Using Serious Games in Logistics Education

Pacheco, Ernesto; Palma-Mendoza, Jaime A.

doi:10.1145/3447432.3447438

Cited by 5 publications

(4 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the last decade, several simulation-based serious games have been proposed that have allowed the development of specific skills in students [19,20]. Riedel and Hauge [21] identify and categorize, according to skills, some of the serious games for business and industry proposed up until 2011.…”

Section: Related Work On Serious Gamesmentioning

confidence: 99%

“…The objective function maximizes the total collected reward (15). The constraints ensure that: (i) the route starts from node 1 and ends at node |N| (16); (ii) the connectivity of a route guarantees that each node is visited at most once ( 17); (iii) the total travel time is limited by T max (18); and (iv) subtours are prevented (19,20).…”

Section: The Team Orienteering Problemmentioning

confidence: 99%

See 1 more Smart Citation

A Heuristic-Based Simulation for an Education Process to Learn about Optimization Applications in Logistics and Transportation

et al. 2022

View full text Add to dashboard Cite

In the context of the DigiLab4U international project, this paper describes a simulation-based serious game that can be used as a virtual teaching lab in higher education courses, especially in Industrial and Systems Engineering, Data Science, Management Science and Operations Research, as well as Computer Science. The learning activity focuses on understanding distribution logistics problems related to transportation optimization using different techniques. These optimization challenges include the vehicle routing problem, the arc routing problem, and the team orienteering problem. As a result of the learning process in the virtual lab, it is expected that students acquire competencies and skills related to logistics and transportation challenges as well as problem-solving. These competencies and skills can be precious for students’ future careers, since they increase students’ analytical skills, capacity to understand heuristic-based algorithms, teamwork and interdisciplinary communication skills, programming skills, and statistical abilities. A preliminary version of this training activity has already been used in MSc and PhD courses held at universities in Spain, Italy, Ireland, and Portugal.

show abstract

Section: Related Work On Serious Gamesmentioning

confidence: 99%

Section: The Team Orienteering Problemmentioning

confidence: 99%

A Heuristic-Based Simulation for an Education Process to Learn about Optimization Applications in Logistics and Transportation

et al. 2022

View full text Add to dashboard Cite

show abstract

“…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.

View full text Add to dashboard Cite

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.

show abstract

“…In the last few years, the number of SGs focused on these subjects has increased dramatically [12], [13]. The research on SGs, however, is mostly focused on presenting applicability and results of specific artifacts to achieve given purposes.…”

Section: Introductionmentioning

confidence: 99%

Exploratory Research on Adaptability and Flexibility of a Serious Game in Operations and Supply Chain Management

et al. 2022

View full text Add to dashboard Cite

Serious games (SGs) in industrial engineering education are an established topic, whose implementations are continuously growing. In particular, they are recognized as effective tools to teach and learn subjects like Operations and Supply Chain Management. The research on SGs, however, is primarily focused on displaying applications and teaching results of particular games to achieve given purposes. In this paper, we provide an exploratory research on the flexibility and adaptability of a specific SG to different target groups and students’ needs in the field of operations and supply chain management. We first provide an overview of the SG and introduce its mechanics. Next, we explain how the mechanics has been implemented, by means of a set of parameters and indicators. We report the results of two different game sessions, played by a class of bachelor’s degree students at different levels of difficulty, which were achieved by altering some specific game parameters. By comparing the Key Performance Indicators (KPIs) in the two sessions, we report and discuss the consequences of the modified game parameters, in terms of impact on the difficulty level of the SG measured by the indicators. Experimental results match with our hypothesis, since the increased level of difficulty of sourcing and delivery times only deteriorates the related subset of indicators in the harder game session, without altering the remaining KPIs.

show abstract

Using Serious Games in Logistics Education

Cited by 5 publications

References 13 publications

A Heuristic-Based Simulation for an Education Process to Learn about Optimization Applications in Logistics and Transportation

A Heuristic-Based Simulation for an Education Process to Learn about Optimization Applications in Logistics and Transportation

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

Exploratory Research on Adaptability and Flexibility of a Serious Game in Operations and Supply Chain Management

Contact Info

Product

Resources

About