Gamification in Production Planning: perception of university students from the Eje Cafetero in Colombia
DOI:
https://doi.org/10.31637/epsir-2024-1228Keywords:
gamification, teaching, learning, Master production schedule, industrial engineering, Higher education, education, studentsAbstract
Introduction: teaching can be carried out through various techniques, gamification is one of them and has gained great interest nowadays due to the results it provides. The aim of this study was to analyse the perception of university students from the Eje Cafetero in Colombia on gamification to teach Master Production Plan concepts. Methodology: the study was descriptive and cross-sectional, 47 students from 3 industrial engineering programmes of the Eje Cafetero in Colombia participated, a gamified practice on Master Production Plan was carried out and a questionnaire with Likert-type scale questions was applied to know the perception on the use of gamification in professional training contexts with applications to industry. Results: the participants from the 3 participating universities considered the use of gamification as a tool that facilitates the learning of production planning concepts to be very useful. Conclusions: the dynamic and collaborative scenarios generated from gamification contribute to reduce gaps between the theoretical foundation and the practical implementation of all learning processes in vocational training. Future research could make use of gamification as a teaching-learning tool in business science training processes.
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Copyright (c) 2024 Sebastián Pinzón-Salazar, Orlando Valencia-Rodríguez, Yesid Forero-Páez; Laura Pulgarín-Arias (Autor de Correspondencia)
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