Impact of an Introductory ERP Simulation Game on the Students’ Perception of SAP Usability

Rajšp, Alen; Horng-Jyh, Paul Wu; Beranič, Tina; Heričko, Marjan

doi:10.1007/978-3-319-95522-3_5

Cited by 10 publications

(7 citation statements)

References 11 publications

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“…In the first year, a three-day introductory workshop was carried out. The students' collected feedback was presented by Heričko et al [38], and the impact of the introductory workshop on the students' perception on SAP usability was presented by Rajšp et al [39]. In 2018 and 2019, the introductory simulation game was shortened to one day, and, in 2019, the experiential approach was extended throughout the whole course by using additional ERPsim simulation games, namely the Logistics Game and the Manufacturing Game.…”

Section: Short Instructionsmentioning

confidence: 99%

Introducing ERP Concepts to IT Students Using an Experiential Learning Approach with an Emphasis on Reflection

Beranič

Heričko

2019

Sustainability

Self Cite

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The introduction of enterprise resource planning (ERP) concepts to IT students entails many challenges. Due to the system’s complexity, newcomers need an extensive amount of time to be able to use it independently. Additionally, the learning preferences and characteristics of digital natives differ significantly from previous generations. Therefore, the use of alternative learning approaches is desirable. To achieve the best possible learning outcomes, it is advisable to implement learning approaches that require students’ active participation, for example, an experiential learning approach. A variation is an ERPsim business simulation game, which we used within the ERP systems course. The game is implemented in sequential rounds, whereby each round ends with a review of the collected experiences. The simulation game was used at the beginning of the course to ease the introduction of ERP concepts for IT-related students. This paper is the result of three years of research into the perceived usability of SAP ERP introduced with the business simulation game, combined with the results of a study evaluating students’ opinions, knowledge, and skills. Perceived usability was measured using a System Usability Scale (SUS), while the students’ experiences were gathered using a self-evaluation questionnaire. The study revealed the positive impact of the experiential learning approach that was used. Students evaluated the usability of SAP ERP as OK, and empirical analysis confirmed that the use of the simulation game for introducing the ERP concepts resulted in anticipated knowledge and skills, while increasing the students’ intent for future engagement.

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Section: Short Instructionsmentioning

confidence: 99%

Introducing ERP Concepts to IT Students Using an Experiential Learning Approach with an Emphasis on Reflection

Beranič

Heričko

2019

Sustainability

Self Cite

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“…In these studies, gamification was presented in business simulations with the aim of putting acquired knowledge into practice (e.g., Craven, 2015; Gatti et al, 2019; Jakubowski, 2014; Reiners et al, 2015). This method was used in courses on entrepreneurship and business plan (e.g., Aries et al, 2020; Isabelle, 2020), resource and business management (e.g., Mellado et al, 2019; Müller et al, 2015; Rajšp et al, 2017; Sepehr & Head, 2013; Stepanova et al, 2018; Wang et al, 2017; Wood & Reiners, 2012), marketing (e.g., Bechkoff, 2019; Dikcius et al, 2021), and human relations (e.g., Osipovskaya & Miakotnikova, 2020; Veltsos, 2017).…”

Section: Resultsmentioning

confidence: 99%

Gamification in Education: Why, Where, When, and How?—A Systematic Review

ZEYBEK

Saygı

2023

Games and Culture

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Defined as the utilization of game elements in nongame environments, gamification has been frequently used in education in recent years. The aim of the present study is to summarize the studies previously conducted on the use of gamification in education through a systematic literature review. When the studies conducted in 2000–2021 were examined, four main dimensions came to the fore: (i) the aim of gamification studies, (ii) the learning fields where gamification studies were carried out, (iii) the level of education at which gamification studies were carried out, and (iv) how gamification was integrated into the learning environment. The results showed that gamification is used for various educational purposes, at many learning levels in various environments, and in a wide variety of learning fields. In most of the studies, the positive effects of gamification and its potential to solve problems in education were reported.

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“…Adequacy, adaptability, and core-task orientedness were highlighted as the basis of the usability evaluation technique proposed by [35]. Studies that analyzed the usability of complex systems often used SUS [36][37][38] or implemented a custom questionnaire [39]. However, their usability evaluations are limited to the overall SUS score (or the respective custom score) and its benchmark interpretation.…”

Section: Usability Evaluationmentioning

confidence: 99%

Development and Usability Evaluation of VulcanH, a CMMS Prototype for Preventive and Predictive Maintenance of Mobile Mining Equipment

Robatto Simard,

Gamache,

Doyon-Poulin

2024

Mining

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This paper details the design, development, and evaluation of VulcanH, a computerized maintenance management system (CMMS) specialized in preventive maintenance (PM) and predictive maintenance (PdM) management for underground mobile mining equipment. Further, it aims to expand knowledge on trust in automation (TiA) for PdM as well as contribute to the literature on explainability requirements of a PdM-capable artificial intelligence (AI). This study adopted an empirical approach through the execution of user tests with nine maintenance experts from five East-Canadian mines and implemented the User Experience Questionnaire Plus (UEQ+) and the Reliance Intentions Scale (RIS) to evaluate usability and TiA, respectively. It was found that the usability and efficiency of VulcanH were satisfactory for expert users and encouraged the gradual transition from PM to PdM practices. Quantitative and qualitative results documented participants’ willingness to rely on PdM predictions as long as suitable explanations are provided. Graphical explanations covering the full spectrum of the derived data were preferred. Due to the prototypical nature of VulcanH, certain relevant aspects of maintenance planning were not considered. Researchers are encouraged to include these notions in the evaluation of future CMMS proposals. This paper suggests a harmonious integration of both preventive and predictive maintenance practices in the mining industry. It may also guide future research in PdM to select an analytical algorithm capable of supplying adequate and causal justifications for informed decision making. This study fulfills an identified need to adopt a user-centered approach in the development of CMMSs in the mining industry. Hence, both researchers and industry stakeholders may benefit from the findings.

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Impact of an Introductory ERP Simulation Game on the Students’ Perception of SAP Usability

Cited by 10 publications

References 11 publications

Introducing ERP Concepts to IT Students Using an Experiential Learning Approach with an Emphasis on Reflection

Introducing ERP Concepts to IT Students Using an Experiential Learning Approach with an Emphasis on Reflection

Gamification in Education: Why, Where, When, and How?—A Systematic Review

Development and Usability Evaluation of VulcanH, a CMMS Prototype for Preventive and Predictive Maintenance of Mobile Mining Equipment

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