analyzed in more details, with the correlation to non-technical competencies that are required for future software engineers
Using serious games and simulations of software development process to develop non-technical competencies of future software engineers
ĐŁ ŃŃĐ°ŃŃŃ ŃĐŸĐ·ĐłĐ»ŃĐœŃŃĐŸ ĐČĐžĐșĐŸŃĐžŃŃĐ°ĐœĐœŃ ŃĐ”ŃĐčĐŸĐ·ĐœĐžŃ
ŃĐłĐŸŃ ŃĐ° ŃĐžĐŒŃĐ»ŃŃŃĐč Đ· ŃĐŸĐ·ŃĐŸĐ±ĐșĐž ĐżŃĐŸĐłŃĐ°ĐŒĐœĐŸĐłĐŸ забДзпДŃĐ”ĐœĐœŃ ĐŽĐ»Ń ŃĐŸĐ·ĐČĐžŃĐșŃ ĐœĐ”ŃĐ”Ń
ĐœŃŃĐœĐžŃ
ĐșĐŸĐŒĐżĐ”ŃĐ”ĐœŃĐœĐŸŃŃĐ”Đč ĐŒĐ°ĐčбŃŃĐœŃŃ
ŃĐœĐ¶Đ”ĐœĐ”ŃŃĐČ-ĐżŃĐŸĐłŃĐ°ĐŒŃŃŃŃĐČ. ĐâŃŃĐŸĐČĐ°ĐœĐŸ, ŃĐŸ ŃĐžĐżĐŸĐČŃĐč ĐŸŃĐČŃŃŃ ŃĐœĐ¶Đ”ĐœĐ”ŃŃĐČ-ĐżŃĐŸĐłŃĐ°ĐŒŃŃŃŃĐČ Đ±ŃĐ°ĐșŃŃ ĐżŃĐ°ĐșŃĐžŃĐœĐŸĐłĐŸ ĐŸĐżĐ°ĐœŃĐČĐ°ĐœĐœŃ ĐżŃĐŸŃĐ”ŃŃĐČ ŃĐŸĐ·ŃĐŸĐ±ĐșĐž ĐżŃĐŸĐłŃĐ°ĐŒĐœĐŸĐłĐŸ забДзпДŃĐ”ĐœĐœŃ. ĐŠĐ” ĐżĐŸĐČâŃĐ·Đ°ĐœĐŸ Đ· ŃĐžĐŒ, ŃĐŸ ŃĐŸĐ·ŃĐŸĐ±ĐșŃ ĐżŃĐŸĐłŃĐ°ĐŒĐœĐŸĐłĐŸ забДзпДŃĐ”ĐœĐœŃ, Đ°, ĐŸŃĐŸĐ±Đ»ĐžĐČĐŸ, ĐČДлОĐșĐžŃ
ŃĐžŃŃĐ”ĐŒ ĐżŃĐŸĐłŃĐ°ĐŒĐœĐŸĐłĐŸ забДзпДŃĐ”ĐœĐœŃ, ĐżŃĐžĐčĐœŃŃĐŸ ĐČĐČажаŃĐž ŃŃŃĐŸ ŃĐ”Ń
ĐœŃŃĐœĐžĐŒ Đ·Đ°ĐČĐŽĐ°ĐœĐœŃĐŒ, ĐżŃĐŸŃĐ” ĐœĐ° ĐżŃĐ°ĐșŃĐžŃŃ ĐČĐžŃĐČĐ»ŃŃŃŃŃŃ ŃĐœĐ°ĐșŃĐ”: Ń Đ±ŃĐ»ŃŃĐŸŃŃŃ ĐČОпаЎĐșŃĐČ ŃĐŸĐ·ŃĐŸĐ±ĐșĐ° ĐČДлОĐșĐžŃ
(Ń ĐœĐ” ŃŃĐ»ŃĐșĐž) ŃĐžŃŃĐ”ĐŒ Ń Đ·Đ°ĐČĐŽĐ°ĐœĐœŃĐŒ, зЎДбŃĐ»ŃŃĐŸĐłĐŸ, "ĐœĐ”ŃĐ”Ń
ĐœŃŃĐœĐŸĐłĐŸ" Ń
Đ°ŃĐ°ĐșŃĐ”ŃŃ. ĐĐžŃĐČĐ»Đ”ĐœĐŸ, ŃĐŸ ŃĐŽĐžĐœĐžĐŒ ĐŒĐŸĐ¶Đ»ĐžĐČĐžĐŒ ŃĐżĐŸŃĐŸĐ±ĐŸĐŒ ĐœĐ°ĐŽĐ°ĐœĐœŃ ŃŃŃĐŽĐ”ĐœŃĐ°ĐŒ ĐŽĐŸŃĐČŃĐŽŃ ŃŃĐ°ŃŃŃ Ń ŃДалŃĐœĐžŃ
ĐżŃĐŸŃĐ”ŃĐ°Ń
ŃĐŸĐ·ŃĐŸĐ±ĐșĐž ĐżŃĐŸĐłŃĐ°ĐŒĐœĐŸĐłĐŸ забДзпДŃĐ”ĐœĐœŃ (ĐĐ) ĐČ Đ°ĐșĐ°ĐŽĐ”ĐŒŃŃĐœĐŸĐŒŃ ŃĐ”ŃĐ”ĐŽĐŸĐČĐžŃŃ Ń ĐČĐžĐșĐŸŃĐžŃŃĐ°ĐœĐœŃ ŃĐłŃĐŸĐČĐžŃ
ŃĐžĐŒŃĐ»ŃŃĐŸŃŃĐČ ŃĐ° ŃĐžĐŒŃĐ»ŃŃŃĐč Ń ĐżĐŸŃĐŽĐœĐ°ĐœĐœŃ Đ· лДĐșŃŃŃĐŒĐž Ń ĐœĐ°ĐČŃĐ°Đ»ŃĐœĐžĐŒĐž ĐżŃĐŸĐ”ĐșŃĐ°ĐŒ. ĐĐŸĐČĐ”ĐŽĐ”ĐœĐŸ, ŃĐŸ ŃĐžĐŒŃĐ»ŃŃĐŸŃĐž ĐŒĐŸĐ¶ŃŃŃ ĐżŃĐžĐœĐ”ŃŃĐž ĐČ ĐŸŃĐČŃŃŃ ŃĐœĐ¶Đ”ĐœĐ”ŃŃĐČ-ĐżŃĐŸĐłŃĐ°ĐŒŃŃŃŃĐČ ŃŃ Đ¶ ĐșĐŸŃĐžŃŃŃ, ŃĐșŃ ĐČĐŸĐœĐž ĐżŃĐžĐœĐ”ŃлО Ń Ń ŃĐœŃŃ ĐłĐ°Đ»ŃĐ·Ń (ĐŒĐ”ĐŽĐžŃĐžĐœĐ°, Đ°ĐČŃĐ°ŃŃŃ ŃĐ° ŃĐœŃŃ). ĐĐŸĐșŃĐ”ĐŒĐ°, ĐčĐŽĐ”ŃŃŃŃ ĐżŃĐŸ ŃĐ”, ŃĐŸ ĐżŃĐŸŃĐ”Ń ĐœĐ°ĐČŃĐ°ĐœĐœŃ ŃĐ° ĐżŃĐŽĐłĐŸŃĐŸĐČĐșĐž ŃĐœĐ¶Đ”ĐœĐ”ŃŃĐČ-ĐżŃĐŸĐłŃĐ°ĐŒŃŃŃŃĐČ ĐŒĐŸĐ¶Đ” бŃŃĐž ĐżĐŸĐ»ŃĐżŃĐ”ĐœĐžĐč ŃĐ° ĐżĐŸĐșŃĐ°ŃĐ”ĐœĐžĐč Đ·Đ° ŃĐŒĐŸĐČĐž ĐœĐ°ĐŽĐ°ĐœĐœŃ ĐŒĐŸĐ¶Đ»ĐžĐČĐŸŃŃŃ ŃŃŃĐŽĐ”ĐœŃĐ°ĐŒ ĐżŃĐ°ĐșŃĐžĐșŃĐČĐ°ŃĐžŃŃ Đ·Đ° ĐŽĐŸĐżĐŸĐŒĐŸĐłĐŸŃ ŃĐžĐŒŃĐ»ŃŃĐŸŃŃĐČ ĐČ ŃĐżŃĐ°ĐČĐ»ŃĐœĐœŃ ŃŃĐ·ĐœĐžĐŒĐž ĐČĐžĐŽĐ°ĐŒĐž ĐżŃĐ”ĐČĐŽĐŸ-ŃДалŃŃŃĐžŃĐœĐžŃ
ĐżŃĐŸŃĐ”ŃŃĐČ ŃĐŸĐ·ŃĐŸĐ±ĐșĐž ĐżŃĐŸĐłŃĐ°ĐŒĐœĐŸĐłĐŸ забДзпДŃĐ”ĐœĐœŃ. ĐŃĐŸĐČĐ”ĐŽĐ”ĐœĐŸ Đ»ŃŃĐ”ŃĐ°ŃŃŃĐœĐžĐč ĐŸĐłĐ»ŃĐŽ ŃĐŸĐ±ŃŃ ĐżĐŸŃĐžĐœĐ°ŃŃĐž Đ· 2000 ŃĐŸĐșŃ, ĐŸĐżŃблŃĐșĐŸĐČĐ°ĐœĐžŃ
Đ·Đ° ŃĐ”ĐŒĐŸŃ ĐœĐ°ĐČŃĐ°ĐœĐœŃ ŃĐŸĐ·ŃĐŸĐ±ĐșĐž ĐĐ ŃĐ· ĐČĐžĐșĐŸŃĐžŃŃĐ°ĐœĐœŃĐŒ ŃĐ”ŃĐčĐŸĐ·ĐœĐžŃ
ŃĐłĐŸŃ ŃĐ° ŃĐłŃĐŸĐČĐžŃ
ŃĐžĐŒŃĐ»ŃŃŃŃ. Đ ĐŸĐ·ĐłĐ»ŃĐœŃŃĐŸ ĐČĐžŃĐ” Đ·Đ°Đ·ĐœĐ°ŃĐ”ĐœŃ ŃĐ”ŃĐčĐŸĐ·ĐœŃ ŃĐłŃĐž ŃĐ° ŃĐłŃĐŸĐČŃ ŃĐžĐŒŃĐ»ŃŃŃŃ Đ±ŃĐ»ŃŃ ĐŽĐ”ŃĐ°Đ»ŃĐœĐŸ, Đ·Đ° ŃĐŸĐ·ĐżĐŸĐŽŃĐ»ĐŸĐŒ ĐżĐŸ ŃĐŸŃĐŒŃĐČĐ°ĐœĐœŃ ĐœĐ”ŃĐ”Ń
ĐœŃŃĐœĐžŃ
ĐșĐŸĐŒĐżĐ”ŃĐ”ĐœŃĐœĐŸŃŃĐ”Đč ĐŒĐ°ĐčбŃŃĐœŃŃ
ŃĐœĐ¶Đ”ĐœĐ”ŃŃĐČ-ĐżŃĐŸĐłŃĐ°ĐŒŃŃŃŃĐČ.The article describes the use of serious games and software development simulations to develop non-technical competencies of future software engineers. It was found that the typical software engineering education lacks a practical treatment of the processes of software engineering. This is due to the fact that the development of software, especially of large software systems, is considered to be a purely technical problem, but in practice it turns out differently: in most cases, the development of large (and not only) software systems, is mainly a non-technical problem. Revealed that the only feasible way to provide students with the experience of realistic software engineering processes within the academic environment is through simulation, as used in conjunction with lectures and projects. Proved that simulation can bring to software engineering education the same kinds of benefits that it has brought to other domains (medicine, aviation etc). In particular, the software process education can be improved and upgraded by allowing students to practice, through a simulator, the activity of managing various kinds of pseudo-realistic software development processes. Conducted a literature review of studies since 2000, which were published on the topic of software development using serious games and game simulations. The above-mentioned serious games and game simulations were analyzed in more details, with the correlation to non-technical competencies that are required for future software engineers