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Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
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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/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.
- Prospective narratives on global issues: An AI-based pedagogical model for assessing complex thinking(OmniaScience, 2024) Sanabria Zepeda, Jorge Carlos; Olivo Montaño, Pamela Geraldine; Artemova, Inna; Argüelles Cruz, Amadeo José; Tecnologico de Monterrey; https://ror.org/03ayjn504; https://ror.org/043xj7k26; https://ror.org/059sp8j34This study proposes a pedagogical model for the creation and development of case studies, following a narrative scheme, that will allow the challenges and issues surrounding the megatrends of the 4th Industrial Revolution, specifically with the megatrend "People and the Internet". This proposal will be framed in an online learning environment, it has been designed as the second stage of the educational platform that will guide university students in the process of an ideathon to address the megatrends of the 4th Industrial Revolution. The aim of designing a model for creating case studies related to the megatrends is to foster complex thinking in university students, especially innovative thinking as one of the sub-competences of complex thinking. Fostering complex thinking highlights the importance of cognitive, practical and adaptive skills to address interdisciplinary challenges. The Design Process and Practice methodology and the case study methodology itself were used to develop the narrative case study design model. The outcome of this study adds a tangible dimension that enriches the debates on education and complex systems thinking in the context of the Fourth Industrial Revolution.