New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Engineering Management: Six Sigma, Data Modeling, and Risk Management
Simulation games have been widely used in classroom since they help mimic a real world operation or process in a controllable way. While SGs are widely applied in face-to-face settings, their availability for use in online learning environments is very limited. This is an important education issue since 33.5% (7.1 million) of all higher education students take at least one online course, which is believed to reach to 90% over the next 5 years, and increasing number of universities now experimenting with Massive Open Online Courses (MOOCs).
The objectives of this paper are: 1) to identify the gap between face-to-face and online simulation games, 2) to identify key features of simulation games that enable making the learning process transformative, and 3) to develop a design-decision framework for online SGs that are as effective as their face-to-face counterparts. For these purposes, existing face-to-face and online SGs related to Lean Six Sigma are analyzed. Analytic Hierarchy Process (AHP), a multi-criteria decision making technique is applied to develop a new design-decision framework for designing educational online simulation games. Through the AHP methodology, prioritized design criteria are identified. The anticipated outcome is that the online simulation games will improve student learning through active and experiential learning. References:
 Allen and Seaman, 2014, “Grade Change: Tracking Online Education in the United States”, Babson Survey Research Group).
Ozelkan, E. C., & Galambosi, A., & Krishnakumar, S., & Kottayil, A. (2016, June), How to Design Lean Six Sigma Simulation Games for Online Learning Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25483
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