Measuring the Learning Effectiveness of Serious Gaming for Training of Complex Manufacturing Tasks

Abstract

Article:Li, K., Hall, M., Bermell-Garcia, P. et al. (3 more authors) (2017) Measuring the learning effectiveness of serious gaming for training of complex manufacturing tasks. Simulation and Gaming, 48 (6 ReuseUnless indicated otherwise, fulltext items are protected by copyright with all rights reserved. The copyright exception in section 29 of the Copyright, Designs and Patents Act 1988 allows the making of a single copy solely for the purpose of non-commercial research or private study within the limits of fair dealing. The publisher or other rights-holder may allow further reproduction and re-use of this version -refer to the White Rose Research Online record for this item. Where records identify the publisher as the copyright holder, users can verify any specific terms of use on the publisher's website. TakedownIf you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing eprints@whiterose.ac.uk including the URL of the record and the reason for the withdrawal request. Measuring the Learning Effectiveness of Serious Gaming for Training of Complex Manufacturing TasksABSTRACT Background: Training new workers on complex manufacturing tasks has long been a challenge for high value manufacturing companies. Equipment downtime, costly instructors, and dangerous working environments are some of the impediments of hands-on training. To overcome these hurdles, a traditional manufacturing paper manual was transformed into a serious game through capturing and embedding expert knowledge.Aim: This article investigates the learning effectiveness of learning via a serious game (Training Game) compared with the tradition learning method (Paper Manual) through a user study.Method: Twenty employees took part in a randomised controlled trial. They were assigned to one of two conditions: Training Game (experimental condition), or Paper Manual (control condition). Participants spent a maximum of 30 minutes to study manufacturing instructions before completing two tests to evaluate the amount of learning achieved.Results: The results show that the Training Game was more effective for learning procedural knowledge than the Paper Manual. Regarding factual knowledge, no significant difference was identified between the two conditions. In terms of motivation, increased engagement levels were reported in the Training Game condition.Conclusions: This user study shows evidence that the serious TG being evaluated is an effective method for training procedural knowledge in a complex manufacturing scenario.

The effectiveness of applied learning: an empirical evaluation using role playing in the classroom

“…A vast body of literature evaluates the effectiveness of different practical and applied approaches to learning that can be embraced by teaching institutes so that they can contribute significantly in producing ready managers. The research by Alessi and Trollip (1985), Martocchio and Webster (1992), Quinn (1996) and Li et al (2017) shows the use of applied gaming tools in teaching different subjects resulted in better knowledge retention and have acted as useful pedagogical tools supplementing the traditional classroom course material.…”

A Sustainability‑Based Multi‑Criteria Decision Approach for Information Systems Project Selection

“…This indicates that the design must take into account the user need as suggested by Norman (2013). The use of real-time 3D (Aydan et al, 2017, Li et al, 2017 is not necessary in all projects. Indeed, in this one it is unnecessary.…”

“…The multimedia game design is related to the kind of game which has been implemented: simulation game (Van der Wal et al, 2016), puzzle games (Perez-Estrada, Groen and Ramirez-Marquez, 2017), point and click (Aydan et al 2017, Li et al, 2017. The designers use technologies that make the interaction more or less rich and attractive (2D or 3D visual, sound, etc.).…”

“…The designers use technologies that make the interaction more or less rich and attractive (2D or 3D visual, sound, etc.). For example, Aydan et al (2017) and Li et al (2017) used a 3D engine (Unity). The more the multimedia quality of the interaction is rich, the more the complexity of performing the game increases.…”

“…However, current frameworks such as Scratch and Alice make it possible to overcome these organizational constraints, but do not provide the same results as those obtained with 3D engines. This is why several authors opted for 3D engines such as Unity3D (Aydan et al, 2017, Chou et al, 2018, Li et al, 2017, Matallaoui, Herzig and Zarnekow (2015.…”