![]() This paper proposes a serious game approach using the ColPMan game to analyze the dynamic decision-making process underpinning supply chain resilience. The gathered data prove the Kart Factory's effectiveness in reaching a good knowledge of lean concepts, notwithstanding the students’ initial knowledge level. As the ‘learn by doing’ and ‘learn by failing’ are favoured, the theory follows the practice, while crating the willingness to ‘do’ instead of just designing or planning. The whole training process is based on three educational principles: Experience Value Principle, Error Value Principle, and Team Value Principle. Due to the need to maximise the impact on students, a labour-intensive process characterises the production department. keys, screwdrivers, trans-pallets, etc.). up to 35 kg approximately), and the provided tools are real production equipment (e.g. The working environment is a real pedal car assembly department, the products to be assembled have relevant size and weight (i.e. Actual production shifts are simulated, while keeping all the elements peculiar to a real production set (i.e. To fill the need of a game overcoming such lack of vision, an innovative game direct in-field, named Kart Factory, has been developed. On the other hand, the literature evidences how some kinds of game-based experiential learning overlook daily difficulties, which play a central role in manufacturing systems. These findings are relevant to teachers around the world and provide evidence of the importance of SBL in the framework of teacher education and especially in the context of peer learning.Īccording to the literature, in recent years, developing experiential learning has fulfilled the requirement of a deep understanding of lean philosophy by engineering students, demonstrating the advantages and disadvantages of some of the key principles of lean manufacturing. Preservice teachers identified the following four benefits related to the implementation of SBL in the context of peer learning: Readiness to provide and accept feedback The observers’ reflective analysis of the experience Expanding one’s view of the situation Collegial bonding. Current research questions focus on SBL experiences and insights, as seen from the perspective of the preservice teachers regarding peer-learning patterns. The main goal of the study was to identify the aspects of peer learning inherent to SBL that are beneficial for the teacher-education process, to facilitate the development of effective teacher-education modules. This case study examined the learn- ing processes that preservice teachers experienced while participating in SBL. ![]() Recently, simulation-based learning (SBL) has become an inseparable part of teacher-education. Games are especially relevant in the generalization and application phases by helping shift learner’s personal paradigms. Games and simulations are relevant in all of the four learning phases of experiential learning and have a very positive impact on the learning and future application of lean manufacturing principles. Other outcomes of learning such as promoting communication and interaction, facilitating cooperative learning, encouraging peer learning and fostering teamwork are also discussed. This article addresses the use of the game to teach the principles of lean enterprise, including zero waiting time, zero inventory, scheduling, internal customer pull instead of push system, batch to flow, cut batch sizes, line balancing, and cut actual process times. The application of the game Lemonade Tycoon in the development of lean manufacturing concepts is described. This article discusses the functions and effectiveness of games and simulations in the learning processes, in particular as an experiential learning methodology.
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