Bender – An Educational Game for Teaching Agile Hardware Development

Omidvarkarjan, Daniel; Conrad, Jonas; Herbst, Constantin; Klahn, Christoph; Meboldt, Mirko

doi:10.1016/j.promfg.2020.04.023

Cited by 9 publications

(6 citation statements)

References 10 publications

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“…The various techniques identified within this study (summarized in Table 1) highlight that the development approach needs to be adapted in detail along the whole process chain. This finding reaffirms the matter that AHD encompasses much more than solely working in Sprints [13]. As seen in this study, established techniques from conventional prototyping strategies act as a good starting point for such an approach, which needs to be tailored for the specific context (product, technology, need).…”

Section: Discussionsupporting

confidence: 78%

Prototyping Strategies for the Agile Development of Additive Manufactured Products: A Case Study from the COVID-19 Pandemic

Omidvarkarjan¹,

Rosenbauer²,

Kirschenbaum³

et al. 2020

Proceedings of the 31st Symposium Design for X (DFX2020)

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Frequent validations of physical product increments play an essential role for Agile Hardware Development (AHD). This paper presents practices for the accelerated embodiment of increments based on the analysis of an AHD project. It describes adaptations of established prototyping strategies for the use of Additive Manufacturing (AM), covering iterative refinement, parallel development, prototyping media change and scheduling of build phases. The application of the practices led to an accelerated embodiment process with mean iteration lengths of 6 days and a first release of a viable product increment within 18 days. By enabling early and frequent validations with tangible increments, the practices facilitate the effective application of AHD in practice.

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Section: Discussionsupporting

confidence: 78%

Prototyping Strategies for the Agile Development of Additive Manufactured Products: A Case Study from the COVID-19 Pandemic

Omidvarkarjan¹,

Rosenbauer²,

Kirschenbaum³

et al. 2020

Proceedings of the 31st Symposium Design for X (DFX2020)

Self Cite

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“…The available studies show a very broad spectrum regarding their evaluation depth and range. While some studies only consider the topics using single items as well as mean values and frequencies (i.e., [37,38,43]), other studies use comprehensive data collection instruments and statistical analysis options (i.e., [17,18,42]).…”

Section: Summary Of the Resultsmentioning

confidence: 99%

“…In one study, participants provided their thoughts in writing after the intervention on their perceived learning success regarding agile principles [38]. The results were qualitatively analyzed, and the reported learning successes were aligned with the intended learning objectives of the training.…”

Section: Assessment Of Learning Success and Competence Development At...mentioning

confidence: 99%

“…Professional competences: Solving (complex, real-world) problems [19,23,33,39,42,43]; information processing, recognizing interconnections, and analytical thinking [19,33,34] • Methodological competences: Organizational skills, task management, and time management [23,30]; lean methods [30,38,39]; creativity and innovation [36] • Social competences: Communication skills [19,34,36]; persuasion with rational arguments [23]; teamwork [19,23,36]; negotiation skills and conflict management [23]; interdisciplinarity [33] • Self-competences: Lifelong and/or independent learning [19,36]; openness to (new) technologies [34] Adam et al [40] also identified a significant relationship between understanding the intervention content and (a) alternating between theory and practice and (b) a do-it-yourself approach. In addition, the results of their study showed a significant relationship between participants' intention to transfer the learnings and (a) understanding the training content, (b) the ease with which the content could be applied in the training, and (c) a higher former experience with the training content [40].…”

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confidence: 99%

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Empirical Findings on Learning Success and Competence Development at Learning Factories: A Scoping Review

Reining

Kauffeld

2022

Education Sciences

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To meet the changing competence requirements for employees in engineering professions, education and training need to adapt accordingly. Learning factories offer various possibilities to design or integrate practice-oriented learning into training measures. Whether this approach in fact facilitates learning and competence development is rarely investigated. For this reason, the objective of this scoping review is to analyze and summarize the existing empirical findings on learning success and competence development in learning factories regarding their evaluation methods and results. Following standardized guidelines (PRISMA, JBI) for scoping reviews, 12 databases were researched. The literature screening led to the identification of 24 publications included in the final analysis. The results indicate that a variety of evaluation methods are used to assess learning and competences at learning factories and that criteria of all four competence facets (professional, methodological, social, and self-competence) can be enhanced at learning factories in general. As many of the identified studies show potential for improvement regarding the quality of the used methods and analysis of results, further studies on these topics are needed. Evaluations should be integrated into all training measures at learning factories to ensure learning success and competence development and to be able to readjust design, structure, and didactics where necessary.

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“…Although serious games have been proven as a method to build project management knowledge, understanding, and gain, they are role-specific, not broad enough, or target inexperienced students. As pointed out by Omidvarkarjan, Conrad, Herbst et al (2020), many games do not reflect real-world challenges. They have been investigated on university students with limited industry experience.…”

Section: Introductionmentioning

confidence: 99%

The Project Win Game™: A Serious Game for Project Management Simulation

Miller¹,

Núnez²

2022

ECGBL

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Agile project management methodology usage have grown widely in the last decade. Not all types of projects should apply agile methodologies, and the tasks that would typically be executed by a project manager are not (explicitly) addressed in agile methodologies. This paper describes The Project Win Game: a serious game for people to experience the differences in decision-making between traditional/waterfall and agile projects. The game engages an audience in complex decision-making and allows them to experience the effects of their decisions; this allows non-managers to learn project management responsibilities and translate that experience into knowledge. This paper describes the gamification of project management, the development of the game, and the lessons learned through single-player and competitive play. This paper would interest people that need to engage non-managers in management tasks and understand how a board game builds knowledge based on the experience of playing the game.

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Bender – An Educational Game for Teaching Agile Hardware Development

Cited by 9 publications

References 10 publications

Prototyping Strategies for the Agile Development of Additive Manufactured Products: A Case Study from the COVID-19 Pandemic

Prototyping Strategies for the Agile Development of Additive Manufactured Products: A Case Study from the COVID-19 Pandemic

Empirical Findings on Learning Success and Competence Development at Learning Factories: A Scoping Review

The Project Win Game™: A Serious Game for Project Management Simulation

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