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Megan Olsen

Researcher at Loyola University Maryland

Publications -  28
Citations -  206

Megan Olsen is an academic researcher from Loyola University Maryland. The author has contributed to research in topics: Verification and validation of computer simulation models & Metamorphic testing. The author has an hindex of 8, co-authored 26 publications receiving 178 citations. Previous affiliations of Megan Olsen include Loyola University Chicago & University of Massachusetts Amherst.

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Proceedings ArticleDOI

Quantifying validation of discrete event simulation models

TL;DR: It is argued that from the validation and verification (V&V) perspective, simulation models are no different than software that are generally termed as “non-testable” due to the absence of a test oracle.
Proceedings ArticleDOI

A framework for simulation validation coverage

TL;DR: A validation coverage metric is proposed to quantify the validation performed on a simulation model based on the possible validation that could be performed on it and it is found that the coverage metric can be used to quantify validation on a variety of simulation models.
Proceedings Article

Metamorphic validation for agent-based simulation models

TL;DR: This work proposes a modified version of metamorphic testing that can be applied for simulation model validation, called meetamorphic validation, and presents the detailed process for applying this technique on agent-based simulations.

Simulation validation using metamorphic testing (WIP)

TL;DR: A new validation technique called "metamorphic testing" is described that creates pseudo-oracles to combat model validation, based on the software verification technique of the same name, which is extended to apply to validating simulation models.
Journal ArticleDOI

Co-evolution in predator prey through reinforcement learning

TL;DR: It is shown that this learning results in a more successful species for both predator and prey, and that variations on the reward function do not have a significant impact when both species are learning.