The Data Stewardship project is a new initiative from the Delft University of Technology (TU Delft) in the Netherlands. Its aim is to create mature working practices and policies regarding research data management across all TU Delft faculties. The novelty of this project relies on having a dedicated person, the so-called ‘Data Steward,’ embedded in each faculty to approach research data management from a more discipline-specific perspective. It is within this framework that a research data management survey was carried out at the faculties that had a Data Steward in place by July 2018. The goal was to get an overview of the general data management practices, and use its results as a benchmark for the project. The total response rate was 11 to 37% depending on the faculty. Overall, the results show similar trends in all faculties, and indicate lack of awareness regarding different data management topics such as automatic data backups, data ownership, relevance of data management plans, awareness of FAIR data principles and usage of research data repositories. The results also show great interest towards data management, as more than ~80% of the respondents in each faculty claimed to be interested in data management training and wished to see the summary of survey results. Thus, the survey helped identified the topics the Data Stewardship project is currently focusing on, by carrying out awareness campaigns and providing training at both university and faculty levels.

In this study, we explore the similarities and differences in learning effects produced by playing a digital and an analogue version of the disruption management game for container terminal operations. We organized the analogue game sessions with students in the United States and digital game sessions with students from Greece. We analysed a postgame survey that captured the learning experiences of the participants to compare the differences and similarities of the learning effects of either game. Based on the results, we conclude that the type of game has limited effect on the learning experience, while incorporation or exclusion of learning principles does have.

Global transportation knows many different modalities – goods arrive from far away places by ship, plane, railway, or truck. Airports and seaports both represent important nodes within the global transportation network. Both show distinct characteristics, but also similarities when it comes to challenges like required flexibility, robustness, reliability and situational awareness of the stakeholders involved. In this article, we introduce two different simulation games addressing some of these challenges in two complex transportation nodes and discuss the qualitative results of user tests with the games. Within a comparative section, we show how simulation games can be used to address the challenges of multimodal transportation.

Transportation systems are complex yet vital infrastructures. Different stakeholders have to work together to guarantee the most efficient traffic of humans and goods. Challenges that stakeholders face in such infrastructure systems, like divergent interests and attitudes, make it hard to predict behaviour. To understand the complex systems including the behaviour of the stakeholders, it is relevant to model decision-making processes. For this reason, simulation games were developed. The present article focuses on two different case studies. Both are studies in which board games were used. After explaining each case study, a comparative section follows to give an overview about advantages and disadvantages of the use of board games in the transportation sector.

Synchromodality is described as a network of well-synchronised and interconnected transportation modes. One of the most important advantages of synchromodality is the development of a sustainable transportation system. Given the numerous stakeholders and network interdependencies within freight transport corridors, achieving efficient coordination and management is complex. In this paper, we regard information exchange as one of the main enablers of collaboration between the infrastructure managers. We developed a digital single-player simulation game called “Modal Manager” comprising logistic service providers and infrastructure managers. Each player takes over the role of an infrastructure manager who must use information provision as a tool to control flows in a network where various planned and unplanned disruptions occur. We include the game in a session where participants are able to interact with the game and with each other. The first gameplay session with Dutch experts revealed that infrastructure managers perceive synchromodality as a way to cope with disruptions more efficiently. On the other hand, the concept of synchromodal corridor management is ambiguous and various legal and governance barriers exist that hinder its implementation.

Background. The use of simulation games for complex systems analysis and design has been acknowledged about 50 years ago. However, articles do not combine all salient factors for successful simulation games, and often stem from a clear view of one particular field of science only. With combining multiple disciplines, connect analysis and design as well as research and practice, we provide deep insights in design and use of simulation games. Aim. This article analyzes the design and evaluation process of a variety of game-based projects and activities, using existing scientific concepts and approaches, in order to establish games as a valid research tool. Our focus lies on the approach towards the use of games as design instrument; using them as an intervention in a larger, complex context, in order to design this context. With our contribution, we aim at providing insights and recommendations on the design and use of games as valid research tools, the limitations of this use, possible pitfalls, but also best practices. Method. We carried out a literature review of related work to identify the most important scientific concepts related to our approach of game design. Further use of combined quantitative and qualitative case study analyses highlights the design process and results of our own game studies. Results. The analyses yielded a consolidated conceptualization of simulation games as research instruments in complex systems analysis and design. The results also include methods for the evaluation of simulation games, additional evaluation methods, and limitations to use simulation games as research instruments. Conclusions. We propose guidelines for using simulation games as research instruments that may be of value to practitioners and scientists alike. Recommendation. We recommend practitioners and scientists to apply the guidelines presented here in their efforts to analyze and design complex systems.

Software and computational tools are instrumental for scientific investigation in today's digitized research environment. Despite this crucial role, the path towards implementing best practices to achieve reproducibility and sustainability of research software is challenging. Delft University of Technology has begun recently a novel initiative of data stewardship - disciplinary support for research data management, one of the main aims of which is achieving reproducibility of scientific results in general. In this paper, we aim to explore the potential of data stewardship for supporting software reproducibility and sustainability as well. Recently, we gathered the key stakeholders of the topic (i.e. researchers, research software engineers, and data stewards) in a workshop setting to understand the challenges and barriers, the support required to achieve software sustainability and reproducibility, and how all the three parties can efficiently work together. Based on the insights from the workshop, as well as our professional experience as data stewards, we draw conclusions on possible ways forward to achieve the important goal of software reproducibility and sustainability through coordinated efforts of the key stakeholders.

In this paper we discuss the application of simulation gaming to study the behavior and decision making of stakeholders when confronted with complex transportation problems. The problem we tackle is synchromodal transportation. Synchromodality requires the vertical and horizontal collaboration of stakeholders in all the levels of decision making. To facilitate this, we develop four games designed in a way that meets the needs of decision makers in each level. We present both board and digital games and the results from the first gaming sessions with Dutch supply chain and logistics professionals.

Games have been successfully used in educational settings for many years. Still, it is not known in detail which factors influence the use and effectiveness of educational games. The game environment, its technology, and other game mechanics are factors directly linked to the game itself. The player’s experience with the subject of the game and/or games in general, his or her motivation and expectations towards the gaming experience influence the outcome of a game-based learning experience. Some of the personal aspects, like age, were already addressed in earlier research. Cultural and gender differences though, were not a main object of study in educational gaming so far. This study started from certain assumptions about differences in game play, related to players’ cultural backgrounds and gender. Literature suggests that gender plays a role when it comes to game performance. This paper introduces outcomes of a study with a so-called Microgame, a brief game used to raise the awareness of interdependent planning operations. It shows that in this game, gender and culture make a difference in relation to the learning experience of the players, measured by game performance.

Synchromodal transport has the potential to offer flexible, reliable, cost-effective and sustainable freight transportation by enabling real-time switching between transport modes. Given the numerous stakeholders and network interdependencies within freight transport corridors, achieving efficient coordination and management is complex. Multiple stakeholders need to make consistent decisions under dynamic and time-pressed operational situations. Such situations request efficient information sharing, role awareness, optimization of services and assets in freight transport corridors. Situation Awareness (SA) has been proven as essential prerequisite for decision-making under dynamic operational situations. In this research, we aim to explore the decision choices and behavior of stakeholders related to synchromodal corridor management at various levels of SA. For this purpose, we developed a simulation game called 'Modal Manager' comprising logistic service providers and infrastructure managers. The participants of the game take over the role of infrastructure managers. They have to cooperate to solve several disruptions and incidents in a flexible way ensuring the time-efficient and reliable transportation of containers while maintaining the optimal utilization of the network. Our research study around the game includes a session consisting of briefing, game play and debriefing with transport professionals in the private and public sector in the Netherlands. The game results are expected to shed light on decision-making, information sharing strategies and interventions made by infrastructure managers for efficient synchromodal corridor management.

Planning the operations within a container terminal is a complex task. It requires planners to demonstrate adaptive behavior while handling stressful, complex, and unexpected situations in today's dynamic and technology dependent workplace. This paper aims at investigating the role of multi-tasking ability, moderated by an individual's personality type, in predicting planner task performance using simulation gaming methods. Hierarchical regression analysis results demonstrate that the direct effect of multi-tasking ability on performance is positive and significant. With one exception, the personality traits do not significantly intensify or lessen the impact of multi-tasking in predicting task performance. The personality trait, openness to experience, significantly lessens the impact of multi-tasking ability on performance. Our results suggest that container terminal operators may benefit by considering the above-mentioned results while allocating planning tasks to their employees and new recruits. The instruments used in this research could also be used for evaluating and training candidate planners.

Rail is a cost-effective and environment friendly freight transport modality when used efficiently. Stakeholders around Dutch ports are discouraged to choose rail due to uncertain train schedules and the dispersed nature of freight flows across terminals in the port. To understand the challenges and opportunities of freight transport using rail, we used a combined approach of modelling and simulation gaming as participative research method. In addition to a simulation game, we developed a metamodel to simulate all possible choices of the players in the game. We designed and executed simulation gaming sessions with professionals and students. Within these sessions, we collected data in the form of surveys and in-game observations on the behaviour of the players. We compared and contrasted the results of the metamodel with those of the gaming sessions. The main contribution of the research is the provision of a deep insight into the challenges and opportunities offered by efficient transportation of containers using rail. The combined approach allows us to assess the effectiveness of various incentives to consolidate freight, promote intermodal transportation and to encourage the development of efficient services for rail freight transport.

The significance of teams, teamwork and team performance is unprecedented in many learning environments of institutes in higher education and organizations. While individual and team tasks are quite straightforward to define, teamwork is a set of interrelated cognitions, attitudes and behaviours that contribute to the dynamic processes leading to team performance. To address the research gaps related to team processes and team factors related to game based learning, we conducted a quasi-experimental gaming session using a multi-player game called Yard Crane Scheduler 3. Our analysis of the game session showed that mutual performance monitoring had a significant positive effect on team task performance, while mutual support between team members had a negative effect on the team task performance. Shared mental models and closed loop communication were important for the team task performance but the development of shared mental models through shared displays and the effectiveness of closed loop communication were hindered by time pressure related to the team task. Our findings indicate that knowledge of team factors and team processes that affect team performance can help instructors to design team tasks and evaluate students in an efficient and holistic manner.

Operating socio technical systems such as energy distribution networks, power plants, container terminals, and healthcare systems is a grand challenge. Decision making in these systems is complex due to their size, diversity, dynamism, social component, distributed nature, uncertainty, and vulnerability to disruptions. Human actors in these systems have to channel their pre-decision time to assess and classify current situation based on their individual or organizational goals rather than analyse possible alternatives for an optimal outcome. In this effect, Situation Awareness, a human factor required to perceive, comprehend and project the future of a current situation is considered to be an essential prerequisite for decision making in socio technical systems. Although the importance of Situation Awareness is well established it has not been studied extensively in socio technical systems. Therefore the key objective of this dissertation was to study the role of Situation Awareness on decision making and performance of individuals and teams in socio technical systems within the context of intermodal transport operations in container terminals.

This study introduces the concept of microgames to support situated learning in order to foster situational awareness (SA) of planners in seaport container terminals. In today’s complex working environments, it is often difficult to develop the required level of understanding of a given situation, described as situational awareness. A container terminal represents an important, complex node in the multimodal transportation of goods. Many operations have to be planned in order to ensure a high performance of the whole system. To evaluate the relation between SA and planning task performance, the authors conducted tests with 142 participants. They evaluated the role of SA in integrated planning activities, and the playability and usefulness of the microgame. In conclusion, the authors can state that SA is very conducive to integrated planning tasks in container terminal operations. The microgame approach allows for an enjoyable game activity, while providing a meaningful situated learning experience towards SA.

Container terminals decouple the long-distance, high volume deep-sea transport from the short-distance, highly fragmented hinterland transport. As around 65 % of general cargo is shipped in containers, these terminals play a very important role in global trade. Planning and aligning the activities in and around container terminals is quite difficult, even more because of frequent disturbances in the seaside and the landside operations within the transportation network. The theory of Situational Awareness (SA) might help to improve the alignment between planning activities and to increase resilience. SA asks, however, for a different way of working and communicating. Awareness and practice sessions are needed to train managers and planners to use the SA concepts. The Dinalog project SALOMO has developed tools and serious games to serve as a training, learning, and “try-out” tool for students and practitioners to gain experience in Situational Awareness, alignment of planning activities, and in dealing with disturbances in and around container terminals. This chapter discusses the Situational Awareness framework, on which the tools and games have been built, as well as first experiences in using these tools and games.

Many factors influence the use and effectiveness of educational games. The game environment, its technology, or game mechanics are factors directly linked to the game itself. Other aspects show a stronger relationship to the player, like his or her experience with the subject and/or games in general, his or her motivation and expectations towards the gaming experience. Some of the personal aspects, like age, are already addressed in related research. Cultural and gender differences though, are not a main object of gaming research so far. Nonetheless, the experience of the authors with educational games allowed for certain assumptions about differences in game play, related to player’s cultural backgrounds and gender. Literature suggests that gender plays a role when it comes to game performance. This paper introduces outcomes of a study with a so-called microgame, a brief game used to raise the awareness of interdependent planning operations. It shows that in this game, gender and culture make a difference in relation to the learning experience, measured by game performance.

Planning tasks in modern, fully automated container terminals require a high awareness of the complex situation, and successful planning strategies. Operational planning includes both strategies of planning and resource management. As planning procedures are not (yet) fully automated, a skilled workforce of planners is needed to conduct the complex operational planning of container terminal procedures and equipment. By using a simulation game, we explored which planning strategies are successful, leading to efficient and effective use of container terminal equipment. Our results show that through the game, we were able to identify three main strategies, of which one is associated with efficient unloading of vessels, and with high scores in game play. A second type of strategy, moderately rewarded, is associated with good handling of containers. The third type of strategies generally reflects players overwhelmed by increases in activity in the port, resulting in long wait times and a poor score at the game.

With more flexible and large-scale learning environments, new design requirements for games emerge. Massive Open Online Courses (MOOCs) are one of the most important innovations in the learning field. Still, it is a challenge to motivate learners and to keep them motivated in such huge learning environments. To address this challenge, we redesigned a board game targeting at an integrated view on disruption and communication management in an intermodal transportation situation. From the redesign, we have learned that an online game works better with fewer roles, requires immediate feedback, and an engaging way of challenge to keep players motivated. Our findings can inform the design of games for large groups of players in an online environment.

Background. Complex, dynamic systems require flexible workforces with skills and attitudes responding to the dynamic work environment. Traditional, formal classroom oriented learning approaches often do not sufficiently support the development of such skills and attitudes and do not provide situated learning activities. Aim and Method. We propose the concept of Microgames as an active, situated learning approach. A Microgame is a simulation game that can be played in a short time period and that starts from a specific problem in the organization defined by a problem owner. To illustrate the concept, we introduce a case study with a Microgame called Yard Crane Scheduler. Results. The study’s results indicate that the Microgame used in our study represented an engaging experiential experience. It was able to foster the awareness of the players for interdependent planning tasks. Due to its shortness, the game’s reality is somewhat limited. To compensate for this limitation, a structured debriefing phase enables players to exchange information on successful planning strategies, enhancing the learning experienceby a social learning activity. Conclusions. Microgames are a novel approach towards situated, experiential learning. Its limitations, mainly caused by the constrained time for game play, have to be taken into account when defining learning goals. Despite this limitation, the Yard Crane Scheduler Microgame has been evaluated as an engaging and valid tool. Further research will investigate distinct design decisions and learning effects associated with the concept of Microgames.