Learning Enterprise Resource Planning (ERP) through Business Simulation Game

Horng-Jyh, Paul Wu

doi:10.1145/2925995.2926054

Cited by 3 publications

(1 citation statement)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Serious simulation game design to support extensive understanding of closedloop supply chain concept in e-waste management context Despeisse (2018) Games and simulations in industrial engineering education: A review of the cognitive and affective learning outcomes William et al (2019) Embedding Mixed Reality in Humanitarian Logistics Gaming Hidayatno et al (2019) Designing a serious simulation game as a learning media of sustainable supply chain management for biofuel production Reggelin & Weigert (2019) A logistics management game for actors of a geographically distributed supply chain Egilmez & Gedik (2018) A gamification approach for experiential education of inventory control Milosz & Milosz (2018) Computer decision simulation games for logistic training of engineers Cuesta Aguiar & Nakano (2018) A model for the development of stealth serious games Van Den Berg et al (2017) Experiencing Supply Chain Optimizations: A Serious Gaming Approach Lindawati et al (2017) ThinkLog: Interactive learning for supply chain management Horng-Jyh (2016) Learning enterprise resource planning (ERP) through business simulation game Oates (2016) Learning and designing with serious games: Crowdsourcing for procurement Brauner et al (2016) Projecting efficacy and use of business simulation games in the production domain using technology acceptance models Due to the limited results in the first search, a wider search was done to identify any systematic literature reviews dealing with general education and also more specific industrial settings. The search terms "gamification" AND "literature review", limited to the last five years were used in the SCOPUS database, with a focus on the titles of the papers, to ensure that only systematic literature reviews were identified, rather than the literature sections of individual papers.…”

Section: Destyanto Et Al (2019)mentioning

confidence: 99%

Opportunities for Gamified Learning in Purchasing and Supply Management Education

Kelly

Vangorp

Delke

et al. 2020

Proceedings of the 13th EuropeanConference on Game Based Learning

View full text Add to dashboard Cite

Gamification has been used in a wide variety of subject-specific education contexts. Examples of such usage in the Supply Chain Management (SCM) context include the oft-played beer distribution game, developed by MIT Sloan School of Management (Forrester, 1961), which simulates the coordination of typical problems in supply chain processes, promoting information sharing and collaboration throughout a supply chain (Sterman, 1984). Purchasing and Supply Management (PSM), a subset of this wider SCM area, focuses on the direct relationships between organisational buyers and suppliers, covering aspects such as establishing trust, identifying and selecting suitable suppliers, managing supplier performance and the overall relationship. A systematic review of the PSM gamified learning literature establishes that there has been limited research to date and that which there is tends to focus on quantitative representations of managing overall supply and demand, using wider SCM elements. This suggests that there are opportunities to gamify PSM learning, in particular focusing on the human element in PSM and developing soft skills, as strong buyer-supplier relationships can generate significant benefits to both parties. To provide a more focused PSM contribution, a second systematic literature review distils the relevant principles, techniques and processes to inform the development of two gamified PSM learning activities. Negotiation and supplier relationship management rely heavily on personal interactions and are both seen as key activities at different stages of the PSM process. The development of the two gamified learning activities is strengthened by being underpinned by a synthesis of the literature review's key findings, ensuring they are domain-meaningful abstractions of reality, contain rewards and rankings based on clear objectives and have appealing gameplay. It is hoped that this paper provides a platform for future domain specific PSM research and will be of use to educators in this field in developing their own gamified learning.

show abstract