icccbe

2010
NottinghamUniversityPress
ProceedingsoftheInternationalConferenceon
ComputinginCivilandBuildingEngineering
WTizani(Editor)


Abstract
Construction is a complex industry and there is a general perception that it is uncertain, unsafe and
inefficient. In order to improve the industry, the training of engineers needs to very broad. It also
needs to be more rapid than the traditional learning on the job which used to occur. Traditional
education and training can only improve some aspects and simulation has been introduced to broaden
the spectrum of and improve the effectiveness.

This paper suggests what aspects of construction and construction management can be usefully
simulated using IT and which cannot. It first discusses the pros and cons of using simulation to train
engineers in the non-technical areas that are now essential attributes of engineers. It then reviews
simulation packages that have been used in various situations and the learning objectives of each. The
use of simulation games as the principle learning tool for specific learning outcomes is then discussed,
exploring the difficulties and challenges as well as the benefits gained from using IT systems as a core
part of simulation packages. It concludes by suggesting areas for future IT-based development of
simulations for education and training.
Keywords: simulation, learning, game, construction
1 Using simulation to train engineers
Engineers academic technical training is completed, in the main by a degree qualification. Less well
catered for are the more qualitative aspects of an engineers learning the management of resources,
processes, procedures, communication, sustainability, people management. It is particularly
important to educate and train people in the procedures and management of the industry. Such
training needs to very broad in order to provide maximum benefit. It also needs to be more rapid than
the traditional learning on the job which used to occur.
Management-type simulation games are now a commonplace learning tool at all levels of
instruction from early school teaching to postgraduate education and industrial training. They are an
ideal mechanism for the transfer of knowledge of managing complex systems such as companies,
projects and industrial processes without risk (Gilgeous & DCruz, 1996; Prensky, 2001).
Simulation is a natural concept for inclusion in engineering education. It removes the costs and
risks of the real world whilst enabling people to gain many of the experiences. Therefore, if people
can really learn efficiently by experience, simulation should be used. There are aspects of engineering
Simulation for education in construction and construction
management - IT or not IT
David Scott
Curtin University of Technology, Perth, Australia
Mick Mawdesley & Gavin Long
University of Nottingham, Nottingham, UK


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which require experience to really understand and these should use simulation as a teaching / learning
tool.
Over the last fifteen years the technology available to games designers has changed beyond
recognition. However, it is not always the increased use of technology that makes the game
successful in helping students achieve the desired learning outcome. The purpose of simulation is to
create a learning environment that mirrors reality so as to allow the player to develop skills that can be
applied in the real world. If the simulation does not appear to act and respond as the real world then
the learning will be deficient. Also if the players loose confidence in the reality of what they are
doing, and it exercise becomes a game like Monopoly or flight simulator, then the value of using the
simulation for real learning is lost. This creation of the appearance of reality is called verisimilitude.
Often IT based simulation packages/programs (often referred to as games) are used to create
verisimilitude because computational power and speed allows the trainer to concentrate on facilitating
the student-engineers learning. However this can sometimes give a false sense of achievement and
the simulation package becomes no more than another computer game. This paper, therefore, has two
main functions. First to demonstrate the types of situations that can be successfully simulated for e-
learning. Second it discusses how to create a simulation game that has verisimilitude, sufficient to
present learning opportunities that will be valuable in the real world of construction.
The simulations presented have been used in the UK, the Netherlands and Australia are based on
construction projects which the players have to manage. The objectives, structures, features and
usage of these games are demonstrated by giving examples of how the games are used, the lessons
that have been learnt and the most significant and important features.
All of these features are interlinked and interdependent. The simulations developed for the
management of construction are used here to demonstrate of how all the parts fit, interact and work
together.
2 Use of simulation games as the principle learning tool for specific learning
outcomes
Simulation can be used effectively for students in university and in industry based training for
engineers with some years of experience provided the players of the games are able to learn and
build on their prior experience. The focus of any simulation should be the learning outcomes. The
expected learning outcomes and how they were achieved for specific fields of management and
construction management are presented here to illustrate and demonstrate this concept. These
observations are based on 40 years of using simulations that have ranged from totally IT based to
none.
The idea of using a computer simulation or management game to help students learn about
complex issues is not new. Gilgeous and DCruz (1996) describe simulations stretching back over
many years. The use of management games for teaching and learning about project planning and
control is also not new and was described by Scott and Cullingford in 1973. Further, Au and Parti
(1969) described the use of a game using a project with a significant amount of earthmoving as a basis.
Not all games have to be complex and computer based and Tommelein et al. (1999) describe one
which can be run either manually or on a computer to illustrate the interaction of parties on a project.
More recently, the Internet has featured with games as part of the learning environment (Sawhney et
al., 2001; Mawdesley et al, 2007).
The simulation games and software that have been developed and that are used here as illustrations
are:
a. Muck Game construction of 30m earth and rock dam,
b. Canal Game construction of 7km of clay lined canal.
c. IESSG BizSim A generic business startup simulation (aimed at high-tech SMEs)


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Each game has a similar interface and method of working but the scale and complexity of each project
is different. Games focus on the planning and control of projects and business with a mix of
interactive resources.

a) The Dam and Canal games were designed to be used to teach players about the control of
construction. Each has its own challenges and learning focuses but essentially they allow the students
to develop skills in planning, monitoring and controlling construction resources of equipment,
personnel, time and money

Players are required to develop a plan for completing the project, select appropriate resources,
supervision and training and then run the project. They must take appropriate control action, including
re-planning, in response to results from the simulation.
Software used to manage and run the simulation games is described. An Umpire package that
monitors, tracks and reports student performance is also described along with the reasons for its
development, its role in teaching and student monitoring

b) The game called BizSim was used to simulate the students own business plans. This allowed
students to invent their own company, to produce a business plan for it and to run it through the first
two years of its life.

BizSim consists of two main elements; the Creator tool and the Simulation Game itself. Both these
elements draw on a common data model that represents the simulated business environment. The
creator tool is used to generate bespoke simulation environments to reflect the start-up companies
proposed by the student business plans and the business environment in which they will operate.
Once the simulations have been created and extensively tested they are ready to be used by the
students who run the Simulation Game.
3 Learning Outcomes for Simulations
Learning outcomes for engineering education are quite varied and often specified on a national level
(see for example, QAA). Not all of these outcomes can be achieved using simulation and it is
important not to be over ambitious in setting the expected learning outcomes. The learning outcomes
can be quite generic such as:
Communication skills
Negotiation skills
Or quite specific such as:
The ability to use earned value analysis to monitor and control a construction project
The ability to produce a realistic plan for a construction project
The ability to manage resources working in teams.
4 The Dam Game: a simulation used to develop engineers management
skills
Dam game will be used to illustrate the essential structure and typical features of a successful
simulation. For the sake of clarity the student or engineers who are involved in playing the
simulation game are referred to as players and the teacher/mentor/controller who is running the
exercise is the umpire.


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The game, described in this paper, was designed to be used to teach players about the control of
construction not the construction of earth dams but rather the general and generic principles of
construction management.
There were several detailed objectives to be considered in the design of the game. These can be
summarised as:
To provide a realistic model of a construction project which will react in physical and financial
terms to the decisions made and actions taken by the player
To provide reports as might be expected on a real project
To include uncertainty but to control it in such a manner as not to hide the effects of control actions
The game should, if possible, be suitable for use by both undergraduates and practicing engineers.
One of the main aspects of a project based management game is the project which is modelled. The
project must be simple enough to be contained within a game and appreciated by the players but
complicated enough to provide a realistic challenge to them. It would be pointless to consider using a
project which could not be realistically modelled with the computer system available and it would be
counter-productive in terms of motivation if the model were either too complicated or too simple for
the players.
In terms of complexity, it is also important that the project must be complex enough to illustrate
the intended points whilst not being so complicated that the players will be unable to understand the
lessons inherent in it. There will also invariably be limited time to play the game, either because of
the limitations imposed by the course or because the players are unwilling to devote any more time to
it. This will limit the complexity of the project. Use of IT to run the simulation allows reality tot be
balanced with complexity of operation.
Figure 1, shows a general sketch of the project generated by the IT simulation package. The
project is based on one that was developed for a text-based game a number of years ago and used for
undergraduate teaching for a number of years.
The dam is rock-fill with a clay core. The finished dam is 30m high and 300m wide at the top.
The player takes the part of the contractors project manager and is responsible for the planning,

Figure 1: The Dam Game project.


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resource selection and use, the control and the reporting to the company management. Resources are
required to excavate, transport and place the rock and clay and to maintain the haul roads.
The information for the project must be complete in all relevant detail, sufficient to create the
appearance of reality but not too complex to cloud the teaching objectives. If the project does not
appear real to the player (the verisimilitude) then the desired learning outcomes will be jeopardised.
The development of the data for a new project is almost as large a task as the development of the
game itself because it is, to a large extent, the project which gives the game its character and which
ensures that the game can fulfil the objectives set for it.
4.1 Structure and Main Features of the Game
There are two roles in this game, the game umpire and the player.
The game umpire sets up the game and acts as the contractors head office whilst the player takes
the role of the project manager for the contractor. The project is for all the earthmoving needed for
dam construction and the contractor has to provide all resources (equipment) necessary. The player is
made responsible for the performance of the project and reports to the umpire, in the role of head
office, as and when specified.
The resources to be managed are those required to carry out the work of excavation, transport and
placing of the rock and the clay. The site is affected by the weather, particularly the rainfall, and the
resources are subject to breakdowns.
Costs are incurred by the contractor for the resources employed and for overheads. There are also
liquidated damages payments for exceeding the 40-week allowed duration. Payment is made based on
completed work. Retention of 10% is made on all payments. The contractor estimates costs per cubic
metre of material and plans both the physical and financial progress of the project.
Since the umpire can vary all external variables (rainfall patterns, breakdown rates etc.) the project
can be made to behave very differently for players of different levels of experience.
4.2 The user interface
The game is written in Pascal and was developed in the Borland Delphi IDE. The interface was
designed to make use of the computer power and to develop and maintain the players motivation and
to present the players with reports which might be expected on a real project.
It uses a WIMP interface together with pictures, text based reports, graphs of physical an financial
progress and control charts, video clips, animation, web access, PowerPoint presentations and notes
provided in HTML format.



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A player can either choose to work by selecting the buttons or by clicking on a relevant part of the
screen A typical screen for the selection of equipment is shown in figure 2.
There is considerable assistance and information available to the player within the game.
4.3 The Umpire
Throughout game play the teacher/umpire can monitor players progress using a specifically designed
IT package. This allows the umpire to check the progress and performance players throughout the
simulation exercise using recorded player input, performance records and messages. The information
can be used to explain developments to students, be a basis for discussion of methods and techniques
of planning, monitoring or control, allow the umpire to identify struggling players or to compare the
performance of players. Custom graph specification allows the umpire to define type and content of
graphs. Figure 3 is an example of the output.
It is essential for the game supervisor to have a means of measuring the performance of the players
throughout the simulation. Not only does this facilitate learning and discussion, it also provides
evidence of the learning effects of the game. However this information service to the umpire must be
carefully constructed so as not to destroy the operating environment (verisimilitude) for the game
players
The more the game supervisor can monitor the play environment the greater the opportunity to
exploit the players performance to reinforce the student/engineer learning.
4.4 Monitoring and communication within the Dam game
In addition to their use of the games at the weekly clinic sessions, students are able to play the games
at any time. In order to ensure that students are able to raise any significant learning issues or
technical issues regarding the simulation games it is crucial that students can communicate effectively
with teaching staff.
It is also important for staff to be able to reply easily to the students and be able to message all
students in-game with any important announcements or changes to the games or the simulated project
data. Both of these facilities are provided by the umpires IT based package.
5 Creating an appropriate simulated environment for learning
The IT based simulation has to be able to support the teacher/umpire and free them from
administration and calculation so that they can concentrate on facilitating learning. In addition the
simulation must be run in an environment that suits the prior learning, knowledge and experience of
the players.
The games described here have been typically run with varying levels of supervision during play.
At one extreme, they run as a module which is based totally around the use of the simulation games,
without lectures, apart from a brief introduction, but has clinics at which the players can discuss any
issue. This has worked best at postgraduate level with players with industry experience who are
developing applied management skills. At the other extreme (with junior students) the games are
run in conjunction with supporting lectures and a high level of supervision and direction.
The amount of supervision and IT support required by a game depends on:
The game itself and its complexity
The level of prior knowledge of the players
The learning outcomes which the game addresses
The amount of supervision which can be provided will depend on:
The number of players
The skill and knowledge of the staff


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The experience of the staff with the game
These considerations need to be balanced and a workable environment developed, often determined as
experience is built up.
5.1 Observations on the simulated environment
The development of e-learning based simulation packages is expensive in time, cost and resources.
Careful and methodical building and authentication of these packages is therefore essential.
Creating an appropriate environment that achieves the desired learning outcomes is paramount. To
do this requires customisation of the simulation game that allows the payers to feel that they are
working as real people, making real decisions in an environment that responds to their decisions in a
realistic way.
It is essential to authenticate the simulation exercise by checking the learning outcomes. Such
exercises reveal weaknesses but also give a deeper insight into the learning achievements of the
players and how even more success can be achieved with relatively minor changes to the simulation
or the way in which it is presented.
5.2 Lessons learned about developing and using games
Experience of how to use games successfully had been built up over a number of years using several
games. The lessons learnt have typically been incorporated in the next cycle of game use. This section
presents some these experiences, the events that brought them to light and how they were addressed.
The areas covered are;
Setting learning outcomes consistent with player experience
Effectiveness of control and learning
Importance of Student Monitoring In E-Learning Exercises
5.3 Setting learning outcomes consistent with player experience
The games have been run as part of undergraduate courses. They have also been used by an industry
organisation as part of its graduate recruitment and selection procedure. Lessons were learnt about
player experience pre-game, existing professional knowledge
Undergraduate course use: This was part of a generally lecture based course. Participants worked
in small groups (2,3 or 4). Groups were both necessary, because of the large number in the class, and
beneficial because they encouraged discussion and peer learning.
Early career/in service training: Training in-company focuses on the particular needs and operating
policies of the organisation and performance needs to be assessed using the organiations benchmarks.
Use in Company recruitment: One major construction to services company used the game as part
of its recruitment process. It invited students interested in joining them to attend a course run one
evening per week over four weeks.
Modest learning objectives are essential at undergraduate level. Achievements are greatest in
understanding basic professional practices and procedures. At industrial level higher levels of
performance can be expected and professional management skills could be developed without costly
mistakes in real practice.
5.4 Effectiveness of control and learning
It is important to attempt to monitor the students progress as the game proceeds not only to assess its
effectiveness of learning but to rescue those who are floundering. This needs to be done without
apparent divine intervention by an external force who happens to notice players progress or


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difficulties. It must also be an easy to check measure that the game supervisor can check quickly
without excessive computation.
5.5 Student performance and its relationship to learning outcomes
The monitoring and assessment of student performance and learning is an essential element of
successful use of simulation packages. In any exercises that simulate construction projects of any size
IT support is essential for management of information so as to maintain the reality of the complex
information flow on a real construction site. If this is properly taken care of then the umpire/tutor can
concentrate on monitoring player performance and learning.
The success of simulation games in achieving their stated learning outcomes has been assessed.
These include survey methods, monitored student performance (during simulation exercises and in
assessment) and student feedback. The surveys indicate a higher achievement of management
orientated learning outcomes than was achieved using conventional teaching methods.
Evaluation of learning outcomes is essential. Methods used can be any that allow objective
evaluation of the degree to which the learning outcomes have been achieved.
6 Incorporating IT in simulation games for construction management
The development of mass market games has raised the expectation of students when it comes to using
games for teaching and learning. However, the reality is that no body can, as yet, afford to develop
teaching and learning games with the same degree of user interaction as the best mass market
games. It is also impossible, as yet, to model the construction processes including the human
interaction of large projects in sufficient detail to warrant this. However, computer-based games can
make a significant contribution to teaching and learning of construction.
Following the development of the games described in this paper, the authors recommend that the
key points for development of IT based simulation games for construction management are:
The learning objectives of the module must be established first.
Choose a scenario that is suited to these outcomes and that can be simulated with a (sufficiently) high
degree of realism (verisimilitude).
Craft the package optimizing the IT support. Balance reality with complexity. It must allow
monitoring of student performance and their leaning while at the same time maintaining the
verisimilitude of the exercise.
Develop the software such that it allows monitoring of students achievement of the learning
objectives.
Check effectiveness of the package when used in an appropriate learning environment and be
prepared to change.
7 Conclusion
Simulation is a very useful tool if used in a way that recreates a realistic environment in which models
complex management situations. Such is the level of complexity of the construction industry that this
is best done by incorporating IT support that allows the users of the simulation to achieve appropriate
learning outcomes.
References
BETTS, M. and LIOW, S., 1993. The relationship between teaching methods and educational objectives in building
education. Construction Management and Economics, 11, 131-141.


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