3D Virtual World BPM Training Systems: Process Gateway Experimental Results

Abstract

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3D environment approach to teaching and learning business process management concepts: a systematic literature review

“…The studies classified as simulation-based learning are [Madhavan et al 2002], [Weichhart et al 2014], [Aysolmaz et al 2016], [Leyer et al 2019], [Leyer et al 2021 The first research question corresponds to how 3D virtual environments are used to teach and learn in BPM. The studies related to this question can be categorized as game-based or simulation-based.…”

“…Unlike the other category, these tools are not considered games. According to [Leyer et al 2019], it is possible to provide a way to represent reallife processes and submit students to more interactive training, enabling a better view of control flows within the process. Thus, researchers are using 3D environments as a platform to simulate problems related to organizational processes.…”

“…In the work of [Leyer et al 2019] the authors developed a 3D environment prototype for training that receives an XML file containing a BPMN file and automatically creates the process activities. The prototype was used with engineering students and in a master-level course on BPM, with the participation of 145 students, divided into two groups, where one group received the 3D prototype and the other a 2D representation of the process.…”

“…According to [Leyer et al 2019], virtual environments represent an alternative related to scalability in problems that arise with the growth of organizations, such as the increasing number of employees or their geographic diversity. Furthermore, they represent a low financial cost since it is necessary to create and enable the training environment once, and it can be applied as many times as required to many students.…”

“…In organizations, employees must be involved with the phases in the BPM life cycle and have deep knowledge about the processes they are inserted. Therefore, the search for qualified professionals with skills and experience in the different phases of the BPM life cycle has intensified [Seethamraju 2010, Saraswat et al 2014, Leyer et al 2019]. However, employers and professional associations highlight the inadequate capacity of undergraduates to manage processes, observing that they are not sufficiently prepared to work in customer-oriented environments and with processes linked to information technologies [Seethamraju 2010].…”