Applying Modelica Tools to System Dynamics Based Learning Games: Project Management Game

Abstract

Learning simulation games are interactive simulations with game characteristics. This paper presents a learning simulation game for EPCM (engineering, procurement, and construction management) project management training. The simulation model utilises system dynamics, which is a methodology for understanding the behaviour of dynamic complex systems of different domains using modelling and simulation. The system dynamics model in turn uses the equation-based Modelica modelling language: a system dynamics model created with the graphical user interface is converted to a pure Modelica model. Two Modelica environments, namely, OpenModelica and the custom Modelica solver, have been used to simulate the generated Modelica model. The focus of this article is on how generic systems modelling and simulation platforms such as Modelica based environments can be utilised in developing a learning simulation game: what benefits do they bring and what disadvantages do they have? On the one hand, it is evaluated how the Modelica language as such is suitable for being used in a learning game development. On the other hand, the suitability of the selected implementation environments, that is, OpenModelica, the custom Modelica solver, Simantics, and Simupedia, is evaluated. The paper also shortly presents how the project management game was received by its players.

Innovation in project management education - let’s get serious!

“…Technology management students played a project simulation game to bring a high-tech product to market using project management tools and processes (Law, 2019). Construction and engineering students applied their project management skills in engineering, procurement, and construction management (EPCM) projects (Miettinen, et al, 2016). Construction and engineering students learned project management by planning their project, then "challenging" the robustness of other student project plans (Misfeldt, 2015).…”

Investigating the Determinants of Students’ Intention to Use Business Simulation Games

“…Systems thinking is defined as a capacity to view the real world as a complex system, in which one cannot do just one thing without affecting other things (Sterman, 2000). Closely associated to the notion of systems thinking is system dynamics (SD), which is a method of using systemic modeling and simulation based on causality to operate systems thinking and understand the behavior of dynamic complex systems in different fields (Miettinen et al., 2016). SD models contain stock and flow charts with feedback loops and delays.…”

“…SD models contain stock and flow charts with feedback loops and delays. They are suitable for studying the complexity, nonlinearity, and feedback loop structures that are inherent in social technology systems that include interrelationships between technical elements (e.g., project task structures and priority relationships) and human factors, decision-making, and strategy choices (e.g., the impact of prolonged overtime work on project cost and quality and labor decision rules; Forrester, 1994; Miettinen et al., 2016). They can facilitate a more holistic understanding of some real-world systems as well as strategic decision-making.…”

“…SD-based games are interactive simulations with game features; unlike traditional games, SD-based games are primarily used for purposes other than entertainment (Miettinen et al., 2016; van Daalen et al., 2014). Most SD-based games are found to be effective for learning because they allow the creation of virtual worlds in which participants can experiment with different decisions and strategies (Miettinen et al., 2016). More specifically, Sterman (1994) noted three advantages of interacting with SD-based games as opposed to the real world.…”

“…They can facilitate a more holistic understanding of some real-world systems as well as strategic decision-making. SD-based games are interactive simulations with game features; unlike traditional games, SD-based games are primarily used for purposes other than entertainment (Miettinen et al, 2016;van Daalen et al, 2014). Most SD-based games are found to be effective for learning because they allow the creation of virtual worlds in which participants can experiment with different decisions and strategies (Miettinen et al, 2016).…”