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Journal articles on the topic 'Game project management'

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Published: 4 June 2021
Last updated: 8 February 2022

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1

CURIEL, IMMA. "PROJECT MANAGEMENT GAMES." International Game Theory Review 13, no. 03 (September 2011): 281–300. http://dx.doi.org/10.1142/s0219198911003003.

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This paper studies situations in which companies can cooperate in order to decrease the earliest completion time of a project that consists of several tasks. This is beneficial for the client who wants the project to be completed as early as possible. The client is willing to pay more for an earlier completion time. The total payoff must be allocated among the companies that cooperate. Cooperative game theory is used to model this situation. Conditions for the core of the game to be nonempty are derived. We study a class of project management games for which necessary and sufficient conditions for the nonemptiness of the core can be derived. We will show that a subset of the set of balanced project management games can be partitioned into a class of 1-convex games and a class of big boss games. Expressions for the extreme points of the core, the τ-value, the nucleolus, and the Shapley-value of games in these two classes are derived.
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2

Rumeser, David, and Margaret Emsley. "Lessons learned from implementing project management games." International Journal of Serious Games 6, no. 1 (March 14, 2019): 71–92. http://dx.doi.org/10.17083/ijsg.v6i1.130.

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The purpose of this paper is to identify the principles governing successful project management serious (educational) game design and implementation by identifying lessons learned from implementing such games. This paper applied a triangulation method that qualitatively blends the perspectives of project management practitioners, game designers, and learners. The findings of this paper suggest principles of game realism, context, display, gameplay clarity, target audience, feedback, setting, debriefing, communication mode, and personalization. The main potential beneficiaries of this research include project management educators, trainers, students, training participants, and game designers. The study provides a comprehensive project management game design and implementation guideline that could help improve the quality of project management serious games. This paper is the first exploratory study to blend the perspectives of learners (students), serious game experts, and experienced project management practitioners in order to identify the key principles of delivering successful project management educational or serious games.
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Jääskä, Elina, Kirsi Aaltonen, and Jaakko Kujala. "Game-Based Learning in Project Sustainability Management Education." Sustainability 13, no. 15 (July 22, 2021): 8204. http://dx.doi.org/10.3390/su13158204.

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Projects and project-based activities account for over 30% of the global GPD and act as significant vehicles in the transition towards a more sustainable future. Sustainability strategies are typically enacted and implemented through projects in project-based organisations and firms. Incorporating sustainability principles into the project, product, and service management processes with successful project decision making is a challenging task and requires new personnel competencies and skills. Project sustainability management education requires the embedding of sustainability principles into project management education in a purposeful, integrative, innovative, and seamless manner. One way to facilitate this process is educational games. Active and experiential teaching methods will enable learning and practising complex project management activities in a simulative environment and are challenging at the same time. To extend knowledge of designing and using educational games for project sustainability management education, we explore the development and use of a novel educational game solution called the Project Business Game. It provides students and teachers with a computer game environment and game-based learning solution in which project planning, stakeholder management, cost management, decision making, and risk management skills can be enhanced by means of experiential, situational, and problem-based learning. The use of the game was explored in the context of educating European students of ‘Junior Expert in Circular Economy’ on a blended learning course in spring 2021. Action design research was applied as a research method. The results describe the requirements and goals for the instruction and the game design process based on these needs and experiences of the implementation. The findings indicate the strong suitability of using game-based learning methods to teach project sustainability management and create positive student experiences of achieving learning goals and improving engagement.
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Moraes, Renato de Oliveira, and André Heleno Batista. "Project management business game." Product Management & Development 13, no. 2 (2015): 95–102. http://dx.doi.org/10.4322/pmd.2015.008.

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Baleani, Federico, and Habib Sedehi. "Education game per Project Management." PROJECT MANAGER (IL), no. 31 (August 2017): 40–43. http://dx.doi.org/10.3280/pm2017-031011.

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6

Rounds, Jerald L., David Hendrick, and Scott Higgins. "Project Management Simulation Training Game." Journal of Management in Engineering 2, no. 4 (October 1986): 272–79. http://dx.doi.org/10.1061/(asce)9742-597x(1986)2:4(272).

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M., Nitish. "Game Design for Project Management Game – A Tool to Educate on Software Project Management." International Journal of Computer Applications 180, no. 37 (April 18, 2018): 10–14. http://dx.doi.org/10.5120/ijca2018916917.

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8

Fei, Wei. "Interval-Valued Bimatrix Game Method for Engineering Project Management." International Journal of Fuzzy System Applications 4, no. 3 (July 2015): 1–9. http://dx.doi.org/10.4018/ijfsa.2015070101.

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The bimatrix game theory is concerned with how two players make decisions when they are faced with known exact payoffs. The aim of this paper is to develop a simple and an effective bilinear programming method for solving bimatrix games in which the payoffs are represented by intervals. Because the payoffs of the bimatrix game are intervals, the values of the bimatrix game for both players are intervals as well from the viewpoint of logic. Based on the definition of the values of the bimatrix game for players, the game values may be regarded as functions of payoffs belonging to the payoff intervals, which are proven to be monotonic non-decreasing. A pair of auxiliary bilinear programming models is formulated to obtain the upper bound and the lower bound of the interval-type values of the interval-valued bimatrix game by using the upper bounds and the lower bounds of the payoff intervals, respectively. A real example of the engineering project management problem is used to illustrate the applicability and effectivity of the proposed models and method.
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9

Rumeser, David, and Margaret Emsley. "Can Serious Games Improve Project Management Decision Making Under Complexity?" Project Management Journal 50, no. 1 (November 26, 2018): 23–39. http://dx.doi.org/10.1177/8756972818808982.

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The existing literature on project management serious games tends to ignore the effect of project complexity levels on decision-making performance. This research fills this gap by conducting an experiment whereby two similar project management games with different complexity levels were applied. Our findings suggest that these games can improve players’ decision-making performance both in the less complex and more complex scenarios. We also discover that game complexity levels do not affect teams’ decision-making performance improvement, and that teams with more project work experience tend to improve more than those with less experience in the more complex game.
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10

Starling, Grover. "Project Management as a Language Game." Industrial Management & Data Systems 93, no. 9 (September 1993): 10–18. http://dx.doi.org/10.1108/eb057533.

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11

Piraveenan, Mahendra. "Applications of Game Theory in Project Management: A Structured Review and Analysis." Mathematics 7, no. 9 (September 17, 2019): 858. http://dx.doi.org/10.3390/math7090858.

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This paper provides a structured literature review and analysis of using game theory to model project management scenarios. We select and review thirty-two papers from Scopus, present a complex three-dimensional classification of the selected papers, and analyse the resultant citation network. According to the industry-based classification, the surveyed literature can be classified in terms of construction industry, ICT industry or unspecified industry. Based on the types of players, the literature can be classified into papers that use government-contractor games, contractor–contractor games, contractor-subcontractor games, subcontractor–subcontractor games or games involving other types of players. Based on the type of games used, papers using normal-form non-cooperative games, normal-form cooperative games, extensive-form non-cooperative games or extensive-form cooperative games are present. Also, we show that each of the above classifications plays a role in influencing which papers are likely to cite a particular paper, though the strongest influence is exerted by the type-of-game classification. Overall, the citation network in this field is sparse, implying that the awareness of authors in this field about studies by other academics is suboptimal. Our review suggests that game theory is a very useful tool for modelling project management scenarios, and that more work needs to be done focusing on project management in ICT domain, as well as by using extensive-form cooperative games where relevant.
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Jurczyk-Romanowska, Ewa. "Games in University Education." European Journal of Social Sciences Education and Research 6, no. 2 (April 30, 2016): 114. http://dx.doi.org/10.26417/ejser.v6i2.p114-122.

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The paper presents conclusions from research into the opportunities to employ games in university education and it constitutes a description of a number of projects carried out at the Institute of Pedagogy at the University of Wrocław. The project encompassed: (1) the use of location-based games in cultural education classes (Kulturalny Wrocław project), (2) a five-day game seminar on career management (the Gamification in career management in the educational practice of Lower Silesia project), (3) a location-based game diagnosing entrepreneurship competences (the Entrepreneurship in the educational practice of Lower Silesia project), and (4) the use of LARP games in developing soft skills (the Learning through games project). During the conducted research triangulation of methods was employed: participant observation as well as focus and individual interviews. The conclusion of the explorations is that the Introduction of games into university education is an effective and attractive educational means, which, at the same time, requires substantial amount of time and number of staff in the preparation of the classes.
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13

WI, Jong H. "Management of an Online Game Development Project." Annals of Business Administrative Science 7 (2008): 33–44. http://dx.doi.org/10.7880/abas.7.33.

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14

Vanhoucke, Mario, Ann Vereecke, and Paul Gemmel. "The Project Scheduling Game (PSG): Simulating Time/Cost Trade-Offs in Projects." Project Management Journal 36, no. 1 (March 2005): 51–59. http://dx.doi.org/10.1177/875697280503600106.

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The Project Scheduling Game is an IT-supported simulation game that illustrates the complexity of scheduling a real-life project. The project is based on a sequence of activities for a large real-life project at the Vlaamse Maatschappij voor Watervoorziening, which aims at the expansion of the capacity to produce purified water. The basic problem type that we use in the game has been described in the literature as a CPM (critical path method) network problem, and focuses on the time/cost relationship in each activity of the project. Indeed, by allocating resources to a particular activity, the manager decides about the duration and corresponding cost of each network activity. The manager schedules the project with the negotiated project deadline in mind, focusing on the minimization of the total project cost.
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15

Peticca-Harris, Amanda, Johanna Weststar, and Steve McKenna. "The perils of project-based work: Attempting resistance to extreme work practices in video game development." Organization 22, no. 4 (June 29, 2015): 570–87. http://dx.doi.org/10.1177/1350508415572509.

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This article examines two blogs written by the spouses of game developers about extreme and exploitative working conditions in the video game industry and the associated reader comments. The wives of these video game developers and members of the game community decry these working conditions and challenge dominant ideologies about making games. This article contributes to the work intensification literature by challenging the belief that long hours are necessary and inevitable to make successful games, discussing the negative toll of extreme work on workers and their families, and by highlighting that the project-based structure of game development both creates extreme work conditions and inhibits resistance. It considers how extreme work practices are legitimized through neo-normative control mechanisms made possible through project-based work structures and the perceived imperative of a race or ‘crunch’ to meet project deadlines. The findings show that neo-normative control mechanisms create an insularity within project teams and can make it difficult for workers to resist their own extreme working conditions, and at times to even understand them as extreme.
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16

Zhang, Qi, and Hai Bing Chen. "Research on Game Analysis and Resources Allocation in Multi-Project Management." Applied Mechanics and Materials 121-126 (October 2011): 4619–24. http://dx.doi.org/10.4028/www.scientific.net/amm.121-126.4619.

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In order to cope with the pressure from competition of global marketization, it’s common for enterprises to carry out multiple projects at the same time. The following has always been the focus and key issues for management wanting to achieve greater operational benefits when carrying out multiple projects simultaneously 1. resource allocation 2. shorten project-development cycle by coordinating relationships between team members 3. lower operating cost This paper covers 4. Introducing the concept of Multi-Project Management and its difference from general project management 5. Analyze the advantages and existing problems of Multi-Project Management 6. Address the issues such as resource allocation and conflicts resolution/coordination between project manager & operation manager by using Quantitative Analysis such as Game theory 7. Provide theory reference and practical suggestions for entrepreneurs.
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17

Tsiteladze, David. "Algorithmization of Project Management Processes." Scientific Research and Development. Russian Journal of Project Management 9, no. 1 (May 28, 2020): 12–21. http://dx.doi.org/10.12737/2587-6279-2020-12-21.

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The paper analyzes the systematic approach of project management. The description of the structural elements of a systematic approach is given — the project management methodology, game theory and system thinking theory. Due to the qualitative differences between the projects, the levels of project structuring and the needs of interested parties, the work describes a seriesparallel nature of the development stages of the project management. The paper proposes an algorithm for the basic project management processes that is fair for each functional area of the project. Using this algorithm will allow the project manager to increase the quality of management decisions and significantly reduce efforts and time for organizing the project management process.
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18

Hussein, Bassam. "Requirements for optimal learning environment for an online project risk management game." Journal of Project, Program & Portfolio Management 2, no. 2 (January 11, 2012): 20. http://dx.doi.org/10.5130/pppm.v2i2.2255.

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Several authors have questioned the effectiveness of using lecture-based teaching to provide students with enough confidence to apply project risk management. Gaming was proposed as a solution. However, despite widespread use of games in teaching project management, it is still not clear what conditions provide optimal learning through games. Another shortcoming with the existing games is oversimplification. This paper addresses these shortcomings and proposes a game design that captures real-life challenges associated with applying the project risk management process; a design that prompts an appreciation for project complexity as well as providing students with the opportunity to experience the consequences of ignoring or following the risk management process. The paper also identifies and elaborates on the requirements for optimum learning, and distinguishes between two types of requirements: 1) learning requirements, and 2) qualitative requirements. Learning requirements identify the learning outcomes of the game. These requirements were identified through structured and semi-structured interviews with senior project managers from several management-consulting firms. The challenges and the corresponding tactics that are adopted in practice in order to manage project risks were thus identified and ranked. These results are also presented in light of supporting literature. The challenges and associated tactics were mapped into a set of eight requirements representing the learning outcomes of the game. These requirements were then mapped to the design using four instructional methods: a briefing lecture, a team-based assignment, an online computer simulation, and a debriefing lecture. All these methods were linked by a real-life project case and executed in a gaming context to improve engagement. Qualitative requirements represent important conditions that must be present for optimal learning. These were identified through structured interviews with continuing education students taking a master's degree in project management. This empirical study resulted in four qualitative requirements that must be considered in the game design: 1) ownership, 2) relevance, 3) feedback, and 4) adaptation. The paper also presents the evaluation results of the game design. The purpose of the evaluation was to examine the game's ability to capture the two sets of requirements identified above.
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�������� and Maxim Borovkov. "Game Theory Approach to Stakeholder Management in Small-Scaled Projects." Russian Journal of Project Management 5, no. 4 (December 20, 2016): 3–21. http://dx.doi.org/10.12737/23216.

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The principles of Game Theory and the games that emerge as a result are academically intriguing and can help us consider various strategies for interacting with the people around, especially those in the professional settings. Effective communication has always been a key to building a successful project management process. This research serves as an attempt to close the gap between game-theoretic way of thinking and existing project management models. In more detail, my research aims at creating a consistent framework for a stakeholder analysis, implementing some tactics, tools and techniques from mathematical analysis of cooperation and conflict. The research goal is going to be achieved by implementing the bounded ethnography method based on inductive approach. The results of the study elaborate on the possible applicability and significance of Game Theory in the project environment and provide project managers with a powerful extension of traditional stakeholder analysis. Generated Stakeholder Calibration Framework (SCF) is the final research outcome.
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20

Miettinen, Tuomas, Juho Salmi, Kunal Gupta, Jussi Koskela, Janne Kauttio, Tommi Karhela, and Sampsa Ruutu. "Applying Modelica Tools to System Dynamics Based Learning Games: Project Management Game." Modelling and Simulation in Engineering 2016 (2016): 1–13. http://dx.doi.org/10.1155/2016/8324914.

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Learning simulation games are interactive simulations with game characteristics. This paper presents a learning simulation game for EPCM (engineering, procurement, and construction management) project management training. The simulation model utilises system dynamics, which is a methodology for understanding the behaviour of dynamic complex systems of different domains using modelling and simulation. The system dynamics model in turn uses the equation-based Modelica modelling language: a system dynamics model created with the graphical user interface is converted to a pure Modelica model. Two Modelica environments, namely, OpenModelica and the custom Modelica solver, have been used to simulate the generated Modelica model. The focus of this article is on how generic systems modelling and simulation platforms such as Modelica based environments can be utilised in developing a learning simulation game: what benefits do they bring and what disadvantages do they have? On the one hand, it is evaluated how the Modelica language as such is suitable for being used in a learning game development. On the other hand, the suitability of the selected implementation environments, that is, OpenModelica, the custom Modelica solver, Simantics, and Simupedia, is evaluated. The paper also shortly presents how the project management game was received by its players.
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Galvão, Túlio Acácio Bandeira, Francisco Milton Mendes Neto, Marcos Tullyo Campos, and Edson de Lima Cosme Júnior. "An Approach to Assess Knowledge and Skills in Risk Management Through Project-Based Learning." International Journal of Distance Education Technologies 10, no. 3 (July 2012): 17–34. http://dx.doi.org/10.4018/jdet.2012070102.

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The increasing demand for Software Engineering professionals, particularly Project Managers, and popularization of the Web as a catalyst of human relations have made this platform interesting for training this type of professional. The authors have observed the widespread use of games as an attractive instrument in the process of teaching and learning. However, the project of a web-based instructional game that fulfills all pedagogical and technical requirements for training a project manager is not a trivial task. A gap exists between the theoretical concepts that are normally learned in traditional courses and practical aspects required by the real tasks. As such, this paper proposes the use of a persistent browser-based game intended for Risk Management as a component support in the qualifying process of new professionals of Project Management. The game provides to the player some experience in a real context of Project Management, in which new challenges are frequently posed to the enterprises.
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22

Law, Kris MY. "Teaching project management using project-action learning (PAL) games: A case involving engineering management students in Hong Kong." International Journal of Engineering Business Management 11 (January 1, 2019): 184797901982857. http://dx.doi.org/10.1177/1847979019828570.

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How to educate project management (PM) professionals has always been a topic for debate, and it remains popular to discuss the teaching and learning of PM within higher education sector. Learning approaches such as action learning and game-based learning are proven effective in enhancing students’ participation and motivation. Game-action learning (GAL) offers an attractive and challenging learning environment for students to learn and apply, in specific problem scenarios. GAL supports a better understanding of the importance of critical concepts and fills the teaching gaps. This article presents a game-based action learning (GAL) approach in simulating a new product development project, which can be adopted in an short intensive course or a semester long subject. In this article, reflections from the instructor’s perspective are presented to offer a good reference for educators who are keen on using GAL in PM teaching.
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Bočková, Kateřina Hrazdilová, Gabriela Sláviková, and Juraj Gabrhel. "Game Theory as a Tool of Project Management." Procedia - Social and Behavioral Sciences 213 (December 2015): 709–15. http://dx.doi.org/10.1016/j.sbspro.2015.11.491.

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24

Veshosky, David, and Johannes H. Egbers. "Civil Engineering Project Management Game: Teaching with Simulation." Journal of Professional Issues in Engineering Education and Practice 117, no. 3 (July 1991): 203–13. http://dx.doi.org/10.1061/(asce)1052-3928(1991)117:3(203).

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25

Zenkevich, N. A., Y. Sokolov, and M. V. Fattakhova. "Game-Theoretic Modeling of the Project Management Contract." Automation and Remote Control 81, no. 11 (November 2020): 2094–107. http://dx.doi.org/10.1134/s0005117920110107.

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26

van Noordwijk, Meine, Erika Speelman, Gert Jan Hofstede, Ai Farida, Ali Yansyah Abdurrahim, Andrew Miccolis, Arief Lukman Hakim, et al. "Sustainable Agroforestry Landscape Management: Changing the Game." Land 9, no. 8 (July 24, 2020): 243. http://dx.doi.org/10.3390/land9080243.

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Location-specific forms of agroforestry management can reduce problems in the forest–water–people nexus, by balancing upstream and downstream interests, but social and ecological finetuning is needed. New ways of achieving shared understanding of the underlying ecological and social-ecological relations is needed to adapt and contextualize generic solutions. Addressing these challenges between thirteen cases of tropical agroforestry scenario development across three continents requires exploration of generic aspects of issues, knowledge and participative approaches. Participative projects with local stakeholders increasingly use ‘serious gaming’. Although helpful, serious games so far (1) appear to be ad hoc, case dependent, with poorly defined extrapolation domains, (2) require heavy research investment, (3) have untested cultural limitations and (4) lack clarity on where and how they can be used in policy making. We classify the main forest–water–people nexus issues and the types of land-use solutions that shape local discourses and that are to be brought to life in the games. Four ‘prototype’ games will be further used to test hypotheses about the four problems identified constraining game use. The resulting generic forest–water–people games will be the outcome of the project “Scenario evaluation for sustainable agroforestry management through forest-water-people games” (SESAM), for which this article provides a preview.
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GILLINGHAM, SARAH, and PHYLLIS C. LEE. "The impact of wildlife-related benefits on the conservation attitudes of local people around the Selous Game Reserve, Tanzania." Environmental Conservation 26, no. 3 (September 1999): 218–28. http://dx.doi.org/10.1017/s0376892999000302.

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In recent years there has been a proliferation of projects aiming to integrate human development needs with conservation objectives, and to establish mutually beneficial relationships for the management of natural resources between rural communities and the state. This paper presents data from a case study of human-wildlife interactions in villages along the northern boundary of the Selous Game Reserve in south-east Tanzania. Since 1989, this area has been the site of a project working to promote community wildlife management (CWM). Questionnaire survey data were used to examine villagers' conservation attitudes towards wildlife, the Game Reserve, and the activities of the CWM project and state wildlife management authority. Despite local support for the conservation of wildlife, many respondents were either unaware or held negative views of the activities of the wildlife management institutions. Logistic regression analyses show that while access to game meat from the CWM project has had a positive influence on perceptions of wildlife benefits and awareness of the project's activities, it has had no significant effect on local perceptions of the Game Reserve and the activities of the state wildlife management authority. The factors underlying the observed pattern of conservation attitudes were identified as the inequitable distribution of benefits from the CWM project, and the limited nature of community participation in wildlife management. The importance of institutional issues for the future progress of participatory approaches to conservation with development is emphasized.
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Oubahssi, Lahcen, Claudine Piau-Toffolon, Guillaume Loup, and Éric Sanchez. "From Design to Management of Digital Epistemic Games." International Journal of Serious Games 7, no. 1 (March 2, 2020): 23–46. http://dx.doi.org/10.17083/ijsg.v7i1.336.

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The development of pedagogies that can provide alternatives to traditional approaches is becoming increasingly important as a means of enhancing the attractiveness of training courses, appealing to new types of learners and designing learning systems that help to develop multidisciplinary skills. In this context, the JEN.lab project aims to offer innovative perspectives for learning based on the design of digital epistemic games (JENs in French). The research effort presented in this paper is part of the JEN.lab project. We aim to study problems related to the modelling and design of digital epistemic games. We propose a co-design process and an assistant tool supporting this process to guide teachers in designing digital epistemic games called ADDEGames (Assistance Design tool for Digital Epistemic Games). Our approach is based on: (i) the learners and the situation that emerges when they play the game, rather than the device used to play; and (ii) the teachers who want to manage a game-based learning situation. The iterative and participative development process and acceptance test using an agile approach are presented.
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Brown, C. J. "A comprehensive organisational model for the effective management of project management." South African Journal of Business Management 39, no. 3 (September 30, 2008): 1–10. http://dx.doi.org/10.4102/sajbm.v39i3.561.

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This paper is not primarily aimed at project leaders, but at the decision-makers on project management in organisations. The purpose is to expose the not-so-obvious organisational complications which confront project managers in the management of projects. The point of departure is to establish a comprehensive approach to creating an organisational environment conducive to project management excellence in an organisation.In the arenas of business and management, the principles of project management is relatively simple and much of it actually common sense. However, it is the experience of many project leaders that the mere application of appropriate project management processes and techniques, by no means guarantee that the management of projects will be effective on a continuous basis. On investigation of that premise, this paper reports on research that identified organisational variables that can affect the organisational strategy, structure, culture, systems, behavioural patterns and processes of an organisation, which comprehensively determine the internal environment pre requisites for project management to be exercised successfully.The rationale of the paper is to re-emphasise, but also to investigate progress on the stern warning by Nicholas (1990:481) nearly two decades ago that organisations should not jump into project management precipitously, but with a well-developed and organisation-fitted strategy and game plan.
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Yang, Yujing, Wenzhe Tang, Wenxin Shen, and Tengfei Wang. "Enhancing Risk Management by Partnering in International EPC Projects: Perspective from Evolutionary Game in Chinese Construction Companies." Sustainability 11, no. 19 (September 27, 2019): 5332. http://dx.doi.org/10.3390/su11195332.

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Research on risk management in Engineering–Procurement–Construction (EPC) projects has received increasing attention. It is essential to integrate the resources of all participants into the risk management process optimally from the perspective of evolutionary games. The conceptual risk management model in the delivery of international EPC projects is developed in the study. Based on the data from an industry survey, the model has been validated. The path analysis shows that partnering not only directly contributes to interface management and risk management, thereby improving project outcomes, but also has a positive impact on risk management through enhanced interface management. The case study illustrates how partnering has a close linkage with interface management and risk management to achieve superior project performance, confirming the analysis of evolutionary game. The results suggest that contractors’ success in applying partnership can play an exemplary role for other contractors, and governments can create a favorable environment to stimulate participants using win–win philosophy for better infrastructure development.
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Wangenheim, Christiane Gresse Von, Bruno Rausis, Gustavo M. Soares, Rafael Savi, and Adriano Ferreti Borgatto. "Project detective - a game for teaching earned value management." International Journal of Teaching and Case Studies 5, no. 3/4 (2014): 216. http://dx.doi.org/10.1504/ijtcs.2014.067787.

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32

Dubois, Louis-Etienne. "Killing ‘em softly: terminating projects in a video game studio." CASE Journal 14, no. 4 (July 2, 2018): 496–512. http://dx.doi.org/10.1108/tcj-10-2017-0095.

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Synopsis Killing ‘em softly: terminating projects within a video game studio is a case study on human resource management (HRM) and project management in a creative setting. This disguised case is based on a real situation that was documented through individual and group interviews at a major video game studio. Several HRM and project management concepts can be discussed through this case including employee retention, planning and staffing and intracompany communication. It seeks to help students develop a multi-level, interdisciplinary and critical analysis of a common HRM situation in project-based creative sectors and invites them to devise action and communication plans to handle the termination of a project. Research methodology This disguised case is based on real events and depicts tensions as they unfolded within a Canadian major video game company. Data for this case were collected through eight individual interviews followed by two group interviews with the employees involved. Early drafts of this case were also presented to respondents in order to ensure the validity of the case. Follow-up interviews, as well as the analysis of company documents were later used to complete the case’s final edits. Relevant courses and levels This case can be used in HRM, project management and creativity management courses/modules at the undergraduate and graduate levels. It is relevant for business students in an HRM major, as well as for general administration students who plan to work in creative sectors. The case is also suitable for students in arts programs who aspire to manage creative teams or projects. It can be used as a take-home individual or group assignment, or as an in-class group activity.
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Mesly, Olivier, Jean-Pierre Lévy-Mangin, Normand Bourgault, and Veronique Nabelsi. "Effective multicultural project management: the role of human interdependence." International Journal of Managing Projects in Business 7, no. 1 (December 20, 2013): 78–102. http://dx.doi.org/10.1108/ijmpb-08-2013-0037.

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Purpose – The purpose of this paper is to look at human interdependence and its significance in project management. Design/methodology/approach – The paper focuses solely on human interaction in the context of a short-term project consisting of preparing a small “international” fair in Gatineau, Québec (Canada). For this purpose, an established questionnaire was used which aimed to evaluate the predator-prey dynamic between team members (as described by Mesly in a recent paper). Findings – Human interdependence indeed plays a key role in the functioning of short-lived projects (and, this paper assumes, of long-term projects as well). Originality/value – The paper places emphasis on considering the human power-game factor (predator-prey) more strongly in future project endeavors.
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Fedosina, Anastasia. "Application of knowledge management on project management in construction." E3S Web of Conferences 135 (2019): 04068. http://dx.doi.org/10.1051/e3sconf/201913504068.

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The modern Russian labor market dictates new requirements for the qualifications of project management managers in the investment and construction sector. The leading job and staff search site, HeadHunter, requires to have a Project Management Institute certificate in every third qualification condition. Foreign standards are actively supplanting “domestic rules of the game”. The relevance of this study is contained in the answer to the question: is the body of knowledge on project management applicable to the modern construction industry or is it just “a fashion trend” of senior management who wants to have the “Project Management Professional” certificate that is in demand abroad? This paper contains an analysis of significant and “linear” investment and construction projects for the Russian Federation on the structural assessment of key indicators: time, content, and money. This triad of constraints is reflected in the project management body of knowledge as being most susceptible to change during the project life cycle. The main idea of the analysis is to look at and evaluate the deviation of the values contained in the design and estimation documentation at the “input”, i.e. at the pre-investment stage, and at the “output”, i.e. at the stage of putting the object into operation.
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Besancenot, Damien, and Radu Vranceanu. "A Global Game Model of Medical Project Crowdfunding." International Game Theory Review 22, no. 03 (December 20, 2019): 1950016. http://dx.doi.org/10.1142/s0219198919500166.

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This paper analyzes the strategic interaction between a crowdfunding platform specialized in medical projects and a set of potential investors. The problem is cast as a two-stage game. In the first stage, the platform chooses its participation fee and selects a project. In the second stage, investors decide whether to back the project or not. We consider a crowdfunding platform which runs all-or-nothing programs and transfers funds to the entrepreneur only if an investment target is reached. Moreover, we assume that some agents present a systematic positive bias driven by positive emotions about projects with high social impact, which is a major characteristic of medical projects. We frame the second-stage investor problem as a typical global game and solve it for the threshold equilibrium. The analysis reveals that crowdfunding finance might back financially inefficient projects, a result amplified by the existence of enthusiastic investors. We further show that the optimal fee charged by the platform is related to the frequency of overoptimistic agents, a result that might explain why platforms tend to over-emphasize the social role of their projects.
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Tomaszewski, Brian, Amy Walker, Emily Gawlik, Casey Lane, Scott Williams, Deborah Orieta, Claudia McDaniel, et al. "Supporting Disaster Resilience Spatial Thinking with Serious GeoGames: Project Lily Pad." ISPRS International Journal of Geo-Information 9, no. 6 (June 22, 2020): 405. http://dx.doi.org/10.3390/ijgi9060405.

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The need for improvement of societal disaster resilience and response efforts was evident after the destruction caused by the 2017 Atlantic hurricane season. We present a novel conceptual framework for improving disaster resilience through the combination of serious games, geographic information systems (GIS), spatial thinking, and disaster resilience. Our framework is implemented via Project Lily Pad, a serious geogame based on our conceptual framework, serious game case studies, interviews and real-life experiences from 2017 Hurricane Harvey survivors in Dickinson, TX, and an immersive hurricane-induced flooding scenario. The game teaches a four-fold set of skills relevant to spatial thinking and disaster resilience, including reading a map, navigating an environment, coding verbal instructions, and determining best practices in a disaster situation. Results of evaluation of the four skills via Project Lily Pad through a “think aloud” study conducted by both emergency management novices and professionals revealed that the game encouraged players to think spatially, can help build awareness for disaster response scenarios, and has potential for real-life use by emergency management professionals. It can be concluded from our results that the combination of serious games, geographic information systems (GIS), spatial thinking, and disaster resilience, as implemented via Project Lily Pad and our evaluation results, demonstrated the wide range of possibilities for using serious geogames to improve disaster resilience spatial thinking and potentially save lives when disasters occur.
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McDaniel, Rudy, and Joseph R. Fanfarelli. "Rhythm and Cues." International Journal of Sociotechnology and Knowledge Development 7, no. 3 (July 2015): 20–37. http://dx.doi.org/10.4018/ijskd.2015070102.

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This essay situates game design and development within the domain of sociotechnical research and reviews the results of a case focusing on the design and development of an original video game level with platformer mechanics. Using a case history methodology with autoethnographic methods, the work studies the context in which small game components are authored and methods by which knowledge is exchanged and applied within rapidly developed software systems. It argues that the designer experience is a critical phenomenon to understand within the study of user experience in video games given the iterative nature of development and the necessity of frequent, in-house playtesting. The video game was designed by the authors and developed using preexisting assets from prior projects. Results suggest ideas for incorporating UX strategies into micro-project management techniques that are useful for small and large projects alike. The work closes by calling for future areas of research in related areas.
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Baccarini, David, Jianhong Xia, and G. Caulfield. "The Planning and Implementation of Computer-based Games for Project Risk Management Education: A Preliminary Case Study." Australasian Journal of Construction Economics and Building - Conference Series 1, no. 1 (February 5, 2013): 20. http://dx.doi.org/10.5130/ajceb-cs.v1i1.3152.

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This paper reports the preliminary stages of an action research project for the design, development and assessment of a computer-based game for student learning about project risk management. A computer game was created through the use of systems dynamic software (Simsoft) incorporating a land development project. The game was played by final year undergraduate construction management students who had to make decisions in identifying, assessing and managing project risks. A survey of their experience found: that most students had not experienced this form of online educational game previously in their studies despite the ubiquity of information technology for learning purposes in the university sector; there was no strong support for the idea that the acquisition of knowledge was better compared to conventional learning through lectures and books; the computer-based experience was enjoyable thus indicating it drew them into the learning environment; and student testing found they had gained understanding of the project risk management process.
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Calderón, Alejandro, Mercedes Ruiz, and Rory V. O'Connor. "Designing game scenarios for software project management education and assessment." IET Software 13, no. 2 (April 2019): 144–51. http://dx.doi.org/10.1049/iet-sen.2018.5081.

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40

Castro, Javier, Daniel Gómez, and Juan Tejada. "A project game for PERT networks." Operations Research Letters 35, no. 6 (November 2007): 791–98. http://dx.doi.org/10.1016/j.orl.2007.01.003.

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41

Brito, Lucas Florêncio de, Ricardo Argenton Ramos, Rosalvo Ferreira de Oliveira Neto, and Brauliro Gonçalves Leal. "Avaliação do jogo SIMULES no apoio ao ensino e aprendizagem de Engenharia de Software." Cadernos de Educação Tecnologia e Sociedade 11, no. 4 (December 29, 2018): 680. http://dx.doi.org/10.14571/brajets.v11.n4.680-692.

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One of the causes of bad software planning is the lack of qualified professionals and that in order to improve their quality it is necessary to improve the quality of teaching in the Software Engineering area. Educational games present themselves as a promising alternative as a method of teaching support, since they are able to teach while they entertain, motivating the student to learn, however, there is still a need to evaluate the real benefits of this didactic resource. Thus, this work evaluated qualitatively and quantitatively the game SimulES (Software Engineering Simulator), an educational cards game that simulates the software process development. Applying it to Computer Engineering students at UNIVASF in the Software Engineering II discipline, with the purpose of inferring its effectiveness in teaching software project management. The application of the game was done with 22 students in the semester of 2017.1 and to measure the quality of learning obtained through the game was applied a questionnaire that uses Kirkpatrick reaction concepts, ARCS Model, User Experience in Games and BLOOM Taxonomy. The result of the analysis by t Student test showed that the game's activities are fun, enjoyable and challenging, as well as being able to motivate students to learn software project management and contribute to learning that content.
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Ma, Shu Guang. "The Research of Next-Gen Game Engine Virtual Reality in Actual Project." Applied Mechanics and Materials 443 (October 2013): 39–43. http://dx.doi.org/10.4028/www.scientific.net/amm.443.39.

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The progeny of the paper includes firstly the thought of realizing the system based on the 3D game engine and illustrates the feasibility by realizing the system, secondly the paper mainly focus on little team application next-gen game platform UNREAL engine game project development process. We make detailed research on project planning, operation management, product testing, model technology, map technology, UNREAL engine program technology research and to do detailed study on small team processes parallel work management and arrangement of probing.
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43

Tobarra, Llanos, Alejandro Utrilla, Antonio Robles-Gómez, Rafael Pastor-Vargas, and Roberto Hernández. "A Cloud Game-Based Educative Platform Architecture: The CyberScratch Project." Applied Sciences 11, no. 2 (January 16, 2021): 807. http://dx.doi.org/10.3390/app11020807.

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The employment of modern technologies is widespread in our society, so the inclusion of practical activities for education has become essential and useful at the same time. These activities are more noticeable in Engineering, in areas such as cybersecurity, data science, artificial intelligence, etc. Additionally, these activities acquire even more relevance with a distance education methodology, as our case is. The inclusion of these practical activities has clear advantages, such as (1) promoting critical thinking and (2) improving students’ abilities and skills for their professional careers. There are several options, such as the use of remote and virtual laboratories, virtual reality and game-based platforms, among others. This work addresses the development of a new cloud game-based educational platform, which defines a modular and flexible architecture (using light containers). This architecture provides interactive and monitoring services and data storage in a transparent way. The platform uses gamification to integrate the game as part of the instructional process. The CyberScratch project is a particular implementation of this architecture focused on cybersecurity game-based activities. The data privacy management is a critical issue for these kinds of platforms, so the architecture is designed with this feature integrated in the platform components. To achieve this goal, we first focus on all the privacy aspects for the data generated by our cloud game-based platform, by considering the European legal context for data privacy following GDPR and ISO/IEC TR 20748-1:2016 recommendations for Learning Analytics (LA). Our second objective is to provide implementation guidelines for efficient data privacy management for our cloud game-based educative platform. All these contributions are not found in current related works. The CyberScratch project, which was approved by UNED for the year 2020, considers using the xAPI standard for data handling and services for the game editor, game engine and game monitor modules of CyberScratch. Therefore, apart from considering GDPR privacy and LA recommendations, our cloud game-based architecture covers all phases from game creation to the final users’ interactions with the game.
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Jiang, Lin, Shu Jing Li, and Zhi Tao Ren. "The Analysis of Game Behavior between the Management Contractor and the Construction Contractor in Management Contracting Mode." Applied Mechanics and Materials 174-177 (May 2012): 2946–49. http://dx.doi.org/10.4028/www.scientific.net/amm.174-177.2946.

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The management contracting mode is a new construction pattern of construction projects, and has been applied more and more widespread. To guarantee the project implemented smoothly, the Management Contractor (MC) needs to supervise the construction contractor's opportunism behavior. The behavior was analyzed between the MC and the Construction Contractor (CC) by using the gaming model to discover how their different behaviors influenced the final results. The purpose is to give some advice for the MC.
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Stearman, A. M., and K. H. Redford. "Game management and cultural survival: the Yuquí Ethnodevelopment Project in lowland Bolivia." Oryx 29, no. 1 (January 1995): 29–34. http://dx.doi.org/10.1017/s0030605300020846.

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When the Yuquí Indians of Bolivia adopted a settled life-style in the 1960s, wild animals continued to be their main source of meat. As a result, game species declined in numbers around their settlement and their problems were exacerbated by colonists seeking new lands to farm. Prospects brightened in 1992 when 115,000 ha of land were designated Yuquí Indigenous Territory. This paper describes how a system of satellite camps was developed to enable the Yuquí to exploit game animals sustainably and to defend their land from encroachment.
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46

Bočková, Kateřina Hrazdilová. "What Game Theory and Poker can Teach us in Project Management." Procedia Economics and Finance 34 (2015): 97–104. http://dx.doi.org/10.1016/s2212-5671(15)01606-8.

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47

Ekyalimpa, Ronald, Simaan M. AbouRizk, Yasser Mohamed, and Farzaneh Saba. "A prototype for project management game development using high level architecture." International Journal of Simulation and Process Modelling 9, no. 3 (2014): 131. http://dx.doi.org/10.1504/ijspm.2014.064384.

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48

ZHAO, LINDU, and YIPING JIANG. "A GAME THEORETIC OPTIMIZATION MODEL BETWEEN PROJECT RISK SET AND MEASURE SET." International Journal of Information Technology & Decision Making 08, no. 04 (December 2009): 769–86. http://dx.doi.org/10.1142/s0219622009003697.

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Project risk management, as a subjective and dynamic decision method of avoiding project risk, plays an important role in selecting appropriate control measures (i.e. measure set) to handle multiple emerging risks (i.e. risk set). This paper focuses on the multi-risk control problem under the condition of finite risk management resources. Based on the description of a Multi-HUB network and a collaboration mechanism within project risk management system, a multi-risk control system is formulated as a non-cooperative complete information game model between the project risk set and the measure set. In the proposed model, each risk within the risk set is described as a player in the game, who is competing with other players for the allocation of risk control resources that are available in limited quantities within a given measure set. Then an efficient algorithm is proposed to solve the allocation solution based on Nash equilibrium, and an experiment is presented to illustrate the effectiveness of the proposed game model. The proposed modeling and solution methods can be used to support decision-making in project risk management.
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Feng, Li Chao, Chun Feng Liu, Shao Hong Yan, Ai Min Yang, and Jin Peng Wang. "Game Analysis of Preventing Conspiracy in Construction Project." Applied Mechanics and Materials 50-51 (February 2011): 409–13. http://dx.doi.org/10.4028/www.scientific.net/amm.50-51.409.

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With rapid growth of national economy, infrastructure construction maintains its vigorous development, but there are some serious problems in this field, for example, construction unit and supervision unit may conspire together to swindle governmental capital. This paper introduces some background which exists in construction project management system, analyses relation and benefit of project’s tripartite main body, and establishes conspiracy game’s utility matrix of construction unit and supervision unit by introducing game theory. By establishing conspiracy game model between construction unit and supervision unit, the paper mainly discusses conspiracy action which may occur between construction unit and supervision unit (rent-seeking and rent-creating), gets equilibrium probabilities of seeking rent and creating rent, and make some further analysis.
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Lu, Yan, Joseph T. Chao, and Kevin R. Parker. "HUNT: Scavenger Hunt with Augmented Reality." Interdisciplinary Journal of Information, Knowledge, and Management 10 (2015): 021–35. http://dx.doi.org/10.28945/2207.

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This project shows a creative approach to the familiar scavenger hunt game. It involved the implementation of an iPhone application, HUNT, with Augmented Reality (AR) capability for the users to play the game as well as an administrative website that game organizers can use to create and make available games for users to play. Using the HUNT mobile app, users will first make a selection from a list of games, and they will then be shown a list of objects that they must seek. Once the user finds a correct object and scans it with the built-in camera on the smartphone, the application will attempt to verify if it is the correct object and then display associated multi-media AR content that may include images and videos overlaid on top of real world views. HUNT not only provides entertaining activities within an environment that players can explore, but the AR contents can serve as an educational tool. The project is designed to increase user involvement by using a familiar and enjoyable game as a basis and adding an educational dimension by incorporating AR technology and engaging and interactive multimedia to provide users with facts about the objects that they have located
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