Using Gamification to Develop Self-Directed Learning

Pacheco, Ernesto

doi:10.1145/3392305.3396899

Cited by 10 publications

(8 citation statements)

References 15 publications

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“…The self-concept as an effective learner and love of learning, which were among the factors emerging from our survey, are consistent with the research conducted by Pacheco et al (2020), Lezama et al (2020), Bühler et al (2022), andDyulicheva &Glazieva (2022). These studies highlighted the importance of creating an engaging and immersive learning environment through game-based learning, thereby fostering a positive self-concept and a love for learning.…”

Section: Discussionsupporting

confidence: 91%

“…Our study revealed a significant increase in factors considered in students' self-directed learning. This supports the existing literature on the potential of game-based learning to enhance self-directed learning skills (Taylor, 2020;Alfaro-Ponce et al, 2023;Pacheco et al, 2020;Bastos et al, 2020;Tavares, 2022). These results also align with the observations of Sharma et al (2022) and Camacho et al (2019), who found a positive impact of game-based learning on computational thinking, a key component of self-directed learning.…”

Section: Discussionsupporting

confidence: 90%

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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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Section: Discussionsupporting

confidence: 91%

Section: Discussionsupporting

confidence: 90%

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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“…Table 7 below lists the articles selected according to the search and selection criteria. [14] Formal Assessing classcraft as an effective gamification app based on behaviorism learning theory [15] Formal Assistive Gamification and Speech Recognition E-Tutor System for Speech Impaired Students [16] Formal Blending Gamification and Project-Based Learning with Rapid Prototyping Technologies in Enhancing Students' Learning of Design [17] Formal Gamification in e-Governance [18] Non-Formal Increasing Students' Motivation by Using Virtual Learning Environments Based on Gamification Mechanics: Implementation and Evaluation of Gamified Assignments for Students [19] Formal Let Them Play: Experiences in the Wild with a Gamification and Coaching System for Young Diabetes Patients [20] Non-Formal Smartly Learning through step decomposition, automation and Gamification [21] Formal To Enhance Learning Outcome: Cloud-Assisted Gamification in Higher Education Institutions [22] Formal Using Gamification to Develop Self-Directed Learning [23] Formal Analyzing the Factors that Influence Learning Experience through Game Based Learning using Visual Novel Game for Learning Pancasila [24] Formal AntibioGame®: A serious game for teaching medical students about antibiotic use [25] Formal Collecting Pokémon or receiving rewards? How people functionalise badges in gamified online learning environments in the wild [26] Formal Design and Development Game Chinese Language Learning with Gamification and Using Mnemonic Method [27] Formal Developing a gamified AI-enabled online learning application to improve students' perception of university physics [28] Formal Developing an active-learning app to improve critical thinking: item selection and gamification effects [29] Formal Gamified learning: A role-playing approach to increase student inclass motivation [30] Formal Influence of Gaming Elements on Summative Assessment in Engineering Education for Sustainable Manufacturing [31] Formal Learn+Fun!…”

Section: Resultsmentioning

confidence: 99%

Motivation to Use Gamification Elements in E-Learning for Formal and Non-Formal Education

Afirando¹,

Santoso²,

Junus³

et al. 2023

ijcs

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The implementation of gamification in e-learning is not new, both within the context of formal and informal. Formal education is a learning activity organized by both public and private parties that refers to the official education system of a country. Meanwhile, informal education is another learning activity that does not refer to the official education system of a country. Not only visually appealing, but gamification elements also have a certain motivation and emotional value for the user. This study seeks to compare the use of gamification elements and their motivation between formal and nonformal education. The method used was a Systematic Literature Review using the Kitchenham method. From the selected databases, 65 articles were obtained that had implemented gamification in e-learning. The gamification elements were grouped by motivation and emotion based on the Octalysis framework. The results showed that ownership and possession were the most prominent motivations for implementing gamification.

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“…The simulation revolves around a hypothetical enterprise specializing in the production of balls for various sports. This game is integrated into an online platform known as the "GOAL Project, " dedicated to making the learning of logistic concepts an engaging and entertaining experience (Pacheco-Velazquez et al, 2020).…”

Section: Simulation-based Pedagogies and Education 40mentioning

confidence: 99%

Exploring educational simulation platform features for addressing complexity in Industry 4.0: a qualitative analysis of insights from logistics experts

Pacheco-Velazquez,

Rodes-Paragarino,

Marquez-Uribe

2024

Front. Educ.

Self Cite

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IntroductionThis study explores the transformative impact of Industry 4.0 on industrial operations, emphasizing the integration of advanced technologies like AI, IoT, and Big Data Analytics to enhance process optimization, automation, and connectivity. Despite its potential for efficiency, Industry 4.0 introduces significant complexities, challenging existing operational and decision-making frameworks. Addressing these challenges, the research investigates the role of simulation platforms in logistics, seeking to identify their critical attributes for effective complexity management. It highlights the need for innovative tools in system evaluation, performance measurement, and skill development, aiming to equip the workforce with essential Industry 4.0 competencies. Through qualitative insights from logistics experts, the study aims to offer practical recommendations for educators and industry professionals, contributing to the design and implementation of educational simulations that align with the intricate demands of Industry 4.0 logistics.MethodsThis study employs a qualitative content analysis approach to develop an Industry 4.0-adapted logistics simulator, leveraging the Asteraceae framework for digital game co-design and pedagogical reflection. Data were collected from six industry and academia experts through semi-structured interviews, designed around the framework’s key steps to explore simulator design, decision-making, impact, and skill development. Utilizing convenience sampling, the research engaged participants with experience in educational logistics platforms and simulators. Interviews were conducted online, with ethical considerations including informed consent. Transcription used OpenAI’s API for accuracy, followed by manual review. The analysis combined qualitative content with frequency analysis, employing Atlas.ti software to identify and code key simulation features as informed by expert insights. This methodology underscores a comprehensive approach to understanding and innovating logistics education for Industry 4.0, aiming to equip learners with necessary competencies through targeted simulation tools.ResultsThe study’s findings emphasize the critical role of simulation tools in Industry 4.0 logistics for risk mitigation, operational planning, and decision-making. Experts pointed out the significant benefits of simulations in providing safe spaces for experimentation, especially valuable for SMEs with limited access to advanced technologies. They advocated for simulators to incorporate current technological and e-commerce trends, suggesting a customizable business model based on diverse logistics requirements. Key insights included the necessity for adaptable simulation architectures to handle various operational variables, the importance of integrating multidisciplinary competencies like data analytics and strategic management, and the role of performance metrics in evaluating simulations and logistics operations. The analysis revealed essential features for an educational logistics simulator, highlighting the importance of operational knowledge, predictive analytics, and the need for a comprehensive tool that integrates technology, strategy, operations, and data analysis. This approach aims to equip users with the skills necessary for navigating the complexities of modern logistics, promoting a deep understanding of systems thinking and complex reasoning skills.DiscussionThe discussion centers on the essential requirement for a multidisciplinary approach in creating an educational logistics simulator for Industry 4.0, emphasizing the need for technological adaptability and operational efficiency. It highlights the importance of integrating advanced technologies and collaborative paradigms to enhance logistics operations and improve decision-making processes. The utility of simulation-based learning as a pedagogical tool is acknowledged, with an emphasis on its role in developing complex thinking and practical skills relevant to the digital transformation of the logistics sector. The discussion suggests that educational simulations are poised to play a pivotal role in preparing the workforce for Industry 4.0 challenges by bridging technological advancements and pedagogical strategies. However, it also points to the limitations of the current study, such as its sampling method and regional focus, and calls for future research to explore broader applications and the integration of comprehensive strategies to ensure the educational simulator’s effectiveness and relevance in a global context.

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Using Gamification to Develop Self-Directed Learning

Cited by 10 publications

References 15 publications

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

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

Motivation to Use Gamification Elements in E-Learning for Formal and Non-Formal Education

Exploring educational simulation platform features for addressing complexity in Industry 4.0: a qualitative analysis of insights from logistics experts

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