This book constitutes the refereed proceedings of the Australasian Simulation Congress, ASC 2019, held in Gold Coast, Australia in September 2019. The 10 papers presented were carefully reviewed and selected from 17 submissions. They provide a forum for sharing progresses in the areas of human dimensions; gaming experience; design and application; search and rescue; defence-oriented technology and training.

This book constitutes the refereed proceedings of the Australasian Simulation Congress, ASC 2019, held in Gold Coast, Australia in September 2019. The 10 papers presented were carefully reviewed and selected from 17 submissions. They provide a forum for sharing progresses in the areas of human dimensions; gaming experience; design and application; search and rescue; defence-oriented technology and training.

This book constitutes the refereed proceedings of the Australasian Simulation Congress, ASC 2019, held in Gold Coast, Australia in September 2019. The 10 papers presented were carefully reviewed and selected from 17 submissions. They provide a forum for sharing progresses in the areas of human dimensions; gaming experience; design and application; search and rescue; defence-oriented technology and training.

This textbook explores the use of simulation within the context of education and internationalization. Simulation is broken down into its phases and these elements are discussed by experts, most of whom have long tradition in the application of simulation. Simulation is treated with references to the specific needs of practitioners, educators and researchers in initiating and developing simulation in different fields of study, with specific reference to teacher education. This volume focuses on presenting simulation as a means to facilitating students’ openness to complexity and development of intercultural skills through virtual exchange. Thus, it provides educators and researchers with a conceptual and practical resource that tackles the critical role of cognitive and metacognitive complexity in the education of future global professionals through intercultural pedagogy. By tracing the roots of simulation and outlining a framework to support professional learning through experiential-based research, this textbook will prove invaluable for teacher trainers, practitioners and researchers interested in simulation.

The volume deals with the effects of digitization on spatial and especially landscape construction processes and their visualization. A focus lies on the generation mechanisms of 'landscapes' with digital tools of cartography and geomatics, including possibilities to model and visualize non-visual stimuli, but also spatial-temporal changes of physical space. Another focus is on how virtual spaces have already become part of the social and individual construction of landscape. Potentials of combining modern media of spatial visualization and (constructivist) landscape research are discussed.

This book constitutes the refereed post-conference proceedings of the 21st Annual Simulation Technology and Training Conference, SimTecT 2016, and the 47th International Simulation and Gaming Association Conference, ISAGA 2016, Held as Part of the First Australasian Simulation Congress, ASC 2016, held in Melbourne, VIC, Australia, in September 2016. The 28 revised full papers included in the volume were carefully reviewed and selected from 55 submissions. They are organized in the following topical sections: Making the grade; Come to think of it; From here to fidelity; The name of the game; and Ahead of the game.

At a time when scientific and technological competence is vital to the nation's future, the weak performance of U.S. students in science reflects the uneven quality of current science education. Although young children come to school with innate curiosity and intuitive ideas about the world around them, science classes rarely tap this potential. Many experts have called for a new approach to science education, based on recent and ongoing research on teaching and learning. In this approach, simulations and games could play a significant role by addressing many goals and mechanisms for learning science: the motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning. To explore this potential, Learning Science: Computer Games, Simulations, and Education, reviews the available research on learning science through interaction with digital simulations and games. It considers the potential of digital games and simulations to contribute to learning science in schools, in informal out-of-school settings, and everyday life. The book also identifies the areas in which more research and research-based development is needed to fully capitalize on this potential. Learning Science will guide academic researchers; developers, publishers, and entrepreneurs from the digital simulation and gaming community; and education practitioners and policy makers toward the formation of research and development partnerships that will facilitate rich intellectual collaboration. Industry, government agencies and foundations will play a significant role through start-up and ongoing support to ensure that digital games and simulations will not only excite and entertain, but also motivate and educate.