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) 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.).