"So go downtown": simulating pedestrian movement in town centres

Pedestrian movement models have been developed since the 1970s. A review of the literature shows that such models have been developed to explain and predict macro, meso, and micro movement patterns. However, recent developments in modelling techniques, and especially advances in agent-based simulation, open up the possibility of developing integrative and complex models which use existing models as 'building blocks'. In this paper we describe such integrative, modular approach to simulating pedestrian movement behaviour. The STREETS model, developed by using Swarm and GIS, is an agent-based model that focuses on the simulation of the behavioural aspects of pedestrian movement. The modular structure of the simulation is described in detail. This is followed by a discussion of the lessons learned from the development of STREETS, especially the advantages of adopting a modular approach and other aspects of using the agent-based paradigm for modelling

Turning the shelves: empirical findings and space syntax analyses of two virtual supermarket variations

The spatial structure of a virtual supermarket was systematically varied to investigate human behavior and cognitive processes in unusual building configurations. The study builds upon experiments in a regular supermarket, which serve as a baseline case. In a between-participant design a total of 41 participants completed a search task in two different virtual supermarket environments. For 21 participants the supermarket shelves were turned towards them at a 45° angle when entering the store, giving high visual access to product categories and products. For 20 participants the shelves were placed in exactly the opposite direction obstructing a quick development of shopping goods dependencies. The obtained differences in search performance between the two conditions are analyzed using space syntax analyses and comparisons made of environmental features and participants’ actual search path trajectories

DESIGNING LEARNING ACTIVITY TO BE INDIVIDUALIZED

Abstract: The modelling of the learning individualization process is a complex problem which needs multidisciplinary knowledge. The variety of decision problems and of complex domain will never be just one method of model-based decision support. For that making rational decision should be distributed in different levels using various types of knowledge and models. The multi-modelling of the learning activity imply specifying for models of each activity: The didactic model, the knowledge object model, the interface model and the cognitive model given by the actors of design. We propose in this paper a new current of learning activity design based on activity theory where the design of the learning activity means the specification of its specific teaching materials called pedagogical instruments, this material has the mediation role between the leaner and the objects presented in the activity

A review of traffic simulation software

Computer simulation of tra c is a widely used method in research of tra c modelling, planning and development of tra c networks and systems. Vehicular tra c systems are of growing concern and interest globally and modelling arbitrarily complex tra c systems is a hard problem. In this article we review some of the tra c simulation software applications, their features and characteristics as well as the issues these applications face. Additionally, we introduce some algorithmic ideas, underpinning data structural approaches and quanti able metrics that can be applied to simulated model systems

A Mulimodeling Framework for Complex Learning Activity Designs

This paper proposes a modeling framework for learning activities centered on the design of their components (pedagogical instruments). The learning activity is represented as learning object where the structural components are the reusable objects representing the pedagogical instruments. This purpose presents a new current of learning activity design based on activity theory where its design means the specification of its specific teaching materials called pedagogical instruments, this material has the mediation role between the learner and the objects presented in the activity. The outcome of the presented project should be the convergence of cognitive, didactic, interface and content designs