Gala Roadmap Contribution
Name of lead contributor: Polimi, BIBA; HWU; UNOTT
SIG: Engineering and Manufacturing
We assumed as Michela that 1= low importance, 5= high importance
The reviewers have said that the roadmap should make clear the connections between the state-ofthe-art analysis and literature reviews to the vision and the goals of the project. They said the
roadmap should indicate the highest priority items, those which are key enablers but not top
priority, and those which could be dropped if resources are inadequate and the Commission agrees
to focus only on the most important items in the roadmap. To do this, proceed:
1) Identify the state of the art (SoA) for your SIG
List the main topics in your SG area and describe the SoA/ current status of SGs (giving sound
explanations, backed by appropriate literature references) in the Table. You can optionally identify
any gaps in the SoA – these may form the basis for research needs/challenges. The information can
be prepared by updating and properly structuring the text in your annual reports.
Topic
Relevance/priority
(on a 1-5 scale)
SoA/ SG Current
Status description
(with references)
Increase of complexity in the learning content
4
Sustainable manufacturing has raised the awareness of the social and
environment dimensions to manufacturing, thus adding significant complexity
to the process of manufacturing on a global scale. This is compounded by the
technology advances, which have changed dramatically the workplace of an
engineer and the factories of the future.
The complexity of learning content is referred to in several documents (ABET,
2012; Beverly, 2005; Bloom, 1956; Brown et al, 2012; Davis et al, 2003;
Falkenburg, 2005; Froyd, 2005; Judmaier et al, 2008; Kolb, 1985, Kraiger, 1993;
Krathwohl, 2002; Lampert and Schwabe, 1983;McMasters et al , 1999;
O’Sullivan et al, 2011; Qualters et al, 2008; Rolstadås and Dolinšek, 2006;
Waldrof et al, 2006;
This learning content comprises subjects like developing managerial skills
(collaboration, decision making, team skills, negotiation, conflict management,
project management), typical engineering skills like product design, testing,
construction, maintenance etc and engineering disciplines like mechanical,
electrical, electronic, automotive, aeronautical, etc (hard skills), but also
knowledge on how to incorporate the recycling of materials in new product
development is an increasing issue. Also process skills.- how to carry out tasks
etc.- are of high importance for manufacturing.
In addition, since the manufacturing process is usually not taking place within
one single site, then topics belonging to supply chain and logistics (inbound,
outbound, production etc.) are also relevant.
Looking at the available games for this content it can be stated that there are
several games mediating managerial skills to engineering students - these
games are typically played in teams or in collaboration, and most of them are
facilitated. Also several of the business and management games can be used
for teaching managerial skills to engineers. Also most of the supply chain
games used in the education of engineers belong to this category, often
focussing on decision making and transparency.
This area is well developed regarding the content, but not always with the
game design), so we do not need develop more content, but rather to look at
improving game design and deployment.
Examples are:SBCE1, Beer game, Target-games, Shortfall, Seconds, Logistikkoffer, PRIME2, SGM3, 4, Sim-Port MV2, Patentopolis, Levee Patroller5,
GATSCAR6......ADD SOME OTHER TOO PLEASE.
During the last few years there have been games delivering content on:
 Energy use in production
 Sustainabiltiy in the manufacturing process etc, -Plantville
 Recyling topics need to combine competences from different areas
like material engineering, economics, legal aspects. Knowledge of
these areas will allow the engineer to take the right decisions based on
material properties and lifetime, cost of materials and disposal, the
laws and regulations controlling disposal. The games related to
recycling are aimed to raise awareness of citizen to recycle at home,
like Dumptown (http://www.epa.gov/recyclecity/gameintro.htm)
 Maintenance activities can be supported by ICT, before during and
after maintenance (Bueno espíndola, D.; A model-based approach for
data integration to improve maintenance management by mixed
reality, Computers in Industry Issue 4 May 2013 P 376-391). Some
augmented reality solutions have been implemented (Arendarski, B.,
Termath, W., & Mecking, P. (2008). Maintenance of complex machines
in electric power systems using virtual reality techniques. International
symposium on electrical insulation (ISEI) (S. 483-487). Vancouver: ISBN:
978-1-424-42091-9.). and also in combination with SGs
(http://virtualwaregroup.com/en/a-virtual-reality-simulator-for-anelectric-car/)
 Mechatronik is a multidisciplinary field of engineering which combines
mechanical engineering, electrical engineering, control engineering
and computer engineering. We find a serious game on this field
GATSCAR (http://www.gatscar-game.com/home.html).

There are also some games that aim at supporting design skills which
is very important in the education of engineers. An example is the
inclusion of a game for aerospace design in the curriculum at the
Purdue university
 “Cool it” is an interactive engineering game used at the university of
Wisconsin- Madison for teaching cryogenics to engineers7.
However, in this area most of the games seems to only be for awareness
raising, and often only for citizens, so that they are not appropriate to be used
1
Set Based Concurrent Engineering game
Providing Real Integration in a Multi-disciplinary Environment game
3
Sustainable Global Manufacturing game
4
Providing Real Integration in a Multi-disciplinary Environment game
5
(http://www.tbm.tudelft.nl/en/cooperation/facilities/serious-gaming/serious-gaming-simulation/showcases/)
6
(http://www.gatscar-game.com/home.html)
7
http://wp.nmc.org/horizon2011/sections/game-based-learning/
2
for a more detailed knowledge transfer on the actual process. For important
topics like maintenance and integration of recycling materials in production
processes there were hardly any relevant games.
Requirements
Opportunities
SoA Gaps (if any)
The factories of the future are workplaces where a plethora of new
competences are necessary for an engineer to perform that are not confined
to manufacturing or/and engineering, such as systems thinking, design
thinking, soft skills, etc (Cerinsek et al., 2011). Very few serious games in
manufacturing and engineering capture the complexities of these new
workplaces (Duin et al, 20128) Judmaier et al, 2008; Majorique et al, 2011 9)

 Improve the understanding of the changing fields of engineering and
manufacturing where disruptive innovation is rewriting the best practice
(eg: 3D printers open the possibility of home manufacturing cells).
 Improve the level of process simulation- i.e for specific skills, these need to
be much more detailed.
 The use of simulations is well established in engineering
 The awareness of serious games is increasing
 The availability of games( more or less good) on managerial skills is
good
 More complex topics can be successfully addressed with right game
mechanics integration






8
The available games are almost all in the area of managerial skills
development, and a few in processes; however there is a lack of availability
of games for design, etc.
There is a lack of games for assembly, maintenance and recycling, design
and construction.
In addition, within the games already in use, many of those can only be
used for management and not for more specific topics, since indicators and
the simulation level of specific processes are not available.
The education in sustainable manufacturing is still developing, with much
to be explored (eg: there is no standard for an integrated sustainability
assessment across the economic, social and environment dimensions) and
this raises challenges in developing serious games.
The complexity of the contexts necessary to develop the relevant
competences in sustainable manufacturing make it difficult for users to
engage with the environment.
The use of serious games remains very limited, albeit increasing, with the
increased engagement via game play seen as detrimental to learning
effectively (eg: it is just a toy).
H. Duin, M. Fradinho, G. Cerinsek, M. Taisch, “Serious Games Supporting Competence Development in
Sustainable Manufacturing”, Handbook of Research on Serious Games as Educational, Business and Research
Tools : Development and Design, M. Cruz-Cunha and Joao Varajao (Eds), IGI Global, 2012, pp. 47-71;
Challenges of Serious Games for Improving Students’ Management Skills on Decision Making(pages 947-964)
Jannicke Baalsrud Hauge (BIBA Bremer Institut für Produktion und Logistik GmbH, Germany), Gabriele
Hoeborn (Universität Wuppertal-IZ3, Germany), Jennifer Bredtmann (Universität Wuppertal-IZ3, Germany)
(Please duplicate this table for further topics in your SIG – we expect typically 5 to 10 tables per SIG)
Topic
The Leaking STEM Pipeline
Relevance/priority 4
(on a 1-5 scale)
SoA/ SG Current
 A metaphor that is frequently used to describe the global phenomenon of
Status description
the under-representation in STEM studies and careers is to propose a
(with references)
“leaking STEM pipeline” carrying students from secondary education
through tertiary education and on to a job in STEM10
 Interest in STEM has been observed to decline most sharply around age of
14-15 and science and technical schools, compared to other subjects, is
failing to engage young people11,12,13. This is demonstrated to be the critical
period in students’ lives when key decisions and future orientations are
set. Researchers argue that by the age of 14-15, engagement with science
and (low) interest in technical careers has largely been formed14. By then,
approximately 20-30% of the population are interested in scientific
careers15. The project ROSE16,17 has demonstrated that few of the students
sampled wished to pursue a career in science or technology and the data
suggested that by the age of about 15 many young people had already
made up their minds about future fields of employment. Experiences in
high school science can therefore have a significant influence, since
decisions to forgo science subjects generally put an end to any formal
science education.
 In many countries, STEMs are among the disciplines where the drop-out
rates are the highest. Science suffers more than technology, especially
maths, physics and chemistry. For instance in Germany, 45% of entrants in
physics and 42% of entrants in chemistry finish their studies in the chosen
field, compared with the general average of 61% . Such high drop-out rates
have two main consequences: 1) they mechanically reduce the production
of STEM graduates; and 2) discourage other students from taking STEM
studies. This is known as the expectancy of success , i.e. knowing that the
success rate is low, young people tend to choose other studies.
10
Adamuti-Trache, M., and Andres, L. (2008): Embarking on and persisting in scientific fields of study: Cultural
capital, gender, and curriculum along the science pipeline. International Journal of Science Education 30(12),
pp. 1557-1584
11 Osborne, J. F. and Collins, S. (2001). “Pupils’ views of the role and value of the science curriculum: a focusgroup study.” International Journal of Science Education, 23(5): 441 – 468
12 Brotman, J.S., and Moore, F.M. (2008). Girls and Science: A Review of Four Themes in the Science Education
Literature. Journal of research in science teaching, 45(9), 971-1002
13 Barmby, P., Kind, P., and Jones, K. (2008). Examining changing attitudes in secondary school science.
International Journal of Science Education, 30(8), 1075-1093
14 Murphy, P. and Whitelegg, E. (2006). Girls in the Physics Classroom: A Review of the Research on The
Participation of Girls in Physics. London: Institute of Physics
15 Schreiner, C. and Sjoberg, S. (2007). Science education and youth’s identity construction – two incompatible
projects? In D. Corrigan, Dillon, J. and Gunstone, R, The Re-Emergence of Values in Science Education.
Rotterdam: Sense Publications.
16 Schreiner, C., and Sjoberg, S. (2004): ROSE – The Relevance of Science Education. Oslo: University of Oslo,
Faculty of Education
17 Dolinšek, S. (2008): ROSE Slovenija. Koper: Fakulteta za management
Requirements

It is necessary to engage the formal educational establishment, from
school authorities to the teachers.
Opportunities

SoA Gaps (if any)

Attractive knowledge delivery mechanisms and modern ICT technologies
can be a lever for enhancing the engagement of the “knowledge workers
of the future”. The new technologies required by the modern
manufacturing needs will have to be managed and used by humans with
sophisticated skills and competences, who have been shaped by the
pervasiveness of technology in society – the Y18 and Z19 generation.
Pedagogical frameworks introducing the complexity associated to
manufacturing and engineering at a young age, but tampered with reality
to avoid the disillusionment when in university.
Topic
Systematic approaches to game design in engineering and manufacturing
Relevance/priority 4 5
(on a 1-5 scale)
SoA/ SG Current
 The number of serious games in manufacturing is increasing but only a
Status description
small percentage has shown their potential learning effectiveness due to
(with references)
the poor didactical and game design. The complexity of the subject matter
makes it difficult and the existence of appropriate frameworks to develop
serious games are limited (eg: Oliveira and Duin 201220)
 Poor software design process in many serious games within the domain of
engineering and manufacturing

 Lack of overview over game mechanics that works for different engineering
topics- i.e we need different for production sites, gear boxes, design of
wings etc, than we need for management issues.
 Use game for going into 3d design,
Requirements


Opportunities
SoA Gaps (if any)
18
Have multi-disciplinary teams tackle the design and implementation of
serious games instead of just engineers designing for engineers.

The simulation engines supporting the underlying serious games is well
understood
 Strong existence of role-based training supported by non-digital games
 There are many lessons to be learnt from the experiences gained in the
business sector when the transition was done from turn-based
simulation to serious games
 Collaboration games- engineering games shortfall -collaboration
aspect emphazised
The existence of context specific frameworks that support better
engineering and manufacturingLack of under standing the game mechanics
http://en.wikipedia.org/wiki/Generation_Y
http://en.wikipedia.org/wiki/Generation_Z
20
M. Oliveira and H. Duin, “Lessons Learnt from Contextualized Interactive Story Driven Development
Methodology”, SGDA, Bremen, September 2012
19
suitable for engieering games Games not being facilitated
 gamify engineering processes

Topic
Games for 3D Design and final prototyping
Relevance/priority 2
(on a 1-5 scale)
SoA/ SG Current

Status description
 CAD design is an important issue in several engineering areas, and essential
(with references)
to combine form with function. However we also know that this is a
difficult topic to understand and teach, combining expertise from design and
engineering. The visualization and impact of the interplay is difficult to
comprehend and the use of game mechanics can assist in bridging the
different domains.
Requirements
Opportunities
SoA Gaps (if any)

It is necessary to design engaging interfaces that reflect the gamification of
the underlying product design process.

Interfaces to CAD software( like catia, autocad etc) ) for modifying the user
interface but also to access to the design process that scaffolds the tool
mental model
 All students need 3D design, thus large market
 Well familiar

No games for 3D final product, only for cad systems - there Artsaugmented spaces, but not for engineering.
Topic
Facilitation
Relevance/priority 4
(on a 1-5 scale)
SoA/ SG Current
Status description Engineering games are mostly based upon the principle of experiential
(with references)
learning theory, either based on Kolb (1984) or Nonaka (XXXX). This fits quite
well into the typical lab setting of engineering and natural science education.
Most games are facilitated, and most are deployed in a workshop setting, in
which the facilitator normally also is the expert (often the lecturer or an
external trainer). This setting is similar to the area of Business and
Management (and is used both for teaching process as well as managerial skills
in engineering)
Examples of games only in use if facilitated – Cosiga, Seconds, Logistik koffer
Examples of games that can be both- EMRGO??? INNOVATE21, Capitalism222,
EIS Simulation23
21
http://www-01.ibm.com/software/fr/solutions/soa/innov8.html
http://www.enlight.com/capitalism2/
23
http://www.calt.insead.edu/EIS/
22
The latter is a very particular case the may certainly raise interest for future
similar implementation. Noticeably, the virtual facilitation is not played into
the gaming session. In fact, the game is so short (just half an hour), immersive
and prone to time pressure, that it will be practically impossible to insert any
kind of facilitation. The stressing situation has to be lived from the beginning to
the end, no distractions allowed and a human or a virtual facilitation could
have a considerable impact on the game flow and the player’s engagement.
Maybe future development will consider the opportunity to extend the time
frame and of introducing (virtual) facilitation in the gaming session.
Since also the engineering education is moving more towards online education,
it is expected that there will be a growing need for single user games and
games not being facilitated in a workshop.
Single user games could be very useful for topics on design, PLM etc ( less on
managerial topics, needing collaboration)
We know little about online facilitation and virtual facilitation
Requirements
To understand which learning outcome is just from the game and what from
the facilitated process
Opportunities
The SGs used as test cases are facilitated in different deployment settings.
Opportunities for studying the best approaches in relation with online vs.
offline vs. blended deployment and with the virtualisation of the facilitation
may be caught.
SoA Gaps (if any)
Lack of studies about virtual facilitation.
Topic
Virtual reality
Relevance/priority 3
(on a 1-5 scale)
o
SoA/ SG Current
Status description  Virtual environment available. Gives the possibility to do simulation of
(with references)
failure, methods for analysing your design parameter etc, , realistic view of
design concepts24, right and/or ergonomic movements and position for
workers in their job position25 etc, but still in a safe environment- . Different
industrial branches are applying virtual reality solutions to support
engineering processes. - BMW (BMW Group Information. May 200326.
24

VR can be used for FMEA- analysis helping identify risks and failures at
an early stage of design and product development process.

Helps in the design of complex products.

Games in the ideation process could help evoke creativity, conceptual
(http://www.umi.cs.tu-bs.de/full/information/literature/sonderheft/shvirt7.pdf),
(http://www.vdc-fellbach.de/news/2213)
26
“Virtual Reality in Car Production”. http://www.bmwgroup.com/scienceclub) Audi26 , VW (Shewchuk et al,
1999)26
25
design would be good advantages......
Requirements
Opportunities
SoA Gaps (if any)

VR for maintenance and safety training available

RISK: If we move into a game slightly differently thinking, could lead to
paying less attention to safety and security related issues.

The benefits of VR/AR technologies in manufacturing has been reported in
literature: 58% hazards can be virtually identified in the steel industry27; AR
improves the assembling of parts by 82% when compared with the
traditional process28; an improvement of 5-10times in assembly
performance when using AR over the use of traditional 2D drawings29

The use of AR with mobile technology empowers the workers to access
information on-demand whenever the need arises30,31. In addition, the
solutions enable workers to be aware of their work environment and the
context of the manufacturing task being performed32.


.3d priniting necessary for final products





serious games for maintenance can help
Virtual reality maintenance- VR, more engaging for a employee,
No games available
We know not much about engineering related games mechanics for
VR implementation, if we use the wrong one, we can design the wrong
and perhaps dangerous products, i.e these have first to be identified.

Topic
Learning evaluation
Relevance/priority 4
(on a 1-5 scale)
SoA/ SG Current
Several studies indicates the effectiveness of games, both regarding
Status description managerial skills(collaboration, decision making,.........) and on process skills.....
(with references)
(ABET, 201233; Azadivar and Kramer, 200734;Bransford, 200735; Cheville and
Bunting, 201136; Chryssolouris, 200737; Davids et al, 200338; Duderstadt, 200939;
27
Määttä, T., Virtual Environments in Machinery Safety Analysis. Doctoral Dissertation, Tampere University of
Technology, 2004, 186 p
28
Tang., A., Owen, C., Biocca, F., Mou, W., Comparative effectiveness of augmented reality in object assembly
// Conference on human factors in computing systems, US, 2003, p. 73-80
29
Boud, A.C., Haniff, D.J., Baber, C., Steiner, S.J., Virtual Reality and Augmented Reality as a Training Tool for
Assembly Tasks // Proc. International Conference on Information Visualisation, 1999, p. 32
30
Malukder A., Roopa Y. (2006). Mobile Computing: Technology, Applications, and Service Creation. McGrawHill Professional
31
Cook D.J., Augusto J.C., Jakkula V.R., Ambient Intelligence: Technologies, applications, and opportunities.
Pervasive and Mobile Computing, Volume 5, Issue 4, August 2009, Pages 277–298
32
Cook D.J. and WenZhan Song, Ambient Intelligence and Wearable Computing: Sensors on the Body, in the
Home, and Beyond, Journ. Ambient Intell. Smart Environ. 2009 January 1; 1(2): 83–86
33
ABET, Criteria for Accrediting Engineering Technology Program, Effective for Reviews During the 2012-2013
Accreditation Cycle, 2012. http://www.abet.org/DisplayTemplates/DocsHandbook.aspx?id=3144.
34
Azadivar F. and Kramer B. “Rewards and Challenges of Utilizing University Research/Economic Development
Centers For Enhancing Engineering Education”, ASEE Annual Conference, USA, Honolulu, 2007.
Goh, 201240; Kalonji, 200541; Lang et al, 199942; Mathews, 200443; McMaster
and Komerath, 200544; Orange et al, 201245; Russell et al, 200146; Seely, 200547;
Waldrof et al, 200648;
Evaluation in this area still often done with questionnaire( pre and post),
interviews as well as the use of indicators built in the games( like in many
business games), in addition there are some examples of user behaviour.
Some games also use Balance scorecard- esp. In use for scm games, and lately
also Blooms taxonomy( or more often the changed one from Anderson etc)
Requirements
In built assessment mechanism in the game
Opportunities
SoA Gaps (if any)
35
Seamless assessment, faster processing,
Bransford J. “Preparing people for rapidly changing environment”, Journal of Engineering Education, 96 (1):
1-4, 2007.
36
Cheville A. and Bunting. C. “Engineering Students for 21st Century: Student Development Through the
Curriculum”, Journal of Advance in Engineering Education, Summer 2011.
37
Chryssolouris G. “On a European curriculum in manufacturing strategy”, In Proceedings of the “strategies for
global manufacturing: A European view of IMS, Zürich, Switzerland, 2007. ftp://
ftp.cordis.europa.eu/pub/ims/docs/4-5-chryssolouris.pdf.
38
Davis D. Beyerlein S. Thompson P. Gentili K. and McKenzie L. “How Universal are Capstone Design Course
Outcomes”, Proceeding of American Society for Engineering Education Conference, Session 2425, 2003.
39
Duderstadt J. “Engineering Curricula: Understanding the Design Space and Exploiting the Opportunities:
Summary of a Workshop”, National Academy of Science, ISBN: 978-0-309-14831-3, 2009.
40
Goh S M. “Star Power for teaching professional skills to engineering students”, Journal of Advance in
Engineering Education, Winter 2012
41
Kalonji G. “Capturing the Imagination: High-Priority Reforms for Engineering Educators”, Education the
Engineers of 2020: Adapting Engineering Education to the New Century; Committee on the Engineering of
2020 Phase2; National Academy of Engineering; ISBN: 0-309-55008-4, p: 146-150, 2005.
42
Lang J D. Cruse S. McVey F D. and McMastera J. “Industry Expectations of New Engineers: A Survey to Assist
Curriculum Designers”, Journal of Engineering Education, 43-51, 1999.
43
Mathews J.M. Directory of Engineering and Engineering Technology Co-op Programs, Mississippi State,
Miss.: Cooperative Education Division of the American Society for Engineering Education, 2004.
44
McMaster J H. Komerath N. “Boeing-University Relations – A Review and Prospects for the Future”,
Proceeding of American Society for Engineering Education Conference, 2005.
45
Orang M. Heineken W. Berger E. Krousgrill C. and Mikic B. “An Evaluation of HigherEd 2.0 Technologies in
Undergraduate Mechanical Engineering Courses”, Journal of Advance Engineering Education, Winter 2012.
46
Russell J. Stouffer S B. and Walesh S G. “Business Case for the Master’s Degree: The Financial Side of the
Equation”. in Proceedings of the Third National Education Congress, Civil Engineering Education Issues, D. E.
Hancher, ed. Reston, Va.: American Society of Civil Engineers, 2001.
47
Seely B E. “Patterns in the History of Engineering Education Reform: A Brief Essay”, Education the Engineers
of 2020: Adapting Engineering Education to the New Century; Committee on the Engineering of 2020 Phase2;
National Academy of Engineering; ISBN: 0-309-55008-4, p: 114-130, 2005.
48
Waldrof D. Alptekin S. and Bjurman R. “Plotting A Bright Future For Manufacturing Education: Results Of A
Brainstorming Session”, American Society for Engineering Education, 2006.
Topic
New Delivery Mechanisms
Relevance/priority 3
(on a 1-5 scale)
SoA/ SG Current
 The KNOW-FACT project49 has more specifically elaborated and validated
Status description
the Teacing Factory paradigm as the implementation of “a 2-ways learning
(with references)
channel”, communicating industrial practices from the factory to the
classroom and “new” knowledge from the academic/research site to the
factory. This is done also on a “virtual” basis, making use of ICT web-based
technologies
The idea of integrating the cornerstones of the knowledge triangle
(Innovation, Education and ResearchError! Reference source not found.)
into a single framework for supporting manufacturing education, has given
rise to an extended concept for the Teaching Factory50. Based on the
knowledge triangle notion, the Teaching Factory concept would become a
new paradigm of both academic and industrial learning, having in fact, a
hybrid mission:
Requirements

Engineering activities and hands-on practice under industrial
conditions for university students
o
Take-up of research results and industrial learning activities for
engineers & blue-collar workers
.
Opportunities

SoA Gaps (if any)

49
o
The model of teaching workplace has roots in the teaching hospital
with ample evidence of the learning effectiveness. However, scale
remains a main challenge and with the shortage of skilled workforce,
achieving a wider base of learners is of essence thus the attractiveness
of blending the new delivery mechanisms of teaching factory with
serious games
The teaching factory is an emerging concept
KNOW-FACT project, A Knowledge Partnership for the definition and launch of the European Teaching
Factory paradigm in manufacturing education,http://www.knowfact-project.eu
50
Chryssolouris, G., Mavrikios D., Papakostas N., and Mourtzis D. (2006). Education in Manufacturing
Technology & Science: A view on Future Challenges & Goals. Inaugural Keynote, Proceedings of the
International Conference on Manufacturing Science and Technology (ICOMAST 2006), Melaka, Malaysia,
August 2006
2) Vision and Gap
For each identified topic in your SIG develop a vision for the year 2020. Then determine the gap
between the state of the art and the vision. Identify the research needs and the steps (also including
tools, methods, etc.) to achieve the vision. You may complement the table with text drawn from
your annual reports.
Topic
Vision 2020
Games interacting and integrating to the physical environment
In 2020 we have the vision that engineering games will move toward a
sort of resilient game that adapt itself to the outside of the virtual world,
i.e. interact with the physical environment. This could be the operating
processes at the shop floor, or it can be in the maintaining processes,
integrating measures from the real system.
The system will adapt to it users and depending on the output/input
adjust the learning, changing the content. In order to be able to learn
about the users and the systems it needs to have an authoring system
going beyond current machine learning system, a context sensitive system,
that can “ reflect” and adapt will have to be an intelligent system, taking
its decions based on specific rules and the principle of AI.
Self resilient systems level of software, hardware, and controls, how do
you best call the right mechanics, the game mechanics needs to change
Design the mechanics so that you can discover new aspect, like service
discovery in IoT and autonomous logistics.
Gap: SoA - Vision
Research Need and
Steps
We do not expect that the facilitator will be rationalized. The facilitator
will still be the expert, and thus being the one take decision on changes at
the end. However, the facilitator will get suggestions for changes from the
system based on the information collected, processed and analysed from
the gaming system.
Have game that allow to do research----Service discovery in other areas- like IoT in logistics, and ICT service
development
Game for understanding quantum mechanics,
We do not know anything on how game mechanics works in such
environments, we first have to understand that
What if they change wrongly or work wrongly, how can we detect such
things- through the facilitator?????.
Possible related
topics/trends/enablers
(indicate conditions
and relationships)
(please duplicate this table for further topics in your SIG as needed)
3) Solutions
This step is optional. If you can complete some steps please do so. If not that’s ok.
For each identified topic develop solutions to close the gap – in the short term, medium term, and
long term. Also indicate the priority of each solution: High, Enabler, or Low.
We will have a Roadmap session on at the Madrid meeting on Wednesday morning 9 – 12.30. We
will review the roadmap contributions and then have an interactive working session.
Topic
Short-term
solution
(indicate
time,
conditions,
relationshi
ps)
Shop floor gamification
We have a large variety of games on collaborative issues as well as
managerial skills. I.e. we will look more into deployment than further
development. Deployment will mainly depend on assessment.
On the other hand, we are short of games on shop floor level, i.e games that
similar to the learning factory simulates the different processes. However
there are good simulation models available and also PPC available. Thus, first
step would be to look at gamification of such existing solution, before we
make completely new games
2010-2011- Microsoft visual studio environment soft ware engineering offers
some possibilities.
We have the knowledge, we will start to look at how to game mechanics can
be inserted into it.
Look at transfer from high level management games, mechanics from
everyday games already used in serious games, has to be rules, etc we start
with those and look at how these selected mechanics could be .
Look more into the process depth.
Mediumterm
solution
(indicate
time,
conditions,
relationshi
ps)
5 years –
In five years time we could have pervasive games. These are difficult to
develop. Need to contain SoA, self orientation, heuristics, intelligent
infrastructure
Actually the intelligent concepts and principle. in engineering and logistics
should be mapped into the games
Long-term
solution
(indicate
time,
conditions,
relationshi
Vision, longterm.................
Well, that has to be the self adapting games, intelligent and robust........
Johann: http://www.imti21.org/
Johann:
Priorit
y
ps)
http://www.tut.fi/idcprod/groups/public/@l102/@web/@p/documents/liit/
p023627.pdf
Rosa: http://www.sciencedirect.com/science/article/pii/S0926580508000289
theo: http://www.gamesforchange.org/play/foldit/
(please duplicate this table for further topics in your SIG as needed)
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To be enhanced efficiency of product development significant efforts has been done and
therefore engineers need to be trained in order to be enabled to work at new situation. It is
pinpointed by Cosiga and SBCE game and also raised at LeanPPD project (Pourabdollahian et al.,
2012; Kerga et al., 2012; Riedel and Pawar, 2001; etc.).
Supply Chain Management and Logistic are moving forward by ICT evolution to be as efficient as
possible. Several SGs have been developed that the oldest and most popular one is Beer game.
shortfall and Seconds are two SGs in this area by considering environmental impact at the story
(Riedel and Baalsrud, 2011; Baalsurd et al., 2008, etc.).
Running a factory in a big perspective is an essential skill taken in consider at engineering
curriculum. In that case Siemens launched Plantville game aiming to run a factory in which
players based on defined story should manage and coordinate different units such as
production, maintenance, HRM, logistic, etc.
Respect to ethical and professional rules is highlighted at contemporary engineering curriculum
and is the main theme of SGs such as industrial waste management game and Shortfall. (Hirose
et al., 2004; Gennett, 2010, etc.).