Abstract

Panellists: (1) Mrs Anjum Amin, Additional Secretary, Ministry of Commerce, Pakistan; (2) Dr Zafar Qadir, Chairman, Taleem Foundation, Pakistan (ex Chairman National Disaster Management Authority, Pakistan); (3) Mr Hamza Mudassir, Senior Vice President Corporate Strategy, Jagex Games Studio, Cambridge; (4) Dr Tariq Masood, Senior Research Associate, University of Cambridge (Chair)

Abstract:

Industry and higher education institutions lack mutual engagement in Pakistan. A particular challenge in higher education is how to imitate real world challenges and solutions. This is especially true for teaching STEMM subjects which lacks inclusion of practical elements. In this discussion with the panellists and audience through active participation, we’ll explore and share experiences of using games in higher education and learning both in academia and industry in Pakistan.

A particular question for the panellists will be: “How can the level of learning be enhanced in STEMM subjects by the use of games in Pakistani universities and industry?”.

The outcomes of this discussion will help in improving levels of higher education in Pakistan through a link with the University of Cambridge research project titled ‘Designing the Future of Games in Engineering Education (DeFuGEE). If you have particular questions for the panellists or for further details of this project, please contact Dr Tariq Masood (tm487@cam.ac.uk).

Dinner will be provided after the discussion. Places are limited, so please RSVP for numbers to Sohaib Abdul Rehman (sa753@cam.ac.uk) ASAP .

Background and Opportunities:

We have been playing learning games with students in Cambridge and industry in the UK for past many years which are very popular amongst them. These include production game (IfM/CJBS), supply chain game (IfM/CJBS), Legoline game (Cambridge Engineering Design Centre) and disaster management game (EDC, IfM, Architecture) to name a few. We have always tried to link such games with latest research thinking or outcomes (e.g. improving the robustness, reliability and resilience in Legoline and production game; and implementing Bluetooth connectivity in Legoline game) which have been crucial in providing enhanced and up-to-date learning to the students and industry. Virtual reality based games are also emerging, for example, to benefit engineering system design, factory layout planning, jet engine mock-up and fly-through, assembly process development and training through developing virtual environments. Other related games are used for teaching entrepreneurship, financial or operations risk management.

However, key issues that motivate the need to use games in future STEMM learning and teaching environments especially in Pakistan follow: 1) Opportunities to improve skills training at a low cost by the use of gaming environment that most reasonably reflect real world operational challenges and decision making; and 2) There are gaps between industry and higher education institutions in Pakistan; 3) Research training has been a focus in Pakistan but its link to teaching has been ignored which leaves both activities standalone; 4) New opportunities and emerging technologies e.g. Augmented Reality (AR), Virtual Reality (VR), Mixed Reality (MR), which may help in either teaching differently, improving it, or understanding it better and linking it with research on one side and the students on the other.