Exploring gamification to support manufacturing education on industry 4.0 as an enabler for innovation and sustainability

Paravizo, Esdras; Chaim, Omar Cheidde; Braatz, Daniel; Muschard, Bernd; Rozenfeld, Henrique

doi:10.1016/j.promfg.2018.02.142

Cited by 77 publications

(46 citation statements)

References 19 publications

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“…In [20] the authors bridge the concepts of gamification and knowledge sharing to propose an integrative conceptual framework of organizational learning that can be utilized as a reference for gamifying their knowledge sharing practices. Another conceptual framework related to the development of gamified applications in the context of sustainable manufacturing and Industry 4.0 training and education is proposed in [21]. In [22], the authors propose a model for the development of serious games for learning and acquisition of certain competencies in the context of Industry 4.0.…”

Section: Related Workmentioning

confidence: 99%

Gamification concepts for leveraging knowledge sharing in Industry 4.0

Tsourma

Zikos

Albanis

et al. 2019

IJSG

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This paper presents gamification concepts implemented by a gamification engine which is incorporated in a knowledge sharing web-based application. The engine aims at increasing user’s motivation and participation in knowledge sharing and training processes taking place on a factory’s shop floor, enhance socialization and support corrective feedback and positive reinforcement. In particular, it motivates workers to participate in discussions, propose solutions to work-related problems, and upload/view useful content even when being at the workplace. The gamification engine makes use of various gamification elements and is highly configurable in terms of management of gamified tasks. It is designed to support access by both standard display devices (PCs, tablets, mobile phones) as well as Mixed/Augmented Reality platforms, such as Microsoft HoloLens, which are gaining significant traction with industry verticals. The main novelty of the gamification concepts presented is the ability to utilize dynamic worker profile information which is stored in a central database, in order to improve the effectiveness of the gamified tasks, targeting at more effective usage of the knowledge sharing platform in the Industry 4.0 domain.

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Section: Related Workmentioning

confidence: 99%

Gamification concepts for leveraging knowledge sharing in Industry 4.0

Tsourma

Zikos

Albanis

et al. 2019

IJSG

View full text Add to dashboard Cite

show abstract

“…He describes the application of these concepts in the Industry 4.0 Learning Factory at TU Wien. Paravizo et al (2018) explores gamification to support manufacturing education in Industry 4.0 as an enabler for innovation and sustainability. He discusses learning and education as well as game-based learning and gamification.…”

Section: Resultsmentioning

confidence: 99%

Consequences of Industry 4.0 in Business and Economics

et al. 2018

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Abstract:The introduction of information technology into all aspects of our lives has brought forth qualitative and quantitative changes on such a large scale that this process has come to be known as the Fourth Industrial Revolution, or Industry 4.0. The aim of this paper is to fill in the gaps and provide an overview of studies dealing with Industry 4.0 from the business and economic perspectives. A scoping review is performed regarding business, microeconomic and macroeconomic economic problems. Four investigators performed a literature search of the Web of Science, Scopus, and Science Direct. The selected period spanned from 2014 to 2018, and the following keywords were used for the search: Industry 4.0, economics, economic development, production economics, and financial sector. A total of 2275 results were returned. In all, 67 full papers were screened. Results obtained from the relevant studies were, furthermore, divided into the following categories: work and skills development; economy growth and macroeconomic aspect; sustainability; intelligent manufacturing; policy; and change in business processes. Findings show that the aspects of work and skills development, smart technology adoption, intelligent manufacturing, and digitalization are very well described. The government and its policies usually play the role of a needed supportive element. Usually studies lack a coherent view of the topic in question and solve partial questions.

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“…Образовательная деятельность является сложным многоплановым процессом как со стороны преподавателя, так и со стороны обучаемого. Включение элементов игры позволяет увеличить вовлеченность обучаемых в образовательный процесс, влиять на их поведение и эффективность обучения [8].…”

Section: игровые технологии и геймификация постановка проблемыunclassified