GamiTRIZation – Gamification for TRIZ Education

  • Claudia HentschelEmail author
  • Christian M. Thurnes
  • Frank Zeihsel
Conference paper
Part of the IFIP Advances in Information and Communication Technology book series (IFIPAICT, volume 541)


TRIZ provides tools and methods to meet complex challenges. Since most TRIZ-capabilities are based not only on theory but also on practical application, today’s challenge is to make people not just learn about the TRIZ-method, but to learn actual skills and to get something done with them in a given time frame.

Learning TRIZ needs interactive settings to quickly transfer knowledge and methods into action. TRIZ-experts usually can rely on a long-term practice. Games and cases allow to teach and multiply this experience by activating learners and emphasizing individual capabilities – even by adding a fun factor. That is why gamification actually is a recognized learning and teaching approach.

The authors have compiled, reviewed and analyzed a number of games and cases that offer playful learning and teaching of a variety of different TRlZ tools. The article gives an overview about the used settings and types of games and cases.


Game Case Gamification GamiTRIZation TRIZ education 


  1. 1.
    Zimmerman, E.: Manifesto for a Ludic Century. Accessed 09 Mar 2018
  2. 2.
    Rieber, L.P., Smith, L., Noah, D.: The value of serious play. Educ. Technol. 38(6), 29–37 (1998)Google Scholar
  3. 3.
    Salen, K., Zimmerman, E.: Rules of Play – Game Design Fundamentals. MIT Press, Cambridge (2004)Google Scholar
  4. 4.
    Bicheno, J., Thurnes, C.M.: Lean Simulationen und Spiele. Synnovating GmbH, Kaiserslautern (2016)Google Scholar
  5. 5.
    Thurnes, C.M., Hentschel, C., Zeihsel, F. (eds.): Playing TRIZ – Games and Cases for Teaching and Learning Inventiveness. Synnovating GmbH, Kaiserslautern (2019)Google Scholar
  6. 6.
    Huizinga, J.: Homo Ludens – Um Ursprung der Kultur im Spiel, 24th edn. Rowohlt Taschenbuch Verlag, Reinbek bei Hamburg (2015). Original Version (1938)Google Scholar
  7. 7.
    Csikszentmihalyi, M.: Flow: The Psychology of Optimal Experience. Harper & Row, New York (1990)Google Scholar
  8. 8.
    Czinki, A., Hentschel, C.: Solving complex problems and TRIZ. In: Belski, I. (ed.) Structured Innovation with TRIZ in Science and Industry – Creating Value for Customers and Society, pp. 27—32. Elsevier, Amsterdam (2016)CrossRefGoogle Scholar
  9. 9.
    Hohmann, L.: Innovation Games: Creating Breakthrough Products through Collaborative Play. Addison Wesley, New York (2007)Google Scholar
  10. 10.
    Michael, D., Chen, S.: Serious Games: Games that Educate, Train, and Inform. Thompson Course Technlogy PTR, Boston (2006)Google Scholar
  11. 11.
    Schrage, M.: Serious Play: How the World’s Best Companies Simulate to Innovate. Harvard Business School Press, Boston (2000)Google Scholar
  12. 12.
    Hüther, G., Quarch, C.: Rettet das Spiel – Weil Leben mehr als Funktionieren ist. HANSER Verlag, München (2016)CrossRefGoogle Scholar
  13. 13.
    Kelley, D., Kelley, T.: Creative Confidence: Unleashing the Creative Potential Within Us All. HarperCollins Publishers, New York (2015)Google Scholar
  14. 14.
    Henderson, S.J., Moore, R.K.: Fostering Inventiveness in Children. Library of Congress, North Charleston (2013)Google Scholar
  15. 15.
    Busch, C.: Gamification – technologies and methods of digital games as innovation drivers in creative and other industries. In: Holl, F., Kiefer, D. (eds.) Creative Sprint – A Collaborative View on Challenges and Opportunities in the Creative Sector, pp. 112–130. University of Applied Sciences Brandenburg, Brandenburg (Havel) (2014)Google Scholar
  16. 16.
    McGonigal, J.: SuperBetter – a revolutionary approach to getting stronger, happier, braver and more. In: German: Gamify Your LIFE – Durch Gamification Glücklicher, Gesünder und Resilienter Leben. Herder Verlag, Freiburg (2016)Google Scholar
  17. 17.
    Hentschel, C.: EduGames for complex problem solving – play or pray for innovation. In: Knaut, M. (ed.) Industrie von morgen. Beiträge und Positionen der HTW Berlin, pp. 18–25. BWV Berliner Wissenschafts-Verlag, Berlin (2017)Google Scholar
  18. 18.
    Werbach, K., Hunter, D.: For the Win – How Game Thinking can Revolutionize Your Business. Wharton Digital Press, Philadelphia (2012)Google Scholar
  19. 19.
    Domb, H.: Teaching TRIZ is not learning TRIZ. TRIZ-J. (2008). Accessed 05 Apr 2018
  20. 20.
    Anderson, L., Krathwohl, D.R. (eds.): A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Longman, New York (2001)Google Scholar
  21. 21.
    Bates, B.: Learning Theories Simplified: … and how to apply them to teaching. Sage, Thousand Oaks (2015)Google Scholar
  22. 22.
    Argyris, C., Schoen, D.A.: Die lernende Organisation, 3rd edn. Klett-Cotta, Stuttgart (2008)Google Scholar
  23. 23.
    Thurnes, C.M., Zeihsel, F., Fuchs, R.: Competency-based learning in TRIZ – Teaching TRIZ forecasting as example. Innov. – J. Eur. TRIZ Assoc. 1(02), 128–133 (2016)Google Scholar
  24. 24.
    Altshuller, G.S.: Creativity as an Exact Science: The Theory of the Solution of Inventive Problems. Gordon and Breach, London (1984)Google Scholar
  25. 25.
    Cascini, G., Saliminamin, S., Parvin, M., Pahlavani, F.: OTSM-TRIZ games: enhancing creativity of engineering students. Procedia Eng. 131, 711–720 (2015)CrossRefGoogle Scholar
  26. 26.
    Marczewski, A.: Gamification: A Simple Introduction. Amazon Media, Seattle (2013)Google Scholar
  27. 27.
    Kramer, W.: Was macht ein Spiel zu einem guten Spiel? Accessed 05 Apr 2018

Copyright information

© IFIP International Federation for Information Processing 2018

Authors and Affiliations

  • Claudia Hentschel
    • 1
    Email author
  • Christian M. Thurnes
    • 2
  • Frank Zeihsel
    • 3
  1. 1.University of Applied Sciences HTW BerlinBerlinGermany
  2. 2.UAS Kaiserslautern, Competence Centre OPINNOMETHZweibrueckenGermany
  3. 3.Synnovating GmbHKaiserslauternGermany

Personalised recommendations