@inproceedings{7031,
  abstract     = {{The worldwide digitalization of companies changes work processes and organization of work. Digital technologies will improve productivity, efficiency, and ergonomics at the workplace. In higher education of industrial engineering, students need to reflect positive and negative consequences when designing work systems.

The initial success of technological solutions depends on people's attitude towards their actual benefit (Venkatesh & Bala, 2008). Some studies suggest that people's attitude changes with cultural background (Straub, Keil & Brenner, 1997). There is little research in an educational context on how people perceive digital technologies' impact on employee well-being and organisational performance, and how this perception differs based on culture. Therefore, this study investigates these differences from an intercultural perspective by comparing German and Japanese engineering students.

Referring to problem-based learning, we present a serious game that confronts players with solving fictive problems of a manufacturer of refrigerators by choosing between technological and traditional solutions. Initially, players choose individual well-being and organisational performance criteria out of a set of possible criteria. In four subsequent rounds, players pick a problem card that they have to solve using technological or traditional solutions. Players assess the impact of their choice considering their initially selected criteria of individual well-being and organisational performance. A player wins by achieving the highest score, which results from how well players solve their problems with the given solutions and how well these influence their initially selected criteria. A software supports the game by computing each players’ score and storing the game data. The purpose of the serious game is twofold. First, incorporating the serious game into teaching allows supporting multiple dimensions of learning goals (cf. Krathwohl, 2002) and stimulating students' learning processes. Second, it enables data collection about players' perceived impacts of digital technologies on employee well-being and organisational performance.

We describe the game rules and processes and discuss implications in the learning processes of students crossing boundaries. We present the results of playing the game with 43 students in Germany and 60 students in Japan by analysing the two games' collected data individually and by comparing the results.}},
  author       = {{Herrmann, Jan-Phillip and Nemoto, Y. and Kobelt, Dennis and Goppold, M. and Tackenberg, Sven}},
  booktitle    = {{Gemeinschaften in Neuen Medien : Digitale Partizipation in hybriden Realitäten und Gemeinschaften}},
  editor       = {{Köhler, Thomas and Schoop, Eric and Kahnwald, Nina and Sonntag, R.}},
  location     = {{Dresden}},
  pages        = {{246 -- 255}},
  publisher    = {{TUDpress}},
  title        = {{{An Educational Serious Game for investigating perceived Impacts of Digital Technologies on Employee Well-Being and Organizational Performance}}},
  year         = {{2021}},
}

@inproceedings{7030,
  abstract     = {{The rapid spread of digital technologies is changing work systems and how people do their work. The positive and negative impacts of these technologies have heatedly discussed by researchers and practitioners. However, there is little research on how people perceive the impacts of digital technologies from both individual and organisational perspectives. To contribute to this issue, the present study aims to develop a serious game for collecting data about players’ perceptions and decisions in virtual organisational activities. The  characteristics of the developed game are that players select their criteria for impact assessment and that they solve organisational problems by traditional or technological solutions. This paper proposes the game rules and processes and demonstrates an analysis of collected data.}},
  author       = {{Nemoto, Y. and Kobelt, Dennis and Herrmann, Jan-Phillip and Tackenberg, Sven}},
  booktitle    = {{ARBEIT HUMAINE gestalten : 67. Kongress der Gesellschaft für Arbeitswissenschaft e. V. }},
  location     = {{Bochum}},
  publisher    = {{GfA Press}},
  title        = {{{Employee Well-being and Organisational Performance: a Serious Game for Investigating Perceived Social Impacts of Digital Technologies}}},
  year         = {{2021}},
}

@inproceedings{7024,
  abstract     = {{Empirische Untersuchungen haben gezeigt, dass das Verursachen von Fehlern und das Erleben von Fehlerkonsequenzen eine effektive Lerngelegenheit darstellen (Harteis, Bauer & Gruber, 2008, Kapur, 2015). Daher wird ein Lernsystem für die gewerblich-technische Berufsbildung entwickelt, welches auf der Simulation von bestehenden Arbeitsprozessen basiert und die Repräsentation von aus menschlichen Handlungen resultierenden Fehlerkonsequenzen ermöglicht. Während der Nutzung des Systems arbeiten Lernende an einem realen Arbeitsplatz und können schwerwiegende, negative Handlungsfolgen statt in der Realität in AR erfahren. Die Fehlerkonsequenzen werden Lernenden durch die Integration einer Augmented-Reality-Anwendung (AR) visualisiert. Dieser Beitrag behandelt die technische Umsetzbarkeit eines solchen AR-Lernsystems. Hierzu wird ein eigens entwickelter Use-Case herangezogen, welcher eine realitätsnahe Arbeitsaufgabe abbildet.}},
  author       = {{Kobelt, Dennis and Goppold, M. and Atanasyan, A. and Herrmann, Jan-Phillip and Tackenberg, Sven and Frenz, M. and Gamber, Thilo}},
  booktitle    = {{Gemeinschaften in Neuen Medien : Von hybriden Realitäten zu hybriden Gemeinschaften}},
  editor       = {{Köhler, Thomas and Schoop, Eric and Kahnwald, Nina}},
  isbn         = {{978-3-95908-21-1}},
  location     = {{Dresden}},
  pages        = {{126 -- 132}},
  publisher    = {{TUDpress}},
  title        = {{{Use-Case Studie eines auf der Nutzung von Handlungsfehlern basierenden AR-Lernsystems zur kritischen Reflexion der technischen Umsetzbarkeit}}},
  year         = {{2020}},
}

@inproceedings{7025,
  abstract     = {{Petri-Netze ermöglichen die Abbildung von menschlichen Fehlern innerhalb von Handlungen. Handlungen bilden die Ereignisse der zugrundeliegenden Arbeitssysteme und können auch durch entsprechende digitale Zwillinge beschrieben werden. Im Beitrag werden Module eines Petri-Netzes vorgestellt, mit denen sich fehlerfreie und fehlerhafte Handlungen sowie die daraus resultierenden Fehlerkonsequenzen beschreiben lassen. Die Module sowie deren Funktionsweise wird anhand eines Beispiels erläutert und diskutiert.}},
  author       = {{Kobelt, Dennis and Herrmann, Jan-Phillip and Tackenberg, Sven and Gamber, Thilo}},
  booktitle    = {{Digitaler Wandel, digitale Arbeit, digitaler Mensch? : Bericht zum 66. Frühjahrskongress der Gesellschaft für Arbeitswissenschaft e. V. (GfA)}},
  location     = {{Berlin}},
  publisher    = {{GfA Press}},
  title        = {{{Petri-Netz Architekturen zur Modellierung von menschlichen Fehlern und Fehlerauswirkungen in Arbeitsprozessen}}},
  year         = {{2020}},
}

@inproceedings{7038,
  author       = {{Goppold, Marvin and Tackenberg, Sven and Atanasyan, Alexander and Cichon, Torben and Kobelt, Dennis and Gamber, Thilo}},
  booktitle    = {{Gemeinschaften in neuen Medien : Erforschung der digitalen Transformation in Wissenschaft, Wirtschaft, Bildung und öffentlicher Verwaltung}},
  editor       = {{Köhler, Thomas and Schoop, Eric and Kahnwald, Nina}},
  location     = {{Dresden}},
  pages        = {{12 -- 23}},
  publisher    = {{TUDpress}},
  title        = {{{Systemkonzept und Modellierung beruflicher Handlungen im FeDiNAR-AR-Lernsystem}}},
  year         = {{2019}},
}