Final

Sorry I went over the recommended time, I just had a lot to say.  Thanks for the semester!

Additional References for Final Project

AimSum 3D Freeway Simulation. Youtube. AimSum, 3 Mar. 2008. Web. 9 Dec. 2010.

"Computer simulation games in population and education." NCBI. N.p., n.d. Web. 1988. 10 Oct. 2010.

"Computer Simulation- Definition." WordIQ. N.p., n.d. Web. 9 Oct. 2010. .

"Effects of learning support in simulation-based physics learning." ACM Digital Library. N.p., n.d. Dec. 2008. Web. 10 Dec. 2010.

Five Dummies and One Car Crash FEM Analysis. Youtube. Cincinnati Engineering. 22 Jun. 2009. Web. 10 Dec. 2010. http://www.youtube.com/v/VJRc13-YlGI

"Mathematical Model." Reference Answers. N.p., n.d. Web. 9 Oct. 2010. .

"Meta-Analysis: Effects of Educational Technology on Student Outcomes." North Central Regional Educational Library. N.p., n.d. Dec. 2008. Web. 10 Dec. 2010.

"Multimedia Applications for the Classroom." CITEd. N.p., n.d. Web. 10 Oct. 2010. http://www.cited.org/index.aspx?page_id=106>

Seamless Housing- Parametric Bottom-Up Architecture Growth Simulation. Youtube. 30 Jul. 2009. Web. 10 Dec. 2010.

Final Research Project!

http://www.wix.com/magashe/engl278z_finalproject

Design- In Text

Immersion Project

Computer Simulations and their Effects on Education

For the Immersion Project, I plan on interviewing students, professors, and teachers across the university and high school level to determine what their attitudes are towards computer simulations.  By interviewing professors and teachers, I hope to gain feedback on the effectiveness of the simulations.  I hope that they have taught their subjects before simulations were introduced to the course so that they can judge how well students retain the knowledge.  When I interview students, I want to know if they feel comfortable with the subject matter.  While this process may not be the most scientific manner of approaching the issue, it will allow me to get first hand experience with the instructors and students at the same time.

Annotated Bibliography

Maitreyi Agashe

October 17, 2010

ENGL278Z

Annotated Bibliography

Ardac, Dilek, and Ali H. Sezen. "Effectiveness of Computer-Based Chemistry Instruction in Ehancing the Learning of Content and Variable Control under Guided versus Unguided Conditions." Journal of Science Education and Technology. Nov. 2002. Web. 20 Oct. 2010. <http://www.springerlink.com/content/p57225mq2l858ph6/>.

            This article targets the effects of computer simulations on Turkish students’ responses towards chemistry.  In the experiment, researchers conducted the study with two experimental groups and one control group.  The two experimental groups were taught for a nine-week period using computer simulations (one group used the computer simulations approach and the other used the problem-solving approach) and the control group was taught for the same time period using conventional methods.  After the nine week period, four tests were given to students; Chemistry Achievement Test, Science Process Skills Test, Chemistry Attribute Scale, and the Logical Thinking Ability Test.  At the end of the experiment, it was determined that computer simulations and the problem solving approach were most effective in chemistry achievement and science process skills.  Computer simulations also effectively resulted in more positive attitudes towards chemistry.  The conventional approach was the least effective approach out of the three.  This source can be used a demonstration of a scholarly source for the rhetorical analysis. 

Bayrak, Celal. "Effects of Computer Simulations Programs on University Students' Achievements in Physics." Turkish Online Journal of Distance Education 3rd ser. 9.5 (2008). Web. 17 Oct. 2010. <http://tojde.anadolu.edu.tr/tojde32/pdf/article_3.pdf>.

The use of computer- assisted instruction is more effective than lecture- based instruction when measuring students’ performance in physics.  Conducted at the Hacteppe University in Turkey, researchers did a before and after test of randomly selected students.  Students in the Biology department comprised of the experimental group and students in the Chemistry department comprised of the control group.  The experimental group covered the physics class through a simulation program, Pearls 2.0, while the control group received instruction in basic lecture format.  The test after the instruction showed that the experimental group of Biology students performed better than the control group of Chemistry students.  This source can be used a demonstration of a scholarly source for the rhetorical analysis. 

Business Education Simulations.  Youtube. Sports Business Simulation, 19 Aug. 2010. Web. 20 Oct. 2010. <http://www.youtube.com/watch?v=NjYw6INl4iQ.>

            The company, Reality Works, has three business education simulations.  One of them is The Business Game, which allows students to use sale strategies, competition, and reports to run their company.  The Finance Game forces students to focus on cash flow, performance, and profit & loss.        The Entrepreneurship Game emphasizes marketing research, marketing, and the users’ start up skills.  These games allow students to make executive decision on various aspects of business that are typical in the real-world.  All of the topics that are covered in the material are outlined in National Business Education Association standards.  The simulations revolve around performance, and that is how students’ success is measured.  Students learn how to use financial reports so that they can pinpoint potential areas of issues.  All simulations yield a business outcome, and can be accessed on any computer with internet capabilities.  The simulations can be obtained by reaching out to a product consultant. 

Seay, Jared. "Educational Games." Jared Seay. Robert Scott Small Library, 1997. Web. 01 Nov. 2010. <http://seayj.people.cofc.edu/cb/simgames.html?referrer=webcluster&>.

            Of the 68 studies conducted before 1984, 56% of the studies did not find any difference in the conventional teaching approach and the computer simulation approach.  However, of the ones did find a difference, majority of them favor the computer simulation approach rather than the conventional approach.  Majority of the studies were conducted for the social studies fields, and showed no difference in the effectiveness of the approach.  Social studies generally do not use computer simulations, but math, physics, and language arts use computer simulations more frequently but are more effective in teaching with computer simulations.  Computer simulations have shown to retain more students’ attention in the classroom and keep them interested.  This source can be used a demonstration of a scholarly source for the rhetorical analysis. 

"Simulation." Wikipedia. 18 Oct. 2010. Web. 18 Oct. 2010. <http://en.wikipedia.org/wiki/Simulation>.

Simulation is the imitation of something in reality.  It can be used for many reasons serving training, testing, and optimization purposes.  Te critical elements of simulations are the validity of the sample selection, set parameters in an assumption, and the reliability of the simulated outcomes.  Simulations can be grouped into two categories: physical (physical objects replace another object or system) or interactive.  An example of interactive simulations is computer simulations.  Computer Simulations model real-life situations and allow users to make predictions about a system by altering certain variables. 

Simulations are used in education when it is too costly or dangerous to use real equipment.  Training simulations are grouped into three categories: live (real people use simulated equipment in the real world), virtual (real people use simulated equipment in a virtual world), and constructive (simulated people use simulated equipment in a virtual world.)  The use of simulations in education can be targeted towards many areas of study.  This source could be an example of a non-scholarly source in the rhetorical analysis. 

Sports Business Simulations Introduction - Zennie Abraham. Perf. Zennie Abraham. Youtube. Sports Business Simulation, 22 Nov. 2006. Web. 17 Oct. 2010. <http://www.youtube.com/watch?v=NA_ehBZZzwo>.

Zennie Abraham, CEO of Sports Business Simulation, is the developer of XFL SimWorld and Oakland Baseball SimWorld.  XFL SimWorld is a simulation based on the football league introduced by World Wrestling Federation (WWF) and NBC Sports.  While in actuality, the league did not last more than one year, the challenge is to prolong XFL’s existence by making decisions.  Doing so will increase ratings and allow the users to gain a $600 million contract from NBC.

Oakland Baseball SimWorld is the flagship product developed through equations and models to project future numbers to get a more realistic view of the business situation.  Users are given a set number of decisions, with the goal of making a profit and making the playoffs/ winning the World Series as many times as possible over 15 years.  There are different strategies that can be pursued to achieve the same goal.    This source could be an example of a non-scholarly source in the rhetorical analysis. 

Rhetorical Analysis

Maitreyi Agashe

October 31, 2010

            ENGL278Z

Rhetorical Analysis

            Education is a constantly evolving field of science.  There is constant research to see how teaching can be approved.  Teaching and education are sensitive issues, since they affect a plethora of people; there are many opinions on teaching and educational approaches.  When it comes to new methods to teach, there is a lot of skepticism about the new approach.  Many people are skeptical and express their opinions, even if they cannot be considered an authority on the subject matter.  While it may seem trivial, an author’s creditability needs to be intact when he/she is writing about education because education is a scientific subject.  After researching and finding many sources about the effects of computer simulations on education, I came to the conclusion that the only authoritative sources are the scholarly sources. The two sources that are compared and contrasted, Sports Business Simulation and the article in Turkish Online Journal of Distance Education, strengthen this argument. 

            When looking at the sources, it is important to analyze rhetorical appeals: ethos, logos, and pathos.  After examining my sources, I came to the conclusion that out of the three appeals, only ethos and logos are important.  Considering the scientific material of the subject, ethos and logos are very important to ensure that the argument has a logical process and that the information is coming from a credited and authoritative author.  However, the emotional appeal may be considered more trivial because it is much more of a subjective approach for scientific material.  However, it is important not to look at solely rhetorical appeals, but other measures to quantify scholarly sources.  Other attributes that need to be considered are visuals, methods of delivery, and peer reviewed.  The analysis of all of the elements leads to the determination if the source is scholarly. 

            The Sports Business Simulation video on Youtube demonstrates to be an unscholarly source.  The introduction of Zennie Abraham as the chairman and CEO of Sports Business Simulation lends the video clip intrinsic ethos.  Having these positions at the company and being one that had a hand in the development of the simulations, Abraham is very knowledge about the product.  However, just because the video has intrinsic ethos, that does not necessarily mean that the video is strong in ethos as a whole. It is questionable if he understands the potential implications of computer simulations on education.  Rather, it seems that he is apt at selling the product, instead of understanding the change in the big picture the product has to offer.  Other than the brief description of Zennie Abraham that the audience is given in the introduction of the video, there is no other description of Abraham given, that might indicate his qualifications.  The video does not have a strong logos appeal as well.  Considering the material is regarding rather scientific material, logos is important so that the argument can be properly developed.  The video gives the situational overview of the products and how it is used.  However, the argument in the video could be considerable stronger if it shows a causal effect as a result of the simulations.  From a scientific perspective, without sufficient evidence that a product accomplishes the goal, it is almost a worthless source.  One of the major problems of the video is that it is questionable as to which medium the video is being accessed.  It is assumed that the audience is teachers looking for computer simulations to use in their classrooms.  However, it cannot be determined which channel the teachers are accessing the video other than Youtube.  However, at the end of the video, Abraham gives his phone number so that potential customers can contact him.  When he gives the phone number, it is questionable in which avenue this video is being sent to the audiences.  While the comments section might serve as a mediocre peer review, it is questionable if the comments can be considered “peer”.  The comments are left by Youtube users, and there is no indication if the users can be considered creditable.  Overall, this source is not creditable and scholarly because the questionable CEO in the video. 

            In contrast with the Youtube video, the education article in the Turkish Online Journal of Distance Education is a very scholarly source.  The author of the article, Celal Bayrak is a professor at a Turkish University and has had his article published in a scholarly journal.  Bayrak is a professor in the research matter, which makes his argument even stronger.  His credentials lend the article a great deal of authority, playing into the ethos appeal.  The manner in which the article is written gives a detail description of how the conclusion was reached.  This plays well in the logos segment because there is a defined scientific procedure that is followed.  This makes it easy to outline the argument.  The defined scientific procedure displays a causal effect as a result of the computer simulation.  The manner in which the article is presented is very bare-boned.  The basic display lends to emphasize the scientific nature of the material.  The article is presented in an educational journal, which indicates that it is meant for people of that professional and educational background.  The audience will be receptive to the material that is presented in the article because they have the background that will help them grasp the material.  The audience also helps the article be peer reviewed.  While the peer reviews cannot be seen, it is assumed that the article will be peer reviewed because it was published in a scholarly journal.  Overall, these attributes suggest that the article is a scholarly source. 

            The comparison of the two types of sources demonstrates what is required in order to be a creditable source for the topic of computer simulations.  It is not simply enough to be knowledgeable in this field, but one needs to have an educational background in the subject as well.  Since the topic of effects of computer simulations in education is such a scientific subject, there needs to be a cause and effect experiment that truly shows the effect of the simulations.  In conclusion, it is important that information is obtained from a creditable source so that the information can be authentic.