Gamificación en la Planeación de la Producción: percepción de estudiantes universitarios del Eje Cafetero en Colombia
DOI:
https://doi.org/10.31637/epsir-2024-1228Palabras clave:
gamificación, enseñanza, aprendizaje, Plan Maestro de Producción, ingeniería industrial, educación superior, educación, estudiantesResumen
Introducción: la enseñanza puede efectuarse a través de diversas técnicas, la gamificación es una de ellas y ha cobrado gran interés en la actualidad por los resultados que refiere. El objetivo de este estudio fue analizar la percepción de estudiantes universitarios del Eje Cafetero en Colombia sobre la gamificación para enseñar conceptos de Plan Maestro de Producción. Metodología: el estudio fue descriptivo y transversal, participaron 47 estudiantes de 3 programas de ingeniería industrial del Eje Cafetero en Colombia, se realizó una práctica gamificada sobre Plan Maestro de Producción y se aplicó un cuestionario de preguntas con escala tipo Likert para conocer la percepción sobre el uso de la gamificación en contextos de formación profesional con aplicaciones a la industria. Resultados: los participantes de las 3 universidades participantes consideraron muy útil el uso de la gamificación como herramienta que facilita el aprendizaje de conceptos de planeación de la producción. Conclusiones: los escenarios dinámicos y colaborativos que se generan desde la gamificación aportan a disminuir brechas entre la fundamentación teórica y la implementación práctica de todos los procesos de aprendizaje en formación profesional. Futuras investigaciones podrían hacer uso de la gamificación como herramienta de enseñanza-aprendizaje en procesos de formación de ciencias empresariales.
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Derechos de autor 2024 Sebastián Pinzón-Salazar, Orlando Valencia-Rodríguez, Yesid Forero-Páez; Laura Pulgarín-Arias (Autor de Correspondencia)
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