Abstract
The aim of this study is to evaluate the application of an innovative serious
game, based on the asset management of rolling stock, in the training of
future maintenance engineers within the master course in mechanical
engineering at the University of Twente. The Logistic Support Game (LSG) is
a serious game developed together with Netherlands Railways (Nederlandse
Spoorwegen, NS) and Invocate (design firm) as a tool to simulate the
maintenance operations of a fleet of trains. The simulation shows four
perspectives: the operations manager, the asset manager, the maintenance
manager and the financial manager.
The three goals of this innovative training are the improvement of student
engagement in the learning process, the increas of active cooperation
between students with different roles in a group, and the opportunity to
receive feedback on decision making. To indicate achievement of these goals,
they are linked to the basic needs of learning: competence, relatedness and
autonomy.
A total of thirty six students played the serious game in two different sessions.
At the end of each session, a survey is collected for game based learning
assessment. Results suggest that the serious game has a positive impact on
student engagement, cooperation, and helps transfer course contents.
game, based on the asset management of rolling stock, in the training of
future maintenance engineers within the master course in mechanical
engineering at the University of Twente. The Logistic Support Game (LSG) is
a serious game developed together with Netherlands Railways (Nederlandse
Spoorwegen, NS) and Invocate (design firm) as a tool to simulate the
maintenance operations of a fleet of trains. The simulation shows four
perspectives: the operations manager, the asset manager, the maintenance
manager and the financial manager.
The three goals of this innovative training are the improvement of student
engagement in the learning process, the increas of active cooperation
between students with different roles in a group, and the opportunity to
receive feedback on decision making. To indicate achievement of these goals,
they are linked to the basic needs of learning: competence, relatedness and
autonomy.
A total of thirty six students played the serious game in two different sessions.
At the end of each session, a survey is collected for game based learning
assessment. Results suggest that the serious game has a positive impact on
student engagement, cooperation, and helps transfer course contents.
| Original language | English |
|---|---|
| Number of pages | 8 |
| DOIs | |
| Publication status | Published - 2017 |
| Event | 3rd International Conference on Higher Education Advances, HEAd 2017 - Universitat Politècnica de València, València, Spain Duration: 21 Jun 2017 → 23 Jun 2017 Conference number: 3 http://www.headconf.org/head17/index.html |
Conference
| Conference | 3rd International Conference on Higher Education Advances, HEAd 2017 |
|---|---|
| Abbreviated title | HEAd'17 |
| Country | Spain |
| City | València |
| Period | 21/06/17 → 23/06/17 |
| Internet address |