Conferencia
Permanent URI for this collectionhttps://hdl.handle.net/11285/636053
Presentación o disertación realizada dentro de un congreso o evento similar, o como evento académico independiente, tales como: Conferencia inaugural, conferencia magistral, conferencia de clausura.
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- Fostering complex thinking through educational simulators in higher education(2024-10-21) Pacheco Velázquez, Ernesto Armando; Arana Solares, Iván Andrés; Rodríguez Castelblanco, Astrid Xiomara; Ramírez Echeverri, Sergio Augusto; Tecnologico de Monterrey; https://ror.org/03ayjn504; University of AlicanteThe increasing importance of serious games and simulations in higher education is undeniable. These methodologies promote active learning by allow-ing students to directly engage in their educational process through practice and experimentation, facilitating a deeper understanding of concepts. Additionally, they provide a safe environment where students can make mistakes without real-world consequences, enabling them to learn from their errors and improve their skills without associated risks. This study aims to present and evaluate the effec-tiveness of a logistics simulator as an innovative educational tool for the devel-opment of complex thinking. The integration of simulators and serious games into the educational process has been shown to significantly enhance the critical competencies necessary for professional success in an increasingly complex and dynamic environment. Complex thinking, a cognitive approach that integrates multiple types of thinking, is essential for understanding and managing the inher-ent complexity of various phenomena and systems. This study explores how Ed-ucation 4.0 and open innovation practices contribute to the development of com-plex thinking, enabling students to apply critical, systemic, scientific, and inno-vative thinking principles in practical situations. The V-Logistics platform is highlighted as an effective tool for fostering these competencies, demonstrating its impact on student engagement, learning outcomes, and the continuous profes-sional development of educators. The findings underscore the simulator's effec-tiveness in promoting deep and meaningful learning, preparing students to navi-gate and transform their environment with advanced technological and educa-tional methods.
- Transforming logistics education by a virtual logistics simulation generator: UX pilot study(2024-06) Ramírez Montoya, María Soledad; Rodés Paragarino, Virginia; Pacheco Velázquez, Ernesto Armando; Ramírez Echeverri, Sergio Augusto; https://ror.org/03ayjn504; https://ror.org/03y3y9v44; IEEEIn the era of Industry 5.0 and the impact of the changes in the supply chain, educational institutions, SMEs, and the labor market are challenged by technological advancements. The "Simulations for Learning" (S4L) project responds to this challenge by introducing the Virtual Logistics, asimulation generator platform designed to transform logistics education through enhanced decision-making skills and customizable simulations. This tool allows students to design and adapt logistics networks, tailoring their educational experience to real-world logistics scenarios, and by doing so, creating simulation-based serious games. A pilot study was conducted with 249 students from eight universities across five Latin American countries to assess the usability of this simulation generator on logistics education. The study revealed significant findings: (a) the simulation generator provides learners with flexible and tailored educational experiences. (b) the Interface and Performance and Effectiveness aspects of the Virtual Logistics were highly rated, achieving an "Excellent" usability level; (c) however, Content Organization and Navigation were perceived as slightly less effective, receiving a "Good" usability rating and highlighting areas in need of improvement. These results demonstrate student’s satisfaction, and therefore, the transformative potential of simulation-based learning tools in logistics education. Virtual Logistics offers valuable guidance for educators, policymakers, and industry leaders, aligning educational tools with dynamic requirements, ensuring that future professionals are well-equipped to face the complexities of the modern logistics landscape.
- Proposal for a participatory methodology for the creation of serious games(2023-10) Pacheco Velázquez, Ernesto Armando; Rabago Mayer, Lucia; Bester, Andre; Rodés Paragarino, Virginia; https://ror.org/03ayjn504; https://ror.org/006hf6230; https://ror.org/01aj84f44We are facing a new generation of students, who are not only looking for theoretical knowledge, but also want learning to be practical, interesting, and fun. They request didactic techniques that allow them to have a more prominent role in their learning, models that are not focused on teaching, but on learning. They are students with different characteristics because they were born in the digital age. Technology has changed the way they relate to the world. They are not comfortable with respect to traditional models and try to incorporate new technologies into all aspects of their lives. Within the educational field, new technologies are seen as a tool that facilitates learning and develops skills in students. From this perspective, the development of simulators and serious games are now used as a strategy to facilitate learning. The advantages of using a serious game seem evident, they help develop critical thinking, encourage creativity, increase problem-solving skills, increase retention, among other benefits. However, when games are not well designed, they lose both their appeal and their playful essence. One reason for these problems is the absence of the application of any design methodology, and that many of these problems come from the requirements definition phase. Specifically, most of the problems occur in the game design phase, where there is a deficiency in the writing of the requirements requested by the teachers. When the requirements are vague, or ambiguous, experts in the development area are unable to interpret the interaction design, the game mechanics, or the way in which users will interact with the software. This article aims to discuss the specifications and requirements that instructional designers and developers should address before migrating to project development, implementation, or evaluation. This article is important because it analyzes the need to establish clear requirements and objectives that will facilitate the creation of serious games in education.
- Virtual education: trends in biomedical engineering education(2023-10) Pacheco Velázquez, Ernesto Armando; Alonso, Cristina; Lindín, Carles; Rodés Paragarino, Virginia; Tecnologico de Monterrey; https://ror.org/03ayjn504; https://ror.org/021018s57; https://ror.org/03ayjn504The rapid progress of technology over the past decade has led to a profound transformation in various aspects of our lives, including work, lifestyle, and social interactions. Consequently, a significant number of universities have deemed it necessary to adapt their teaching methods and reconsider traditional approaches in response to these advancements. The incorporation of these new technologies and the integration of active methodologies focused on student engagement have become essential tools for the design of new teaching methodologies and learning spaces. These innovations have resulted in improvements in academic indicators and have encouraged greater student participation. In the field of biomedical engineering, the use of technology has generated and solidified effective practices, resulting in a shift in traditional teaching paradigms. This article examines and describes the growing adoption of serious games, simulators, virtual reality, and augmented reality as emerging trends in the education of health-related disciplines. It also highlights the various skills, competencies, and instructional elements that have been positively impacted by these technologies.
- What do we evaluate in serious games? A systematic review(2023-10) Pacheco Velázquez, Ernesto Armando; Rabago Mayer, Lucia; Bester, Andre; Rodés Paragarino, Virginia; https://ror.org/03ayjn504; https://ror.org/006hf6230; https://ror.org/01aj84f44Serious games have emerged as an invaluable tool in education, revolutionizing the way students learn and engage with complex concepts. These games combine entertainment with educational content, creating immersive and interactive experiences that enhance learning outcomes. This strategy has positioned themselves as a powerful educational tool recommended for the new generations due to their benefits in terms of motivation, engagement, active learning, development of skills, and adaptation to diverse learning styles. By integrating serious games into educational programs, educators can enhance meaningful learning, foster relevant skills, and prepare students to tackle the challenges of the 21st century. The evaluation of serious games is important for various reasons. For example, it helps determine if a serious game meets its educational objectives and truly promotes learning and the development of specific skills. It also provides feedback on the design, gameplay, effectiveness, and other aspects of the serious game, allowing developers to identify strengths and areas for improvement to optimize the learning experience. Evaluations help determine if the serious game appropriately caters to the needs and characteristics of users, if it is suitable for the target group, if it is accessible to individuals with different abilities, and if it provides an appropriate level of challenge to promote engagement and learning. Ultimately, evaluations provide validation and credibility to serious games as educational tools. This study shows a systematic review of the factors that appear most frequently evaluated, the methodology used, and discusses the possibility of adding new factors and points out the need to consider the opinion of other users to improve the evaluation of these resources.