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The rapid advancement of technology has revolutionized education, offering innovative tools that enhance student engagement and learning outcomes. This study explores the integration of a serious game, developed by PhD student Sarah Saufney, into the teaching of warehousing concepts at HEC Liège. Traditional pedagogical approaches often struggle to engage students in supply chain management courses, particularly in warehousing, where practical knowledge is crucial. This research evaluates the effectiveness of the serious game in improving learning assessment, student engagement, and motivation, compared to traditional methods.
Guided principally by the Technology Acceptance Model (TAM), this study conducted a quantitative analysis through pre-test and post-test surveys with 30 students. The findings reveal significant improvements in knowledge assessment, perceived usefulness, ease of use, and student motivation after using the serious game. The game's interactive and immersive nature not only facilitated understanding of complex warehousing tasks but also fostered higher levels of student interest and confidence.
The study underscores the potential of serious games as a pedagogical tool, suggesting their broader application in supply chain management education. It also highlights the need for further research to refine these tools and explore their long-term impact on student preparedness for professional challenges. By addressing the limitations identified, such as sample size and game complexity, future studies could enhance the generalizability and effectiveness of serious games in academic settings.

Serious Games --- Warehousing Education --- Perceived Usefulness --- Perceived Ease of Use --- Engagement/Motivation --- Knowledge Assessment --- Sciences économiques & de gestion > Production, distribution & gestion de la chaîne logistique