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Games and simulations in industrial engineering education: A review of the cognitive and affective learning outcomes

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Title: Games and simulations in industrial engineering education: A review of the cognitive and affective learning outcomes
Authors: Despeisse, Mélanie, 1985
Source: 2018 Winter Simulation Conference, WSC 2018, Göteborg, Sweden Proceedings - Winter Simulation Conference. 2018-December:4046-4057
Description: Gamification and experiential learning are increasingly used in education as they create an immersive environment to stimulate students and promote deeper learning. In industrial engineering education, computer simulations and digital games are commonly used to teach technical skills in supply chain management and production planning. Used alongside other teaching methods, they allow students to apply theories learnt and reflect on the impact of their decisions. Other “hands-on” games can also foster the development of professional skills such as leadership, teamwork and communication. Focusing on serious games and game-based learning in industrial engineering, this paper reviews examples to discuss games' benefits and drawbacks as educational tools. Finally, the author suggests ways for game developer to consider how game aspects align with learning outcomes in the cognitive and affective domains.
Access URL: https://research.chalmers.se/publication/509295
https://research.chalmers.se/publication/509691
https://research.chalmers.se/publication/507014
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  Data: Games and simulations in industrial engineering education: A review of the cognitive and affective learning outcomes
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  Data: <searchLink fieldCode="AR" term="%22Despeisse%2C+Mélanie%22">Despeisse, Mélanie</searchLink>, 1985
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  Data: <i>2018 Winter Simulation Conference, WSC 2018, Göteborg, Sweden Proceedings - Winter Simulation Conference</i>. 2018-December:4046-4057
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  Data: Gamification and experiential learning are increasingly used in education as they create an immersive environment to stimulate students and promote deeper learning. In industrial engineering education, computer simulations and digital games are commonly used to teach technical skills in supply chain management and production planning. Used alongside other teaching methods, they allow students to apply theories learnt and reflect on the impact of their decisions. Other “hands-on” games can also foster the development of professional skills such as leadership, teamwork and communication. Focusing on serious games and game-based learning in industrial engineering, this paper reviews examples to discuss games' benefits and drawbacks as educational tools. Finally, the author suggests ways for game developer to consider how game aspects align with learning outcomes in the cognitive and affective domains.
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        Value: 10.1109/WSC.2018.8632285
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