Design of Simulation Competition Platform Based on Cognitive Behavior Modeling

Cognitive behavior modeling of agent is an important component of simulation system, and there are some difficulties in the simulation of course teaching. When students make simulation experiments about cognitive behavior modeling, such as algorithm design and model construction, there is no simulation competition platform that is controllable, flexible and scalable. To solve this problem, we propose a simulation competition platform based on cognitive behavior modeling, called TankSim, for undergraduate and graduate students. This platform aims to cultivate student’s team collaboration and innovation capability, and improve their learning motivation. This paper elaborates the proposed platform from three aspects, including demand analysis, platform design, and content design.

Exploration and Practical Teaching Improvement of “Game Simulation & Modeling” Course

Due to long-term lack of comprehensive practice platform in simulation courses, students suffer from the challenges of engineering ability and systemic thinking training restrictions, “teaching” and “learning” separation, etc. To solve those problems, our teaching group created a simulation competition platform independently for theoretical and practical teaching of “Game Simulation & Modeling” course. The introduction of competition platform has played a good role in stimulating students’ learning motivation, training systemic simulation knowledge points and engineering ability, promoting theoretical and practical teaching, and enriching teaching materials through students’ feedback and practice accumulation.

La evaluación como mecanismo de regulación del trabajo académico. Estudio de casos en universidades de Argentina y España

This article focuses on evaluation as a mechanism for regulation within the university field and its impact on academic work. An analysis, based on the literature and data obtained in an investigation that addressed policy evaluation of teaching in Argentina and Spain, reveals that assessment processes propitiate forms of organization of academic work characterized by individualism, strategic actions, simulation, competition, bureaucratization, and stress. The article proposes that assessment is an instrument of subjectivity that shapes particular ways of inhabiting the university.