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Developing learning skills through game-based learning in complex scenarios: a case in undergraduate logistics education
(OmniaScience, 2024-01) Pacheco Velazquez, Ernesto Armando; Rodés Paragarino, Virginia; Salinas Navarro, David; Instituto para el Futuro de la Educación; https://ror.org/03ayjn504; https://ror.org/05j0ve876
This study investigates the impact of game-based learning (GBL), an increasingly popular educational approach, on the development of self-directed learning (SDL) skills in complex scenarios, particularly in undergraduate logistics education. A key component of the three year study is LOST (Logistics Education Simulator), a serious game platform, deployed in an undergraduate engineering course in Mexico. An extensive literature review was carried out using Scopus to examine recent works published between 2019 and 2024, providing a state-of-the-art overview of the field. Subsequently, a survey based on the scale created by Fisher, King and Tague (2001), known for its extensively evaluated internal consistency, revealed five distinct factors of self-directed learning. The findings underscore that the LOST platform significantly enhances self-directed learning, promoting the development of Self-management Skills, Openness to Learning Opportunities, Initiative and Independence in Learning, Self-concept as an Effective Learner, and Love of Learning. The students demonstrated a significant increase in their perception of these skills over the course of the study, highlighting the effectiveness of GBL in promoting such learning skills. These findings highlight the multidimensional nature of learning skills that can be fostered through GBL. The study concludes by discussing the vital role of GBL in complex scenarios, particularly in enhancing the development of self-directed learning skills in undergraduate logistics education.
How to create serious games? Proposal for a participatory methodology
(Serious Games Society, 2023-11-25) Pacheco Velazquez, Ernesto Armando; Rodés Paragarino, Virginia; Rabago Mayer, Lucia; Bester, Andre; Instituto para el Futuro de la Educación; https://ror.org/03ayjn504; https://ror.org/006hf6230
In the last years, the promotion of practical, engaging, and enjoyable learning experiences has led to a shift in educational practices in the context of Higher Education. Currently, active learning participative approaches are prioritized involving in these methods the use of technological tools. In response to this shift, simulators and serious games have emerged as effective strategies in education. Serious games offer numerous benefits, including the promotion of critical thinking, creativity, problem-solving skills, and better knowledge retention. However, it is crucial to ensure that serious games are well-designed to maintain their appeal and playful nature. The establishment of definitions, especially during the initial stages of development, can prevent rework issues and lead to faster project goal achievement. This article emphasizes the importance and proposes the establishment of a methodology for creating computer games used for purposes beyond entertainment, focusing on learning, training, behavior change, or skill development. This systematic approach increases the likelihood of generating engaging, effective, and learning-friendly games

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