Gamification in teaching Maintenance Engineering: a Dutch experience in the rolling stock management learning

Martinetti, Alberto; Puig, J.E. Parada; Alink, Charlotte Oude; Thalen, Jos; Dongen, Leonardus Adriana Maria van

doi:10.4995/head17.2017.5332

Cited by 4 publications

(2 citation statements)

References 11 publications

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“…A connection between educational theory and business practice has been sought through gaming techniques. In Holland, students use the business game Logistic Support Game (LSG), based on the role distribution model, that reinforce the joint activities of teachers, practitioners, and students (Martinetti et al, 2017). Spanish researchers have also investigated the use smartphones in physics lessons at the Polytechnic University of Valencia and found it raised students' curiosity (Sans et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

The Feasibility and Expediency of Gamification Activities in Higher Education

Vinichenko

Ridho

Karácsony

et al. 2019

International Journal of Education and Practice

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This study aimed to identify the feasibility and expediency of gamifying activities in higher education institutions, for which an original methodology was used. However, gamification is complex and carries a high degree of risk in achieving organizational efficiency. It is therefore advisable to adopt a fragmented approach and selectively gamify individual processes and features, focusing on educational and research activities. When introducing gamification, top management should provide conceptual and regulatory support and HR specialists coordination. Using a distribution model of managerial functions for gaming activities and determining priorities, taking the use of artificial intelligence into account, is shown to be expedient.Contribution/Originality: For the first time, this study is investigates the adoption of modern gamification technologies to increase the effectiveness of educational organizations. In particular, the most suitable areas of activity and management levels for gamification in higher education institutions are proposed.Recently, increasing attention has been paid to gaming technology: the use of gaming techniques in various fields and situations arising during the labor process. The problem with gamification, though, lies in the viewpoint of theorists and practitioners worldwide. analysis review of the literature reveals that researchers are not taking into account systematic studies of the gamification of activities in business and public sector organizations in general and higher education institutions in particular (Vinichenko et al., 2016b;Alvarez et al., 2017;Rogach et al., 2017). Other problems are associated with the introduction of gamification include age and gender (Martí-Parreño

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Section: Introductionmentioning

confidence: 99%

The Feasibility and Expediency of Gamification Activities in Higher Education

Vinichenko

Ridho

Karácsony

et al. 2019

International Journal of Education and Practice

View full text Add to dashboard Cite

show abstract

“…Using the Dutch experience of gaming training of students with the help of the business game Logistic Support Game (LSG), it was possible to enhance the joint activity of trainees with the distribution of roles for the development of competencies, interaction and autonomy (Martinetti et al, 2017).…”

Section: Introductionmentioning

confidence: 99%