Teaching Operations Management with Virtual Reality: Bringing the Factory to the Students

Autor/inn/en	Netland, Torbjørn H.; Flaeschner, Oliver; Maghazei, Omid; Brown, Karin
Titel	Teaching Operations Management with Virtual Reality: Bringing the Factory to the Students
Quelle	In: Journal of Management Education, 44 (2020) 3, S.313-341 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Netland, Torbjørn H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/1052562919892028
Schlagwörter	Teaching Methods; Business Administration Education; Management Development; Simulated Environment; Computer Simulation; Information Technology; Technology Uses in Education; Graduate Students; Learning Experience; Instructional Effectiveness; Discovery Learning; Active Learning; Feedback (Response); Student Attitudes; Instructional Innovation + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Künstliche Umwelt; Computergrafik; Computersimulation; Informationstechnologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lernerfahrung; Unterrichtserfolg; Entdeckendes Lernen; Aktives Lernen; Schülerverhalten; Educational Innovation; Bildungsinnovation
Abstract	Recent developments in virtual reality (VR) technologies offer new opportunities for teaching management courses. The objective of this article is to present one way to use VR to teach operations management. In partnership with a global manufacturer, we integrate virtual environments of the manufacturers' real factories in a course assignment. The assignment was used in two graduate operations management courses. Theoretically, we draw on the concept of immersion. To evaluate the effects of VR on students' learning experiences, we use focus groups and a survey. We find that VR can be implemented cost-efficiently in operations management courses and present one way to do it. Considering effectiveness, we find that students generally perceive that VR improves their learning experience. The presented VR assignment provides students a guided discovery learning, which is active. However, we also find several limitations with the current technology, which can be overcome in future implementations. Teachers can use the idea and findings presented here to innovate their own teaching by the means of readily available and low-cost VR technologies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01