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Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
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- 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.
- 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
- Lëttëra web platform:A game-based learning approach with the use of technology for reading competence(Frontiers, 2023-04-24) Leal Uhlig, Emilia Fernanda; Garza León, Carolina; Cruz Vargas, Xóchitl; Hernández Franco, Sheila; Portuguez Castro, May Iliana; Tecnologico de Monterrey; https://ror.org/03ayjn504Introduction: This study explores the potential of technology, metacognition, and game-based learning to improve reading literacy in upper secondary school students. The focus is on the Lëttëra educational innovation, a web-based platform that uses game-based learning and technology to develop reading literacy. Methods: This is a quantitative, exploratory, descriptive, and quasi-experimental study that reviewed 149 responses from high school students who took the standardized test Planea 2017. The study aimed to analyze whether using the Lëttëra platform brought a change in the students’ reading competence. The authors also examined students’ motivation toward technology, the platform interface, and the game. The data was analyzed both descriptively and inferentially. Results: The results showed that using the Lëttëra platform significantly improved students’ competencies in literary text, information construction, and argumentative text. It also increased their motivation toward the proposed activities. Discussion: This study demonstrates that integrating technology and game-based learning into reading instruction can lead to improved reading competencies and increased motivation among students. These findings are useful for educators, curriculum developers, and policymakers who aim to enhance reading instruction by integrating technology into their teaching practices. Conclusion: Overall, this study highlights the potential of technology and game-based learning to improve reading literacy in upper secondary school students. The Lëttëra platform provides a promising approach for enhancing reading instruction, and its integration into teaching practices can benefit students, educators, and policymakers alike.