Dynamically adaptive simulation based on expertise and cognitive load

Author(s):  
Dirk Rodenburg ◽  
Paul Hungler ◽  
S. Ali Etemad ◽  
Dan Howes ◽  
Adam Szulewski ◽  
...  
Author(s):  
Aaron J. Ruberto ◽  
Dirk Rodenburg ◽  
Kyle Ross ◽  
Pritam Sarkar ◽  
Paul C. Hungler ◽  
...  

2018 ◽  
Vol 15 (2) ◽  
pp. 38-56
Author(s):  
Brett Israelsen ◽  
Nisar Ahmed ◽  
Kenneth Center ◽  
Roderick Green ◽  
Winston Bennett

Author(s):  
Sasuga Ito ◽  
Masato Furukawa ◽  
Yamada Kazutoyo ◽  
Kaito Manabe

Abstract Turbulence is one of the most important phenomena in fluid dynamics. In general, turbulent phenomena can be resolved more clearly with Large Eddy Simulation (LES) compared with Unsteady Reynolds Averaged Navier-Stokes (URANS), and the numerical solution shows good agreements with that based on Direct Numerical Simulation (DNS). However, more time and computational power are needed on LES than those on URANS. If possible, the ideal simulation method is that the method is able to resolve the turbulent phenomena same quality as the results based on DNS and LES with less time and less computational power same as that on URANS. This paper shows an adaptive simulation method based on URANS and Ensemble Kalman Filter (Enkf) to reproduce the flow fields based on LES. In this study, a two-dimensional turbine cascade flow has been solved with URANS and LES. The adaptive simulation method has been also applied to the cascade flow. As the results, in the flow field of URANS with the assimilated turbulence model’s parameters, the separation phenomenon and the boundary layer thickness was close to that of the time averaged LES.


2019 ◽  
Vol 96 ◽  
pp. 60-70
Author(s):  
Justine Bonnot ◽  
Vincent Camus ◽  
Karol Desnos ◽  
Daniel Menard

2021 ◽  
pp. 073563312110351
Author(s):  
Priya K. Nihalani ◽  
Daniel H. Robinson

We sought to identify factors that optimize individual learning in complex, technology-enhanced learning environments. Undergraduates viewed tutorials and played a simulation-based game either alone or in groups and in either high or low cognitive load sequences and later took tests measuring comprehension of tutorials and transfer of computer networking skills. A cognitive load by collaboration interaction was found for both immediate and delayed transfer measures, but not comprehension measures. Students working in groups performed best under high cognitive load whereas students working individually performed best under low cognitive load. These findings support the notions of optimal individual and group cognitive load and have implications for leveraging technology to design learning environments that allow students to collaborate and maximize individual learning.


2015 ◽  
Vol 90 ◽  
pp. S24-S35 ◽  
Author(s):  
Laura M. Naismith ◽  
Rodrigo B. Cavalcanti

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