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1. Introduction
Experiential learning approaches (including gamification) can be dated back to the late 1960s. These approaches are supposed to address many of the limitations of more traditional teaching specifically cognitive and effective learning issues while facilitating interactivity, collaboration, peer learning and active learning. Learning occurs naturally while playing games, and as stated by Gee (2007, p. 3), “you cannot play a game if you cannot learn it”. Although fun and entertainment are generally what first attract students to games, the engaging learning experience of game playing is contributed to the effective principles or approaches embedded in the game designs, to facilitate positive learning outcomes (Becker 2007; Gee 2007). It is thus reasonable to claim that the desire to create fun games seems to correlate well with the desire to create good learning experiences. As Deterding et al. (2011) further stress it: Fun is learning under optimal conditions.
Gamification as an educational and commercial approach is experiencing a rising trend in all aspects. For example, estimates from 2013 showed that at least 44 per cent of the 1.6 billion internet users play online games on a regular basis (Wiklund and Wakerius, 2016). Furthermore, by 2017, the gamification industry is expected to grow to 82 billion USD (Seiffert and Nothhaft, 2014).
Gamification in lean thinking learning context aims to imitate an overall system (manufacturing, service, supply chain […] etc.), subsystems or process using collaborative and/or competitive games. Lean games are designed to represent or predict aspects of the behavior of the problem or issue (waste, inefficiency, variation […] etc.) being studied through the different game components and mechanics. Lean games can allow experiments to be conducted within a fictitious situation to show and teach students the real behaviors and outcomes of possible condition at different systems setups before and after implementing various lean tools and principles. These system setups can include production, service, government, health and supply chain environments at different degrees of details and complexity.
Lean gamification has been well established in the industry by trainers and consultants for teaching lean thinking. However, and given that its usage is now growing within higher education, the suitability of these games requires further investigation. This is mainly due to the difference in both the environment as well...