Employee qualification by digital learning games
Matthias Görke, Vivian Bellmann, Jan Busch, Peter Nyhuis
05.04.2017, CLF 2017, Darmstadt
Motivation
Employees are one of the key success
factors for mastering change
High level of employee qualification
is an essential prerequisite
Digital learning games as new and
flexible way of learning
Learning factories have garnered
particular attention during the last
years
Supplementing learning factories by
digital games offers new possibilities
Learning factories show certain
drawbacks in terms of individual
learning flexibility
© Bettina
slide
2 Fischer
Different types of learning concepts
synchronous
Classroom Teaching
same time –
same place
same time – different
place
Example
Example
Learning Factories
Tele-tutoring
© Bettina Fischer
Location
dependent
Location
independent
different time – same
place
different time –
different place
Example
Example
Computer Labs
Digital Learning
Games
© reallean
Distance Learning
asynchronous
(in Anlehnung an [Myrach/Montandon 2008])
Myrach (2008), Nyhuis (2015)
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Comparison of Learning Factories
and Digital Learning Games
Learning Factories
Digital Learning Games
Advantages
Advantages
•
Taught subjects can be embedded in a practical
application context
•
Possibility of time- and location-independent
learning
•
Interaction with other trainees develops
additional skills
•
Greater liberty for trainees in designing their
individual learning process
© Bettina Fischer
© reallean
Disadvantages
Disadvantages
•
Commitment to a specific time and place
•
•
Only limited design options for individual
learning processes
Hardly any development of social skills due to
the lack of interaction with other trainees
•
Digital mediation complicates the knowledge
transfer to practical application
Myrach (2008), Nyhuis (2015), Kreimeier (2014)
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Using digital learning games within IFA Lernfabrik
Problems experienced at IFA Lernfabrik
Certain probability that ideal
solution would not be found
Players are not able to change
roles within the factory
Learning is restricted to the time
in the learning factory
Problem-solving is iterative
and time-consuming
Understanding of problems is
limited
No sufficient sustainability of
knowledge transfer
The introduction of the digital learning game is designed to serve three aims
Use of the game to support
problem-solving process
(parallel to classroom training)
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General understanding of
problems for all players in the
learning factory
Enabling independent problemsolving and consolidation of
knowledge
Benefits of virtual learning environments for …
© Bettina Fischer
Players
Combined with a learning factory
As an independent application
• Experiential learning through direct
implementation in the learning
factory
• Intrinsic motivation to find a solution
thanks to ludic character
• Trying out ideas without risk
• Improvement of the solution quality
• Broader understanding of the
problems amongst all players of the
simulation game
Nyhuis (2015)
slide 6
© reallean
Companies
• Time- and location-independent
learning leads to lower training
costs
• Time- and location-independent
learning
• Higher training quality, particularly
where the retention in memory is
concerned
• Customization to individual
requirements and knowledge levels
in independent problem-solving
If company-specific environments
are used:
• Greater transfer thanks to the
closeness to own practices
Subjects and methods taught at IFA Lernfabrik
OnePiece
Flow
Line
Balancing
5S
Material
Supply
(Milk-Run)
PPC
Methods
expertise at
IFA Lernfabrik
First digital game approach should deal with the method of Line Balancing
slide 7
Digital Learning Game
Line Balancing
Zykluszeit
[Sek.]
Zykluszeit
[Sek.]
70
70
60
60
50
50
40
40
General Problem:
30
30
20
20
•
10
•
The working hours at the stations strongly
fluctuate in the initial state
Zykluszeit
[Sek.]
10
A
B
C
D
E
A
B
C
D
E
Station
A
B
C
Zykluszeit
[Sek.]
Inbalanced process results in reduced70output
60
50 system
and strong stock fluctuations within the
70
60
50
40
40
30
30
20
20
10
10
A
B
C
D
Station
E
Station
Final State
Current problem-solving process:
•
Besides the process time, the players get the
possibility to use the digital game
•
Players receive an evaluation of the working
hours at every station
•
The provided assembly priority plan supports
the problem-solving
•
Synchronisation of the work stations
(teamwork)
•
Trail-and-error-Process can be carried out by
simulation and supports the ideal problemsolving
•
Problem-solving by trail-and-error
slide 8
D
E
Stat
Live Demo (reallean)
Line Balancing
Line balancing within the digital learning game
© reallean
slide 9
Further improvement of the digital learning game
Further Development:
Feature of digital games
Interactivity
•
In order to meet the requirements of
educational games, further development of
digital games is needed
•
In order to intensify the learning
experience, further scenarios need to be
developed
•
Combination of digital games with real
production data
Multimediality
Involvement
Further Research:
Challenge
Social experience
Reward
features adressed
slide 10
Additional potential
•
Validation of the additional benefits
created by digital games
•
Analysis which game elements generate
outstanding motivation
For further questions we are pleased to answer:
Institute of Production Systems and Logistics
Prof. Dr.-Ing. habil. Peter Nyhuis
An der Universität 2
D-30823 Garbsen
Germany
Matthias Görke
0511/ 762-18181
Produktionssystemgestaltung
[email protected]
Thank you for your attention.
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Tel.: +49 511 / 762-2440
Fax.: +49 511 / 762-3814
www.ifa.uni-hannover.de
Literature
T. Myrach, C. Montandon, Blended Learning. Kombination von Präsenzlehre und E-Learning, in: N. Thom, R. J. Zaugg,
Moderne Personalentwicklung. Mitarbeiterpotenziale erkennen, entwickeln und fördern, Springer Gabler, 2008, pp. 190-206
P. Nyhuis, V. Bellmann, S. Majid Ansari, Auswirkungen von globalen Trends auf die Lehr- und Lernkonzepte der Zukunft, in:
H. Meier, Lehren und Lernen für die moderne Arbeitswelt, Schriftenreihe der Hochschulgruppe für Arbeits- und
Betriebsorganisation e.V. (HAB), GITO-Verlag, Berlin, 2015, pp. 163-181
D. Kreimeier, F. Morlock, C. Prinz, B. Krückhans, D. Cüneyt Bakir, H. Meier, Holistic Learning Factories – A Concept to
Train Lean Management, Resource Efficiency as Well as Management and Organization Improvement Skills, in: Procedia
CIRP 17, 2014, pp. 184-188
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