Triadic Relations in a Game of Pachisi

Wu, Zhaohui; Choi, Thomas Y.

doi:10.1111/dsji.12015

Cited by 4 publications

(5 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Enable cooperation and increased learning O'Donnell, Dansereau, and, Hall (1987); O'Donnell et al (1985) 9. Combine competition and cooperation for further learning Wiegmann (1992) have been employed for teaching and learning various SCM topics (e.g., Gumus & Love, 2013;Webb, Thomas & Liao-Troth, 2014;Wu & Choi, 2013). "Among many available strategies, gaming has been proven to be a tool that effectively enhances teaching and learning" (Chang, Peng, & Chao, 2010, p. 321).…”

Section: Game-based Experiential Learningmentioning

confidence: 99%

“…Enhance connections between theory and practice Wright and Gilmore (2012) 7. Facilitate competitive interactions which can increase learning when participants react to their natural competitive natures Mayer, Mautone, and Prothero (2002); Rieber (1996) Wiegmann (1992) have been employed for teaching and learning various SCM topics (e.g., Gumus & Love, 2013;Webb, Thomas & Liao-Troth, 2014;Wu & Choi, 2013). "Among many available strategies, gaming has been proven to be a tool that effectively enhances teaching and learning" (Chang, Peng, & Chao, 2010, p. 321).…”

Section: Game-based Experiential Learningmentioning

confidence: 99%

See 1 more Smart Citation

Teaching Plan‐Do‐Study‐Act (PDSA) in a Supply Chain Context: A Paper Football In‐Class Activity

Brau

Gardner

Webb

et al. 2019

Decision Sci J Innov Edu

View full text Add to dashboard Cite

We develop a single-class period learning game for the Plan-Do-Study-Act (PDSA) improvement cycle. The experiential activity walks teams through the PDSA problemsolving process as they create paper American footballs and improve their performance using each step of the cycle. The game is one of the first to focus on PDSA. Key benefits include increased student attention, engagement, and learning. Empirical tests show that participant pre-and post-test scores regarding their understanding of each phase of PDSA improved 21.2% after completing the game. Additionally, the treatment group performed 16.6% higher than the control group. In participant perception questions, 85% of participants felt the game was more effective than lecture or reading, 93% felt the game was fun, 95% felt the game improved their understanding of PDSA, and 98% felt the game was engaging.

show abstract

Section: Game-based Experiential Learningmentioning

confidence: 99%

Section: Game-based Experiential Learningmentioning

confidence: 99%

Teaching Plan‐Do‐Study‐Act (PDSA) in a Supply Chain Context: A Paper Football In‐Class Activity

Brau

Gardner

Webb

et al. 2019

Decision Sci J Innov Edu

View full text Add to dashboard Cite

show abstract

“…The two key elements in the original Aeroplane Chess are rolling the dice and identifying the best movement strategy. Developed in the 20th century, Aeroplane Chess has become a popular chess game in China and has spread worldwide, as jungle and land warfare chess. , (The original Aeroplane Chess is recorded in the Supporting Information.) Along with Aeroplane Chess, dice games are immensely popular in people ranging from 4-year-olds to 70-year-olds.…”

Section: Introductionmentioning

confidence: 99%

CHEMTrans: Playing an Interactive Board Game of Chemical Reaction Aeroplane Chess

Yang

Xue

2021

J. Chem. Educ.

View full text Add to dashboard Cite

Chemistry education games are helpful tools in chemistry classes, although their design and production are challenging. It is acknowledged that the number of chemical equations is enormous and varied, so it is rather difficult for beginners to memorize equations within a limited time. In a sense, beginners’ interest in exploring chemistry is hindered intensively by traditional rote-learning methods. Therefore, we introduce CHEMTrans as a chemistry education game featuring many chemical reactions. Based on the concepts of classical Aeroplane Chess, CHEMTrans assists students in mastering chemical equations and cultivating their collaboration skills. The players need to write the chemical reactions in specific situations within a limited time, achieving their goals as soon as possible. Based on the data collected, CHEMTrans is an excellent chemistry-based game for high school students and adults whose chemical scientific literacy has been relatively improved during the game.

show abstract

“…Within the classroom, many experiential‐learning exercises have been developed to help students understand concepts and decision making within a supply chain context (e.g., Gumus & Love, ; Wu & Choi, ). Of note, the popular Beer Game (Forrester, ) illustrates how the bullwhip effect arises in a serial supply chain due to a lack of coordination and systemic thinking.…”

Section: Introductionmentioning

confidence: 99%

“…Of note, the popular Beer Game (Forrester, ) illustrates how the bullwhip effect arises in a serial supply chain due to a lack of coordination and systemic thinking. While these simulations are effective at accomplishing their objectives, they each focus on individual aspects of supply chain management such as relational dynamics (e.g., Wu & Choi, ) or sourcing (e.g., Gumus & Love, ), and may not address the holistic complexity of supply chain management.…”

Section: Introductionmentioning

confidence: 99%

Teaching Supply Chain Management Complexities: A SCOR Model Based Classroom Simulation

Webb

Thomas

Liao-Troth

2014

Decision Sci J Innov Edu

View full text Add to dashboard Cite

The SCOR (Supply Chain Operations Reference) Model Supply Chain Classroom Simulation is an in-class experiential learning activity that helps students develop a holistic understanding of the processes and challenges of supply chain management. The simulation has broader learning objectives than other supply chain related activities such as the Beer Game. Competing supply chains work to produce and sell two products, each experiencing differential demand. Seasonal demand, time delays, quality defects, and disruptions offer complexities that are part of actual supply chain management. The behavioral dynamics of collaboration between various functional nodes is illustrated through students' interactions as they try to achieve their role's objectives. Through their decisions and actions, students develop a practical understanding of the processes and complexities of supply chain management. The classroom simulation actively engages students, and has been used successfully in multiple courses at the undergraduate and graduate levels at multiple universities and by a major corporation during a manager training session. Assessments indicate that the simulation is an effective experiential learning activity. While it offers learning outcome flexibility, common debrief themes are SCOR model processes, supply chain relationships, information flow, seasonal demand, quality defects, reverse logistics, and supply chain disruptions.

show abstract

Triadic Relations in a Game of Pachisi

Cited by 4 publications

References 10 publications

Teaching Plan‐Do‐Study‐Act (PDSA) in a Supply Chain Context: A Paper Football In‐Class Activity

Teaching Plan‐Do‐Study‐Act (PDSA) in a Supply Chain Context: A Paper Football In‐Class Activity

CHEMTrans: Playing an Interactive Board Game of Chemical Reaction Aeroplane Chess

Teaching Supply Chain Management Complexities: A SCOR Model Based Classroom Simulation

Contact Info

Product

Resources

About