Using Serious Game to Facilitate Learning in Supply Chain Management - - PowerPoint PPT Presentation

Using Serious Game to Facilitate Learning in Supply Chain Management

• Dr. Linda William

OPTIMIZATION INTELLIGENCE

TECHNOLOGY

INTRODUCTION

THE LOGISTICS INSTITUTE ‐ ASIA PACIFIC

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Established in November 1998 under The Global School House Program as a collaboration between

Core Competencies

Operations Research, Operations Management, Modelling and Simulation, Internet of Things, HADR decision support, ASEAN Logistics, Supply Chain Strategies and Logistics infrastructure in the context of Inter‐enterprise supply chains.

To be the premier institute in Asia Pacific nurturing logistics excellence through world‐ class research, education and industry outreach Education

• NUS MSc. in Supply Chain

Management

• GT‐NUS Double MSc

Programme in Logistics and Supply Chain Management (1999‐2015)

Research

• Collaborative Urban Logistics

Program

• Humanitarian Logistics

Program

• Risk Management Program
• Industry Research

Industry Outreach

• THINK Executive
• THINK IT
• THINK Innovation
• THINK Logistics

Mission

Serious Game in Supply Chain Management

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Logistics Rush The Disaster Relief Game

ACE E‐ Commerce

THINKLog

single scenario multi scenario single player multi‐player

SERIOUS GAMES

Lifelong Learning Journey

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Child Development Continuing Education

Demographics Learning Style

• Different age

group and interests

Changing Preferences

Face‐to‐face Online learning Online tutorial / video

Visual Audit

• ry

Kinest hetic

Digital learning behavior

Dynamic environment, digital natives, digital mobility

Why serious games?

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Serious games can make learning fun

It taps into the motivations of the students and make them central to the story, utilizing interesting characters and reward loops to keep the students pushing forward Play Fun Retain more information Learning voluntarily Focus on accomplishment/ rewards

• L. William, Z.B.A. Rahim, R. Souza, E. Nugroho, R. Fredericco "Extendable Board Game to Facilitate Learning in Supply Chain Management", Advances in Science, Technology

and Engineering Systems Journal, vol. 3, no. 4, pp. 99‐111 (2018)

• M. Ma, A. Oikonomou and L. Jain, "Innovations in Serious Games for Future Learning," in Serious Games and Edutainment Applications, London, Springer, 2011, pp. 3‐7.
• S. de Freitas and F. Liarokapis, "Serious Games: A New Paradigm for Education?," in Serious Games and Edutainment Applications, London, Springer, 2011, pp. 9‐21.

Why serious games?

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Learning by doing

New Contents Serious Game Role Playing Simulation Risk Free Environment Reducing Time to absorb the new content

Serious Game Design

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THINKLog

About THINKLog

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ThinkLog is a special board game designed as an expandable interactive learning framework for logistics and supply chain management. As a learning framework the game is developed to cover different scenarios and challenges in logistics. THINKLog has 3 scenarios: ‐ Basic Scenario ‐ Humanitarian Logistics Scenario ‐ Urban Logistics Scenario

Gamification in THINKLog

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Goals

To create efficient supply chain network

Rules

Players need to wait for their turns to take actions. Interaction between players are encouraged.

Challenge

Random disruptions such as traffic congestion, flooding and facilities’ breakdown are added during the game session.

Fantasy elements

Main board game, game components and companion app would help the players to imagine the environment

Competition

Players may compete with the other players to win the game.

Choices

Player can choose: ‐ Location of their facilities ‐ Delivery routes ‐ Number of goods to ship ‐ Number of goods to

• rder

THINKLog Scenarios

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Basic Scenario Humanitarian Logistics Scenario Urban Logistics Scenario

Learning Objective Overview of information flow and coordination challenges Overview of humanitarian logistics processes Overview of last mile logistics in urban distribution Gameplay 1 stage 2 stages: ‐ Preparation stage to determine the warehouse location ‐ Response stage to delivery the relief goods 2 stages: ‐ Preparation stage to determine the warehouse location ‐ Response stage to delivery the goods to urban areas Roles 4 roles, namely: manufacturer, distributor, wholesaler, and retailer 1 roles: regulator in humanitarian disaster relief 4 roles, namely: port, distributor, wholesaler, and retailer Relation between roles ‐

THINKLog Companion App

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It is designed to guide the players during the game, assist in complex calculation and display information and record the player’s actions and decisions during the game Digital Companion App

THINKLog Evaluation – Learning Objectives

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• Trade‐off for warehouse

selection

• Importance of

communication and coordination

Players’ Learning Points

• Warehouse

selection

• Basic Supply Chain

Concept

Learning Objectives

Players’ Learning Points are aligned with the learning objectives

THINKLog Evaluation – Game Experience

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Results:

Questions/Statements Category The game is fun and interesting Positive The player wants to play the game again Positive The game is boring Negative The player does not learn anything from the game Negative The game is difficult to understand. Negative The player was deeply involved and engaged in the game Flow Experience The game motives the player to ask and discuss about the learning concept Learning Experience A lot of relevant information from the game Learning Experience The learning points from the game are interested Learning Experience The player has a feeling of control of my actions. The player know exactly what he/she should do. Flow Antecedents

• Control

The player was aware of the impact of his/her actions Flow Antecedents

• Feedback

The interaction with the other players motivates the player to play the game better. Flow Antecedents

• Social

Interaction

To evaluate the game experience, a questionnaire comprising 12 simple questions in 4‐point Likert scale (4=strongly agrees, 1=strongly disagrees) is developed and distributed to the players

Incorporating THINKLog in Supply Chain Courses

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INCORPORATING THINKLOG

Small vs Big Group Prevent Overcrowded Maintain Engagement

SETUP ADJUSTMENT GROUP FORMATION MAIN BOARD DEMAND CARD COMPANION APP

The Disaster Relief Game

The Disaster Relief Game

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Gamification of Disaster Relief Game

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Goals

To rescue and provide as many victims with supplies of uninterrupted supply chain of life saving items within the stipulated time

Rules

Need to plan for each

• turn. Once the plan is

executed, player is unable to change his/her past plan

Challenge

Random events such as road closure, missing resources, epidemic and many others may

• ccur during the

execution phase

Fantasy elements

The game map and name are fictitious

Competition

At the end of the game, player will be presented with the results, which can be used to compare with

• ther players.

Choices

Player can choose to spend available funds and re‐locating the survivors Isena Island Sagara Island Haido Island

Gameplay of Disaster Relief Game

21 The players need to plan their activities for thirty (30) turns. They need to purchase goods from suppliers, unlocking

• f warehouse, transport goods to the

effected area and evacuate the survivors to a safer area. The players can skip a few turns due to vehicles travelling time on the road or the supplies delivery time. The disaster strikes and the players’ plan are executed to save as many survivor as possible. ‘Unexpectedly’ events may occur during the execution stage. It can either provide some reliefs for the player, for example receive donations from members

• f

public, or poses a challenge to the player ‘s relief plan, for example loss of supplies due to warehouse robbery. The players need to react to that events.

SUMMARY

Key Take-Away

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Serious games are able to increase the students’ engagement and immersion that would allow them to absorb and understand the concepts or the ideas better. Serious games are able to facilitate learning and training processes in various field, including in Supply Chain Management (SCM) Serious games encourage students to learn voluntarily.

Future Development

24 Virtual Environment Planning Stage Execution Stage Investigating the 3D spatial terrain Insight for planning and determining warehouse locations Simulating the disaster, player’s strategic plan and unexpected events Insight for adjusting the player’s strategic plan Remote Site

SCALABILITY REUSABILITY VARIETY & ADAPTABILITY

Publications

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Book Chapter:

• L. William, Z.B.A. Rahim, R. de Souza and L. Wu, Effectiveness of Supply Chain Games in Problem‐Based

Learning Environment (work in progress) Journal:

• L. William, Z.B.A. Rahim, R. Souza, E. Nugroho and R. Fredericco "Extendable Board Game to Facilitate Learning

in Supply Chain Management", Advances in Science, Technology and Engineering Systems Journal, vol. 3, no. 4,

• pp. 99‐111 (2018)

Conferences:

• L. William, Z.B.A. Rahim, I. Boo and R. de Souza, Embedding Mixed Reality in Humanitarian Logistics Gaming,

IEEE International Conference on Teaching, Assessment and Learning for Engineering (IEEE TALE) 2018, 4‐7 December 2018, Australia (to be presented)

• R. de Souza, L. William, G. Timperio and Z.B.A. Rahim, Simulation‐based Serious Gaming in Humanitarian

Logistics, Winter Simulation Conference 2018, 9‐12 December 2018, Sweden (to be presented)

• Lindawati, Z.B.A. Rahim and R. de Souza. Using Interactive Digital Gaming to Facilitate Learning in e‐Commerce
• Logistics. Conference on The Fourteenth International Conference on eLearning for Knowledge‐Based Society

(Bangkok, Thailand, 18th March 2018)

• Lindawati, E. Nugroho, R. Fredericco, Z. B. A. Rahim and R. de Souza, "ThinkLog: Interactive learning for supply

chain management," 2017 IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (TALE), Hong Kong, 2017, pp. 44‐51.doi: 10.1109/TALE.2017.8252302 Whitepaper:

• The Logistics Institute – Asia Pacific, Resource Allocation and Management in Disaster Relief ‐ Innovative

Learning through Serious Gaming Series, TLI ‐ Asia pacific White Paper Series, November 2017.

Contact

Email: TLILIND@nus.edu.sg

Web: www.tliap.nus.edu.sg Tel: +65 6516 5179

Address

21 Heng Mui Keng Terrace, NUS, I-Cube, #04-01 Singapore 119613

/tliap‐nus tliap.fb @tliap_nus @tliap_nus

Serious games website: http://tliap.nus.edu.sg/outreach/seriousgames.html