Artículo
Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
Artículo científico o editorial en una publicación periódica académica sujeto a revisión de pares. Cumple con los índices internacionales o bases de datos de amplia cobertura, como el listado del Current Contents, ISI WEB of Knowledge (http://isiknowledge.com/) e índice de revistas mexicanas de CONACYT (www.conacyt.mx/dac/revistas). Éstos indizan y resumen los artículos de revistas seleccionadas, en todas las áreas del saber.
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- Facing a VUCA World: Developing learning skills through serious games(Scholar, 2024-03-21) Pacheco Velazquez, Ernesto Armando; https://ror.org/03ayjn504The technological revolution is transforming the way the world is perceived. We are experiencing an increasingly “VUCA” world (volatility, uncertainty, complexity, and ambiguity). The global VUCA concept has profound implications, for example, for management and future jobs, considering the creation of novel business models and new requirements of skills. To confront this reality, students must develop learning skills such as self-management, self-assessment, information acquisition, logical thinking, teamwork, and problem-solving. Serious games have proven to be an essential tool in developing these skills. This article discusses the effects of an educational platform, a serious game, and other educational resources in developing self-directed learning, critical thinking, complex thinking, and other learning skills. To measure the changes occurring in students throughout the course, surveys related to self-directed learning and game enjoyment were administered. Additionally, statistics on key academic indicators were gathered, and, finally, students were requested to reflect on their learning during the course. The information collected from students at the beginning and at the end of the semester reveals that significant differences in their perception of self-management skills, openness to new ideas, critical thinking, and enjoyment of learning are enhanced through this type of pedagogical design. Furthermore, a significant improvement in the academic indicators of the course where this innovation was implemented was evidenced, as well as increased intrinsic motivation and student engagement.
- 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/05j0ve876This 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/006hf6230In 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
- Educational innovation in supply chain management and logistics for active learning in Latin America(Emerald Publishing Limited, 2023-11-17) Salinas Navarro, David Ernesto; Pacheco Velazquez, Ernesto Armando; da Silva Ovando, Agatha Clarice; Mejia Argueta, Christopher; Instituto para el Futuro de la Educación; https://ror.org/03ayjn504Purpose – This study presents a conceptual framework aimed at promoting educational innovation in Supply Chain Management and Logistics (SCM&L). The framework can help to design active learning experiences regarding student learning outcomes that tackle current challenges in the discipline. Emphasizing the significance of linking students' learning to real-world scenarios, the framework enables reflective learning through hands-on engagement in a constructive alignment, overcoming existing pedagogical limitations in the field. Design/methodology/approach – This study presents a qualitative research methodology that relies on the case study method. Three instances are presented to illustrate educational efforts of active learning in countries of Latin America, Bolivia, Mexico, and Peru, linking real-world relevant situations to disciplinary teaching and learning. Findings – The innovative learning experiences introduced in this study transform real-world SCM&L operations into distinctive educational opportunities. These experiences facilitate learning not only within traditional classrooms but also in urban areas of the Latin American region, enabling students to interact with educational partners in authentic settings to achieve their intended learning outcomes. These experiences are characterized by their focus on establishing meaningful connections between learning and local communities, businesses, or specific contexts. Research/limitations implications – The study recognizes various limitations of conceptual, methodological, execution-related, and research process aspects. First, not all academics in the SCM&L discipline may universally acknowledge the importance of educational innovation and active learning experiences because of limited pedagogical awareness. Moreover, execution-related limitations arise from the demanding nature of incorporating active pedagogical approaches into courses, as they can be resource-intensive and time-consuming. Regarding research process limitations, the case study limits generalizability and broader inferences because of its particular views and locations, which require further investigation with other instances across other disciplines and geographical regions for validation. Originality/value – This research presents a conceptual framework, which is developed from the insights obtained in the three learning experiences to guide future efforts in SCM&L education. The findings demonstrate how to structure active learning experiences based on authentic assessment and illustrate the potential for increased cooperation among institutions in Latin America. It also promotes the recognition of novel SCM&L active learning experiences and highlights some of the benefits of this approach.