Developing and evaluating a game-based project management learning platform

Wang, Tsung-Li; Tseng, Yau‐Lin

doi:10.1109/educon.2010.5492364

Cited by 5 publications

(4 citation statements)

References 16 publications

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“…Interpersonal interaction among students creates a community in which educational value can be created by improving learning interest and efficiency. When students use the game-based learning platform intensely, the interaction with other students will cause more to join in (Wang and Tseng 2010).…”

Section: Simulation and Gamingmentioning

confidence: 98%

“…Although PROTEST employed computer pacing, decision activities occur at preset intervals rather than by event-driven or random manner and hence it lacks realism. Wang and Tseng (2010) examined what factors would determine the learner acceptance of a gamebased project management learning platform. They found that self-efficacy is significant in using online games.…”

Section: Simulation and Gamingmentioning

confidence: 99%

See 1 more Smart Citation

Spreadsheet based experiential learning environment for project management

Lee¹

2011

Proceedings of the 2011 Winter Simulation Conference (WSC)

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Research has demonstrated that people learn best when they are actively involved in the learning process. Games and simulations are especially effective as discovery learning approaches since they pull learners into the learning experience in interesting, fun and challenging ways. This article seeks to demonstrate the effective use of simulation and gaming technique in providing an engaging and high-energy approach to teaching the concepts and best practices of project management that will have practical and lasting value. The project management game described here provides a means of immersing people in situations that mimic the complexities of the real world, challenging them to take risks and make mistakes without real consequences. INTRODUCTIONA gap exists between the skills taught in a project management course in university and the skills that are actually desired of a project manager. This problem seems to stem from the way project management is typically introduced to students. Theory and concept are presented in lectures with examples drawn from case studies. There is little opportunity for students to apply the concepts in a classroom setting. Although lectures and case studies are essential in knowledge transfer, they lack a practical, in-depth treatment of the overall process of project management. Lectures usually limit the amount of interaction -teacher to students -allowing only passive learning. The size and scope of cases are often too constrained to exhibit many of the fundamental characteristics of real-world project management issues.To address this problem, I experimented with computer-based simulation games to teach project management, with favorable results. I designed a spreadsheet based gaming environment for small group learning that includes activities such as project planning, monitoring, and execution. In the game, students are to manage a "virtual" IT project and encounter typical project management issues such as team dynamics, time sensitive decision-making, personality conflicts, team motivations, different expectations of stakeholders, meeting budgets, quality issues, meeting deadlines and responding to random unexpected events. The rapid and flexible nature of simulation allows experiences to be repeated, different situations to be introduced and practiced, and promotes a general freedom of experimentation and "play" in the training exercise. By analyzing past situations and evaluating a different path that the project could have taken if specific decisions were made at particular junctures of the project, students can develop their management and decision making skills. This experiential learning platform for project management creates an environment where students can act as managers without the costs and risks associated with an unsuccessful project. 3877 978-1-4577-2109-0/11/$26.00 ©2011 IEEE

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Section: Simulation and Gamingmentioning

confidence: 98%

Section: Simulation and Gamingmentioning

confidence: 99%

Spreadsheet based experiential learning environment for project management

Lee¹

2011

Proceedings of the 2011 Winter Simulation Conference (WSC)

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“…Although that a number of studies have confirmed that flow has a positive influence on attitudes, surprisingly, some studies also show a various result. The study conducted by Wang and Tseng (2010) on university students in Taiwan using a game as learning media found out that flow does not give significant influence on the attitudes toward the game. In addition, as noted by Mau et al (2008), flow does not have a direct impact on the attitudes toward the brand but it has indirect impact through the attitudes toward the game.…”

Section: Introductionmentioning

confidence: 98%

Children and advergame: the role of presence, flow and persuasion knowledge

Soebandhi

Hartini

Gunawan

2018

IJEB

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Entertainment offered in advergame can make it difficult for children to understand the message conveyed. Therefore, further investigation on its effectiveness as marketing tool is needed. In this study, we analyse the role of presence, flow, and persuasion knowledge on children's attitudes and intention to buy product advertised in the advergame. Two hundred 10-12-year-old children from public and private schools in Jakarta and Surabaya have participated in this study. The results show that presence has a positive impact on advergame attitude. The prediction stating that flow has a positive impact on advergame and brand attitude is not proven. The increasing persuasion knowledge only shows the impact on brand attitude. Advergame attitude shows a positive impact on brand attitude and not in purchase intention; whereas brand attitude shows a positive impact on children's intention to buy. Based on the findings, suggestions concerning future research and managerial implications are proposed.

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“…Gamified Academic Activity Replacement Gouveia et al 2011Digital Application of Concepts/Skills Transformation Grau et al 2012Non-Digital Analogical Activity, Application of Concepts/Skills Transformation Grecu et al 2013Non-Digital Other Transformation Guardiola et al 2011 Verzat et al (2009) Non-Digital Analogical Activity Transformation von Wangenheim et al 2012Non-Digital Analogical Activity Transformation Wang (2004) Non-Digital Analogical Activity Transformation Non-Digital Application of Concepts/Skills Transformation Wang and Zhu (2009) Digital Application of Concepts/Skills Transformation Wang and Tseng (2010) Digital Feedback-Practice Loop, Gamified Academic Activity Replacement Wu et al (2008) Digital Fictional Context Replacement Wu et al 2011Digital Gamified Academic Activity Replacement Yang et al 2012Digital Feedback-Practice Loop Amplification Ye et al 2007Digital Other Replacement Zhang et al 2013Digital Feedback-Practice Loop Amplification Zheleva et al (2002) Digital Fictional Context Transformation Zhu et al 2014Digital Gamified Academic Activity Amplification Zualkernan et al 2012Digital Application of Concepts/Skills Transformation Zuppiroli et al 2012Non-Digital Application of Concepts/Skills Replacement…”

Section: Appendix: Summary Of Findings By Paper Included Papermentioning

confidence: 99%