Abstract
The main objective when teaching the Production and Operations Management (POM) course is to provide students with the understanding and ability to apply theories and principles to real-world production. However, the teaching of this course is clearly different from some other courses in which students can apply theories to laboratory simulations; for example, the Plant Design course. This paper proposes game simulation for the POM course on production using Pull system and Push system, assuming situations of television production applied from Hongyi Sun’s method. The main materials are white paper, color pens, and production order cards. The main purpose was to provide students with a clear and factual visualization of overall production planning systems. The game simulation was tested with students of the POM course in the Industrial Management and Operations Program, Thammasart University. This game simulation study was compared with normal lecturing. It was found that students were mostly satisfied with the simulation and found it to be an interesting approach, providing the opportunity for problem-solving, creating a better understanding of both production-planning principles.
Highlights
Teaching the concepts underlying a production planning and control is a difficult task
The first part of this paper summarizes general ideas about both production planning systems
After the game simulation was complete, all of the students in the group discussed their responses to the questions received at the beginning so that they could provide appropriate suggestions
Summary
Teaching the concepts underlying a production planning and control is a difficult task. Many students have very little technical experiences to which they can relate both business and technical aspects together. They may have acquired business experience, but many of them have only limited understanding of the operational or technical aspects. A number of authors have suggested the use of simulations game as an innovative pedagogical approach to teach business concepts (Aldrich, 2003; Prensky, 2001; Anderson and Lawton, 2009). Simulation games replicate the complexity of a real-life environment, giving the students experience with a particular phenomenon. Cronan et al (2012) compared objective measures and perceptions of cognitive learning in an ERP simulation game and found the different results between using game and traditional training
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