The lean production educational simulation game

W artykule przedstawiono zagadnienia teoretyczne oraz analizę praktyczną odwzorowania mechanizmów zachodzących w rzeczywistości przy pomocy gry symulacyjnej. W szczególności podkreślono edukacyjny charakter modelowania realnych procesów logistycznych. Drugorzędnym, choć nie mniej istotnym aspektem tak przedstawianej rzeczywistości, jest atrakcyjny dla odbiorców aspekt rozrywkowy, który ułatwia odbiorcom podejmowanie właściwych decyzji, a jednocześnie przyswajanie poznanych w teorii zagadnień. Przedstawiona gra symulacyjna oparta jest na stworzeniu prostych elementów, co nie wymaga od uczestników dodatkowej wiedzy czy umiejętności manualnych w tym zakresie. Odpowiednie zorganizowanie stanowisk pracy, odzwierciedlające sytuację realnych komórek produkcyjnych, pomaga zrozumieć istotę narzędzi wspomagania sterowania produkcją w oparciu o metody Lean Production, wskazując różnice między produkcją tradycyjną w komórkach, systemem pchanym i systemem ssącym.The paper presents theoretical and practical analysis of the actual mapping mechanisms involved in the simulation game. In particular, the educational nature of real logistics processes modelling was emphasized. A secondary, but no less important aspect of reality as presented is attractive to buyers entertainment which helps receivers make the right decisions, known in the theory of assimilation issues. The presented simulation game is based on the creation of simple elements, which does not require additional knowledge and manual skills in this area from the participants. Suitably organizing jobs, reflecting the real production cells helps to understand the essence of the production control support tools based on Lean Production, pointing out the differences between conventional work cells,and the push and pull system

Advances in Production Management Systems: Issues, Trends, and Vision Towards 2030

Since its inception in 1978, the IFIP Working Group (WG) 5.7 on Advances in Production Management Systems (APMS) has played an active role in the fields of production and production management. The Working Group has focused on the conception, development, strategies, frameworks, architectures, processes, methods, and tools needed for the advancement of both fields. The associated standards created by the IFIP WG5.7 have always been impacted by the latest developments of scientific rigour, academic research, and industrial practices. The most recent of those developments involves the Fourth Industrial Revolution, which is having remarkable (r)evolutionary and disruptive changes in both the fields and the standards. These changes are triggered by the fusion of advanced operational and informational technologies, innovative operating and business models, as well as social and environmental pressures for more sustainable production systems. This chapter reviews past, current, and future issues and trends to establish a coherent vision and research agenda for the IFIP WG5.7 and its international community. The chapter covers a wide range of production aspects and resources required to design, engineer, and manage the next generation of sustainable and smart production systems.acceptedVersio

Gamifying the Rice Industry: The 'Riceville' Paradigm

The global agriculture industry remains underdeveloped due to a lack of education among farmers about best practices and technologies. Similarly, corporate gamification and the rise of serious games have demonstrated their effectiveness in education within our era. The implementation of gamification principles through accessible technological platforms has massive potential in building best practices in the agriculture industry. Rice agriculture has a resistance to the adoption of new methodologies and technologies. This paper introduces ‘Riceville’, a game used to simulate a virtual farming environment promoting the use of effective best-practices introduced by leading rice organisations like the International Rice Research Institute (IRRI). By gamifying best practices, the social norms of low adoption and perception of risk can be altered to boost the reception of novel practices within the industry. This will not only serve to modernize the rice industry but also improve yields for farmers while helping agriculture companies increase exposure

Dramaturgical and communicative validities in the classroom: developing a simulation exercise for undergraduate social science classes

AbstractMany simulations in higher education demonstrate a limited range of validity measures. Communicative and dramaturgical validities are often ignored in favour of normative validity. A case study of a week-long simulation with undergraduate social science students shows how knowledge combinations based on dramaturgical and communicative validities can initiate a research agenda for simulation development. in a dialectical relationship can be used to improve the development of simulations for the benefit of learning. Such dialectical relationships are drawn from experiential learning theory

Requirements for optimal learning environment for an online project risk management game

Several authors have questioned the effectiveness of using lecture-based teaching to provide students with enough confidence to apply project risk management. Gaming was proposed as a solution. However, despite widespread use of games in teaching project management, it is still not clear what conditions provide optimal learning through games. Another shortcoming with the existing games is oversimplification.  This paper addresses these shortcomings and proposes a game design that captures real-life challenges associated with applying the project risk management process; a design that prompts an appreciation for project complexity as well as providing students with the opportunity to experience the consequences of ignoring or following the risk management process. The paper also identifies and elaborates on the requirements for optimum learning, and distinguishes between two types of requirements: 1) learning requirements, and 2) qualitative requirements.  Learning requirements identify the learning outcomes of the game. These requirements were identified through structured and semi-structured interviews with senior project managers from several management-consulting firms. The challenges and the corresponding tactics that are adopted in practice in order to manage project risks were thus identified and ranked. These results are also presented in light of supporting literature. The challenges and associated tactics were mapped into a set of eight requirements representing the learning outcomes of the game. These requirements were then mapped to the design using four instructional methods: a briefing lecture, a team-based assignment, an online computer simulation, and a debriefing lecture. All these methods were linked by a real-life project case and executed in a gaming context to improve engagement.  Qualitative requirements represent important conditions that must be present for optimal learning. These were identified through structured interviews with continuing education students taking a master's degree in project management. This empirical study resulted in four qualitative requirements that must be considered in the game design: 1) ownership, 2) relevance, 3) feedback, and 4) adaptation.  The paper also presents the evaluation results of the game design. The purpose of the evaluation was to examine the game's ability to capture the two sets of requirements identified above.   &nbsp

An Institutional Approach To Operations Management In Internet Based Production Concepts

An important change in the socio-economic environment of industrial firms is the increasing dif­fusion of Internet Technologies in production processes. Applications of Internet Technologies may be directly implemented on the shop floor, e.g. in networking dislocated assembly lines, as well as in assisting management processes, e.g. in production planning and control. This leads to a strong approximation of the traditional production and operation systems and the Internet Technologies. While traditional production concepts, such as Lean Production, World Class Manufacturing and Agile Manufacturing, inevitably disregard this development, new production concepts arise that fundamentally consider the application of Internet Technologies on the shop floor. However, from a business management perspective, industrial firms have to accomplish new operating requirements deriving from this technological change. This paper provides a discussion of the consequences of Internet Technologies on operations management, as well as of production concepts based on Internet Technologies from an institutional point of view

Using board games to teach physics

This was an exploratory study that examined how board games affect students\u27 motivation and learning of content about science (Physics). Quasi-Experiment research was used to determine the academic effects of the board game as well as an attitudinal survey to evaluate motivation. Participants were selected by a convenience sample from undergraduate courses in the Department of Education at a regional university. Participants were taught by two methods: using a board game and traditional (lecture). Participants in both groups gave a pretest to determine their knowledge of physics followed by posttest to determine their retention after using the board game, or traditional method. An attitudinal survey was given after each setting for participants to evaluate their impression about their motivation to learn, increasing social skills, and enhancing critical thinking about either method. Findings of the study suggested that the board game should be used to help students develop their content knowledge of physics, motivate them to learn, increase their social skills, and enhance critical thinking --Document