Simulation models as an aid for the teaching and learning process in operations management

Simulation games in engineering education: A state‐of‐the‐art review

“…By accounting for their success and mistakes in a simulated environment, students will be motivated to accept personal responsibility for their decisions. When using simulation tools, the role of the instructor is changed from a teacher to an enabler of the learning process [5]. Not all teachers are accustomed to this kind of change in instructional technique, and sometimes they are reluctant to adapt.…”

A Literature Review of Empirical Research on the Effects of Digital Games on Learning Styles and Multiple Intelligences / Pregled literature o empirijskim istraživanjima o utjecaju digitalnih igara na stilove učenja i višestruke inteligencije

“…Chwif & Barretto (2003) created the taxonomy for the games in operational management and presented the models of practical implementations in relation to the students' learning styles. They concluded that the created didactical model of simulation is an effective instructional technique.…”

“…Differentiation of learning styles has been confirmed by many studies, leading towards the need to adopt various approaches to educational process (Chwif & Barretto, 2003). It should be emphasized that the learning styles of young "virtual" generations vary from the previous ones, as they are far more oriented towards the visually presented information, interaction and problem solving (Pasin & Giroux, 2011;Proserpio & Gioia, 2007).…”

A simulation based game approach for teaching operations management topics

“…Although these teaching methods are appropriate for the dissemination of foundational and theoretical knowledge, they may not be appropriate to transfer practical skills to students (Ben-Zvi and Carton 2007). Furthermore, many studies have proved the differences between students' learning styles which lead to the need for different approaches to be adopted when teaching a subject (Chwif and Barretto 2003). Proserpio and Gioia (2007) emphasized also that the learning style of the new 'virtual generation' (V-gen) is very different from that of former generations.…”

“…The main body of their game is a discrete event simulation model developed for the internal logistics of an industrial plant. Similarly, other authors have adopted the discrete event simulation approach to develop pedagogical simulation games, see, for instance, Haapasalo and Hyvonen (2001), and Chwif and Barretto (2003).…”