Abstract:

This paper presents the use of gamification in logistics education in the Czech Republic through a simulation game focused on material flow planning and production management. The game was designed to simulate the production of paper aeroplanes. It is structured as a competitive team activity in which students plan material flows, organise the production process, and coordinate teamwork. The simulation environment enables students to apply theoretical logistics knowledge in practice-based model situations and to develop skills in decision-making, work organisation, and teamwork.

Objectives and Methodology:
The aim of the paper is to present the design and implementation of the simulation game and to analyse its benefits for the development of students’ logistics competencies. The research was conducted as a case study evaluating the use of gamification in logistics education at Tomas Bata University in Zlin, Czech Republic, at the Faculty of Management and Economics.
A total of 117 students participated in the simulation (86 university students and 31 secondary school students). The game was always conducted with two teams of 8–12 students, who were assigned ten working positions simulating individual roles in the production process. The simulation game lasted approximately three hours and was divided into four production rounds. After each round, the teams reported their achieved results. To evaluate the benefits of the game, a questionnaire was administered before and after the activity, with responses rated on a five-point Likert scale.

Expected Benefits:
It is expected that the use of gamification and simulation games in logistics education will increase student activity, motivation, and competitiveness, while contributing to a deeper understanding of the principles of material flow planning and production management. Team-based solutions to simulated production situations also support the development of collaboration, communication, and decision-making skills. The acquired experience may strengthen students’ preparedness for professional practice in logistics and production management.

Conclusion:
The simulation game, based on gamification principles, is an innovative teaching tool that connects theoretical knowledge with students’ practical experience. Through the simulation of material flow and production management, it supports active learning, teamwork, and the development of logistics competencies, particularly among Generation Z students. The main advantage of the game is its flexibility and universality, which allows it to be adapted to different numbers of students and implemented in various educational environments.

Keywords:

Gamification, logistics, simulation game, material flow, production management, team-based learning.