Process mining enables companies to reduce costs by identifying bottlenecks, improving processes, or automation potentials, for example. Digital business process data, which can be extracted from information systems and afterward arranged in so-called event logs, allows the visualization and analysis of business processes. Several teaching materials for process mining are offered to learners and teacher. However, the existing data for learning and teaching process mining is static and does not change with specific user interactions, such as the release of invoices in other information systems. This work contributes to a more realistic teaching approach by providing a simulation tool to continuously create business process data reacting to user actions. First, the application scope of process mining projects in the industry is determined to collect use cases of action-oriented process mining from practice. Then, a prototypical implementation is presented that allows the continuous simulation of business process data that allows specific user interventions. A didactic framework is described to apply the simulation tool in the teaching of process mining. Finally, the simulation tool is discussed and evaluated by four experts from practice and academia.

It has been scientifically proven that physical activity can have a positive impact on cognitive functions and that it can support the learning process. Although there already exist methods in education that aim at combining both areas in the classroom there has not been developed a digital game in this area, yet. For this reason, the goal of this paper is to report on a developed game that combines physical activity and learning. By applying the Design Thinking Method and conducting expert interviews with teachers, athletes, and game researchers an application is developed for school children, called “HealthyPets@TUM” that consists of walking steps and solving calculation exercises. With the help of this method, the most important features are developed and then tested in a school class. The game can be seen as a successful first approach for combining educational content with physical activity. However, further research over a longer period and with a bigger study group is necessary to assess the impact of physical activity on the cognitive development by applying a game-based learning approach.

With a growing demand for green products and services, entrepreneurs find themselves with the possibility to capitalize on this demand for environmental business solutions. Hence, skills for shaping ecologically sustainable businesses are needed. By teaching business concepts in an engaging and applicable manner using a serious gaming approach, students can be prepared to become tomorrow's entrepreneurs. Learning objectives were determined by using Bloom's revised taxonomy and implemented in the serious game Bikorama@TUM. In Bikorama@TUM, students manage their own bike rental through the three business phases: survival, growth and expansion. 151 upper vocational students took part in the evaluation focusing on the growth stage. They assessed their knowledge with a pre- and post-test as well as rated the implementation as a whole. The results indicate a substantial improvement in students' knowledge and abilities related to entrepreneurship. Therefore, the serious gaming approach is confirmed as a viable teaching tool.

Businesses in every industry are affected by progressing globalization and intensifying competition. Firms' leaders need skills to find new ways to create revenue and to evolve their business models continuously. Students should therefore be prepared to become tomorrow's firm leaders with education on business concepts in business transformation. This paper aims to analyze the effectiveness of introducing high school students to the concept of servitization with the serious game SwipeBike@TUM. SwipeBike@TUM was developed to apply business transformations in a game atmosphere while still be appealing at the same time. Within the game, the player takes up the role of C-Level Management to transform a bicycle manufacturer into a service provider through several business stages. The overall learning process is described by learning objectives and covers theoretical and practical parts. The evaluation with 29 students showed that SwipeBike@TUM improved their knowledge and self-evaluation of business models and transformation. For research, we contribute by demonstrating that serious gaming is a suitable teaching approach.

Due to the ongoing COVID-19 pandemic, the educational sector has been forced to rapidly adapt digital forms of teaching, thus changed the status quo of teaching. Not only for coping with that situation but also with the adaption of digital technologies in general, educational service providers (ESP) become paramount. ESPs need to offer contemporary and innovative services which should serve the aim of gaining and even improving the learning outcomes. Furthermore, ESPs can take the heat off teachers who suffer under an increased workload. To address this issue, we conducted a literature review focusing on papers which covered educational service concepts that effect learning outcomes. The results are clustered by the groups of digital learning formats which in turn are transferred from the 2020 classification framework of digital learning formats by the mmb institute. Besides giving an overview of the current state of research, we demonstrate the research gap and recommendations for further research when referring to the role and service portfolio of ESPs.

The digital transformation claims enterprises to rethink their business models. The bridge between digital transformation and business models can be strengthened by training the future decision makers early during their university life. Thus, the goal of this research is to illustrate the state of the art in the field of teaching business model transformation and identify curricular issues and opportunities. To achieve this goal, a literature review was conducted by considering two curricular perspectives: content-related course design and didactic-related course design. Relevant publications in the fields of engineering and management were reviewed for each curricular perspective. As a result, this paper presents the development of teaching methods in the field of business model transformation as well as learning objectives and course design specifications. Drawn upon these findings, requirements for a business model transformation course in higher education are formulated, and an Information Technology (IT) application to support students during their learning progress is discussed.

The purpose of this paper is to provide a best practice procedure model for conducting a capstone course consisting of eight phases and to share first experiences with it. The model is geared to teaching new and innovative industry-related topics by using a project-based learning approach including elements of experiential learning and role-play teaching. It also focuses on providing hands-on experience with newly released technology or software. Based on insights from literature, we planned and conducted a practical course for teaching topics of SAP Leonardo and SAP HANA by adapting our suggested procedure model. We further collected feedback from students. During designing the practical course, we found that the model is easy and fast to apply, flexible and adaptable to different circumstances due to its modularity. It can be used beyond teaching emerging technologies and topics as a template for practical courses as well. This paper shows lecturers how to involve industrial partners in teaching and instructs them in conducting a project-based course by means of a concrete example.