Education and training of manufacturing and supply chain processes using business simulation games

Schmuck, Roland

doi:10.1016/j.promfg.2021.10.076

Cited by 13 publications

(10 citation statements)

References 59 publications

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“…The data was gathered automatically from the participants taking part in the game. Simulation has been shown to offer high external validity for predicting behaviors (Galizzi & Navarro-Martinez, 2019;Schmuck, 2021).…”

Section: Methodology Research Designmentioning

confidence: 99%

The Effects of Fragmented and Continuous Interruptions on Online Task Performance

Ariel

Levy

2022

ONLINE J COMMUN MEDIA TECHNOL

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This study examines the effect of online interruptions on task performance. Two hundred and eighty players played a game designed to simulate an online environment decision-making process. The manipulation was achieved through an intervention design. Participants were exposed to messages in six interruption conditions as they played: (i) slow-fragmented text, (ii) fast-fragmented text, (iii) slow-fragmented image, (iv) fast-fragmented image, (v) continuous text, and (vi) continuous image. We compared text-only interruptions and image interruptions within different rates of interruption. The results indicate that participants with continuous text interruptions display the same performance as those without interruptions; participants who experience fast text interruptions perform the best; participants exposed to slow text interruptions performed poorly on tasks. These results imply the conditions in which controlling the rate and richness of online interruptions could improve task performance.

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Section: Methodology Research Designmentioning

confidence: 99%

The Effects of Fragmented and Continuous Interruptions on Online Task Performance

Ariel

Levy

2022

ONLINE J COMMUN MEDIA TECHNOL

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“…However, the pervasive influence of digital technology and information and communication technologies has compelled HEIs to integrate technology-enhanced learning methods, notably simulation-based learning (SBL) (Romero-Mart ın et al, 2017). Simulation is a tool that simulates a company where a group of participants have to work collectively in a team to make decision while having another team acting as competitors (Schmuck, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…, 2017). Simulation is a tool that simulates a company where a group of participants have to work collectively in a team to make decision while having another team acting as competitors (Schmuck, 2021).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of simulation-based learning in Malaysian higher education: a case study of MonsoonSIM

Mohd Khalil,

Lee,

Kamaruzzaman

et al. 2024

AEDS

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PurposeHigher education institutions (HEIs) face the formidable responsibility of equipping students with the requisite knowledge and skills essential for a successful transition into the professional workforce. In contemporary education, simulation-based learning (SBL) has emerged as a pivotal tool employed by HEIs to facilitate and enhance the learning experience. MonsoonSIM stands out as a notable simulation-based experiential learning platform, encompassing a wide spectrum of business processes. This study aims to investigate the effectiveness of SBL in Malaysian HEI, with a specific focus on utilizing MonsoonSIM to bolster students' knowledge and skills.Design/methodology/approachTo gather empirical evidence, an online survey questionnaire was methodically distributed to 254 students enrolled in Malaysian HEIs, employing purposive sampling techniques. A total of 114 valid responses were collected and subjected to rigorous analysis using SmartPLS4, leveraging the partial least squares structural equation modeling methodology.FindingsThe outcomes of this investigation shed light on the positive influence of marketing management knowledge on the effectiveness of SBL. However, it was observed that problem-solving and critical thinking skills, financial management and production management knowledge did not exhibit a statistically significant impact on the effectiveness of SBL.Originality/valueThis study contributes to the existing body of knowledge by offering valuable insights into how students engage with and derive learning outcomes from simulation-based educational tools. The findings underscore the pivotal role of integrating SBL into the broader pedagogical framework to enhance the overall learning experience.

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“…Esto ha generado una desarticulación entre cómo se enseña (docente) y cómo se aprende (estudiante) (Gómez & Suárez, 2021). En la mayoría de los casos esa enseñanza está mediada por clases magistrales netamente teóricas, donde pocas veces el docente hace uso de herramientas y escenarios propicios para que los estudiantes puedan colocar en práctica su conocimiento mediante la experiencia y el descubrimiento, de tal manera que el estudiante logre un aprendizaje significativo (Wood & Shirazi, 2020;Schmuck, 2021;Vargas-Hernández & Vargas-González, 2022). Para Ruiz et al (2018), las "metodologías lúdicas que implican el uso de técnicas, elementos y dinámicas propias de los juegos, son un medio eficaz para involucrar y motivar a los estudiantes, así como desarrollar sus habilidades, destrezas y conductas" (p. 1).…”

Section: Introductionunclassified

“…Es aquí donde se plantea la importancia que los procesos de enseñanza aprendizaje adoptados en las Instituciones de Educación Superior abarquen metodologías activas centradas en el estudiante (Olivares et al, 2018;Lugaresi et al, 2020), donde el docente sea un facilitador del conocimiento y diseñe sus clases haciendo uso de diferentes herramientas que potencien el aprendizaje autónomo, el pensamiento crítico y reflexivo en los estudiantes, coherentes con la realidad de su entorno para lograr que el estudiante apropie el conocimiento y lo utilice en un contexto real (Wood & Shirazi, 2020;Zuluaga & Gómez, 2018). Este proyecto propone enriquecer el proceso de enseñanza aprendizaje mediante la gamificación como metodología activa (Martínez, 2013;Schmuck, 2021). Específicamente la Ingeniería Industrial en Colombia aborda diferentes temáticas que se pueden enmarcar principalmente en grandes áreas como producción, logística, calidad y administración.…”

Section: Introductionunclassified

Áreas de interés para la incorporación de la gamificación en ingeniería industrial

et al. 2022

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Esta investigación determinó áreas críticas de interés en programas de ingeniería industrial para la incorporación de la gamificación en tres universidades de Colombia desde la percepción de estudiantes y docentes. Se evaluó la actualidad de los programas participantes y sus planes de estudio, lo que permitió identificar temas comunes entre las instituciones de educación mencionadas. Se aplicaron 125 encuestas, 109 a estudiantes (87,2%) y 16 a docentes (12,8%). Los docentes consideran de mayor complejidad temas del área de Investigación de Operaciones, mientras que para los estudiantes corresponde principalmente a Producción. No se encontraron correlaciones significativas entre las tres universidades.

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Education and training of manufacturing and supply chain processes using business simulation games

Cited by 13 publications

References 59 publications

The Effects of Fragmented and Continuous Interruptions on Online Task Performance

The Effects of Fragmented and Continuous Interruptions on Online Task Performance

Effectiveness of simulation-based learning in Malaysian higher education: a case study of MonsoonSIM

Áreas de interés para la incorporación de la gamificación en ingeniería industrial

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