Gamified Learning of Supply Chain Optimization Through the Beer Distribution Game

Kandanaarachchi, Thiranjaya; Perera, H. Niles

doi:10.1109/ieem50564.2021.9672844

Cited by 6 publications

(3 citation statements)

References 17 publications

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“…Currently, there are some modifications to the beer game that have allowed blockchain elements to be integrated into inventory management (Sunny et al, 2022;Tsang et al, 2022). Another variant of the beer game can be found in the Beer Distribution Game, which illustrates the coordination and consequences that the bullwhip effect has on the distribution of products (Kandanaarachchi and Perera, 2021).…”

Section: Simulation-based Pedagogies and Education 40mentioning

confidence: 99%

Exploring educational simulation platform features for addressing complexity in Industry 4.0: a qualitative analysis of insights from logistics experts

Pacheco-Velazquez,

Rodes-Paragarino,

Marquez-Uribe

2024

Front. Educ.

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IntroductionThis study explores the transformative impact of Industry 4.0 on industrial operations, emphasizing the integration of advanced technologies like AI, IoT, and Big Data Analytics to enhance process optimization, automation, and connectivity. Despite its potential for efficiency, Industry 4.0 introduces significant complexities, challenging existing operational and decision-making frameworks. Addressing these challenges, the research investigates the role of simulation platforms in logistics, seeking to identify their critical attributes for effective complexity management. It highlights the need for innovative tools in system evaluation, performance measurement, and skill development, aiming to equip the workforce with essential Industry 4.0 competencies. Through qualitative insights from logistics experts, the study aims to offer practical recommendations for educators and industry professionals, contributing to the design and implementation of educational simulations that align with the intricate demands of Industry 4.0 logistics.MethodsThis study employs a qualitative content analysis approach to develop an Industry 4.0-adapted logistics simulator, leveraging the Asteraceae framework for digital game co-design and pedagogical reflection. Data were collected from six industry and academia experts through semi-structured interviews, designed around the framework’s key steps to explore simulator design, decision-making, impact, and skill development. Utilizing convenience sampling, the research engaged participants with experience in educational logistics platforms and simulators. Interviews were conducted online, with ethical considerations including informed consent. Transcription used OpenAI’s API for accuracy, followed by manual review. The analysis combined qualitative content with frequency analysis, employing Atlas.ti software to identify and code key simulation features as informed by expert insights. This methodology underscores a comprehensive approach to understanding and innovating logistics education for Industry 4.0, aiming to equip learners with necessary competencies through targeted simulation tools.ResultsThe study’s findings emphasize the critical role of simulation tools in Industry 4.0 logistics for risk mitigation, operational planning, and decision-making. Experts pointed out the significant benefits of simulations in providing safe spaces for experimentation, especially valuable for SMEs with limited access to advanced technologies. They advocated for simulators to incorporate current technological and e-commerce trends, suggesting a customizable business model based on diverse logistics requirements. Key insights included the necessity for adaptable simulation architectures to handle various operational variables, the importance of integrating multidisciplinary competencies like data analytics and strategic management, and the role of performance metrics in evaluating simulations and logistics operations. The analysis revealed essential features for an educational logistics simulator, highlighting the importance of operational knowledge, predictive analytics, and the need for a comprehensive tool that integrates technology, strategy, operations, and data analysis. This approach aims to equip users with the skills necessary for navigating the complexities of modern logistics, promoting a deep understanding of systems thinking and complex reasoning skills.DiscussionThe discussion centers on the essential requirement for a multidisciplinary approach in creating an educational logistics simulator for Industry 4.0, emphasizing the need for technological adaptability and operational efficiency. It highlights the importance of integrating advanced technologies and collaborative paradigms to enhance logistics operations and improve decision-making processes. The utility of simulation-based learning as a pedagogical tool is acknowledged, with an emphasis on its role in developing complex thinking and practical skills relevant to the digital transformation of the logistics sector. The discussion suggests that educational simulations are poised to play a pivotal role in preparing the workforce for Industry 4.0 challenges by bridging technological advancements and pedagogical strategies. However, it also points to the limitations of the current study, such as its sampling method and regional focus, and calls for future research to explore broader applications and the integration of comprehensive strategies to ensure the educational simulator’s effectiveness and relevance in a global context.

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Section: Simulation-based Pedagogies and Education 40mentioning

confidence: 99%

Exploring educational simulation platform features for addressing complexity in Industry 4.0: a qualitative analysis of insights from logistics experts

Pacheco-Velazquez,

Rodes-Paragarino,

Marquez-Uribe

2024

Front. Educ.

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“…Games operate in real-time and continuously simulate the complexities of a global supply chain, involving human players in decision-making processes [116,117]. They have received consistent approval for their effectiveness in teaching students how to manage the challenges of a global supply chain by offering practical insights into the real-world application of supply chain concepts [116][117][118][119][120]. Moreover, game-based learning enhances higher-order thinking skills, promotes teamwork, and facilitates the social construction of knowledge.…”

Section: Strategic Supply Chain Pedagogical Activities and Teaching I...mentioning

confidence: 99%

A Systematic Review of Strategic Supply Chain Challenges and Teaching Strategies

Kavota,

Cassivi,

Léger

2024

Logistics

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Background: This study provides a comprehensive overview of current supply chain challenges and how they are taught within university circles or among supply chain professionals to simulate reality. Methods: The study applied a systematic literature review, using bibliometric co-citation and concept-centered content analysis for a comprehensive review of 118 relevant articles, leading to the identification of critical challenges in modern supply chain management. Results: These challenges include supplier selection and quality, supply chain networks, and sustainable supply chains. Supply chain educators are encouraged to use games that mirror real-world scenarios to teach these challenges. Results from this review underscore that existing games covered supply chain concepts such as the bullwhip effect, collaboration, networks, supplier selection, quality management, humanitarian logistics, sustainability, lean supply chain, Supply Chain 4.0, and perishable goods supply. Conclusions: The study’s contribution is to assist in selecting games tailored to the supply chain specific aspects and to guide developers in creating realistic games that address recent challenges in supply chain management. It recommends a holistic approach to enhance new supply chain game development, drawing from methodologies such as problem-based learning and Lego Serious Play. This multifaceted approach imparts practical knowledge and comprehensive skills for addressing supply chain intricacies in modern business settings.

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“…For example, Akkartal et al (2019) carried out a comparison between four famous SCM simulation games (Electronic Beer Game, SC Game, The Fresh Connection TFC and SCM Globe Game) and reported on their different strengths and weaknesses as well as their impact on students' engagement. Kandanaarachchi and Perera (2021) illustrated the effectivity of the classical Beer Distribution Game as a self-learning tool for SCM teaching. They also offered new insights on improving the efficacy of the game as a teaching tool to support the low performing students.…”

Section: Literature Reviewmentioning

confidence: 99%

Going from 2D to 3D in supply chain 4.0 education: an LSP approach

Deif

2023

IJIEOM

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PurposeThis study aims at investigating the impact of using Lego Serious Play (LSP) on the effectiveness of teaching supply chain (SC) 4.0 in higher education by going from a traditional 2D approach to a 3D one. LSP in this study is explored as a gamification pedagogical approach that taps into the connection between hands and brain to inspire and engage students to build 3D models using metaphors and storytelling.Design/methodology/approachAn empirical study was conducted among 50 students (over two terms) who were enrolled in a SC 4.0 course and used LSP in their final project that focused on digital SC design. Two questionnaires were designed (one after the standard LSP workshop and the other upon completion of the project) to solicit feedback with respect to how LSP helped students to better understand SC 4.0 topics and fulfill their project. The results were analyzed using Bloom’s taxonomy as well as other pedagogical framework to understand the positive impact of LSP at the cognitive, motivation and social levels.FindingsResults showed that using LSP can enhance the teaching of various SC principles and technologies beyond the abstract point of view (2D) through offering the students an opportunity to apply these principles and technologies in a futuristic project using a hands-on 3D approach. The LSP approach demonstrated its ability to help students navigate through both lower order thinking skills (LOTS) and higher order thinking skills (HOTS) in a meaningful and playful manner. Finally, improving the design skills for students was clear using LSP as it unleashes imagination and taps into internal knowledge together with collective inputs.Research limitations/implicationsThe reliance on one case study can be a limitation regarding the generalization of the proposed results. This limitation is attenuated by the representativeness of the case study analyzed. Furthermore, the presented work should encourage future analyses as well as expanding the implementation of LSP to other SC 4.0 teaching contexts and applications.Originality/valueThis paper contributes to the very few literatures regarding using gamification in SC education and specifically how LSP methodology can be adopted in teaching SCM 4.0.

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Gamified Learning of Supply Chain Optimization Through the Beer Distribution Game

Cited by 6 publications

References 17 publications

Exploring educational simulation platform features for addressing complexity in Industry 4.0: a qualitative analysis of insights from logistics experts

Exploring educational simulation platform features for addressing complexity in Industry 4.0: a qualitative analysis of insights from logistics experts

A Systematic Review of Strategic Supply Chain Challenges and Teaching Strategies

Going from 2D to 3D in supply chain 4.0 education: an LSP approach

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