Teaching Supply Chain Management Using an Innovative Practical Game

Teaching Supply Chain Management Using an Innovative Practical Game

Iwan Vanany (Sepuluh Nopember Institute of Technology (ITS), Indonesia) and Ahmad Syamil (Bina Nusantara (Binus) University, Indonesia)
DOI: 10.4018/978-1-7998-0945-6.ch039


This paper presents a new practical game which helps undergraduate students to understand how the concept of supply chain management (SCM) works. The game uses a simple supply chain structure incorporating three entities of the supply chain: supplier, plant, and customer. The game employs a set of toy building blocks such as LEGO® blocks and has the rules of the game, responsibility of each player, product descriptions and bill of materials. This competitive game is used supply chain cost as the measuring to determine the winner team of the game and the Bloom's taxonomy as guidelines to develop the assessment testing based on the learning objectives of courses. This proposed board game has been tested by many undergraduate students who are taking SCM and Logistics Management courses. The results show that the students who played the game reached the higher scores of assessment testing than students who didn't play the game. Furthermore, most students have also positive view about this game.
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Literature Review

The use of games as experiential educational tools to support learning in some university courses including supply chain management and logistics management is becoming accepted by lecturers. Kolb (1984) believes that an experiential learning approach could be used to support transition from conceptual theories to practice and reflection. Ruben (1999) pointed out that games as experience-based learning have the potential to ‘make up’ for traditional learning. Courses using board games can be beneficial to lecturers both giving immediate student feedback as well as allowing students the freedom to explore the concepts of the SCM theory (Gee (2003); Squire (2003); and Echeverria (2011)).

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