Online Games to Teach Operations

Wood, S.C.

doi:10.1287/ited.8.1.3

Cited by 33 publications

(28 citation statements)

References 2 publications

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“…The literature has shown many benefits from using games in the classroom (Wood 2007). In our specific case, there are two main advantages.…”

Section: Benefitsmentioning

confidence: 98%

“…is Littlefield Technologies (or Littlefield Laboratories), which won the 2004 Production and Operations Management Society (POMS) 2004 Wickham Skinner Teaching Innovation award (Wood 2004). It has received a fair amount of attention in the literature in the intervening years (Mehrotra 2007;Miyaoka 2005;Snider and Balakrishnan 2013;Wood 2007). We have been using this game in our courses for over a decade because of its relative simplicity, effectiveness, and low cost ($ 15-20/student) .…”

Section: 2mentioning

confidence: 99%

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Using simulation as a teaching tool in an introductory operations management course

Roeder¹,

Miyaoka²

2015

2015 Winter Simulation Conference (WSC)

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We discuss the use of two online simulations as a part of our core undergraduate and graduate business operations classes. We have found the games, Littlefield Technologies, to be of pedagogical value, as they can engage students in the material due to the competitive nature of the game, as well as the ability to see consequences of their actions. Students are able to apply what they have learned in the class to a more realistic scenario than textbook problems. Despite the additional work and challenges associated with ensuring all students register on time and engaging everyone, we feel the games are worthwhile. We provide some strategies for facilitating the smooth and successful execution of the simulations. 1 978-1-4673-9743-8/15/$31.00 ©2015 IEEE

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“…The literature has shown many benefits from using games in the classroom (Wood 2007). In our specific case, there are two main advantages.…”

Section: Benefitsmentioning

confidence: 98%

Section: 2mentioning

confidence: 99%

Using simulation as a teaching tool in an introductory operations management course

Roeder¹,

Miyaoka²

2015

2015 Winter Simulation Conference (WSC)

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“…Cochran () provides a framework for active learning in quantitative classes and outlines several forms of active learning, including games. Wood () develops a taxonomy that classifies games as insight, analysis, or capstone. The detailed capstone games, which are often multi‐period, require students to integrate multiple decisions.…”

Section: Operations Gamesmentioning

confidence: 99%

A Learning Curve‐Based Assembly Game

Robbins

2019

Decision Sci J Innov Edu

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This article describes a game used in an MBA‐level operations management course to help students understand the concept of the learning curve. Student teams participate in an interactive, hands‐on Lego assembly exercise, measuring their times through repeated trials after which they calculate their team's learning curve rate. The exercise is oriented to illustrate the mechanisms by which learning occurs both individually and organizationally. After students complete their work in groups, the data is aggregated across the class and analyzed to further illustrate key principles of the learning curve. A modified version of the game based on cup‐stacking has been developed for online students.

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“…Wood () provided a taxonomy of online games based on game objectives. He categorized games into three groups; Insight Games, Analysis Games, and Capstone Games.…”

Section: Enriched Liberal Learning and Enhanced Pedagogymentioning

confidence: 99%

“…The current trend is expected to continue, as the Internet enhances game accessibility, interactivity, and ease-of-use. Wood (2007) provided a taxonomy of online games based on game objectives. He categorized games into three groups; Insight Games, Analysis Games, and Capstone Games.…”

Section: Pedagogical Motivations For Online Gamesmentioning

confidence: 99%

Learning in the Fast Lane: The Freeway Game

Giraud-Carrier

Schmidt

2015

Decision Sci J Innov Edu

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When deciding whether to get on the freeway during rush hour, did you ever stop to consider that if you did so, you would slow everybody ELSE down? When we ask our students that question, they typically laugh—their only consideration is how long their own trip will take. When a decision maker does not account for all the costs or benefits associated with a decision, there exists what economists call an “externality.” Externalities are commonplace, and can cause significant problems (or create significant benefits) for firms and society. This article describes an online simulation game that introduces students to the concept of externalities, and helps them understand and develop ways of at least partially neutralizing negative externalities and expanding positive externalities. The game is based on a common situation with which most if not all students will have familiarity, that of traffic congestion. The article introduces the game, presents the rationale behind using a simulation game for teaching the concept of externality, and discusses how the game contributes to analytical thinking, multiple framing, reflective exploration of meaning, and practical reasoning.

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Online Games to Teach Operations

Cited by 33 publications

References 2 publications

Using simulation as a teaching tool in an introductory operations management course

Using simulation as a teaching tool in an introductory operations management course

A Learning Curve‐Based Assembly Game

Learning in the Fast Lane: The Freeway Game

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