|M.Sc Student||Denis Solan|
|Subject||Project Management Simulation-Based Training and Simulation-|
Based Training Combined With Gamification
|Department||Department of Industrial Engineering and Management||Supervisor||Full Professor Shtub Avraham|
|Full Thesis text|
In recent years training in project management evolved from traditional lectures and textbooks into Simulation-Based Training (SBT). Our empirical research is aimed at the development, and testing of a new teaching environment to practice the principles in project management: a project management exercise that adds the dimension of competition to Simulation-Based Training. Competition is present in many real projects mainly in the new product development projects.
We define gamification as a project management simulation performed in a competitive environment as opposed to traditional Simulation-Based Training in which individuals are simulating the management of projects in a stand-alone non -competitive environment. We have applied several game design elements :
I. a cover story,
II. goal setting and rules,
III. time pressure to complete the mission,
IV. a competition between the trainees.
In project management Simulation-Based Training the trainees have to achieve predefined goal, such as due date, cost, performance and quality of a project, taking into account resource and cash constraints, as well as uncertainty and risk.
Gamification adds a new dimension to project management Simulation-Based Training?a competition and the impact of decisions made by other participants in the game on the trainee’s performance. The element of competition occurs at the evaluation stage, when the profit is affected by the results obtained by the other trainees, and the trainees are aware of this in advance. There is no real time interaction or formal knowledge sharing between the participants during the simulation exercise.
We conducted a set of experiments and tested the hypotheses that gamification has an impact on trainees’ project management trade-off analysis, improves trainee’s project planning, and creates trainee’s engagement, across seven project management courses and tried to find the right way to combine traditional project management training with SBT and gamification.
We found that:
1. A majority of the trainees showed better results in the competitive environment than they did in the non-competitive environment.
2. Trainees perceived the developed exercise as helpful in learning project management trade-off, and understanding project management challenges.
Our results did not find how to best utilize traditional project management training with SBT and gamification, due to insignificant differences between the results of the tested cases.