Areas of Interest for the Incorporation of Gamification in Industrial Engineering

Analysis of three universities in Colombia

Authors

  • Orlando Valencia-Rodríguez Universidad Autónoma de Manizales / Universidad Nacional de Colombia-Sede Manizales
  • Yesid Forero-Páez Universidad Autónoma de Manizales
  • Laura Pulgarín-Arias Universidad Católica de Pereira
  • Sarha Melissa Chica Otálvaro Corporación Universitaria Empresarial Alexander von Humboldt
  • Sebastián Pinzón-Salazar Universidad Católica de Pereira

DOI:

https://doi.org/10.37467/revhuman.v11.4308

Keywords:

Learning, Teaching, Education, Industrial Engineering, Gamification, Teacher, Student

Abstract

This research determined critical areas of interest for the incorporation of playful activities in programs of industrial engineering in three Colombian universities, from the perception of students and teachers. The current nature of the participating programs and their curricula were evaluated, which allowed the identification of common themes among the educational institutions. A total of 125 surveys were applied, 109 to students (87.2%) and 16 to teachers (12.8%). Teachers consider topics in the area of Operations Research to be more complex, while for students it was mainly in Production topics. No significant correlations were found between the three universities.

References

Capote León, G. E., Rizo Rabelo, N., & Bravo López, G. (2016). La formación de ingenieros en la actualidad. Una explicación necesaria. Revista Universidad y Sociedad, 8(1), 21–28. http://rus.ucf.edu.cu/

Coronado Ortega, M. A., Oliveros Ruiz, M. A., Valdez Salas, B., & Domínguez Osuna, P. M. (2019). Retos de ingeniería: enfoque educativo STEM+A en la revolución industrial 4.0. Innovación Educativa, 19(80), 15-32. https://www.redalyc.org/articulo.oa?id=179462794002

Doyle-Kent, M., & Watson, E. (2021). D&I in Engineering Education, past, present, and future: A Country Case Study of Ireland. IFAC-PapersOnLine, 54(13), 564–569. https://doi.org/10.1016/J.IFACOL.2021.10.509 DOI: https://doi.org/10.1016/j.ifacol.2021.10.509

García Sánchez, F., García Bern, J., Fernandez Alemán, J. L., & Toval, A. (2019). Aplicación de juegos serios en la enseñanza de Ingeniería de Requisitos y Gestión de Proyectos. Actas de las Jenui, 4, 7 - 14. https://aenui.org/actas/pdf/JENUI_2019_004.pdf

Gómez, R. L., & Suárez, A. M. (2021). Gaming to succeed in college: Protocol for a scoping review of quantitative studies on the design and use of serious games for enhancing teaching and learning in higher education. International Journal of Educational Research Open, 2, 100021. https://doi.org/10.1016/J.IJEDRO.2020.100021 DOI: https://doi.org/10.1016/j.ijedro.2020.100021

González-Velasco, C., Feito-Ruiz, I., González-Fernández, M., Álvarez-Arenal, J. L., & Sarmiento-Alonso, N. (2021). Does the teaching-learning model based on the flipped classroom improve academic results of students at different educational levels? Revista Complutense de Educacion, 32(1), 27–39. https://doi.org/10.5209/RCED.67851 DOI: https://doi.org/10.5209/rced.67851

Lopez, M., Arriaga, J. G. C., Nigenda Álvarez, J. P., González, R. T., Elizondo-Leal, J. A., Valdez-García, J. E., & Carrión, B. (2021). Virtual reality vs traditional education: Is there any advantage in human neuroanatomy teaching? Computers & Electrical Engineering, 93, 107282. https://doi.org/10.1016/J.COMPELECENG.2021.107282 DOI: https://doi.org/10.1016/j.compeleceng.2021.107282

López Vázquez, J. A., Casteleiro-Roca, J-L., Jove, E., Zayas-Gato, F.; Quintián, H., & Calvo-Rolle, J-L. (2021). Data Collection Description for Evaluation and Analysis of Engineering Students Academic Performance. Advances in Intelligent Systems and Computing, 1266, 317-328, https://doi.org/10.1007/978-3-030-57799-5_33 DOI: https://doi.org/10.1007/978-3-030-57799-5_33

Lugaresi, G., Frigerio, N., & Matta, A. (2020). A New Learning Factory Experience Exploiting LEGO For Teaching Manufacturing Systems Integration. Procedia Manufacturing, 45, 271–276. https://doi.org/10.1016/J.PROMFG.2020.04.106 DOI: https://doi.org/10.1016/j.promfg.2020.04.106

Martínez Vélez, A. (2013). Emergencias de cambio: entre el modelo pedagógico tradicional y la necesidad de aprendizajes significativos. Praxis, 9(1), 73–82. https://dialnet.unirioja.es/servlet/articulo?codigo=5907268

Mirete, A. B., Maquilón, J. J., Mirete, L., & Rodríguez, R. A. (2020). Digital competence and university teachers’ conceptions about teaching. A structural causal model. Sustainability, 12(12), 4842. https://doi.org/10.3390/su12124842 DOI: https://doi.org/10.3390/su12124842

Muñoz, C., Lira, B., Lizama, A., Valenzuela, J., & Sarlé, P. (2019). Teacher motivation for using game as a learning device. Interdisciplinaria, 36(2), 233–250. https://doi.org/10.16888/interd.2019.36.2.15 DOI: https://doi.org/10.16888/interd.2019.36.2.15

Olivares Olivares, S. L., López Cabrera, M. V., & Valdez-García, J. E. (2018). Aprendizaje basado en retos: una experiencia de innovación para enfrentar problemas de salud pública. Educación Médica, 19, 230–237. https://doi.org/10.1016/J.EDUMED.2017.10.001 DOI: https://doi.org/10.1016/j.edumed.2017.10.001

Pando Cerra, P., Fernández Álvarez, H., Busto Parra, B., & Iglesias Cordera, P. (2022). Effects of Using Game-Based Learning to Improve the Academic Performance and Motivation in Engineering Studies. Journal of Educational Computing Research, 0(0), 1–25. https://doi.org/10.1177/07356331221074022 DOI: https://doi.org/10.1177/07356331221074022

Pineda Tapia, J-L., Coaquira Mamani, D., Coaquira Huacani, L. C., De La Cruz Paredes, D. W., Jara Mamani, M. (2020). Importancia del trabajo en el laboratorio en los pocesos de enseñanza. ÑAWPARISUN, Revista de Investigación Científica, 3(1), 37-48. https://doi.org/10.47190/nric.v3i1.125 DOI: https://doi.org/10.47190/nric.v3i1.125

Ruiz Cruz, C. R., Castiblanco Jiménez, I. A., Cruz González, J. P., Pedraza Vega, L., & Londoño Restrepo, D. C. (2018). Juegos de simulación en la enseñanza de la Ingeniería Industrial: caso de estudio en la Escuela Colombiana de Ingeniería Julio Garavito. Entre Ciencia e Ingeniería, 12(23), 48-57. ISSN 1909-8367. https://doi.org/10.31908/19098367.3702 DOI: https://doi.org/10.31908/19098367.3702

Salah, B., Khan, S., Ramadan, M. & Gjeldum, N. (2020). Integrating the Concept of Industry 4.0 by Teaching Methodology in Industrial Engineering Curriculum. Processes, 8, 1007; https://doi.org/:10.3390/pr8091007 DOI: https://doi.org/10.3390/pr8091007

Schmuck, R. (2021). Education and training of manufacturing and supply chain processes using business simulation games. Procedia Manufacturing, 55(C), 555–562. https://doi.org/10.1016/J.PROMFG.2021.10.076 DOI: https://doi.org/10.1016/j.promfg.2021.10.076

Valencia Rodríguez, O., Rojas Sierra, C. y Gallego López, F.A. (2020). Ambientes de aprendizaje y creencias en la clase de matemáticas de estudiantes universitarios. III Congreso Internacional de Ciencias Básicas e Ingeniería - CICI 2020. http://cici.unillanos.edu.co/media2020/memorias/CICI_2020_paper_77.pdf

Vargas-Hernández, J. G., & Vargas-González, O. C. (2022). Strategies for meaningful learninginhigher education. Journal of Research in Instructional, 2(1), 47–64. https://doi.org/10.30862/jri.v2i1.41 DOI: https://doi.org/10.30862/jri.v2i1.41

Wood, R., & Shirazi, S. (2020). A systematic review of audience response systems for teaching and learning in higher education: The student experience. Computers & Education, 153, 103896. https://doi.org/10.1016/J.COMPEDU.2020.103896 DOI: https://doi.org/10.1016/j.compedu.2020.103896

Woschank, M., & Pacher, C. (2020). Teaching and Learning Methods in the Context of Industrial Logistics Engineering Education. Procedia Manufacturing, 51, 1709–1716. https://doi.org/10.1016/J.PROMFG.2020.10.238 DOI: https://doi.org/10.1016/j.promfg.2020.10.238

Xin, X., Shu-Jiang, Y., Nan, P., ChenXu, D., & Dan, L. (2022). Review on A big data-based innovative knowledge teaching evaluation system in universities. Journal of Innovation & Knowledge, 7(3), 100197. https://doi.org/10.1016/J.JIK.2022.100197 DOI: https://doi.org/10.1016/j.jik.2022.100197

Zuluaga Ramírez, C. M., & Gómez Suta, M. P. (2018). Propuesta de escenario lúdico para facilitar el proceso de enseñanza – aprendizaje en temáticas de Simulación Discreta. Scientia Et Technia. https://www.redalyc.org/journal/849/84958001008/84958001008.pdf

Downloads

Published

2022-12-26

How to Cite

Valencia-Rodríguez, O., Forero-Páez, Y., Pulgarín-Arias, L. ., Chica Otálvaro, S. M., & Pinzón-Salazar, S. (2022). Areas of Interest for the Incorporation of Gamification in Industrial Engineering: Analysis of three universities in Colombia. HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades, 11(3), 1–14. https://doi.org/10.37467/revhuman.v11.4308

Issue

Vol. 11 No. 3 (2022): Monograph: "Contents of New Teaching Formulations"

Section

Research Articles (Special Issue)

License

Those authors who publish in this journal accept the following terms:

  1. Authors will keep the moral right of the work and they will transfer the commercial rights.
  2. After 1 year from publication, the work shall thereafter be open access online on our website, but will retain copyright.
  3. In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to publishing@eagora.org