Elsevier

Computers & Education

Volume 51, Issue 1, August 2008, Pages 252-261
Computers & Education

Supply chain simulator: A scenario-based educational tool to enhance student learning

https://doi.org/10.1016/j.compedu.2007.05.008Get rights and content

Abstract

Simulation-based educational products are excellent set of illustrative tools that proffer features like visualization of the dynamic behavior of a real system, etc. Such products have great efficacy in education and are known to be one of the first-rate student centered learning methodologies. These products allow students to practice skills such as critical thinking and decision-making. In this paper, a case is presented where a scenario-based e-learning product namely ‘supply chain simulator’ is developed at KFUPM for an introductory technology course. The product simulates a supply chain – a network of facilities and distribution systems that carries out the task of procurement and transformation of materials from manufacturer to customer. The product was put to test during four semesters and results of the survey conducted by the instructors and the students are presented. The results clearly suggest the benefits of using such a tool in enhancing student learning.

Introduction

Simulation-based educational products are excellent “illustrative tools”, used exceedingly in student centered learning methodologies. It is an active learning technique, which stimulates a player’s diverse cognitive skills and insight into a system by instantly staging the consequences of their actions and strategies. Such actions and strategies can be tested without the apprehension of failures or reprisal. Such products allow a player to increase his understanding of a system in a short span of time. As compared to real world experience, this accelerated learning is one of the unequaled advantages of such products.

These simulation-based educational products provide a unique way to reinforce the theory discussed in the classrooms. As a player/student becomes deeply involved in the scenario, simulation or gamming situation, a sense of competition and a desire to perform well is most likely to develop. Consequently, the teaching effectiveness of these products is exceptionally high. These products render a great opportunity for the students to visualize and experience a practical scenario of what they learn in their coursework.

An elating facet of these products is the inherent concentration of a player on decision-making. It is this intensity that gives these simulation-based educational products its richness and effectiveness. Even though these interactive approaches are not considered to be a substitute of more formal approaches in teaching, it effectively complements these methods. Using Bloom’s taxonomy, the first three levels of knowledge, comprehension, and application, in most cases, are fully served. The fourth level of analysis could be present fully or partially depending upon the type of the tool or product and the use of it by the instructor.

The tool or product presented in this paper is developed in an academic project at King Fahd University of Petroleum and Minerals (KFUPM). The motivation behind this project came from a workshop on increasing teaching effectiveness (Ellington, 2002) and an undergraduate course that the authors are teaching. The course is an introductory technology course namely ‘introduction to technology’ which is a compulsory course taken by the undergraduate students in the College of Industrial Management at KFUPM. The objective of the course is to improve the understanding of the undergraduate management students in various areas of technology such as manufacturing, construction, communication, etc. To increase the effectiveness of the course, three simulation-based products were developed in this project. According to taxonomy presented in Randall (2002) these products can be categorized as a scenario-based e-learning products referred to as SBELP in this paper. One of these SBELP ‘supply chain simulator’ is presented in this paper. As the course is compulsory, average enrollment per semester is essentially high.

In Section 2, literature review is presented. Section 3 elaborates on the features of the SBELP. Feedbacks from the instructors, who have taught this course, are presented in Section 4. Section 5 shows the outcomes when the SBELP was tested with the students. Finally, conclusions are presented in Section 6.

Section snippets

Literature review

Simulation-based educational products in academics are becoming wide spread and ample literature is available on this area. These products are categorized as scenario-, simulation-, and game-based e-learning (Randall, 2002). The realization of the efficacy of these products is growing (Albrecht, 1995, Carlson, 2003, Curland and Fawcett, 2001, Gilad and Sheizaf, 2000, Holweg and Bicheno, 2002, Shifrony and Ginat, 1997, Sparling, 2002, Walter et al., 1997). Literature on specific studies is

The SBELP: ‘supply chain simulator’

The SBELP is named as ‘supply chain simulator’ as it tries to emulate an international supply chain network. This supply chain is used to deliver goods such as electronic equipments or a machine. The performance of these supply chains is judged by parameters such as inventory holding cost, backorder cost, and transportation cost, etc. Some other important terminologies and parameters are expressed below for understanding:

  • 1.

    Supply chain: a supply chain is a network of facilities and distribution

Feedback from the instructors

As mentioned earlier, the course is compulsory. Accordingly, it is one of the highly populated courses. As a result, the number of instructors who have taught this course is sizeable. These instructors were asked by the authors to evaluate this game. A questionnaire is given to these instructors to give their feedback. The results of each question, in terms of percentage response, are shown in Table 1. The prime objective of this survey was to evaluate, in their opinion, the effectiveness of

Feedback from the students

The SBELP was put to test for about four semesters. The students’ response was judged based on change in motivation and overall learning on the topic. This response is evaluated mainly by student interviews and scores obtained during the tasks. During submissions of the results/scores obtained the students were cross-questioned about the core concepts and there was a clear correlation between the number of times a student has played and the learning and scoring. The students were informally

Conclusion

Simulation-based educational products have enormous potential as an active learning tool. Its use in management, engineering and sciences education is common. However, the realization of its potential is on the rise. As discussed earlier in Section 2, the literature on the use of such games suggests this trend. The authors still believe that the real momentum and focus to reap the benefits of this tool is yet to come, especially in engineering and sciences education.

A very distinctive and

Acknowledgement

The authors would like to acknowledge King Fahd University of Petroleum and Minerals for its support and funding in conducting this research.

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