Simulation Games in the Project Management Environment

Cano, Juan L.; Rebollar, Rubén; Sáenz, María Jesús

doi:10.1007/978-0-387-35506-1_10

Cited by 5 publications

(4 citation statements)

References 2 publications

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“…the presentation of the game scenario. This new version is more user-friendly in terms of error messages, menu designs, and help options (Cano et al 2000).…”

Section: Development Of the Simulation Gamementioning

confidence: 99%

Project management simulation laboratory: Experimental learning and knowledge acquisition

Cano¹,

Sáenz²

2003

Production Planning & Control

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The concept of project management simulation laboratory in order to research the mechanisms of knowledge acquisition in the project management environment is described. This laboratory provides an experimental environment, where the users share their knowledge and get some insight on project management practice through the simulator. The framework, under which the laboratory operates, is based on: simulation techniques, means that allow knowledge transfer around simulation games playing and the behavioural approach in the design of experiments. The first step in the application of the project management simulation laboratory is the development and continuous improvement of the project management simulation game, which is the main core of the laboratory, by means of the register and study of the interaction between user and simulation game. Then, some hypotheses have been tested in connection with two experimental cases, focused on the analysis of different factors affecting the behaviour of participants while playing project management simulation games. The circumstances under which the participants achieve an optimum learning and the influence of the players' motivation are analysed. The main outcomes and results are stated. Some indications and working lines are posed in order to confirm and broaden the current results of this study.

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“…the presentation of the game scenario. This new version is more user-friendly in terms of error messages, menu designs, and help options (Cano et al 2000).…”

Section: Development Of the Simulation Gamementioning

confidence: 99%

Project management simulation laboratory: Experimental learning and knowledge acquisition

Cano¹,

Sáenz²

2003

Production Planning & Control

Self Cite

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“…Experiential teaching methods such as business simulation games, role‐plays, and active cases have been applied in a wide variety of business education settings and have focused on a wide range of issues in both manufacturing and service contexts (Riis et al , 2000). These include simulated candy‐stores to teach accounting students about the revenue cycle (Hayes and Reynolds, 2005); using live cases to teach students about environmental sustainability and the impact of company actions (Truscheit and Otte, 2004/2005); computer simulations to link OM to financial management concepts (Thorsteinsson, 2000); utilising co‐operative role plays to highlight the need for information sharing in quality standards and procedures to managers (Zgodavova and Kosc, 2001); using a business simulation to teach change management (Taskinen and Smeds, 2000); role plays to teach students about customer relationship management (Mummalaneni and Sivakumar, 2006); and simulation games for project management (Cano et al , 2000).…”

Section: Conceptual Developmentmentioning

confidence: 99%

Examining the effectiveness of experiential teaching methods in small and large OM modules

Piercy

Brandon‐Jones

et al. 2012

International Journal of Operations &Amp; Production Management

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Purpose-This paper examines the preferences of students towards different teaching methods and the perceived effectiveness of experiential teaching methods in different Operations Management (OM) modules. Design/methodology/approach-Student perceptions of different teaching methods and various aspects of an experiential teaching method, in the form of a business simulation game, are examined using survey data from 274 respondents in four small post-experience and two large pre-experience OM modules. Findings-Our analysis suggests that traditional and experiential teaching methods are both popular with OM students, whilst independent teaching methods are less well liked. Analysis also shows that students on both kinds of OM modules perceive most aspects of the experiential teaching method used in this study (The Operations Game) very positively. Research limitations-This research study was confined to a particular type of experiential teaching method-a business simulation game. There is a need for further research to investigate the perceived effectiveness of other experiential teaching methods, such as roleplays and live cases. Furthermore, the paper does not examine the use of experiential teaching methods that do not require the physical presence of students. Practical implications-For Operations Management educators, the paper clarifies how they might incorporate experiential teaching methods in different class settings. Whilst experiential teaching methods are typically used for small post-experience modules, our data indicate that the method can also be used on larger pre-experience modules with great success. We also note a number of challenges involved in using experiential teaching methods on both kinds of module. Originality/value of the paper-This is the first known study to directly examine the perceived effectiveness of an experiential teaching method in both small post-experience and larger pre-experience OM modules. 1 The authors wish to thank all those who participated in this research project. In addition, they would like to express their gratitude to the editor and two reviewers for the time and effort they gave in reviewing this paper. The feedback provided was extremely useful in improving the work.

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“…Starting points of reflection often arise from the patient’s identification with in-game characters. In fact, video games act as “subjectivation machines” [ 102 ] as they encourage the patient to simulate, adopt or temporarily experiment with different identities and points of view, thus preparing them to apply similar techniques in the real world [ 103 ]. The fourth phase, therefore, involves a transformation of the patient’s outlook on life and the creation of new effective strategies [ 104 ].…”

Section: Therapeutic Process In Video Game Therapy and Toolsmentioning

confidence: 99%

“…However, VGT ® can represent a more efficient technique than enactment based on imagery and artistic performance, although maintaining similarities with improvisation theater [ 135 ]. As previously stated, patients’ identification with in-game characters encourages them to explore different identities and points of view [ 103 ], leading them to experiment with novel emotions. Once made apparent, these feelings can transform the patient’s previous perceptions of themselves, their surrounding environment, and their reasoning on past events.…”

Section: The Foundation Of the Individual Psychoanalytic Therapy Appl...mentioning

confidence: 99%

Putting the Gaming Experience at the Center of the Therapy—The Video Game Therapy® Approach

2023

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Video games have been increasingly used as a form of therapy for various mental health conditions. Research has shown that video games can be used to treat conditions such as depression, anxiety, PTSD, and addiction. One of the main benefits of video games in therapy is that they can provide a sense of engagement and immersion that traditional therapy methods may lack. Additionally, video games can teach valuable skills such as problem solving, decision making, and coping strategies. Video games can also simulate real-life scenarios, allowing individuals to practice and improve social skills in a safe and controlled environment. Furthermore, video games can provide feedback and track progress objectively and quantifiably. This paper proposes an approach, the Video Game Therapy® (VGT®) approach, where game experience is put at the center of the therapy in a tailored way, connecting the individual patient’s personality, the therapy’s goals, and the suggested type of video game through the Myers Briggs Type Indicator (MBTI).VGT®’s core assumption is that playing video games could facilitate patients in reaching conditions where traditional methodologies and therapeutic approaches could work best. VGT® was elaborated according to the Adlerian therapy vision and, consequently, the different phases of Adlerian therapy and VGT® match. Despite the use of video games in psychotherapy might have some adverse effects in specific cases, VGT® is currently used in three associations with positive results in promoting emotional experimentation and literacy, social feeling, sense of identity, and activating cognitive processes. Future developments include expanding the use of VGT® further to validate such results from a statistical point of view.

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Simulation Games in the Project Management Environment

Cited by 5 publications

References 2 publications

Project management simulation laboratory: Experimental learning and knowledge acquisition

Project management simulation laboratory: Experimental learning and knowledge acquisition

Examining the effectiveness of experiential teaching methods in small and large OM modules

Putting the Gaming Experience at the Center of the Therapy—The Video Game Therapy® Approach

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