"It's impressive, but in practice ...": Experiencing a Realistic Digital Transformation in and Beyond the Classroom

Research Background and Issues

1. Issues and Challenges: The authors point out that although serious games (especially tabletop games) have been widely used in production management education, their integration with emerging Industry 4.0 digital technologies remains very limited. Moreover, there is a lack of empirical research on how industry practitioners apply these technologies in real-world digital transformation scenarios. How knowledge learned in the classroom can be effectively transferred to industrial applications remains an open and critical question.
2. Significance: As Industry 4.0 technologies (such as artificial intelligence, 3D printing, process mining, etc.) increasingly transform manufacturing practices, traditional "lean production" education needs to be upgraded to adapt to these technological changes. Helping students understand how to integrate lean principles with digital tools can better prepare them to tackle real-world problems in the new industrial revolution.
3. Research Motivation: Traditional lean tabletop games used in education, such as simulating production lines with LEGO bricks, though effective in teaching, have not been innovated for years, leading to a disconnect with modern digital factory management. The authors aim to bridge this gap and explore how classroom learning can be systematically transferred to industry practice.

Solution

1. Methods and Solutions:
   • The authors designed an enhanced teaching approach that integrates digital technologies (including Manufacturing Execution Systems, 3D printing, AI-based visual quality inspection, and process mining) into classic lean tabletop games.
   • They proposed a training framework based on course activities to combine lean production education with Industry 4.0 technologies.
2. Innovations:
   • This is the first time that Industry 4.0 technologies have been systematically integrated with lean production methods through a serious game-based teaching approach.
   • A novel "knowledge transfer" evaluation model was developed to extend classroom theory to real-world industry practice.
3. Implementation Steps and Key Technologies:
   • Students participated in a two-day course: on the first day, they learned traditional lean production games, and on the second day, they engaged with a technology-enhanced version of the game that integrated digital technologies into the classroom environment.
   • Four key technologies (MES systems, 3D printing, AI quality inspection, and process mining) were used to guide students in group activities, culminating in a final simulation round where these technologies were integrated.
   • Immediate reflections were conducted at the end of the course, followed by in-depth interviews six months later to evaluate the effectiveness of knowledge transfer to workplace scenarios.

Research Outcomes

1. Specific Outcomes:
   • Students demonstrated a deeper understanding of the synergy between lean production principles and Industry 4.0 technologies.
   • Students were better able to recall and apply classroom concepts in their actual work, while also developing critical thinking skills about the advantages and challenges of digital transformation.
2. Advantages:
   • Compared to traditional teaching methods that focus solely on digital tools, this approach offers more realistic application scenarios, stronger interactive experiences, and deeper reflections on real-world problems.
   • Students significantly improved their understanding and operational skills with digital technologies (e.g., process mining, AI applications).
3. Experiments and Evaluations:
   • In-Class Evaluation: Reflection essays and survey results showed that students became more enthusiastic about digital technologies after the course, while also adopting a more objective and critical perspective. Their understanding of how "lean production" and "digitalization" enhance each other improved (e.g., comprehension scores increased from 3.5 to 4.0).
   • Knowledge Transfer Evaluation: Six months later, students continued to apply what they had learned in the classroom, primarily through the following methods: solving problems with AI and digital tools, gradually implementing technology upgrades, and using communication to persuade colleagues.
4. Limitations and Future Directions:
   • Limitations: The small sample size and reliance on qualitative data may limit the generalizability and reliability of the findings; some students expressed distrust toward new technologies (e.g., AI tools).
   • Future Directions:
     • Explore the design of long-term, incremental courses to better support knowledge transfer.
     • Expand teaching to real-world corporate environments, including embedding courses in actual factory settings or using case studies.
     • Conduct in-depth research on how organizational culture and employee mindset influence technology integration and knowledge transfer.

Conclusion

This paper proposes an innovative teaching approach that integrates Industry 4.0 technologies into lean production classroom education, significantly enhancing students' practical understanding and analytical skills regarding digital tools. The study demonstrates that this serious game-based educational model not only enables students to acquire new knowledge in the classroom but also facilitates knowledge transfer and application in the workplace. The revealed interactions among knowledge transfer models, cultural, technological, and organizational factors provide valuable guidance for future research and educational design.