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Ruiz Moreno, S., Aguirre Cuervo, J. E., & Durango Marín, J. A. (2024). Gamified Productivity: A Playful learning on Job Shop and Flow Shop production systems. Ingenierías USBmed, 15(1), 31–40. https://doi.org/10.21500/20275846.6523
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Abstract
Industrial Engineering teaching and learning requires the constant reinvention of strategies and methods for the effective learning of theoretical and practical concepts, which includes thinking about gamification methods that allow generating interest through the competitive and investigative spirit of the students. This paper presents a playful approach focused on building the concept of productivity based on the comparison of two of the best-known production systems in the industry, such as Flow shop and Job shop. After the application of the game, it was possible to demonstrate that players understand the definition of productivity, and also learn about the advantages and disadvantages of each type of production system effectively.
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References
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[4] O. Valencia-Rodríguez, Y. Forero-Páez, L. Pulgarín-Arias, S. M. C. Otálvaro, and S. Pinzón-Salazar, “Areas of Interest for the Incorporation of Gamification in Industrial Engineering,” Hum. Rev. Int. Humanit. Rev. / Rev. Int. Humanidades, vol. 11, no. 3, pp. 1–14, Dec. 2022, doi: 10.37467/REVHUMAN.V11.4308.
[5] G. Elena Capote León, D. C. Noemí Rizo Rabelo, and D. C. Gisela Bravo López, “La autoregulación del aprendizaje en estudiantes de la carrera ingeniería industrial,” Rev. Univ. y Soc., vol. 9, no. 2, pp. 44–52, 2017, Accessed: May 16, 2023. [Online]. Available: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S2218-36202017000200005&lng=es&nrm=iso&tlng=es.
[6] J. Díaz-Ramírez, “Gamification in engineering education – An empirical assessment on learning and game performance,” Heliyon, vol. 6, no. 9, p. e04972, Sep. 2020, doi: 10.1016/J.HELIYON.2020.E04972.
[7] S. Doherty, E. Palmer, and L. Strater, “Gamification: Current Research and Applications,” https://doi.org/10.1177/1541931213602006, vol. 2017-October, pp. 2096–2099, Oct. 2017, doi: 10.1177/1541931213602006.
[8] M. Keepers, I. Nesbit, D. Romero, and T. Wuest, “Current state of research & outlook of gamification for manufacturing,” J. Manuf. Syst., vol. 64, pp. 303–315, Jul. 2022, doi: 10.1016/J.JMSY.2022.07.001.
[9] J. Módné Takács, M. Pogátsnik, and T. Kersánszki, “Improving Soft Skills and Motivation with Gamification in Engineering Education,” Lect. Notes Networks Syst., vol. 389 LNNS, pp. 823–834, 2022, doi: 10.1007/978-3-030-93904-5_81/COVER.
[10] M. Urgo, W. Terkaj, M. Mondellini, and G. Colombo, “Design of serious games in engineering education: An application to the configuration and analysis of manufacturing systems,” CIRP J. Manuf. Sci. Technol., vol. 36, pp. 172–184, Jan. 2022, doi: 10.1016/J.CIRPJ.2021.11.006.
[11] E. V. Karmanova, E. V. Chernova, and A. S. Dokolin, “Modeling Knowledge Assessment with Gamification Technology on E-Learning Platform,” 2019 Int. Multi-Conference Ind. Eng. Mod. Technol. FarEastCon 2019, Oct. 2019, doi: 10.1109/FAREASTCON.2019.8934089.
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[20] M. K. Kabilan, N. Annamalai, and K. M. Chuah, “Practices, purposes and challenges in integrating gamification using technology: A mixed-methods study on university academics,” Educ. Inf. Technol., pp. 1–33, Apr. 2023, doi: 10.1007/S10639-023-11723-7/FIGURES/4.
[21] J. Bilinkis, A. Gromoff, and Y. Gorchakov, “Boosting Motivation Through Process Gamification: Evidence from Higher Education,” Commun. Comput. Inf. Sci., vol. 1011, pp. 45–57, 2019, doi: 10.1007/978-3-030-20798-4_5/FIGURES/6.
[22] A. Anil Yasin and A. Abbas, “Role of gamification in engineering education: A systematic literature review,” IEEE Glob. Eng. Educ. Conf. EDUCON, vol. 2021-April, pp. 210–213, Apr. 2021, doi: 10.1109/EDUCON46332.2021.9454038.
[23] Z. Qin and Y. Lu, “Self-organizing manufacturing network: A paradigm towards smart manufacturing in mass personalization,” J. Manuf. Syst., vol. 60, pp. 35–47, Jul. 2021, doi: 10.1016/J.JMSY.2021.04.016.
[24] S. S. Kamble, A. Gunasekaran, A. Ghadge, and R. Raut, “A performance measurement system for industry 4.0 enabled smart manufacturing system in SMMEs- A review and empirical investigation,” Int. J. Prod. Econ., vol. 229, p. 107853, Nov. 2020, doi: 10.1016/J.IJPE.2020.107853.
[25] L. Lluch Molins, F. Yorka Balbontin Escorza, and N. Sullivan Campillay, “Enhancing cooperative learning and student motivation with gamification strategies: a case study in industrial engineering,” JOTSE, ISSN-e 2013-6374, Vol. 12, No. 3, 2022 (Ejemplar Dedic. a Train. Teach. Innov. Eng. 2030), págs. 611-627, vol. 12, no. 3, pp. 611–627, 2022, doi: 10.3926/jotse.1693.
[26] F. Séculi, F. Julián, F. Xavier Espinach, and M. Alcalà, “Competences Assessment and Gamification Strategies to Incentive Students,” Lect. Notes Mech. Eng., pp. 302–308, 2022, doi: 10.1007/978-3-030-92426-3_35/COVER.
[27] S. Tangen, “Demystifying productivity and performance,” Int. J. Product. Perform. Manag., vol. 54, no. 1, pp. 34–46, 2005, doi: 10.1108/17410400510571437/FULL/XML.
[28] J. H. Heizer and B. Render, “Dirección de la producción y de operaciones : decisiones estratégicas,” 2007, Accessed: Mar. 06, 2023. [Online]. Available: https://books.google.com/books/about/Dirección_de_la_producción_y_de_operac.html?hl=es&id=FAAXNQAACAAJ.
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