The Role of Serious Games, Gamification and Industry 4.0 Tools in the Education 4.0 Paradigm

Fernando Almeida; Jorge Simoes

doi:10.30935/cet.554469

Fernando Almeida ¹ ^* , Jorge Simoes ²

More Detail

CONT ED TECHNOLOGY, Volume 10, Issue 2, pp. 120-136

https://doi.org/10.30935/cet.554469

OPEN ACCESS 10230 Views 6366 Downloads

Download Full Text (PDF)

Abstract

Education 4.0 is a new educational paradigm that intends to address the needs and potentialities of the fourth industrial revolution. Education 4.0 builds on the concept of learning by doing, in which students are encouraged to learn and discover different things in singular ways based on experimentation. This study intends to analyze the role of emerging technologies like serious games and industry 4.0 in the transformation of education 4.0 in higher education. A qualitative methodology was employed based on 25 case studies of innovative projects in Portuguese higher education institutions. The results indicate a residual adoption of serious games and gamification approaches only appear in less than 20% of the projects. It was also possible to identify that most projects involve several stakeholders such as teachers, students and university managers, and typically involve multidisciplinary competencies fields. The main benefits brought to the education context include greater involvement of students in projects, development of their skills and its application in a real context. On the other hand, the main challenges are the simplification of the real world made by these applications, the difficulties inherent to their inclusion in the didactical system and the limited capacities to offer greater interactivity without predefined external stimuli.

Keywords: Education 4.0, Industry 4.0, Serious games, Gamification, Educational paradigm

References

Alsawaier, R. (2018). The effect of gamification on motivation and engagement. International Journal of Information and Learning Technology, 35(1), 56-79.
Bahadoorsingh, S., Dyer, R., & Sharama, C. (2016). Integrating serious games into the engineering curriculum - a game-based learning approach to power systems analysis. International Journal of Computational Vision and Robotics, 6(3), 276-289.
Barker, J. & Gossman, P. (2013). The learning impact of a virtual learning environment: students’ views. Teacher Education Advancement, 5(2), 19-38.
Bartolomé, A., Castañeda, L., & Adell, J. (2018). Personalisation in educational technology: The absence of underlying pedagogies. International Journal of Educational Technology in Higher Education, 15(14), 1-17.
Bellotti, F., Berta, R., & De Gloria, A. (2010). Design effective serious games: Opportunities and challenges for research. International Journal of Emerging Technologies in Learning, 5, 22-35.
Bellotti, F., Kapralos, B., Lee, K., Moreno-Ger, P., & Berta, R. (2013). Assessment in and of serious games: An overview. Advances in Human-Computer Interaction, Article ID 136864, 1-11.
Blackstone, A. (2012). Principles of sociological inquiry: qualitative and quantitative methods. Retrieved on 10 December 2018 from https://2012books.lardbucket.org/books/ sociologicalinquiry-principles-qualitative-and-quantitative-methods/index.html
Bughin, J., Hazan, E., Lund, S., Dahlström, P., Wiesinger, A., & Subramaniam, A. (2018). Skill Shift: Automation and the Future of the Workforce. McKinsey Global Institute. Retrieved on 10 December 2018 from https://www.mckinsey.com/~/media/McKinsey/Featured%20Insights/Future%20of%20Organizations/Skill%20shift%20Automation% 20and%20the%20future%20of%20the%20workforce/MGI-Skill-Shift-Automation-and-future-of-the-workforce-May-2018.ashx
Burner, T. (2018). Why is educational change so difficult and how can we make it more effective? Forskning og forandring, 1(1), 122-134.
Cheng, M., Chen, J., Chu, S., & Chen, S. (2015). The use of serious games in science education: A review of selected empirical research from 2002 to 2013. Journal of Computers in Education, 2(3), 353-375.
Chong, S., Pan, G., Chin, J., Show, P., Yang, T., & Huang, C. (2018). Integration of 3D printing and Industry 4.0 into engineering teaching. Sustainability, 10, 1-13.
Demartini, C. & Benussi, L. (2017). Do Web 4.0 and Industry 4.0 imply Education X.0? IT Pro, May/June, 4-7.
Demian, P. & Morrice, J. (2012). The use of virtual learning environments and their impact on academic performance. Engineering Education, 7(1), 11-19.
Dicheva, D., Dichev C., Agre G., & Angelova G. (2015). Gamification in education: A systematic mapping study. Educational Technology & Society, 18(3), 75-88.
Gros, B. (2016). The design of smart education environments. Smart Learning Environments, 3(15), 1-11.
Hariharasudan, A. & Kot, S. (2018). A scoping review on digital English and Education 4.0 for Industry 4.0. Social Sciences, 7, 1-13.
Hayati, D. & Hashemy, A. (2013). Communication technologies and virtual learning environment (VLE) in teaching literature. International Journal of Innovation, Management and Technology, 4(2), 181-184.
Hussin, A. (2018). Education 4.0 made simple: Ideas for teaching. International Journal of Education & Literacy Studies, 6(3), 92-98.
Ibarra, D., Ganzarain, J., & Igartua, J. (2018). Business model innovation through Industry 4.0: A review. Procedia Manufacturing, 22, 4-10.
Islam, I. (2018). Automation and the future of employment: Implications for India. South Asian Journal of Human Resources Management, 5(2), 234-243.
Kara, N. & Sevim, N. (2013). Adaptive learning systems: Beyond teaching machines. Contemporary Educational Technology, 4(2), 108-120.
Khaleel, F., Ashaari, N., Wook, T., & Ismail, A. (2016). Gamification elements for learning applications. International Journal on Advanced Science, Engineering and Information Technology, 6(6), 868-874.
Kinshuk (2016). Designing adaptive and personalized learning environments (Interdisciplinary approaches to educational technology). Arbingdon, UK: Routledge.
Laamarti, F., Eid, M., & Saddik, A. (2014). An overview of serious games. International Journal of Computer Games Technology, Article ID 358152, 1-15.
Liao, Y., Deschamps, F., Loures, E., & Ramos, L. (2017). Past, present and future of Industry 4.0 - A systematic literature review and research agenda proposal. International Journal of Production Research, 55(12), 3609-3629.
Lonkaew. K. (2016). When Thailand 4.0 was driven by Education 2.0. Saan-Punya, 26, 92-97.
Martín-Gutíerrez, J., Mora, C., Añorbe-Díaz, B., & González-Marrero, A. (2017). Virtual technologies trends in education. EURASIA Journal of Mathematics Science and Technology Education, 13(2), 469-486.
Martinaitis, Z. (2014). Measuring skills in Europe. European Journal of Training and Development, 38(3), 198-210.
Murray, M. & Pérez, J. (2015). Informing and performing: A study comparing adaptive learning to traditional learning. Informing Science: the International Journal of an Emerging Transdiscipline, 18, 111-125.
Papanastasiou, G., Drigas, A., Skianis, C., & Lytras, M. (2017). Serious games in K-12 education: Benefits and impacts on students with attention, memory and developmental disabilities. Program, 51(4), 424-440.
Popenici, S. & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(22), 1-13.
Puncreobutr, V. (2016). Education 4.0: New challenge of learning. St. Theresa Journal of Humanities and Social Sciences, 2(2), 92-97.
Queirós, A., Faria, D., & Almeida, F. (2017). Strengths and limitation of qualitative and quantitative research methods. European Journal of Education Studies, 3(9), 369-387.
Richert, A., Plumanns, L., Gross, K., Schuster, K., & Jeschke, S. (2015). Learning 4.0: Virtual immersive engineering education. Digital Universities: International Best Practices and Applications, 2, 51-66.
Rojko, A. (2017). Industry 4.0 concept: Background and overview. International Journal of Interactive Mobile Technologies, 11(5), 77-90.
Sailer, M., Hense, J., Mayr, S., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371-380.
Schönsleben, P., Fontana, F., & Duchi, A. (2017). What benefits do initiatives such as Industry 4.0 offer for production locations in high-wage countries? Procedia CIRP, 63, 179-183.
Sera, L. & Wheeler, E. (2017). Game on: The gamification of the pharmacy classroom. Currents in Pharmacy Teaching and Learning, 9, 155-159.
Shahroom, A. & Hussin, N. (2018). Industrial revolution 4.0 and education. International Journal of Academic Research in Business and Social Sciences, 8(9), 314-319.
Shi, Y. & Shih, J. (2015). Game factors and game-based learning design model. International Journal of Computer Games Technology, Article ID 549684, 1-11.
Simoes, J., Redondo, R., & Vilas, A. (2013). A social gamification framework for a k-6 learning platform. Computers in Human Behavior, 29(2), 345-353.
Slimani, A., Yedri, O, Elouaai, F., & Bouhorma, M. (2016). Towards a design approach for serious games. International Journal of Knowledge and Learning, 11(1), 58-81.
Sung, Y., Cho, S., Um, K., Jeong, Y., Fong, S., & Cho, K. (2013). Human-robot interaction learning using demonstration-based learning and Q-Learning in a pervasive sensing environment. International Journal of Distributed Sensor Networks, 1, 1-8.
Tsekleves, E., Cosmas, J., & Aggoun, A. (2016). Benefits, barriers and guideline recommendations for the implementation of serious games in education for stakeholders and policymakers. British Journal of Educational Technology, 47(1), 164-183.
Vlachopoulos, D., & Makri, A. (2017). The effect of games and simulation on higher education: A systematic literature review. International Journal of Educational Technology in Higher Education, 14(22), 1-33.
Xing, B. & Marwala, T. (2017). Implications of the fourth industrial age for higher education. Thinker: For the Thought Leaders, 73, 10-15.
Zhu, Z., Yu, M., & Riezebos, P. (2016). A research framework of smart education. Smart Learning Environments, 3(1), 1-17.
Zichermann, G. & Cunningham, C. (2011). Gamification by design. Implementing game mechanics in Web and mobile apps. Sebastopol, California: O’Reilly.
Zimmer, T. (2014). Rethinking higher education: A case for adaptive learning. Forbes Education. Retrieved on 10 December 2018 from http://www.forbes.com/sites/ccap/2014/10/22/ rethinking-higher-ed-a-case-for-adaptive-learning/

Citation

Almeida, F., & Simoes, J. (2019). The Role of Serious Games, Gamification and Industry 4.0 Tools in the Education 4.0 Paradigm. Contemporary Educational Technology, 10(2), 120-136. https://doi.org/10.30935/cet.554469

Almeida, F., and Simoes, J. (2019). The Role of Serious Games, Gamification and Industry 4.0 Tools in the Education 4.0 Paradigm. Contemporary Educational Technology, 10(2), pp. 120-136. https://doi.org/10.30935/cet.554469

Almeida F, Simoes J. The Role of Serious Games, Gamification and Industry 4.0 Tools in the Education 4.0 Paradigm. CONT ED TECHNOLOGY. 2019;10(2), 120-136. https://doi.org/10.30935/cet.554469

Almeida, Fernando, and Jorge Simoes. "The Role of Serious Games, Gamification and Industry 4.0 Tools in the Education 4.0 Paradigm". Contemporary Educational Technology 2019 10 no. 2 (2019): 120-136. https://doi.org/10.30935/cet.554469

Almeida, Fernando et al. "The Role of Serious Games, Gamification and Industry 4.0 Tools in the Education 4.0 Paradigm". Contemporary Educational Technology, vol. 10, no. 2, 2019, pp. 120-136. https://doi.org/10.30935/cet.554469

Almeida F, Simoes J. The Role of Serious Games, Gamification and Industry 4.0 Tools in the Education 4.0 Paradigm. CONT ED TECHNOLOGY. 2019;10(2):120-36. https://doi.org/10.30935/cet.554469