Exploring critical factors related to reflection, engagement and self-directed learning

Pacheco, Ernesto; Viscarra-Campos, Sandra Marlene

doi:10.1109/fie43999.2019.9028546

Cited by 8 publications

(6 citation statements)

References 13 publications

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“…The study also points out that the ability to observe the relationship between decisions and outcomes is more apparent in the PRO Game compared to LOST, as the former has a deterministic scenario where the consequences of decisions are immediately reflected. This enhances students' understanding of the game and the interaction of variables, which is consistent with the views presented in references [3] and [4] regarding the importance of providing immediate feedback, clear goals, and challenges to players that matches their skill level. The efficacy of feedback directly correlates with the depth of the student's comprehension of the educational system, their ability to articulate their learning, and their levels of motivation and engagement.…”

Section: Discussionsupporting

confidence: 80%

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Serious Games and Experiential Learning: Options for Engineering Education

Pacheco-Velazquez,

Ramirez Montoya,

Salinas-Navarro

2023

IJSG

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This research delves into the use of simulation games as a learning tool in logistics education, with a focus on the Logistics Simulator and Production Game Simulator. Through an analysis of these two cases, relevant findings were uncovered. Firstly, simulation games can recreate concrete experiences, allowing students to engage with challenging problems in a practical manner. In addition, simulation games offer a platform for experimentation with diverse scenarios, enabling students to hone their decision-making skills in a safe environment. Furthermore, the degree of motivation and engagement exhibited by students was found to be positively correlated with their experience gained through simulators. However, while the results obtained from the simulator were associated with student motivation and engagement, the study did not yield conclusive evidence in terms of student learning outcomes. The findings underscore the significance of employing strategies that enhance student motivation and support deep learning, thereby enabling students to apply and transfer knowledge to new situations. Notably, simulation games have great potential in logistics education as they facilitate faster and more enjoyable comprehension of key decision-making factors. Nevertheless, limitations of this study include the small sample size in both cases, which restricts generalizability, and the lack of consideration for sociodemographic factors in the baseline survey. Future research should address these limitations for more reliable findings on the specific needs of students in game-based and experiential learning contexts.

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Section: Discussionsupporting

confidence: 80%

“…Furthermore, younger generations prefer to have a more prominent role in their learning, and methodologies that only allow the transfer of information in one direction are not enjoyable for new students [2] [3]. Additionally, students seek quick feedback and have a strong desire to achieve [2] [4].…”

Section: Introductionmentioning

confidence: 99%

Serious Games and Experiential Learning: Options for Engineering Education

Pacheco-Velazquez,

Ramirez Montoya,

Salinas-Navarro

2023

IJSG

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“…Findings indicated that technology self-efficacy significantly and positively strengthened the relationship between online learning and student engagement. (see also ., Zanjani, Ajam, & Badnava, 2017;Pacheco-Velázquez & Viscarra-Campos, 2019).…”

Section: Resultsmentioning

confidence: 99%

The Mediating Role of Self-Directed learning and E-Learning Readiness in Relationship between ICT self-efficacy and Student Engagement

Azeem

2023

JDSS

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The present study was aimed to explore the role of ICT self-efficacy and self-directed learning in e-learning readiness and student engagement among middle and late adolescents. Convenient sampling was used to collect data from students in schools, colleges, and universities located in Islamabad and Rawalpindi. The total sample comprised of (N=300) students with both boys (n=144) and girls (n=156) in the age range of 15 to 21. This study used several scales to examine the relationship between ICT self-efficacy, selfdirected learning with technology, e-learning readiness, and student engagement. The results showed that ICT-SE was positively correlated with self-directed learning, e-learning readiness and student engagement. The study found that self-directed learning and elearning readiness played a mediating role in the relationship between ICT self-efficacy and student engagement. These findings could be useful for policymakers and educators to promote adolescents' engagement in e-learning environments.

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“…In 2017, the online plattform "GOAL Project" was created to support undergraduate students' learning on supply chain management and increase their engagement. This platform contains innovative learning materials, including videos, notes, quizzes, simulators, and games (Pacheco-Velázquez, 2015;Pacheco-Velazquez & Aguilar-Avalo, 2019;Pacheco-Velazquez & Viscarra-Campos, 2019;Salinas-Navarro, Pacheco-Velazquez, Arana-Solares & Palma-Mendoza, 2020;Pacheco & Palma-Mendoza, 2021;Pacheco-Velazquez, 2022). An adapted version of a well-known SDL survey (Fisher et al, 2001) was implemented from 2017 to 2020 across multiple academic terms.…”

Section: Introductionmentioning

confidence: 99%

Developing learning skills through game-based learning in complex scenarios: A case in undergraduate logistics education

Pacheco-Velazquez,

Rodés,

Salinas-Navarro

2024

J. Technol. Sci. Educ.

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This 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.

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Exploring critical factors related to reflection, engagement and self-directed learning

Cited by 8 publications

References 13 publications

Serious Games and Experiential Learning: Options for Engineering Education

Serious Games and Experiential Learning: Options for Engineering Education

The Mediating Role of Self-Directed learning and E-Learning Readiness in Relationship between ICT self-efficacy and Student Engagement

Developing learning skills through game-based learning in complex scenarios: A case in undergraduate logistics education

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