1.
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Torsten Reiners & Lincoln Wood
Using narratives to assess
free exploration in 3D spaces
2013-08-27

2.
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Agenda
 Motivation
 Gamification
 Story and Narrative
Context:Logistics&SCM

3.
Motivation
 … “get as many students as possible to meet
professionally/academically acceptable levels of
performance at as high a level as we can” (Buckridge and
Guest, 2007, p. 144).
 Apathy countered with active learning
 Lack of authenticity and high levels of engagement in
university education in L&SCM

4.
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Why not Site Visits?

5.
Site Visits
 great opportunity
 communication with on-site staff
 able to grasp dimension of sites
 equity issues with online classes
 Challenge of „capturing‟ entire SC

6.
Site Visits, but
 great opportunity
 communication with on-site staff
 able to grasp dimension of sites
 equity issues with online classes
 challenge of „capturing‟ the bigger picture
 dangerous
 …
http://deadsquare.net
http://www,tension.com

7.
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
nDiVEOLT Grant 2013-2014
(AUD 220,000)
Torsten Reiners, Lincoln C. Wood, Vanessa
Chang, Christian Guetl, Jan Herrington, Hanna
Teräs

8.
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
nDiVEOLT Grant 2013-2014
(AUD 220,000)
n-Dimensional Immersive Virtual Environment
• increase authenticity through inclusion of real-life complexity
• use scenarios linked into a comprehensive supply chain
• include gaming mechanisms to increase student engagement

9.
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Skills Training in L&SCM
 Difficult to observe for the learner
 Long time-periods without events before the outcome of
decisions becomes visible
 Consequences that are not desirable to replicate in real-
life environments

10.
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
nDiVE: Library

11.
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
nDiVE: Connectivity

12.
nDiVE: Immersive 3D Environment
 Interested in complete immersion of learners in a scenario
 Multiple communication channels
• Social awareness
• Knowledge transfer and understanding
 Presence
• Feeling of being part of the environment
• Increase of motivation and productivity
 Awareness of others
 Decreasing barriers
 Facilitation of collaboration

13.
Aren’t Virtual Worlds already enough fun?
Virtual Training Environments
Serious Games
Game-based Simulations
Games
….

14.
Some games in L&SCM
 Beer Game
 The Fresh Connection
 The Candy Factory Game
2012-11-29

15.
Port Simulator 2012
• Screenshot here
2012-11-29
Gamification in logistics and supply chain education

16.
Authenticity
 Real problems require real skills…
 Requires complex communication, judgment, reflection,
expert thinking, and advanced problem-solving skills
 Higher authenticity in education provides
• Opportunity to exercise realistic work practices
• Cognitive processes that are aligned with authentic situations
• Receiving valuable feedback
• Authentic sources and materials

17.
Fidelity

18.
Gamification
Integrating game dynamics
into your site, service, community, content or campaign,
in order to drive participation.
the use of game design elements in non-game contexts
motivational elements of games + learning
activities + communicate and share
accomplishment + goals
= direct the attention + motivate for action
fun, play, passion

19.
SKILLS
Challenge
Boredom
Anxiety

20.
DYNAMICS

21.
Advanced Gaming
Components
• Game over
• Next life
• Save points
• Rewind
• Multi-player
• NPC / Ghosts
• Slow motion
• Awards
2012-11-29 Gamification in logistics and supply chain
education

22.
passing on information and
experiences to others
Stories

23.
Narratives
Unique paths through the story which also
enliven the story and “unfold in space” and
support the process of understanding and
building cognitive structures

24.
It
Is
A
Long
Story
…

25.
Map

26.
Story

27.
Narratives

28.
Narratives

29.
Narratives

30.
Assessment
Authentic Learning
• Focus on the student
• Thinking, problem solving
• Using knowledge/skills
Should be:
• Relevant but not oversimplified
• Different perspectives, multiple resources
• Collaborative
• Driven by student decisions
• Integrating learning with assessment
• Artefact as an outcome
• Alternative paths to a solution

31.
Narratives
What can we learn from narratives?

32.
Conclusion
• Learning should be about fun, play, and passion
• Learners should retain 75% of the knowledge; not 5%
•
Virtual worlds have gained prominence as they address
• Authenticity
• Unrestricted availability
• Interactivity
•
Gamification for student engagement
• Educators have the tools, the content, and the methods
• Bind learners who are compelled to complete “just one more level”.

33.
Conclusion
• Learning should be about fun, play, and passion
• Learners should retain 75% of the knowledge; not 5%
•
Virtual worlds have gained prominence as they address
• Authenticity
• Unrestricted availability
• Interactivity
•
Gamification for student engagement
• Educators have the tools, the content, and the methods
• Bind learners who are compelled to complete “just one more level”.
Awesome environment ... self-explorative learning
success