Teaching Fundamental Concepts of Industrial Engineering and Management by Using Examples from the Video Game Industry This paper presents experiences from using examples from the video game industry to teach fundamental concepts and theories of Industrial Engineering and Management. The video game console Dreamcast, which was released by SEGA in Japan in 1998, and discontinued in 2001, was used as a case to let engineering students analyze the trajectory of the console. A framework based on First Principles of Instruction was used to analyze the learning situation. The material consists of studentsu0027 assignment and evaluations, and the responsible teacheru0027s reflections. Students generally appreciated the opportunity to apply skills to explain a realworld problem. Preknowledge of the context was different between male and female students, which needs to be taken into consideration in future variants of the course. Teacheru0027s reflections summarized advantages with this as using a market that many students are familiar with, that has a history related to engineering and economics, and differentiated market. Disadvantages included formal limitations in course duration and evaluation, but also lack of peerreviewed material, and the reputation of videogames as just being xe2x80x9ctoysxe2x80x9d.

The Mirrorxe2x80x99s Edge: Creating a Dynamic Games Course That Reflects Industry Practices and Manages Student Expectations Industry simulation is an essential part of an undergraduate games studentxe2x80x99s education. It has been outlined by The Association for UK Interactive Entertainment (UKIE) as essential to developing graduate skills for the workplace. This paper highlights the importance of simulating industry practices within a games degree program, bringing attention to the need for crosscourse collaboration and to provide a dynamic environment that reflects industry practice. This paper presents a casestudy highlighting methods for maintaining student engagement and enhancing project management skills, as well as showcasing techniques for managing student expectations and preconceptions of their individual responsibilities. The study focused on providing smallscale projects, where students worked in crosscourse multidisciplinary teams of between eight and twelve students. Academic staff have acted as executive producers for each student team, reinforcing the professional context of the project. The module has used a livebrief provided by a games industry professional or an external competition, which allowed for creative interpretation by students and challenging them from a game design perspective. The conclusion of this study shows that including crosscourse collaboration between students and providing a structure mirroring industry practices has been essential in preparing students for a games industry career.