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Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
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- EGame-flow: psychometric properties of the scale in the mexican context(Emerald insight, 2024-05-17) Alcántar Nieblas, Carolina; Glasserman Morales, Leonardo David; Pacheco Velázquez, Ernesto Armando; Ramírez Echeverri, Sergio Augusto; https://ror.org/03ayjn504; https://ror.org/03y3y9v44The present study examined the psychometric properties of the EGame- flow scale in a Mexican sample, presenting evidence of construct validity (exploratory factor analysis and confirmatory factor analysis), reliability (Cronbach’s alpha and McDonald’s omega) and discriminant validity (mean variance extracted).
- Playing to learn: developing self-directed learning skills through serious games(© Emerald Publishing Limited, 2024-05-14) Pacheco Velázquez, Ernesto Armando; Rodés Paragarino, Virginia; Glasserman Morales, Leonardo David; Carlos Arroyo, Martina; Tecnologico de Monterrey; https://ror.org/03ayjn504Purpose. Higher education is undergoing a significant transformation, demanding a rethinking of instructional methods, the establishment of novel assessment frameworks and the incorporation of state-of-the-art technologies to advance the development of learning competencies. The use of simulations is an alternative that offers satisfactory results and favors learning in new generations. This study aims to present a methodology for assessing the advancement of self-directed learning (SDL) in participants through simulation techniques and show that the incorporation of simulations can improve participants’ SDL skills. Design/methodology/approach. This study uses a quantitative approach to evaluate the evolution of various competencies related to SDL among participants. Includes the application of scales specifically designed to measure readiness for SDL, the use of factor analysis to identify and validate essential factors and conducting hypothesis testing to verify shifts in students’ perceptions regarding the significance of SDL-related skills. Findings. The findings of this study reveal a positive impact of simulations on the SDL readiness. Factor analysis identified five key factors: self-management skills, openness to learning opportunities, initiative and independence in learning, self-concept as an effective learner and desire for Learning. The use of simulations significantly improved critical thinking, logical reasoning, analysis and decision-making capabilities. These results demonstrate the effectiveness of this technique as a valuable tool for developing SDL skills and highlight the potential of such interventions in complex and uncertain learning environments. Research limitations/implications. The study provided valuable insights into the impact of simulations in the logistics field, particularly in the development of SDL-related skills. There is a need for studies in other areas of knowledge that would allow for the generalization of these results. Likewise, it is advisable to use scales that measure the development of other types of skills. Additionally, the study’s focus on short-term effects may not fully capture the long-term development of SDL-related skills. Future research should address these limitations, expand the sample size, conduct longitudinal studies and explore possible contextual and external factors that may influence SDL outcomes in various educational settings, leading to broader and more robust conclusions. Practical implications. The practical implications of this study are significant for both higher education institutions and educators in the logistics domain. The positive impact of the serious game on participants’ SDL skills highlights the potential of incorporating interactive and engaging learning tools in the curriculum. Educators can leverage serious games to foster critical thinking, logical reasoning and decision-making abilities in their students. Moreover, the identified key factors influencing SDL development provide valuable guidance for designing targeted interventions to enhance students’ self-management, initiative and love for learning. Social implications. The social implications of this study underscore the importance of equipping individuals with SDL skills in a rapidly changing world. By integrating serious games and fostering SDL competencies, higher education institutions can contribute to a more adaptable and resilient workforce. Empowering students with critical thinking, innovative thinking and independent learning, they can enhance their ability to navigate the challenges of the labor market. This, in turn, may lead to a more informed and proactive society capable of addressing complex issues and making well-informed decisions. Originality/value. This article arises from empirical exploration with students from two countries in Latin America (Mexico and Colombia), examining the importance of games in developing SDL skills. Furthermore, it promotes the use of a methodology with a low level of complexity, and that can be replicated with different games. This perspective adds valuable insights to the existing literature, offering practical implications for educators and institutions seeking effective strategies to promote SDL skills among students.
- Exploring educational simulation platform features for addressing complexity in Industry 4.0: a qualitative analysis of insights from logistics experts(Frontiers, 2024-03-12) Pacheco Velázquez, Ernesto Armando; Rodés Paragarino, Virginia; Márquez Uribe, Alberto; https://ror.org/03ayjn504; https://ror.org/008ms5s18This study explores the transformative impact of Industry 4.0 on industrial operations, emphasizing the integration of advanced technologies like AI, IoT, and Big Data Analytics to enhance process optimization, automation, and connectivity. Despite its potential for efficiency, Industry 4.0 introduces significant complexities, challenging existing operational and decision-making frameworks. Addressing these challenges, the research investigates the role of simulation platforms in logistics, seeking to identify their critical attributes for effective complexity management. It highlights the need for innovative tools in system evaluation, performance measurement, and skill development, aiming to equip the workforce with essential Industry 4.0 competencies. Through qualitative insights from logistics experts, the study aims to offer practical recommendations for educators and industry professionals, contributing to the design and implementation of educational simulations that align with the intricate demands of Industry 4.0 logistics.
- (Re-) shaping learning experiences in supply chain management and logistics education under disruptive uncertain situations(2024-02-21) Salinas Navarro, David Ernesto; Pacheco Velázquez, Ernesto Armando; da Silva Ovando, Agatha Clarice; https://ror.org/05j0ve876; https://ror.org/03ayjn504; https://ror.org/03758j340Introduction: Disruptive uncertain events often necessitate universities to abruptly shift from face-to-face to remote online learning, posing challenges to instructional quality and learning outcomes. Remote online instruction may lack social interaction, educational resources, and practical activities, hindering effective learning. Methods: This study presents an experiential learning framework designed to foster active learning experiences amidst disruptive uncertain events. The framework incorporates such events as study situations to enhance student motivation and engagement. A methodology for designing learning experiences is proposed, with a focus on incorporating real-world disruptions into educational settings. Results: A case study is presented, detailing the implementation of the framework in supply chain management and logistics education at a private university in Bolivia, amidst the COVID-19 pandemic. Results indicate that the novel learning experience positively impacted student motivation and engagement, facilitating the achievement of learning outcomes. Discussion: The initial implementation suggests that the novel learning experience positively impacted student motivation and engagement while achieving their intended learning outcomes. However, further instances of utilizing the proposed framework are necessary to ascertain its generalizability and effectiveness across diverse contexts and situations. Identifying similarities or invariances will help validate the applicability of this approach in different educational settings affected by disruptive uncertain events.
- Serious games and experiential learning:options for engineering education(Università di Genova, 2023-09-04) Pacheco Velázquez, Ernesto Armando; Salinas Navarro, David Ernesto; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504; https://ror.org/05j0ve876This research delves into the use of simulation games as a learning tool in logistics education, with a focus on the Logistics Simulator and Production Game Simulator. Through an analysis of these two cases, relevant findings were uncovered. Firstly, simulation games can recreate concrete experiences, allowing students to engage with challenging problems in a practical manner. In addition, simulation games offer a platform for experimentation with diverse scenarios, enabling students to hone their decision-making skills in a safe environment. Furthermore, the degree of motivation and engagement exhibited by students was found to be positively correlated with their experience gained through simulators. However, while the results obtained from the simulator were associated with student motivation and engagement, the study did not yield conclusive evidence in terms of student learning outcomes. The findings underscore the significance of employing strategies that enhance student motivation and support deep learning, thereby enabling students to apply and transfer knowledge to new situations. Notably, simulation games have great potential in logistics education as they facilitate faster and more enjoyable comprehension of key decision-making factors. Nevertheless, limitations of this study include the small sample size in both cases, which restricts generalizability, and the lack of consideration for sociodemographic factors in the baseline survey. Future research should address these limitations for more reliable findings on the specific needs of students in game-based and experiential learning contexts.
- A heuristic model for spare parts stocking based on Markov chains(MDPI, 2023-08-17) Pacheco Velázquez, Ernesto Armando; Robles Cárdenas, Manuel; Juárez Ordoñez, Saúl; Damy Solís, Abelardo Ernesto; Cárdenas Barrón, Leopoldo Eduardo; https://ror.org/03ayjn504Spare parts management has gained significant attention in recent years due to the considerable costs associated with backorders or excess inventory. This article addresses the challenge of determining the optimal number of spare parts to stock, assuming that the parts can be repaired. When an item fails, it is promptly sent for repair in a workshop. The time between failures and the repair time are assumed to follow an exponential distribution, although it should be noted that the results could be adapted to other distributions as well. This study introduces a heuristic method to find the optimal inventory level that minimizes the total cost, considering holding inventory, backorder, and repair costs. The research offers a valuable decision-making framework for determining the number of spare parts needed to minimize inventory costs, based on just two parameters: (1) the ratio of time to repair and time to failure, and (2) the ratio of the inventory holding cost of a spare part per day to the daily cost of an idle machine. To the best of our knowledge, there are no similar methodologies in the existing literature. The proposed method is straightforward to implement, employing graphs and simple computations. Therefore, it is anticipated to be highly beneficial for practitioners seeking a quick and reliable estimator of the optimal number of spare parts to stock for critical components.
- Effects of the use of simulators and an online platform in logistics education(Springer, 2022-01-04) Pacheco Velázquez, Ernesto Armando; https://ror.org/03ayjn504During the last decade, Big Data, Cloud Computing, Artificial Intelligence, Internet of Things, Machine Learning, Simulators, Virtual Reality, Augmented Reality, and other innovations associated with the development of information and communication technologies (ICTs) have transformed the paradigms of all societies. As a consequence, are requesting new skills from workers and this has led to changes in educational processes. As a response to these new needs, the use of educational platforms and simulators has increased substantially in the last decade and a large amount of literature has been generated in relation to the critical success factors of these platforms. However, there is a very limited number of articles that attempt to explain how these factors are related to the development of other types of skills or motivational factors. The objective of this work is to evaluate the effectiveness of the "GOAL Project" platform (used to transmit logistics concepts) by exploring the opinion of students about the critical success factors of educational platforms and to determine how these elements influence motivation and development of skills such as student engagement, reflection on their learning and self-directed learning.