Understanding Systems Engineering Decision-Making Through Game-Based Simulation: Insights from Industry

As more organizations transition from traditional document-centric systems engineering to a model-based approach, many are challenged to train their staff in new languages, tools, and methodologies, while managing the expectations of stakeholders and their expected model outcomes. In particular, challenges associated with learning a new modeling language and developing skills in the 'art' of modeling present organizations with formidable obstacles to realizing this transition. This paper hypothesizes that systems engineers may more readily learn how to correctly model with SysML, and develop intuition about the art of modeling and using patterns, if their learning references a commonly and thoroughly-understood subject, such as a board game. This paper presents a case for the use of board games as subject matter for new modelers. It demonstrates the concept with a sample model of Hasbro's popular board game, Monopoly, and discusses the limitations of this approach and potential adaptations that may broaden the applicability of the learned skills to projects. Finally, results from a small feasibility assessment and concepts for more formal study to evaluate the hypothesis are presented.

Contributors

Contributors

The existing method of teaching software engineering subjects is severely limited by scope, time and exposure to real world settings. As a result of which the significance of Software Development Processes (SDP) is not very well appreciated by students. Technical debt is the debt that the project incurs by missing any process/activity in the SDP. The idea of this paper is to impart the concept of technical debt in a real world setting to students through the board game "Hard Choices". The board game Hard Choices developed by SEI, at Carnegie Mellon University is available under creative commons license. Additionally, this paper evaluates the effectiveness of this board game to communicate the concept of technical debt. During the course of the experiment we observed that students: (i) attached importance to SDP, (ii) understood the consequence of skipping a step in SDP. The above observations stem from the comparison of scores of pre and post test which show that after the conduct of the board game the scores obtained in post-test were significantly higher at 95% confidence levels (t-test paired two sample for means). Additionally a Likert questionnaire analysis also revealed that the students perceived the instruction methodology of using board games to be lucid and engaging.

Collaborative mechanisms are starting to become prominent in computer games, like massively multiplayer online games (MMOGs); however, by their nature, these games are difficult to investigate. Game play is often complex and the underlying mechanisms are frequently opaque. In contrast, board games are simple. Their game play is fairly constrained and their core mechanisms are transparent enough to analyze. In this article, the authors seek to understand collaborative games. Because of their simplicity, they focus on board games. The authors present an analysis of collaborative games. In particular, they focus on Reiner Knizia's LORDOFTHERINGS, considered by many to be the quintessential collaborative board game. Our analysis yields seven observations, four lessons, and three pitfalls, that game designers might consider useful for designing collaborative games. They reflect on the particular opportunities that computers have for the design of collaborative games as well as how some of the issues discussed apply to the case of computer games.

One of the symbols of developed countries is high tech industries. High tech industries have a large margin. One of the priorities of developing countries is the progress in this type of industries. The decisions about priority of developing an industry are so hard that seems it should be seen from different perspectives. This research is focused on decision and policy making in priority of high tech industries in Iran. Two MCDM methods are applied in this research for decision making in this area. SWARA for evaluating and weighting criteria and COPRAS for evaluating and ranking alternatives are applied. Eleven experts from different fields participated in this research to make decision with SWARA and COPRAS. Four high tech industries including Biomedical Micro Electromechanical Systems (BioMEMS), Nano Technology, Biotechnology, and Biomedical Engineering were selected for this research. These industries were selected based on the potential of Iran. Final result shows that Nanotechnology is at the top of priorities in Iran. Authors believe that this methodology can be useful in other issues in this and other areas of research.

The process of experiential learning and reflective practice has a positive impact on the professionalization of teacher trainees during their work placement. They constitute a powerful vector for the integration of students into the context of the teaching profession. The research would attempt to analyze the nature of the relationship between concrete experience and reflexivity. Thus, the performance of professional know-how is a guarantee of the effectiveness and quality of the engineering of the socio-professional support system. The adoption of this imperative allows for the implementation of new professional referentials. This major preoccupation challenges us to question how teaching practices are influenced by reflective practice and experiential learning in a professionalization logic. We proceed through a descriptive and correlative research approach, opting for a questionnaire survey. By crossing the results of the study with previous scientific research, it emerges that the process of professionalization is dependent on a conscious and reasoned placement in a professional environment, necessary to the exercise of one's profession in order to achieve the status of a true actor of change and innovation. This engineering of the professionalization system will define the frame of reference, including the ethical values and the base of professional competencies that will be applicable to any professionalization program for future teachers. The new vision will be built around adapted teaching practices, collaborative andragogical approaches, personalized and professionalized training paths, and individualized and inclusive evaluation modalities that go well beyond validation and tenure

Purpose of the study: this research intends to explore how reflective practice is being perceived and applied within an elite English football academy setting. Specifically, it aims to investigate how key staff, working as part of a multidisciplinary team (MDT), interpret and implement The FA’s Plan-Do-Review model. Furthermore, how do academies mobilise reflective practice according to the values and unique cultural environment of the Club under the auspices of the Premier League’s Elite Player Performance Plan (EPPP). Methodology: The study used a qualitative approach with semi-structured interviews involving twelve MDT members. Moon’s Model of Reflection and The FA’s Plan-Do-Review framework guided thematic analysis using manual coding. Main Findings: Findings indicate that 1) There is a disconnect between the understanding and learning of reflective practice through coach education courses and its application within the real world. 2) Reflective practice should be nurtured and developed through strong networks and interprofessional collaboration, utilising communities of practice and mentoring relationships both in and outside the work environment. 3) The different disciplines working within an MDT will engage in reflection to varying depths and levels. Rather than viewing reflection on a hierarchical scale, the level and method of reflection should be determined by the individual, their experiences, and the context. Novelty/Originality of this study: This study provides empirical insight into real-world reflective practice among sports professionals, offering a novel multidisciplinary perspective and practical recommendations for coach education and academy policy.

A board game has become one of useful components in training programs. Effective board games provides numerous benefits for learners or trainees such as helping them quickly understand the related concepts and get engaged in experiential learning as well as learn to solve problems in a specific situation. In addition, using board game in training can help increase practical skills and knowledge for learners of all ages on all topics. The purpose of this study was to develop a board game in change management in Thai context. To develop a board game in change management, two major steps were involved. The first step was a documentary analysis in which keywords such as change board game, change management board game, board game for change and board game for organizational change were used for search on Google. The second step was an integration of board game design and development concepts and change management concepts to create the change management board game prototype. After conducting two critical steps, the game prototype had been published, which identified the number of 4-6 players and 1-2 hours for time duration of play. This game style was “snake and ladders”, which contained 50 spaces for pathway to victory space excluding a starting space and victory space. This game included element of luck in determining reward and punishment written on the different card number that had been identified on some specific space on the board. A total of 24 cards were used in this game, which each card began with “C” alphabet followed by the number. The core mechanic of this game was discussion after some players open the card. This helped increase experiential learning among players.

ObjectivesBecause of the inherent risks facing pharmacy technicians, and consequently also patients, initial and continuing education on hospital pharmaceutical technologies is essential. Simulation is a pedagogical tool now widely used...

This study presents the development of three analogue games as engagement tools for citizen participation in climate action. Our serious games (purpose beyond entertainment) were designed to communicate the intricate parts of climate adaptation and society, where negotiation and mechanisms play a role. We applied modern board game mechanisms (e.g., set collection, action points, etc.) that synthesised the Minecraft-like mechanics of moving and transforming resources over an orthogonal/voxel grid system. Our design approach connected analogue to digital games, preparing for hybrid approaches and delivering flexible game-based solutions like print & play versions that are easy to produce and adapt for different uses. The games require printing coloured A4 sheets of paper, 1cmx1cm coloured cubes, dice (D6), and one timer (e.g., smartphone).  The three games work as steps of a collaborative planning process. The first game (G1) delivers an ice-breaking exercise based on frenetic negotiations (Happy Village), the second game (G2) challenges the players to establish collaborative decision-making (Flooding game), the third game (G3) introduces the concept of semi-cooperation since each player as a hidden goal (Craft my Agenda). The games’ sequence optimises the learning process of the rules since each game departs from the previous one.  Happy Village (G1) is a competitive card game where negotiation is the core mechanic. Players must exchange cards among themselves to have options that allow them to deal with the flooding risk in their villages. The Flooding game (G2) is a fully cooperative board game where players collaborate to manage and allocate actions to change the coastal occupation and build flooding defences. Craft-my-Agenda (G3) is a semi-cooperative board game where each player has a secret agenda/role. Players can only achieve their goals by negotiating and collaborating with other players to design a climate action plan for a coastal area. We tested the game prototypes with different audiences (children and adults of different backgrounds, including teachers) and observed the results. Participants grasped G1 almost immediately, requiring 5 minutes to learn the rules. After playing the G1, players came up with several strategies that were possible despite the first perspective that water was a negative resource. G1 gameplay promoted bursts of excitement during the negotiation dynamics. In G2 and G3, excitement was noticed in specific moments of uncertainty. G2 was more complex and strategic because it requires a plan to deal with the increasing impact of flood. The collaboration was transversal to all playtesting groups. Players discussed their decisions, considering overall strategies before making any moves. Other groups discussed decisions while playing. Although the game was more complex, the repetition of turns and the challenge progression reduced the playability difficulty. In G2 and G3, the role of the game facilitator was crucial to support the gameplay. The flooding and uncertainty stress engaged the players. G3 was the game that confused the players more because of the hidden information and the competition. Players could not help each other directly and clearly. Despite this difficulty, participants considered G3 as that better simulated the political dimensions.

The current study examined those factors that challenge the reflective practice of EFL teachers in Gambela region Ethiopia, at the high school level, who teach grades 9-12. Considering both the significance of EFL education in Ethiopia as well as the distinct context of Gambela, which may not be as resource-rich as other areas, the study sought to fill an existing gap in understanding the particular factors that impact teachers’ capabilities to reflectively integrate practices. Employing a quantitative, cross-sectional survey design, data were gathered from 90 EFL teachers on their demographic and attitudinal characteristics and perceptions of barriers to the use of reflective practices. Ordinal logistic regression analyses were conducted to determine the predictors among teacher-related factors of agreement with each of the seven challenges statements. Most teacher demographic variables, but, such as Years of Service, Educational Status, Reflective Practitioner Course, were not found to be significant predictors of the challenges examined. But, Sex (Male=1) was a significant predictor of the mother item regarding the challenge of assessing without a timetable (Q20) indicating that male teachers had higher likelihood of endorsing this item as a challenge. Importantly, a teacher’s Opinion on Effective Teaching (views on teaching being reflective practice) was a strong negative predictor of the time scarcity challenge to finding comments (Q24). This suggests that teachers who had stronger beliefs about the importance of reflective teaching, would be significantly less likely to identify lack of time for feedback as a major limitation. Being confused about how to use reflection (Q23) was low overall and not predicted by the variables of interest. These findings point to particular challenges to reflective practices in the Gambela context, but also reveal the significance of an individual teacher’s sense of the value of reflection as a means to overcome some of these perceived obstacles. The study provides context-specific evidence to inform targeted professional development and policy aimed at enhancing EFL teaching quality by addressing perceived difficulties and fostering positive attitudes towards reflection in the Gambela region.

Perceived benefits and limitations of game-based simulation education by osteopathy students in early clinical training: A preliminary mixed methods study

Event Abstract Back to Event Detecting heart rate from fNIRS based brain signals Ahmet S. Kurt1 and Hasan Ayaz1, 2, 3* 1 Drexel University, School of Biomedical Engineering, Science and Health Systems, United States 2 University of Pennsylvania, Department of Family and Community Health, United States 3 Children's Hospital of Philadelphia, The Division of General Pediatrics, United States Functional near-infrared spectroscopy (fNIRS) is a noninvasive and portable optical brain imaging technique that detects changes in cerebral blood oxygenation related to human brain functions. It uses near infrared light to measure changes in oxygenated hemoglobin (oxy-Hb) and deoxygenated hemoglobin (deoxy-Hb) levels due to the hemodynamic response. It has been utilized for study diverse array of brain function in healthy and clinical populations, from babies to elderly, and cognitive, affective to motor function. fNIRS signals collected from the brain contains multiple components specifically physiological correlates such as respiration and heart rate (HR). In fact, near infrared based sensors have been widely used for heart rate detection in clinical settings such as finger pulse oximetry. However, in neuroimaging studies, physiological components are considered noise, and they discarded during preprocessing using specially designed temporal, spatial or frequency filters. Accessing systemic response could be useful in neuroimaging settings and extracting them reliably from cortical fNIRS data would eliminate any additional dedicated sensor. In this work, our objective is to provide an overview of methods for extracting heart rate related signal from brain based fNIRS data. Common methodologies from the literatures will highlighted and assessed for practical field use and for experiments in real world settings. By accurately analyzing RR-intervals in HR related signal, detected variation can be used to measure autonomic nervous system. This variation, called Heart Rate Variability (HRV), is a valuable biomarker for understating human state in healthy and diverse clinical conditions. Identification of robust algorithms that can be generalized for detecting heartbeats, and calculating HR and HRV can potentially be used: i) to improve signal to noise ratio in functional neuroimaging research and ii) to complement brain data to help understand human workload while engaged with a machine or computerized tasks. Keywords: fNIRS, HR, HRV analysis, prefrontal cortex (PFC), hemodynamic response, Biomedical Signal Processing Conference: 2nd International Neuroergonomics Conference, Philadelphia, PA, United States, 27 Jun - 29 Jun, 2018. Presentation Type: Poster Presentation Topic: Neuroergonomics Citation: Kurt AS and Ayaz H (2019). Detecting heart rate from fNIRS based brain signals. Conference Abstract: 2nd International Neuroergonomics Conference. doi: 10.3389/conf.fnhum.2018.227.00026 Copyright: The abstracts in this collection have not been subject to any Frontiers peer review or checks, and are not endorsed by Frontiers. They are made available through the Frontiers publishing platform as a service to conference organizers and presenters. The copyright in the individual abstracts is owned by the author of each abstract or his/her employer unless otherwise stated. Each abstract, as well as the collection of abstracts, are published under a Creative Commons CC-BY 4.0 (attribution) licence (https://creativecommons.org/licenses/by/4.0/) and may thus be reproduced, translated, adapted and be the subject of derivative works provided the authors and Frontiers are attributed. For Frontiers’ terms and conditions please see https://www.frontiersin.org/legal/terms-and-conditions. Received: 19 Feb 2018; Published Online: 27 Sep 2019. * Correspondence: Dr. Hasan Ayaz, Drexel University, School of Biomedical Engineering, Science and Health Systems, Philadelphia, United States, hasan.ayaz@drexel.edu Login Required This action requires you to be registered with Frontiers and logged in. To register or login click here. Abstract Info Abstract The Authors in Frontiers Ahmet S Kurt Hasan Ayaz Google Ahmet S Kurt Hasan Ayaz Google Scholar Ahmet S Kurt Hasan Ayaz PubMed Ahmet S Kurt Hasan Ayaz Related Article in Frontiers Google Scholar PubMed Abstract Close Back to top Javascript is disabled. Please enable Javascript in your browser settings in order to see all the content on this page.

Location-based gaming (LBG) apps present many challenges to the design process. They have very different requirements compared to games that are aspatial in nature. They take place in the wild and this brings unique challenges to the practicalities of their design. There is a need to balance the core game play with the spatial requirements of location-aware technologies as well as considering the overall theme and objectives of the game together with the motivations and behaviours of players. We reflect upon this balancing act and explore an approach to creative paper prototyping through the medium of board games to co-design LBG requirements. We examine two case studies of location-based games with different goals. The first case study discusses the CrossCult Pilot 4 app built to trigger reflection on historical stories through thoughtful play. Whilst the second case study uses the City Conquerer app designed and played in Suzhou, China with a view to exploring notions of territoriality. The paper considers how spatial, social and interaction metaphors are used to simulate location-based games in a board game and discusses the lessons learned when transforming the paper game into a digital prototype. It forms part of a thinking by doing approach. By comparing the board games to the technical counterparts, we consider how effective are the features and activities implemented in the technology prototypes. We propose a set of 11 design constraints that developers must be mindful of when transitioning from paper to digital prototypes.