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A flipped classroom with live games is a simple trade: move basic exposition out of class, and spend your precious minutes on decisions, debate, and data. Students stay engaged because their choices move the charts in real time—and those same charts become assessment evidence that is very hard to outsource to AI.

Why flip with games?

• Pre-class is light but focused: a short brief or video primes key ideas so class time can be spent using them, not reciting them. Large meta-analyses of flipped classrooms report a moderate, positive effect on performance (roughly half a standard deviation) over traditional lecture (see e.g. Strelan et al., 2020 ).
• In-class is active: teams experiment with policies, see bottlenecks form, and adjust on the fly. Active-learning sections in STEM show higher exam scores and substantially lower failure rates than pure lecture (e.g. Freeman et al., 2014 ).
• Games amplify both: meta-analytic work on computer-based simulation games finds gains in declarative and procedural knowledge and better retention when games are paired with clear goals and feedback—exactly what a structured class run provides (e.g. Sitzmann, 2011 ).

What makes this AI-resilient

• Locally unique evidence: each cohort generates its own time-stamped runs—specific WIP traces, queue lengths, and profit trajectories tied to today’s decisions and run IDs. A generic model can’t guess your line at minute 437.
• Process, not just product: you can grade decision logs, in-class reasoning, and quick oral defenses alongside the memo. Sector guidance on assessment in an era of widespread AI use emphasizes these authentic, context-bound tasks over generic essays (see for example QAA, 2023 ).
• Transparent AI use: if students use AI before or after class (e.g., to brainstorm hypotheses), you can require a brief disclosure plus a comparison to their own run data, keeping the human in the loop while still benefiting from the tools.

A pattern you can run next week

1. Before class (10–15 min): short brief + 2–3 check questions on the core idea (e.g., bottlenecks, lead times, or safety stock).
2. During class (25–30 min): two game sprints; teams adjust policies based on early charts, then compare outcomes on the leaderboard and WIP/flow-time plots.
3. After class (5–10 min): a memo or slide anchored to their run ID and 2–3 specific metrics from the logs. You’re grading their interpretation of their data, not a generic definition set.

Pointers: Freeman et al., 2014 on active learning in STEM; Strelan et al., 2020 on flipped classrooms; Sitzmann, 2011 on simulation games and learning; QAA, 2023 on assessment in an AI-rich environment.

The theme of the 2025 INFORMS Annual Meeting—“Smarter Decisions for a Better World”—is the heartbeat of our labs. In SimArenas, teams make real decisions and watch the system respond in minutes; the time‑stamped data they generate becomes evidence for analysis and short memos, connecting operations research, analytics, and AI to meaningful outcomes.

• Practice under uncertainty: tune staffing, buffers, and policies as demand and service vary; see bottlenecks form and dissolve.
• Evidence you can grade: every run yields WIP, flow‑time, and utilization charts plus CSVs for AoL and quick memo prompts.
• Societal lens: modules like Hospital Flow (access & delays), Beer Game (waste & variability), and Workforce Scheduling (service & overtime) link analytics to impact.

Heading to INFORMS? We’d love to swap notes and share materials. Schedule a quick chat or write to support@simarenas.com.

When your decision moves the chart in seconds, paying attention is easy. SimArenas pairs that energy with a simple flip: prep briefly before class, decide together in class, and explain with your own data after.

Why engagement rises

• Immediate feedback on WIP, flow time, and throughput keeps teams focused.
• Autonomy + light competition—you set policies, the leaderboard keeps it fun.
• Evidence talk: students justify choices with their run logs and charts.

A tidy flip

1. Before (10 min): skim a short brief; answer 2 checks.
2. During (25–30 min): two sprints; adjust policies between sprints.
3. After (5–10 min): memo anchored to run ID + timestamps.

AI‑proof, by design

• Grade in‑class process: decision log, charts, quick oral defense.
• Require unique evidence (run‑specific numbers/plots) and a brief AI‑use disclosure.
• Focus on authentic tasks—skip unreliable detectors.

Pointers: Freeman et al., 2014 (active learning); Strelan et al., 2020 (flipped); Sitzmann, 2011 (simulation games); QAA, 2023 (assessment & AI).

Operations is a contact sport. Students don’t just need definitions of flow time or bottlenecks—they need to feel the trade‑offs. Action‑oriented learning moves the classroom from explanation to experience: brief the concept, let teams make decisions in a live system, then debrief using the evidence they generated. That loop—brief → action → results → analysis → debrief—turns abstract ideas into durable skill.

What the research suggests

• Active learning outperforms lecture in STEM: meta‑analyses report higher exam performance and lower failure rates.
• Simulation games boost knowledge, skills, and retention, especially with clear goals and feedback.
• Students may feel they learn less during active sessions even while learning more—so a quick debrief that surfaces the gains helps calibrate perception.

(Pointers: Freeman et al., PNAS 2014; Sitzmann, Personnel Psychology 2011; Prince, J Eng Educ 2004; Deslauriers et al., PNAS 2019; Wouters et al., 2013.)

Why simulations fit operations

• Immediate feedback: leaderboards and charts reveal effects of capacity, buffers, and variability choices within minutes.
• Data‑first reasoning: time‑stamped events let students compute WIP, flow time, utilization, and even run a quick regression.
• Safe pressure: friendly team competition increases attention and recall without risk.

Want to try this pattern? See modules or browse the games.

Here’s a compact flow/bottlenecks lab that fits a single session and works for BBA, MBA, or Exec‑Ed. You can run it with Widget Wizards.

1. Brief (5 min): Little’s Law; bottleneck definition; WIP↔throughput trade‑off.
2. Setup (2 min): Students in teams of 3–4; instructor opens the session and starts the run.
3. Run (20–25 min): Two checkpoints—teams adjust staffing/buffers based on early charts.
4. Debrief (10–12 min): Discuss the class’s WIP and flow‑time charts; compare the top three runs.
5. Evidence (3 min): Export the CSV and post the memo prompt (5–7 sentences) with rubric.

Memo prompt you can provide

Identify the bottleneck from your run, propose one change, and estimate its impact on throughput and WIP using your team’s data.

Short on time? Skip the memo and grade participation from the leaderboard/decision log.

Simulation logs are rich, structured datasets. A 5‑minute walkthrough helps students translate rows into insight—and it doubles as AoL evidence.

Quick starter

• Compute WIP over time: count jobs in system at each timestamp; plot a simple line chart.
• Flow time: for each job, subtract arrival from completion; summarize mean/median and distribution.
• Utilization: busy time / available time per station; highlight the bottleneck.

Simple A/B check

After a policy change (e.g., buffer from 1→3), compare pre/post mean flow time with a quick two‑sample test or confidence interval. The point isn’t statistics perfection—it’s disciplined, data‑backed reasoning.

Ready to try it? Use any module and open the CSV from the class run—see Evidence & AoL for what gets generated automatically.