Knut Erik Bonnier

• Hellström, Magnus Mikael; Jaccard, Dominique & Bonnier, Knut Erik (2023). A systematic review on the use of serious games in project management education. INTERNATIONAL JOURNAL OF SERIOUS GAMES. 10(2), s. 3–24. doi: 10.17083/ijsg.v10i2.630. Fulltekst i vitenarkiv Vis sammendrag

  Project management education is well suited for active learning through serious games, and a lot of research has been published on the use of serious games for project management education. Earlier reviews have focused on the content and features of project management serious games. The objectives for using those serious games have been less reviewed. The aim of this study was to conduct a systematic review to better understand the objectives of using serious games in project management education, with the following research question: Why are project management serious games used in higher education? A systematic review was performed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A systematic search enabled us to identify 175 articles, of which forty-three met the eligibility criteria. An inductive content analysis of those articles showed that project management serious games are used mainly for pedagogical and practical reasons. From a pedagogical perspective, serious games are mainly used to develop specific skills that are difficult to acquire in classic ex cathedra lectures, such as practical competencies and soft skills. From a practical perspective, serious games are mainly used for proposing a risk-free trial environment. Based on our analysis, we propose a taxonomy of reasons for using PM games in higher education. Our study also reveals that few studies assess whether serious games meet all their objectives, and that more research is needed on how to implement them into a coherent pedagogical scenario.

• Jaccard, Dominique; Bonnier, Knut Erik & Hellström, Magnus Mikael (2022). How might serious games trigger a transformation in project management education ? Lessons learned from 10 Years of experimentations. Project Leadership and Society (PLS). 3. doi: 10.1016/j.plas.2022.100047. Fulltekst i vitenarkiv Vis sammendrag

  While many studies have been published about project management serious games, most of them mainly describe characteristics and features of the games themselves. In those studies, little is found on the pedagogical imple- mentation of serious games and on how they have impacted project management education. In this article, we both discuss how serious games have impacted project management education and how they are implemented from a pedagogical perspective. We used an empirical research approach, based on qualitative observations. Observations included authors’ own usages of a project management serious game (the PM-Game) com- plemented with a synthesis of 10 years of observations and discussions with other teachers who had used this same PM-Game. Results showed that serious games may lead to educational changes such as moving toward active pedagogies, developing new competencies such as soft skills, and changing teachers-students relationship. For the pedagogical implementation, results showed that the serious game was implemented as an integrated concept including hybrid simulation modalities, and combining virtual and augmented learning aspects. In conclusion, serious games have the potential to trigger a change in project management education. But to fully benefit from the potential advantages of this change, they have to be designed, developed and implemented as an integrated gaming and learning concept.

• Bonnier, Knut Erik; Andersen, Rune & Johnsen, Hege Mari (2020). Lessons Learned from Implementing a Serious Game in Higher Education – A Student and Trainer Perspective. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. 12517, s. 24–33. doi: 10.1007/978-3-030-63464-3_3. Fulltekst i vitenarkiv Vis sammendrag

  Serious games (SGs) have shown great potential as student-active learning tools in education, as they enable experimentation with practice-related work environments and systems that may otherwise be challenging and/or impractical to facilitate in an educational institution. However, existing instructional design models are limited in use when it comes to how to implement and integrate SGs within the existing curricula. Furthermore, the trainer perspective is often neglected in literature about serious games. The aim of this study was to explore the experiences of both students and trainers after the implementation and use of a SG in a master level course in project management (PM). Data was collected using six focus group interviews (FGIs) comprising 38 students. In addition, trainers’ experiences were gathered as written comments to the results from the FGIs. Data was analysed using inductive content analysis. Results identified several issues related to the implementation and use of the SG that can be summarized through the following main- and subthemes; 1) Integration (introduction, facilitation, feedback and debriefing) and 2) Usability and gameplay (user interface design, learnability and use, immersion and satisfaction). Results showed that when adopting an existing SG to a course it enhances the need for a good implementation process, especially when it comes to provision of information, instructions, and feedback from trainers. Thus, the purpose of this paper is to share some of the experiences, issues and important lessons learned from the implementation to inform trainers on what to focus on when considering implementing SGs in their program.

• Andersen, Rune; Bonnier, Knut Erik & Jaccard, Dominique (2020). Challenges with the introduction of a "project management game" in higher education, 12th International Conference on Education and New Learning Technologies - EDULEARN 20. International Academy of Technology, Education and Development (IATED). ISSN 9788409179794. doi: 10.21125/edulearn.2020. Fulltekst i vitenarkiv
• Bonnier, Knut Erik & Kalsaas, Bo Terje (2017). Tradisjonell prosjektplanlegging og -styring i et Lean-perspektiv. I Kalsaas, Bo Terje (Red.), Lean Construction. Forstå og forbedre prosjektbasert produksjon. Fagbokforlaget. ISSN 9788245021073. s. 61–89. Fulltekst i vitenarkiv
• Kalsaas, Bo Terje; Bonnier, Knut Erik & Ose, Arne Olai (2016). Towards a Model for Planning and Controlling ETO Design Projects. I Pasquire, Christine L.; Alves, Thais da C.L. & Reginato, Justin M. (Red.), Proceedings of the 24th Annual Conference of the International Group for Lean Construction.. International Group for Lean Construction. ISSN 9780997737622. s. 33–42. Fulltekst i vitenarkiv Vis sammendrag

  In the modern engineering environment design projects have become increasingly complex; this calls for an updated perspective on how to plan and coordinate design projects. This paper describes the identified premise that will lay the foundation of the development of a model for planning and controlling such projects. The premise includes principles, requirements, and methods derived from theories around subjects, such as, production theory, lean and agile. The distinctiveness of the design process has been central when setting the premise for the model.

• Kalsaas, Bo Terje; Ose, Arne Olai & Bonnier, Knut Erik (2015). Waste in Design and Engineering. I Seppänen, Olli; Gonzales, Vicente A. & Arroyo, Paz (Red.), Global Problems - Global Solutions. Proceedings IGLC 2015 Perth Australia. IGLC. ISSN 9780987455796. s. 463–472. Fulltekst i vitenarkiv Vis sammendrag

  The purpose of this paper is to shed light on the feasibility of using waste drivers to explain waste in a design and engineering setting. Waste drivers are defined as the mechanisms that have the capacity to create waste, under certain conditions. The waste can occur in design and engineering, and as a consequence of design and engineering. Waste include, e.g. reduced build ability and usability, with increased costs, time, and quality. The distinctiveness of the engineering process has been central when attempting to identify the waste drivers. The complexity associated with waste in design and engineering may indicate that the conventional manufacturing wastes do not suffice in the context of identifying waste in design and engineering. Based on researched literature and a case study, a list of waste drivers was identified. This paper should contribute to the understanding of design and engineering processes. Thus, potentially making design and engineering processes more predictable.

Se alle arbeider i NVA

• Bonnier, Knut Erik (2020). Lessons Learned from Implementing a Serious Game in Higher Education – A Student and Trainer Perspective. Fulltekst i vitenarkiv
• Bonnier, Knut Erik (2020). Serious games i høyere utdanning – Erfaringer fra forelesere og studenter 2019/2020. Fulltekst i vitenarkiv
• Andersen, Rune & Bonnier, Knut Erik (2020). Challenges with the introduction of a "Project Management Game" in higher education. Fulltekst i vitenarkiv

Se alle arbeider i NVA