Thesis Chapter 1 - 3 Carlo

DILIMAN COMPUTER TECHNOLOGY INSTITUTE Commonwealth Avenue, Diliman Quezon City

Chapter 1Introduction

1.1 Background of the Study

Virtual simulation is an essential process when it comes to planning or reenacting elements

and actions within a specific environment. Simulation itself has been used even before the

days of mechanical computers, specifically in the form of hypothetical scenarios through

specific and careful processes.

Today in the world of business, construction, art, military, medical and such used simulation

programs to represent a real life situation to solve a problem or to train individuals for a real

scenario. Because of the nature of simulations, it allows people to act out events without

having to spend actual resources and time.

Building upon the foundations of a specifically designed simulation, it also allows people to

experience a scenario from the comfort of their homes, computers, offices, or any safe

controlled environment.

Creating a Fully Interactive 3D Simulation Tour of DCTI | CABISAN & RODRIGUEZ 1


In Diliman Computer Technology Institute, a simulation of the entire campus with an

accurate representation of the facilities will allow users from the comfort of their homes

experience a virtual orientation of DCTI.

A virtual simulated tour of the school will benefit newcomers in getting the idea on what to

expect and orient themselves without having to spend transportation time and money. This

may also benefit the school itself for having another option of advertising, as well as a

functional simulation that can be modified for future changes of the school.

A 3D graphics engine built on the free and semi-open source Unity engine, equipped with a

simple framework based on C# and Javascript, allows the researchers to develop a simulated

tour under a virtual engine with considerable power and broad range of computers that can

run it. Coupled with this as Sketchup Pro, Adobe Photoshop and Autodesk 3DS Max where

most of the modelling and texturing will be worked on.

Insurance of accuracy and proper presentation of the virtual simulation will be done through

different information gathering such as photography of architecture and room placement, as

well as interviewing of different people specifically the school’s key people such as faculty,

dean and school staff.



1.2 Statement of the Problem

The goal of the thesis is to create a computer simulated interactive virtual tour of Diliman

Computer Technology Institute. In particular, this thesis aims to:

1. Develop a fully-interactive 3D Simulation of Diliman Computer Technology Institute;

2. Create a range of preset models and list of codes to allow quick modification of the

base code and source template of the simulation, and allow change of simulation as-

sets, aesthetics and behaviors;

3. Determine the acceptability of the program to the stakeholders and develop accord-

ingly to their preferences;

4. And to release the simulation via a downloadable offline executable and online ver-

sion via web browser.

1.3 Significance of the Study

The thesis’s significance for the school’s different sectors and users can be elaborated in the

forms of being a beneficial option as an orientation tool and also function as a multi-purpose

tool and program for planning different kinds of scenarios and assets within the school

premises.



In particular these groups are:

1) Students. Newcomers can have a virtual orientation through the simulation tour and

allow even old students to explore their school within the comfort of their homes or

mobile devices like portable computers such as laptops.

2) Staff. Technicians and other similar positions of the workers of the school can pre-

plan and think of their strategies or time management through reenacting certain

work they do in real life to a virtual process with objectives.

3) Faculty. Professors, specifically those who have heavy workloads and does not

specifically teach solely at DCTI can remind and orient themselves of the school

facilities, and keep updated of school schedules and respective rooms of which they

would teach.

4) Guests. Allows parents, guardians, delivery servicemen and such to explore the

school areas and know who and what they’re looking for, especially when it comes to

a parent’s child to keep informed of their class schedules and respective rooms.



5) DCTI. The school and its entire market and business sections will benefit due to the

increase of advertisement possibilities, as well as architectural planning and blueprint

designing for future expansion.

1.4 Scope and Limitation

Concerning the scope of the thesis program, the program is a virtual simulation to be

developed within the Unity engine, based on both the C# programming language framework

and elements of Javascript. The use of both C# and Javascript allows the creation of a virtual

plane in a 3D or 2D environment, in particular this thesis aims for a 3D simulation.

The visualization will consist of 3D models such as modelled representations of buildings,

rooms, chairs, tables, stairs and other objects, complete with textures to tell them apart and

to truly represent an accurate simulation.

The scope of the development process will then consist of creating a fully interactive and 3D

walkthrough through a first person view of Diliman Computer Technology Institute. This will

be built together with representations of architecture and rooms of the school rendered as

accurately as possible.

Interactivity and even a form of entertainment value and factor will also be taken note to

differentiate the program from other common virtual simulations of different institutions, as



well as give a unique factor for it to be more approachable. This includes being able to pick

up certain objects, communicating with different virtual people, being able to read some

information through pop up informative snippets and the ability to move at a preferred pace,

such as walking, running and jumping.

Aside from being a virtual orientation program, the developers will provide a kit of preset

models, assets and codes to allow modification of existing assets and behavior of the

simulation through a faster process with drag and drop ability complete with detailed

instructions.

This allows a quick and straight process of evolving the simulation program even through the

initial build created by the original researchers. So normal users such as students and guests

may walk through the simulation, orient themselves through the facilities as they navigate

through and find out more about DCTI, and the school’s administration may change the

simulation’s existing assets and behavior and adapt to the real life changes of the school,

past, present and future.

The simulation will be deployed and be available online via a download link for an offline

executable build, as well as an online browser version, allowing two options both for users

who prefer their programs fully offline or out of the box within the user’s browser.



Concerning the limitations of the development process is first of all, that while it is a

simulation which functions mainly as a virtual tour, it is not a fully realistic simulation of life.

There will be movement through a first person view, and the user may look around the

environment and walk through the simulation in full control, but it would not be a 100%

accurate style of movement such as of a real person would do.

The process of exploration itself is simplified into its basic form of looking around and getting

the impression of the actual environment through the use of detailed enough models to

represent the real life counterpart in its simplest yet accurate form. Meaning while the

simulation will have the impression of representing the actual school, it will not be a fully

perfect representation of the accuracy of the school’s architecture and measurements.

Further on details and modelling of 3D objects, the quality of the simulation is not equal to

that of AAA or big budget CGI animated movies and video games, as the thesis’s simulation is

being developed by two (2) amateur students without industry experience and large budgets

during the development.

Interactive points, people and dialog systems will also be abstract and simplified, just enough

to give the user enough details but not as detailed or natural in comparison to talking to

someone in real life, an electronic chat or through a telephone conversation.



This extends to objects as well, where the physics of things such as chairs, balls and more are

simplified and may not react as dynamic and realistic as its actual real life counterparts.

Finally the main focus of the simulation is to capture Diliman Computer Technology Institute,

meaning background buildings and other places will only be represented as abstract as

possible to save on resources and allow system requirements to be low. The main intention is

to accurately portray the main DCTI foremost, making the rest of DPS abstract enough to be

identifiable but not the main focus.

Once the modeling and implementation of the main DCTI sectors, buildings and areas are

done, the rest of DPS may be modelled throughout as detailed as its DCTI counterparts, and

give possible extra details on the surrounding buildings of DCTI overtime after the

completion of the simulation.

1.5 Definition of Terms

3D. Three (3) Dimensional, describing both a 3D plane of the simulation’s environment, and

can describe the models such as architecture through use of polygons to create a full repre-

sentation of a proper shape.

3D Engine. The base framework of the simulation code for its visualization and interactivity.



3D Model. A 3D shape that consists of polygons drawn together to create an actual shape,

such as squares, circles and triangles, which then can be used to represent buildings, rooms,

objects and such.

Adobe Photoshop. An image editing software used to edit different images and create new

visuals such as textures, lighting and shadows.

Autodesk 3DS Max. A professional 3D modelling software used often by professional artists,

a complex yet powerful tool that allows creation of 3D models from the ground up, as well as

tweaking other 3D models to suit the user’s needs.

C#. C# (Pronounced See-Sharp) computer language, the framework code of the simulation to

allow coding and implementation of interactivity and movement behavior within the simula-

tion.

Graphics. Visuals and other assets such as 3D models, which are polygonal assets in 3D, and

textures, which are 2D “surfaces” of the 3D models to give depth and characterization of the

3D models, such as color, material and composition.

Interactivity. The ability for the user to interact with the environment in the simulation pro-

gram, including pop ups of information through different points in the environment, dialog

and conversation with people, navigation of the environment through walking and the ability

to manipulate the environment within realistic reason.

JavaScript. A web based computer language, which allows extra functions such as ability to

port the program through web browsers and other miscellaneous functions such as interac-

tivity with objects.



Rendering. The process of visualizing the 3D assets and textures within the program.

Simulation. Representation of something in particular accurately within a controlled environ-

ment.

Sketchup Pro. A 3D modelling software used to create different visualization of shapes

through polygons.

Unity. A 3D and 2D engine built upon C# and JavaScript. It is used in many 3D/2D games and

other simulations, with a semi-open source framework that allows the development of a

broad range of things such as video games, movies, parsers, and virtual simulations.



Chapter 2Literature Review

2.1 Review of Related Literature

The thesis’s development process requires thorough research and review of different related

literature in the fields of computers, programming, virtual simulation, 3D and 2D graphics

rendering and the design process. In particular, literature focusing on the principles of

architecture, graphics design, simulation processes and fundamentals of 3D modelling and

programming.

Fundamentals of Simulation

First of all, according to Banks, Jerry (2001), simulation is the process of imitating a real-

world scenario or systematic process within a controlled environment, which can be either

virtual, in paper or actual recreation. [1] The thesis development in particular aims to create



a virtual representation of Diliman Computer Technology Institute through a simulated

program, for both touring purposes and planning purposes. Virtual recreation is the ideal

description of the simulation program of DCTI, and the use of a computer programming

language such as C# within the framework of Unity to achieve an accurate recreation.

Pragmatism of Latest Technology

According to Lee, Alfred T. (2005), the latest technology and innovation is used to simulate

real life processes such as flight and engineering within a virtual environment, programmed

with a computer language and given a 3D visualization through a rendering engine, allowing

both interactivity and realistic depictions of a recreated environment from the real world. [4]

With the use of the latest software such as Sketchup Pro and Autodesk 3DS Max, coupled

with Adobe Photoshop, the ability to create realistic depictions of real world objects and the

possibility to create accurate representations of real life processes. Assets are created first in

these programs, then ported into Unity for necessary programming with C# and JavaScript

languages. Making a simulation requires the program to be consistent, polished and real

enough to establish immersion and realism within the virtual environment for the user.

Immersion and Believability

According to Lt. Col. Neyland, David L. (1997), a simulation has to look and feel real enough

for the user to be believable and reliable enough to be given the proper treatment as a



virtual simulation. Such as that when it comes to soldiers, an accurate representation of

combat scenarios, operation of vehicles and medical processes is required for the soldiers to

be ready on a real battle experience. Following this principle, the thesis simulation aims for a

realistic and consistent simulation that feels real and polished, to establish a believable and

reliable representation of DCTI. [6]

The thesis program covers a simulated tour in a virtual tour, as well as the ability to modify

the base program’s code to change its behavior and looks. This mean details such as new

buildings, rooms, designs and such. In consideration to these things, the developers will

create a preset kit of ready to use assets (i.e., buildings, school objects such as tables, chairs,

doors, computers, CCTV cameras) and varied generic architecture and objects to provide

additions to the simulation.

Principle of Architecture and Design

The thesis program will follow the principle of architecture in creation of the assets according

to Klassen, Winand W. (1986), while there is no specific formula for architectures within

regions that can be generally applied, there are certain elements that can be followed to

achieve a clean and consistent design, like taking note of cultural and practical needs, and

the idea to avoid unnecessary structure that may destroy consistency and process of

architecture. [3]



Following these principles will be a large focus in designing and modeling the school

architecture to maintain accuracy and realism while compensating for the lack of

professional graphical fidelity.

Improvement of Design

To further establish consistency of architecture and structural design, according to Lico,

Gerald (2008), comparing the 20th century and 21st century architectural works in the

Philippines, there is a consistent design over the years that doesn’t destroy the fundamentals

established in the past, but rather add to it in the most efficient and necessary ways as

possible. [5]

Taking note of this element and philosophy of structure building, the program will aim to

research as much as possible the design of DCTI and taking note of its land and existing

architecture, to provide accuracy and consistency on modification. New assets that will be

modeled will take note of current existing assets on the real life counterpart, and provide

fitting newly created assets that can seamlessly and realistically fit into the existing

environments of the real life counterparts built inside the simulation.

2.2 Review of Related Studies

Informative Tour Guide



“Interactive Map with Information System for Diliman Computer Technology Institute” is a

study conducted by DCTI student Conception, A-Ar Andrew. The study consists of the

development process of creating an interactive map similar to those seen in modern malls

and other institutions that provides a digital screen of a map with detailed information on

sections and areas. [2]

The map consists of 2D overhead images with names and information of different rooms and

places.

Figure 1. Prototype screenshot of Mr. Concepcion’s program

Taking into account Figure 1, in the researchers own thesis, it will function in a similar way

taking note of accurate information, as well as the additions of schedules, teacher

information, room name and such appearing within the simulation. The ability to look



around and see a virtual 3D representation of the rooms will be added as well. Information

and accuracy are key factors in the simulation, thus taking account into existing studies of

DCTI along with the researcher’s own gathered information and methods allows to maximize

the potential and clarity of the simulation in allusion to the real Diliman Computer

Technology Institute.

User Immersion and Friendliness Factor

Virtual Battlespace, often abbreviated into VBS, and ARMA are a series of military and life

simulation programs by Bohemia Interactive, founded by Marek Španěl according to the

principle of their series, simulation cannot be as simple as trying to reenact everything in

reality into the program, but rather the ability to transition reality taken into factor of

limitations between a computer program, which includes control methods such as keyboards

and mouse being a common control method in household personal computers. [7]



Figure 2. ARMA III’s map editor, showing a simple user interface with powerful tools



Figure 3. ARMA III in-game, showing both realism and attractiveness of a video game

ARMA III sets up a very complex and in-depth realistic simulation of military scenarios, as

well as the possibility for user made scenarios such as firefighting, medical rescue and such

taking into account the limitations of the methods a computer’s input can respond to the

simulation. Simplification of reality’s mechanical functions is an acceptable break for the

sake of focusing on the purpose, such as ARMA II being controlled like a video game shooter

in military scenarios, but with realistic values such as weighted weapons and true to life

ballistics.

The thesis’s simulation will take a similar route by the developers in that it will portray DCTI

in the most important factors such as area representation, information and architectural

accuracy rather than fully simulating other factors such as realistic human behavior,

photorealistic visuals and intricate simulation of other aspects of real life, as to retain more

focus on being a virtual simulation of the school.

Accuracy Insurance

Using information gathered from faculty and staff in DCTI, as well as existing photos on top of

the photos gathered by the researchers, comparison of newly gathered data along with old



existing data is a necessary task to insure an accurate representation of the school. This

includes the use of DPS’s virtual tour online that used panoramic photos. [8]

Figure 4. DPS’s Virtual Tour Online using panoramic photos shot in different areas of the

school.

Chapter 3Methodology

3.1 Research Design



The thesis way of research can be described as grounded theory, as the development of the

thesis’s program in particular aims for the gathering of data and information about DCTI

without a particular hypothesis, rather the hypothesis can be gathered once the researchers

have established enough experiences from the different sectors of the school such as the

students, teachers, and staff.

While the goal is first and foremost to create a simulated virtual tour of the school, along

with the possibility of a planning tool, the key points of the research will need to be gathered

around first, such as student opinions, both new and old, as well as the faculty and staff on

their preferences and knowledge of the school. The possible effects that will have the most

substantial impact will then be given a hypothesis fit enough for the research, and the

program will be adjusted according to the hypothesis afterwards. This is to ensure and

establish the simulation to be truly relevant and useful for the relevant users, thus to create

an idea for the best development process possible.

3.2 Software & Hardware Requirements

The system requirements aimed for the development of the program are to be low enough

to ensure to run to a broad range of computers, from low end and old PCs to expensive top

of the line high end PCs.

Software:

Microsoft Windows XP, Vista, 7 or 8 Operating System (32-bit/64-bit)



-The operating system is a computer’s main software to control other programs and

make use of its hardware.

Latest video card/GPU drivers (NVIDIA/AMD)

-Video card/GPU drivers are what makes the video card hardware of the computer to

function properly.

DirectX9 runtime environment

-DirectX is a graphics renderer framework used by Microsoft for their operating

systems to run programs and games that are developed with tools using DirectX.

.Net Framework

-.Net Framework is the processing framework used by programs that were coded

within a Microsoft language such as VB.net, C#, C++ and such.

Latest sound card drivers

-Sound card drivers allow the sound card to function properly and output audio.

Web browser (Microsoft Internet Explorer, Mozilla Firefox, Google Chrome)

-Web browsers are used to navigate the internet and download from websites.

Hardware:

Processor/CPU: AMD Athlon, Phenom or Sempron series CPU/Intel Core2Duo,

Pentium or i3/i5/i7 series (at least 1.8 GHz CPU frequency or above)

-Processors/CPUs are the main hardware part that calculates the different equations

and functions of the computer, processing the information and data from the inputs

of the user and the software program.



Memory: 1GB RAM or above

-Memory or Memory sticks or Random Access Memory, is the active temporary

storage of the software programs in a computer allowing the data to be ran actively

within the operating system.

Video Card/GPU: AMD HD 3xxx/4xxx/5xxx/6xxx/7xxx series/NVIDIA GTX

2xx/3xx/4xx/5xx series (at least 512mb video memory and 300MHz memory clock

frequency)

-Video Cards/GPUs are the main hardware part that allows the display of graphics

within the computer and outputted through the video card and transferred into the

monitor.

Monitor at least capable of 800x600 resolution

-Monitors are the output screens of a computer and are plugged in the video card.

3.3 Research Methods

The researchers methods of research for the development of the simulation program is a

process of resource and information gathering through interviews of key staff and faculty

members, as well as school students to take note of how everything in DCTI looks and works.

For the visualization and modelling process, the insurance of an accurate and fully



represented object or building is done through taking photos of the school premises with

different angles and quick measurements based on perspective and sense of scale.

One of the most important research method concerns the photography process, as the 3D

assets are one of the main backbones in the simulation program as it will present the looks

of the school. Proper photography and immense amount of data gathered, with information

gathered from key interviews will be one of the biggest factors in determining a high quality

program during the development.

Figure 5. Early model of DCTI front building through modeling process on Sketchup Pro



Figure 6. Building front of DCTI

As seen in Figure 5 and comparing it to Figure 6, modelling through photos and taking

account perspective and different angles is use to insure an accurate representation of DCTI

architecture, insuring the 3D model will feel and look similar enough to the real life

equivalent when exploring through the simulation.

To further insure accurate representation, light measurement with a margin of error is

treated on to some select rooms in DCTI, using measurement units and tools.



Figure 7. Measurement of a room, as seen through the line with the meter units

Measurement tapes and rulers, in addition to multiple photos in different angles and

perspectives will allow the researchers to achieve an accurate representation of DCTI’s

architecture as much as possible.

Once a model is created, and other information is ready to be coded into the simulation, the

models are then converted to be compatible within the Unity engine, and thus adjustments

in further scaling and looks, as well as placement in the actual simulation environment can

begin. In addition to this, trigger points and scripted objectives will allow the objects to be

then fully navigable and interactive. To illustrate, Figure 4’s DCTI front building model will be

shown imported inside the Unity engine.



Figure 8. DCTI’s front building model ported inside the Unity engine

Once implemented in Unity, the researchers may now start programming the new model into

the simulation engine and code in proper functions such as collision, scale, optimization and

proper lighting. Models may be moved and changed inside the simulation freely including

additional and removal of layers, and application of other models and assets.

This method of creation will also be the same within the modifiable version of the

simulation, where users will use Unity and will have access to pre-made assets created by the

researchers for quick modification out of the box.



Figure 9. The Waterfall Model of the development process

To make the development process plausible within a realistic timeframe and budget of the

researchers, the method of research will follow a simple waterfall model with different

phases. Information Gathering, Modeling & Rendering, Coding & Scripting, Testing Phase and

Compilation & Deployment.

Information Gathering

Creating a Fully Interactive 3D Simulation Tour of DCTI | CABISAN & RODRIGUEZ

Information Gathering

Modeling & Rendering

Coding & Scripting

Testing Phase

Compilation & Deployment

27


Information about the school, both the architectural design, and the functions of different

sectors, as well as key people from the faculty and staff are gathered. Interviewing different

teachers and staff members, as well as administrative key people such as the dean of the

school allows the researchers to gather important information about the school and insuring

its credibility and accuracy.

The information gathering also involves in the researchers in taking reference photos and

videos of the school. This involves the researchers going around the school taking pictures of

the school’s buildings, rooms and other areas in different angles and perspectives. Videos

also allows the perspective of the school in motion as the simulation will be interactive and

involve walking, to insure both static and dynamic representation is accurate.

Modeling & Rendering

After the gathering of information is complete, the researchers may implement and

condense the gathered information into organized data to input in the process of creating

assets for the simulation program. Photos and videos of the school taken will then be taken

as reference into modeling them for the simulation, as modeling 3D models require careful

placement of shapes and geometry into representing its real life counterpart. Similar to how

painters use references in painting portraits.

Once the models are complete, they are put into a rendering phase which allows the models

to be used in a program or animation, in this particular case importing it into an asset for the



simulation program. Information from interviews as well are taken into consideration in this

phase as well, as the firsthand knowledge of the interviewees will be a great factor in

determining the accuracy of the simulation, as well as implanting the necessary information

tidbits that can be seen and read in the simulation.

Coding & Scripting

The simulation program requires computer programming, involving different layers of code

and scripting processes. Coding and scripting can be described as the process of building the

assets into a workable format for the simulation program. This includes on making

movement and interactivity working, as well as making the buildings have proper physics and

collision with the user exploring the simulation.

C# and Javascript are the main coding languages used, and are all coded in within the Unity

engine’s 3D mainframe. Proper coding and scripting insures comfortable controls and

movement of the user inside the virtual simulation, as well as to make things work such as

information tidbits within the simulation, the interactive aspects, the use of objects and

physics within the geometry of the architecture.

Testing Phase



The testing phase is where the researchers internally test out the simulation program and

work out all the possible glitches, finding room for improvements, insure stability and to

know if it’s optimized well enough. Testers aren’t exclusive to the researchers, as this phase

includes beta testing through selected groups that involve the main stakeholders of the

study.

Testers include students, teachers, staff, parents and other experts in the field of simulations,

especially concerning things in architecture, tours and such. The testing phase is the phase

where it’s mostly expected to go back another step as it will determine which aspects are

needed to be fixed or improved upon.

Compilation & Deployment

Once the virtual simulation program is finished, polish and compilation is done in this phase.

Compilation involves creating builds for offline downloadable use through an executable

program, and another build for online browser use. Deployment will be through different

websites, aiming within DCTI’s official domains including Facebook accounts, Twitter

accounts and websites.



3.4 Statistical Treatment

Throughout the development process, the researchers have used a statistical approach

within the methodology as well to determine the acceptability of the simulation program

within the stakeholders. The use of Kendall’s Coefficient of Concordance or Kendall’s W is the

treatment to know and insure the required qualities to gain an acceptable program for the

thesis.

Kendall’s W

Kendall’s W is a non-parametric statistic used to determine an agreement among different

people, considered as judges or rankers. To explain its process, Kendall’s W concerns an

amount of rankers, usually 3 or more rankers as they grade different factors from a number

scale. A Kendall W of 1 means a unanimous agreement within the rankers, and a 0 shows a

trend of no agreements within the rankers.

Equation 1. Kendall’s W or Kendall’s Coefficient of Concordance



Factors on Determining Program Acceptability

1. Responsiveness. The controls and ease of access of the simulation program.

2. Presentation. The feel, looks and graphics of the simulation program.

3. Information. How informative the facts are within the simulation program.

4. Accuracy. How accurate is the simulation in comparison to its real life

counterpart.

5. Fun Factor. The entertainment value and fun aspects of the simulation program.

Using a scale of 0 to 4, a select few of students, faculty members and parents are gathered

around as testers for an early build of the simulation program. 0 denoting a low grade and 4

denoting a high grade for each factor. The grades given by each stakeholder group are

averaged into the 0 to 4 scale to fit into Kendall’s W equation and the acceptability of the

program so far is determined.

Factors Students Faculty ParentsResponsiveness 3.5 4 3.5Presentation 1.5 2 3.5Information 0 0.5 1Accuracy 1.5 0.5 1Fun Factor 3.5 3 1

Kendall’s W = 0.7372

Table 1. Average of graded scores in each stakeholder group of a beta of the program.



Resulting in a mean of 0.7372, so far the thesis simulation program is seen marginally

acceptable going above the required 0.5 mean. Focusing on the low scores of the averages in

each factor, the researchers will take note of the high factors on what to keep, and the low

factors on what to improve upon.

The statistical treatment will be an important factor in the development process, as it will

determine the opinion and preferences of a large set of people in each stakeholder group,

and the researchers will use the statistics as a determining factor on insuring polish and

stability of the thesis simulation program.



References:

[1] Banks, Jerry (2001). Discrete-event system simulation. Prentice Hall.

[2] Concepcion, A-Ar Andrew (2011). Interactive Map with Information System for Diliman

Computer Technology Institute. Diliman Computer Technology Institute.

[3] Klassen, Winand W. (1986). Architecture in the Philippines: Filipino building in a cross-

cultural context. University of San Carlos.

[4] Lee, Alfred T. (2005). Flight Simulation: Virtual Environments in Aviation. Ashgate

Publishing, Ltd.

[5] Lico, Gerald (2008). Arkitekturang Filipino: A History of Architecture and Urbanism in the

Philippines. University of the Philippines Press.

[6] Lt. Col. Neyland, David L. (1997). Virtual Combat: A Guide to Distributed Interactive

Simulation. Stackpole Books.

[7] Španěl, Marek (2013). Virtual Battlespace: ARMA III. Bohemia Interactive Simulations.

[8] Sycip, Richard T. (2007). DPS Virtual Photography Panorama Tour. Diliman Preparatory

School Website.


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