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dc.contributor.authorPacheco Velazquez, Ernesto Armando
dc.contributor.authorRodés Paragarino, Virginia
dc.date.accessioned2023-09-20T18:54:59Z
dc.date.available2023-09-20T18:54:59Z
dc.date.issued2023-10-25
dc.identifier.citationPacheco Velazquez, E. and Rodés Paragarino, V. (2023). Simulations for Learning in complex scenarios: students' most valued elements. Technological Ecosystems for Enhancing Multiculturality (TEEM) Conference, Bragança, Portugal.es_MX
dc.identifier.urihttps://hdl.handle.net/11285/651170
dc.description.abstractGame-based learning is an effective approach to developing learning skills, and simulations play a crucial role in the logistics field by providing realistic and hands-on training. This article presents the findings of a four-year study that investigated students' experiences and perceptions of a Logistics Simulator, known as LOST, used in a logistics undergraduate course for engineering education in Mexico. LOST simulated supply chain operations and aimed to enhance the development of logistical concepts and complex skills. Qualitative data was collected through open-ended questions to assess students' experiences with LOST, involving a total of 216 students across different course cohorts. The responses were analyzed using axial coding to identify the most valued elements of the game-based learning experience with the logistics simulator. The results indicate that students highly valued elements such as the Real World, Decision-Making, Theory in Practice, Learning, Knowledge, Complexity, Experimentation, and Strategies. These findings emphasize the transformative potential of game-based experiences with the simulator, offering innovative and engaging learning opportunities for educational communities, equipping students with crucial decision-making skills, and providing decision-makers with insights into the effectiveness of simulation-based approaches for enhancing learning outcomes and preparing individuals for real-world complex challenges.es_MX
dc.format.mediumTextoes_MX
dc.language.isoenges_MX
dc.relationThe authors would like to thank the financial support from Tecnologico de Monterrey through the “Challenge-Based Research Funding Program 2022”. Project ID # I005 - IFE001 - C2-T3 – T. The authors wish to acknowledge the financial support of the Writing Lab, Institute for the Future of Education, Tecnologico de Monterrey, Mexico.es_MX
dc.relation.isFormatOfsubmittedVersiones_MX
dc.rightsopenAccesses_MX
dc.rights.urihttp://creativecommons.org/licenses/by/4.0es_MX
dc.subjectHUMANIDADES Y CIENCIAS DE LA CONDUCTA::PEDAGOGÍA::TEORÍA Y MÉTODOS EDUCATIVOSes_MX
dc.subject.lcshEducationes_MX
dc.titleTechnological ecosystems for enhancing multiculturality (TEEM)es_MX
dc.title.alternativeTechnological Ecosystems for Enhancing Multiculturality (TEEM)es_MX
dc.typePreimpreso/Preprintes_MX
dc.identifier.orcidhttps://orcid.org/0000-0002-6771-699Xes_MX
dc.identifier.orcidhttps://orcid.org/0000-0002-7229-4998es_MX
dc.subject.keywordgame-based learninges_MX
dc.subject.keywordsimulationses_MX
dc.subject.keywordeducational innovationes_MX
dc.subject.keywordhigher educationes_MX
dc.subject.keywordcomplex thinkinges_MX
dc.subject.keywordprofessional educationes_MX
dc.subject.keywordXXI century skillses_MX
dc.subject.keywordR4C&TEes_MX
dc.contributor.institutionPolytechnic Institute of Bragançaes_MX
dc.contributor.affiliationInstituto para el Futuro de la Educaciónes_MX
dc.contributor.affiliationhttps://ror.org/03ayjn504es_MX
dc.subject.countryPortugal / Portugales_MX
dc.identificator4||58||5801es_MX


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