ASB/ABJ 4115 Management Research

ASBASB/ABJ 4115 Management Research Assignment Sample

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To be more specific, for institutions of higher learning, it is critical at this time to include the most up-to-date industry practise technology into the teaching methodologies used by these institutions. Using virtual reality education games to enhance the teaching process at a university is the focus of this case study, which will investigate the ramifications of this decision. It should be noted that the research was carried out in the Department of Industrial Engineering at the University of Ilina and was separated into two portions, which is the fourteenth point (Agyabeng-Mensah2021).

Over view

It was decided to start by conducting a poll among students to find out whether they were content with the educational practises that were currently in place. Over the course of this era, the 5S approach for teaching lean management was put into practise. Using a virtual reality teaching game, this strategy was taught to the students, who found it to be highly effective. Researchers devised and built the game themselves, using the Godot game engine, which was also used in the development of the project.

The game was played by participants in the study. During class time, students were offered the option of participating in the instructional game that was being played at that moment. Following the conclusion of the game, players were requested to take part in an online survey that was performed immediately following the conclusion of the game.

This exercise was developed in order to offer students with a forum in which to voice their ideas on the educational game, as well as to draw attention to the most essential advantages of incorporating this approach into the classroom. Prior to bringing the research to a conclusion, the authors used all of the information they had acquired to weigh the benefits and drawbacks of including virtual reality games into the teaching of principles of industrial engineering into their final stage.


There has been a lot of discussion about the notion of Industry 4.0 among professionals who work in the fields of industrial engineering and manufacturing. The concept has sparked a lot of debate and controversy among those who work in these fields. Industry 4.0 is being implemented in the Slovak Republic at the moment, in which digital technology and robots are being linked with traditional manufacturing to build a highly integrated value chain, which is referred to as “Industry 4.0” in the country’s industrial context.

The Internet of Things, cloud computing, cyber-physical systems, and the use of virtual reality are all included in the Industry 4.0 idea [2, which is a subset of the broader concep, as is the Internet of Things [3, which is a subset of the broader concept. In order to reap the full advantages of Industry 4.0, it is vital to integrate digitalization and the digital factory into the production process


Literature findings

. When workers work together in the digital factory, which is a three-dimensional depiction of computer and information technologies, they create a seamless environment in which they may collaborate on projects with one another. With regard to highly sophisticated manufacturing systems, the Fourth Industrial Revolution (Industrie 4.0) identifies the digital factory as serving as the cornerstone for such systems.

As a result of the widespread availability of digitization, firms may now plan for revolutions and complete digital conversions of their manufacturing plants. Tools and technologies that are now accessible are key components of the design process for manufacturing systems, especially when it comes to automating production. Modern society today recognises the existence of a unique set of professions known as advanced industrial engineers (AIEs), an acronym for Advanced Industrial Engineering.

Developing digital industrial instruments allows for the creation of whole new production systems, as well as the upgrading of current production and logistics systems, as well as the creation of wholly new work environments. It is vital to understand how lean management technologies connect to the design and optimization of manufacturing and logistics systems in order to build and optimise these systems in an effective and efficient manner(Krajčovi2022).

Since 2013, scientists at Ilina’s Department of Industrial Engineering have focused their efforts on developing a digital factory, and they have recently published a paper documenting their findings in this field. The ideas of lean management are used in the teaching of a number of courses at the university, including those pertaining to the Digital Enterprise, Operations Management, and the Design of Production and Assembly Systems.

Furthermore, this is true for a large number of other courses provided by the institution. Because the university serves as both a research and an instructional institution, it is continually searching for methods to enhance the teaching process while also ensuring that students get the most up-to-date knowledge and technology available. The study as a consequence is largely concerned with the convergence of practise and education, which is accomplished via the application of contemporary virtual reality technologies.


As a whole, Grabinger contends that educational reform is necessary to aid pupils in acquiring the capacity to think freely and solve issues on their own. It is possible that youngsters will acquire misconceptions regarding the greater context in which the knowledge and ideas are provided and employed since they are encouraged to memorise facts and concepts throughout their schooling. For educational institutions, maintaining and growing student motivation is becoming an increasingly difficult challenge .

As a result of this difficult scenario, it seems that the employment of games’ motivational power in conjunction with the introduction of gamification into university education may be a viable solution to the issue. The subject of how to include chosen academic courses into video games in order to attain the objective of learning via play has been debated for quite some time now. A number of different ways have been offered.

Based on the findings of Putz  [the researcher who conducted the study, gamification helps students remember information for a longer period of time and has a favourable influence on educational activities by incorporating game dynamics into the learning process. As a result of this change in public attitude, traditional games are now being used more widely, which opens the way to a more general adoption of informative games in the years to come.

Students may be encouraged and taught that learning may be enjoyable when gaming features are included into the educational process when gaming components are incorporated into the educational process. Educators may find scientific and technical knowledge to be helpful teaching tools since they are both creative energies that have the ability to assist individuals in realising their full potential.

For those concerned about the environment’s long-term viability, virtual reality, which has been defined as a technology that enables users to absorb immersive information , opens the door to a plethora of possibilities (Abdallah,2021).

Findings and analysis

Increasingly popular outside of the laboratory in recent years, virtual reality has found uses in a variety of sectors, including scientific study, medical treatment and teaching. Virtual reality training has been proved to be a feasible alternative to conventional training approaches when training in real-world circumstances is either harmful and damaging or costly and cumbersome (Eldeep,2022).

In order to assess the advantages of using virtual reality into classroom instruction, several research have been undertaken in this area. It seems that there is a relationship between the best game design and the complexity of a curriculum, as well as a student’s motivation to learn, according to the results of this research in particular.

After conducting a research into the existing status of instructional material, Kang  developed a model that, according to him, is tailored to the needs of the business sector. In accordance with the findings of this study, successful training requires close collaboration between educational institutions and organisations from the business sector. In accordance with the conclusions of this research,

Kim  has uncovered a new trend in video games and interaction strategies based on the information he has acquired. This trend is geared at offering gamers with a more immersive experience, according to Kim. The Unified Modeling Language (UML) is, in his opinion, a virtual reality-based modelling language that he utilises to construct an immersive model that he believes is more successful than flowcharts in terms of assisting him in better grasping the game’s content.

As Klein, (2022) points out, having fun while learning is highly appreciated in the current state of game-based education; yet, this places a significant amount of pressure on game producers to make games that are both enjoyable and instructional at the same time. The author got to the opinion that a serious game that provides an acceptable balance of fun and learning is beneficial to all players after doing his own game creation and evaluation.

According to Horej  mechanical engineering graduates of the future should be familiar with virtual and augmented reality technology, as well as alternative educational techniques that include gaming engines. I As a side project, Horej and his colleagues developed DigiTov, a video game for industrial engineering students that, in addition to the source engine, makes use of their own model libraries and scripts that they developed from the ground up.

As a result, it was necessary to include a production line into an already-existing game, and Plavis VisTable Touch, a software tool for planning and optimising industrial layouts, was employed to complete this endeavour (Half-Life 2). The team didn’t start working on an automated installation and setup tool until after the event had taken place. It was put to fantastic use in the classroom for many years after it was produced as a consequence of its first introduction, which occurred shortly after the game was created.

This game was particularly well-suited for first-year engineering students to play because of the simplicity with which the programming component could be learnt and used. Participants were needed to connect to and utilise virtual reality technology in order to demonstrate the potential of virtual reality technology in the field of production management. The aim was achieved by the incorporation and use of virtual reality technology in this gaming environment.

Several promotional materials, including two interactive books and a website that acted as an advertising, were developed to help market the DigiTov video game. The authors of this research were given the option to participate in this game by the University of West Bohemia in Pilsen, which they took advantage of while in Pilsen (Czech Republic). Our learning from this event inspired us to create our own instructional game that would educate people about lean management principles and practises.

Shortell, (2021) explains how lean manufacturing concepts may be successfully incorporated into the manufacturing manufacturing process by using instructional games to integrate lean manufacturing ideas into the manufacturing manufacturing process. According to Badurdeen , in order for participants to feel that they are actively contributing to the solution of a problem, they must believe that they are actively contributing to the solution of a problem. Because of this, students are more interested in and ready to learn about a broad variety of topics as a direct result of their exposure to them in school.

While it is critical to research the knowledge you need to address a problem, it is also important to join an organisation or group that will put the information you have learned to use . When Rundal (2021 had finished his investigation, he came to the conclusion that simulations and games may possess specific characteristics. During the course of experiential learning, the user attempts to fix an issue by using a range of tools and tactics.

Because there is no obvious aim in a typical game, it is unlikely that the game would lay a heavy focus on the educational parts of the game as well. Even while it is not absolutely necessary for the success of instructional video games, it is an important component of the game. After doing research on lean management simulations and games, the author came to the conclusion that participant learning should come via trial and error rather than through scripted training or instruction.

In particular, he notes the lack of a focus on soft skills in current simulations and games for learning lean management practises, as well as the emphasis on linear lean management processes in current simulations and games for learning lean management practices( Rundall,2021). The teacher’s function should be more that of a facilitator rather than that of an instructor beyond certain limitations to guarantee that pupils learn well.

Realistic presentation and the proper use of real-world products and locations are critical when designing educational games, and this applies to both the audiovisual presentation and the development of educational games. This is especially true when it comes to the development of games for young kids. Mahmoud, (2021)studied the possibility that gamified seminars may contribute in increasing student learning efficiency in the classroom.

An experiment in which students were educated via gamified workshops was conducted, with the findings showing that a control group got teaching in a more traditional manner. According to the conclusions of a recent research study, the use of gamification may help students retain more information after they have completed their course.

It was discovered via the study’s findings that there was no statistically significant difference in the amount of effect exerted by this factor based on the age or gender of the people who participated. The present worldwide pandemic has sparked an increased interest in students’ mental health, which is becoming increasingly frequent among educators. According to the findings of the study, almost one-third of students at Comenius University in Bratislava (Slovakia) showed more severe depressive symptoms than the general population (Lista,2022).


Another conclusion is that one out of every five university students has extreme levels of anxiety at some point during their time at the institution. This expansion occurred at the same time as the outbreak of the epidemic in the mid-2030s, when anti-pandemic measures were at their most zealous level. Several studies have hypothesised that the epidemic has caused students’ mental health to decline, and more than two-thirds of students who participated in the survey have agreed with this theory.

One of the authors constructed a virtual reality instructional game while the others were at work, which was then utilised to perform the inquiry. Despite the fact that this research was conducted before to the onset of the worldwide pandemic, it was not conducted during the epidemic itself. Distance learning will be implemented in Slovak universities starting in March 2020, with the exception of courses lasting just a few weeks.

It has been shown that the notion of designing instructional games for students enrolled in distant education is one that should be pursued further.

Gamification is a negative solution in all instances, according to Lee [6, because of the potential of game addiction]. [6] The educational value of a game will be maximised to the maximum degree feasible if the game’s design is purposeful and takes into account the game’s instructional value throughout the development process.

According to the player, it should clearly identify the goals that have been met and should depend on previous study and outcomes to support its claims.

Aside from that, the instructor is a very crucial part of the whole operation. Taking into account the teacher’s features and ability to enthral children while also providing them with counselling [24] should be taken into consideration [25]. Overall, it seems that there is a strong focus placed on personalisation and inclusion throughout the instructional preparation process, which according to Colás-Bravo [25] are important elements to consider during the process of instructional preparation.

As he points out, when it comes to student achievement, instructor attitudes about the usage of digital technologies are just as important as the technology itself when it comes to student achievement. It is essential for an educator to be well-versed in his or her own techniques and to be always on the lookout for ways to make them even more effective in order to be a great management.

To supplement their learning, students were given the opportunity to participate in a virtual reality 5S educational game during the second phase of the teaching process. In collaboration with the Department of Industrial Engineering at the University of Illinois at Urbana-Champaign and the game engine Godot, the Department of Industrial Engineering developed the instructive game, which may be found on the University of Illinois website.

A visually appealing presentation of the 5S concept was expected to be provided to students, with the hope that this would encourage them to use it as a tool for lean management in their respective places of employment. First- and second-year degree students (both Bachelor’s and Master’s degree students) were given the opportunity to participate in the game as part of their education in Production and Assembly Systems, Operations Management, and Digital Factory. Students worked in small groups over the course of the summer semesters to grasp new concepts through the use of this educational game, which they played in pairs.


In order to teach students to the 5S approach, a game consisting of six levels was used to educate them to the methodology. Level 0 served as an introduction to the method. The player will avoid having to replay a game in order to avoid having to start over from the very beginning if they complete all levels with sufficient points (a more full explanation is given in Section 4.1.7).

When it came to determining the length of the game, the amount of time each player spent playing was decided by their degree of expertise. It takes an average of 17 minutes to accomplish all of the levels on a computer system, according to the data collected (the shortest time was 12 minutes, and the longest was 25 minutes). The 5S technique is detailed in full in Section 4.1, and they were responsible for following the phases of the process in order to fulfil the responsibilities that had been allocated to them in the previous section.

In addition to playing the instructive game, students were given a printed questionnaire to complete and return once they finished. As a result of our analysis, we were able to provide answers to a number of study questions and assess if a virtual reality educational game might be used effectively as a teaching tool in the classroom. A number of interviews were conducted with a chosen group of participants in order to aid in filling in the gaps in the responses that had not been entirely filled out before.





Abdallah, A.B., Alkhaldi, R.Z. and Aljuaid, M.M., 2021. Impact of social and technical lean management on operational performance in manufacturing SMEs: The roles of process and management innovations. Business Process Management Journal.

Agyabeng-Mensah, Y., Tang, L., Afum, E., Baah, C. and Dacosta, E., 2021. Organisational identity and circular economy: Are inter and intra organisational learning, lean management and zero waste practices worth pursuing?. Sustainable Production and Consumption, 28, pp.648-662.

Eldeep, A.M., Farag, M.A. and Abd El-hafez, L.M., 2022. Using BIM as a lean management tool in construction processes–A case study. Ain Shams Engineering Journal, 13(2), p.101556.

Klein, L.L., Alves, A.C., Abreu, M.F. and Feltrin, T.S., 2022. Lean management and sustainable practices in Higher Education Institutions of Brazil and Portugal: A cross country perspective. Journal of Cleaner Production, 342, p.130868.

Krajčovič, M., Gabajová, G., Furmannová, B., Vavrík, V., Gašo, M. and Matys, M., 2021. A case study of educational games in virtual reality as a teaching method of lean management. Electronics, 10(7), p.838.

Krajčovič, M., Gabajová, G., Furmannová, B., Vavrík, V., Gašo, M. and Matys, M., 2021. A case study of educational games in virtual reality as a teaching method of lean management. Electronics, 10(7), p.838.

Lista, A.P., Tortorella, G.L., Bouzon, M., Thürer, M. and Jurburg, D., 2022. Soft and hard skills development in lean management trainings. International Journal of Lean Six Sigma.

Mahmoud, Z., Angelé-Halgand, N., Churruca, K., Ellis, L.A. and Braithwaite, J., 2021. The impact of lean management on frontline healthcare professionals: a scoping review of the literature. BMC health services research, 21(1), pp.1-11.

Rundall, T.G., Shortell, S.M., Blodgett, J.C., Henke, R.M. and Foster, D., 2021. Adoption of Lean management and hospital performance: results from a national survey. Health Care Management Review, 46(1), pp.E10-E19.

Shortell, S.M., Blodgett, J.C., Rundall, T.G., Henke, R.M. and Reponen, E., 2021. Lean management and hospital performance: adoption vs. implementation. The Joint Commission Journal on Quality and Patient Safety, 47(5), pp.296-305.

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