Implementation of Actionable Gamification Design Framework in Machining Training

Krzysztof Kamil Jarosz; Trisha Gard-Thompson; Chao Peng; Rui Liu

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Redefining Manufacturing Education Practices
Tagged Division: Manufacturing Division (MFG)
Tagged Topic: Diversity
Page Count: 16
DOI: 10.18260/1-2--43528
Permanent URL: https://peer.asee.org/43528
Download Count: 210

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Paper Authors

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Krzysztof Kamil Jarosz Rochester Institute of Technology

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Graduate Research Assistant at RIT SMRG

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Trisha Gard-Thompson Rochester Institute of Technology (COE) orcid.org/0009-0008-6232-3063

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Chao Peng Rochester Institute of Technology

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Dr. Chao Peng is an Associate Professor of the School of Interactive Games and Media in the Golisano College of Computing and Information Sciences at Rochester Institute of Technology. His research areas include but are not limited to virtual reality, gamification, high-performance graphics, and 3D interaction.

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Rui Liu Rochester Institute of Technology (COE)

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Rui Liu is currently an Assistant Professor in the Mechanical Engineering Department at Rochester Institute of Technology. He received his B.S. degree at Beijing University of Aeronautics and Astronautics, China, in 2005. In 2010, he received his M.S. in Mechanical Engineering at Northeastern University. In 2014, he completed his Ph.D. in Mechanical Engineering at Georgia Institute of Technology. Dr. Liu’s research covers a wide range of topics in advanced manufacturing, including AI-based tool condition monitoring (TCM), cognitive ergonomics for human-centered machining, and machining education modernization for future workforce development.

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Abstract

With the development of Industry 4.0 technologies adopted in machining industry, more and more machine tools and systems become smarter and automatic. However, contrary to our expectations, the machining automation has not much reduced the labor shortage issue in the machining industry, and this demand gap is gradually expanding in recent years. Although this issue is multiaspect and complicated, it is evident that one of the main reasons comes from the conventional training system. By comparing with the outdated training content, which has been realized and emphasized by machining training providers, the problems regarding the training method have not yet attracted sufficient attention.

In order to realize the training outcomes efficiently, instructor-led and on-the-job training methods are widely adopted by most of the machining training programs. However, trainee’s engagement, i.e., interest and involvement, is often ignored, which is one of the main reasons for downward enrollment and retention rate of many machining related programs from trade schools or community colleges. To engage the younger generation into this career field, more attention should be paid to incorporate more training methods favorite with young students, and the interactive training method with game-based elements has been proved to be a good solution in many similar applications.

Gamification, a technique to facilitate training and learning within the playable context, has the potential to enhance training engagement. In a gamified application, game design elements and gameplay mechanics are added to motivate trainees to stay in the loop of repeating necessary equipment operations while mitigating the mental fatigue they might have due to lack of interest and the boreout syndrome at machining workspace. Gamification is promising to improve self-motivation by stimulating the desire to pursue a gaming-inspired goal (i.e., reaching a winning condition in the game or earning a level-up badge to show off on the profile). By connecting the training tasks to a gaming goal, trainees would be more likely to enjoy doing the practice and feel less forced.

The objective of this study is to systematically evaluate the conventional machining training under the guidance of the Octalysis Framework with eight core drives of gamification and come up with the Octalysis score to each core drive. In addition, the Octalysis for conventional machining training will be compared with the designs and mechanics of successful skill-learning games to identify the strong and weak aspects of learning engagement. From this study, it is expected to propose a new perspective to evaluate the current machining training method on student attraction and engagement and improve it with appropriate game-based elements.

Citation
Format

Jarosz, K. K., & Gard-Thompson, T., & Peng, C., & Liu, R. (2023, June), Implementation of Actionable Gamification Design Framework in Machining Training Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43528

TY  - CPAPER
AB  - With the development of Industry 4.0 technologies adopted in machining industry, more and more machine tools and systems become smarter and automatic. However, contrary to our expectations, the machining automation has not much reduced the labor shortage issue in the machining industry, and this demand gap is gradually expanding in recent years. Although this issue is multiaspect and complicated, it is evident that one of the main reasons comes from the conventional training system. By comparing with the outdated training content, which has been realized and emphasized by machining training providers, the problems regarding the training method have not yet attracted sufficient attention.

In order to realize the training outcomes efficiently, instructor-led and on-the-job training methods are widely adopted by most of the machining training programs. However, trainee’s engagement, i.e., interest and involvement, is often ignored, which is one of the main reasons for downward enrollment and retention rate of many machining related programs from trade schools or community colleges. To engage the younger generation into this career field, more attention should be paid to incorporate more training methods favorite with young students, and the interactive training method with game-based elements has been proved to be a good solution in many similar applications.

Gamification, a technique to facilitate training and learning within the playable context, has the potential to enhance training engagement. In a gamified application, game design elements and gameplay mechanics are added to motivate trainees to stay in the loop of repeating necessary equipment operations while mitigating the mental fatigue they might have due to lack of interest and the boreout syndrome at machining workspace. Gamification is promising to improve self-motivation by stimulating the desire to pursue a gaming-inspired goal (i.e., reaching a winning condition in the game or earning a level-up badge to show off on the profile). By connecting the training tasks to a gaming goal, trainees would be more likely to enjoy doing the practice and feel less forced. 

The objective of this study is to systematically evaluate the conventional machining training under the guidance of the Octalysis Framework with eight core drives of gamification and come up with the Octalysis score to each core drive. In addition, the Octalysis for conventional machining training will be compared with the designs and mechanics of successful skill-learning games to identify the strong and weak aspects of learning engagement. From this study, it is expected to propose a new perspective to evaluate the current machining training method on student attraction and engagement and improve it with appropriate game-based elements.

AU  - Krzysztof Kamil Jarosz
AU  - Trisha Gard-Thompson
AU  - Chao Peng
AU  - Rui Liu
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Implementation of Actionable Gamification Design Framework in Machining Training
UR  - https://peer.asee.org/43528
DO  - 10.18260/1-2--43528
ER  -