Simple models are considered useful, especially in supporting a group of stakeholders to consider options and identify solutions to their problems in facilitated modelling workshops. This paper describes an experimental study that investigates whether the level of model detail affects users' learning. More specifically we aim to establish whether the learning achieved when using a simplified versus a more complex simulation model, differs. Our subjects, undergraduate students, were asked to solve a resource utilization task for an ambulance service problem. The participants worked in groups under three different conditions based on the type of simulation model used (specifically a simple, adequate or no model at all) to support their analysis and to reach conclusions about the action to be taken. A before and after questionnaire and a group presentation capture the participants' individual and group attitudes towards the solution. Our results suggest that differences in learning from using the two different models were not significant, while simple model users demonstrated a better understanding of the problem. The outcomes and implications of our findings are discussed, alongside the limitations and future work.
Tuesday, March 23 Day 3 Wednesday, March 24 Day 4 Thursday, March 25 Day 5 Friday, March 26 Networking break: Speed networking Lunch Break Lunch (1st 30 mins + networking (2nd half hour):(Trying to) Find calm in the chaos (Informal discussion in groups) Lunch (1st 30 mins + networking (2nd half hour): Lunchtime breakout rooms to discuss a simulation topic of interest Lunch (1st 30 mins + networking (2nd half hour)-3 Lunchtime breakout discussion rooms: 1) Your career in Simulation+ 2) WORAN + 3)ORS Orientation
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