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.
Browse
Search Results
- 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.
- Iberoamerican perspectives on complex thinking: assessing higher education students' perceived maturity level(2024) Ramírez Montoya, María Soledad; Rodés Paragarino, Virginia; Pelerino Rodés, Sabina; Rabago Mayer, Lucia Margarita; https://ror.org/03ayjn504; University of AlicanteExploring the maturity of complex thinking among higher education students presents a critical insight into modern educational outcomes. This study aims to assess the perceived maturity levels of complex thinking in university students in Iberoamerica. Utilizing the eComplexity questionnaire, this research analyzes data from almost 3,000 cases through stages of pilot testing, validation, and implementation activities. The methodology involved a quantitative approach, incorporating statistical analysis of questionnaire responses. The population includes a diverse sample of students from various cultural and educational backgrounds. Key findings include: (a) no significant variations in complex thinking maturity levels based on gender, (b) the correlation between complex thinking maturity and academic disciplines, (d) significant different on complex thinking competence considering their components (knowledge, skills, and attitudes or values) by academic disciplines. This study provides valuable insights for educational communities, society at large, and policymakers, emphasizing the need for targeted strategies to foster complex thinking competence in higher education.
- Complex thinking for understanding reality: qualitative analysis with intercultural expert dialogues(2024) Ramírez Montoya, María Soledad; Rodés Paragarino, Virginia; Wilberforce, Awotwe Tabbi; https://ror.org/03ayjn504; https://ror.org/0220mzb33; University of AlicanteThe prism of the complex thinking perspective highlights an approach that transforms a particular view into a holistic vision that contemplates the various realities comprising the phenomenon of study. Complex thinking integrates cognitive, contextual, and social elements. This study aimed to analyze the potential and challenges of a complex thinking educational model through expert intercultural dialogues to improve the development of complex thinking in different contexts. The qualitative method utilized semi-structured group interviews with high-level experts in complex thinking and education (exploring philosophical, theoretical, educational, and political dimensions). Thematic, sentiment, and co-occurrence network analyses were conducted. The findings revealed: (a) complex thinking and social justice are critical themes in educational discourse, (b) there is a positive sentiment toward theoretical advances but a critical view of political influences, (c) educational themes interconnect through holistic approaches, and (d) frequent use of terms related to education, complexity, and social justice underscores their centrality. The study is of value to high-ability trainers in academic, social, or business settings.