Business games, serious games and gamification in the teaching of Production Engineering: a content analysis in the abstracts of academic articles published in the annals of National Meeting of Production Engineering (ENEGEP)

Authors

DOI:

https://doi.org/10.33448/rsd-v10i1.11485

Keywords:

Business games; Learning; Production engineering; IRaMuTeq; Teaching.

Abstract

The teaching approach using business simulation games can generate a series of benefits in the teaching-learning process of disciplines in the Production Engineering course. Therefore, the objective of the article is to raise the characteristics of the use of games, through a research carried out in articles published in the annals of the National Meeting of Production Engineering (ENEGEP) in the period from 2014 to 2019, with the search terms: company game (s), serial game (s), serious game (s), gamification and gamification. Through the 21 selected publications, a qualitative research was carried out, through the content analysis of the abstracts of the articles, using the IRaMuTeQ software, in order to explore the related terms in the publications. The use of the IRaMuTeq software as a tool for processing qualitative data provided statistical information on the text, as well as the Descending Hierarchical Classification (CHD), similarity analysis and the word cloud. The results show that games and their related terms are closely linked to the teaching-learning process, especially the terms competence, leverage and experience, which are terms that indicate objectives of the application of games.

References

ABEPRO/ENEGEP. (2020). Quem somos. Recuperado de: http://portal.abepro.org.br/enegep/2020/sobre/.

Ahmed, A. & Sutton, M. J. D. (2017). Gamification, serious games, simulations, and immersive learning environments in knowledge management initiatives. World Journal of Science, Technology and Sustainable Development. 14(2/3), 78-83. Recuperado de https://doi.org/10.1108/WJSTSD-02-2017-0005.

Alves, M. N. T. & et al. (2017). Metodologias Pedagógicas Ativas na Educação em Saúde. Id [On Line] Revista Multidisciplinar e de Psicologia, [s.i], 10 (33), 339-346. Recuperado de https://idonline.emnuvens.com.br/id/article/viewFile/659/927.

Antonio, D. G., Werneck, A. M. F. & Pires, S. R. I. (2005). Simulação, cenários, jogos e cases aplicados no ensino da Engenharia de Produção. In: Simpósio de Engenharia de Produção, XII, Bauru.

Bardin, L. (2006). Análise de conteúdo (L. de A. Rego & A. Pinheiro, Trads.). São Paulo: Edições 70.

Brasil. (2019). Conselho Nacional De Educação. Resolução nº 2, de 24 de abril de 2019. Define as Diretrizes Curriculares Nacionais do Curso de Graduação em Engenharia. Recuperado de http://portal.mec.gov.br/index.php?option=com_docman&view=download&alias=112681-rces002-19&category_slug=abril-2019-pdf&Itemid=30192.

Camargo, B.V. (2005) Alceste: Um programa informático de análise quantitativa de dados textuais. In: Moreira, A.S.P., Camargo, B.V., Jesuíno, J.C. & Nóbrega, S.M., Org., Perspectivas teórico-metodológicas em representações sociais, UFPB/Editora Universitária, Joao Pessoa, 511-539.

Camargo, B. V., & Justo, A. M. (2013). Tutorial para uso do software de análise textual IRaMuTeQ. Universidade Federal de Santa Catarina [Internet]. Recuperado de http://www.iramuteq.org/documentation/fichiers/tutoriel-en-portugais.

Oliveira, E. de & Santos, A. M. dos. (2019). Uso de jogos de empresas para fim educacionais: uma proposta de jogo para aplicação em cursos de engenharia de produção no Brasil. Caderno Paic, 20(1), 315-332. Recuperado de https://cadernopaic.fae.emnuvens.com.br/cadernopaic/article/viewFile/348/300.

Gil, A. C. (2008). Métodos e técnicas de pesquisa social. São Paulo: Atlas.

Gramigna, M. R. (2007). Jogos de empresas. 2ed. São Paulo: Pearson Educacion.

Gribanov, D. V., Kovalenko, K. E. & Kovalenko, N. E. (2018). Educational business games in the educational process. Conrado. 14(61), 191-194. Recuperado de https://conrado.ucf.edu.cu/index.php/conrado/article/view/640.

Khaleel, F. L. & et al. (2017). Gamification-based learning framework for a programming course. In: 6th International Conference on Electrical Engineering and Informatics (ICEEI), Langkawi, pp. 1-6. Recuperado de https://doi.org/10.1109/ICEEI.2017.8312377.

Lacruz, A. J. (2017). Simulation and learning dynamics in business games. Revista de Administração Mackenzie, 18(2), 49-79. Recuperado de https://dx.doi.org/10.1590/1678-69712016/administracao.v18n2p49-79.

Landers, R. N. (2014). Developing a Theory of Gamified Learning. Simulation & Gaming, 45(6), 752–768. Recuperado de https://doi.org/10.1177/1046878114563660.

Lovelace, K. J.,Eggers, F. & Dyck, L. R. (2016). I do and I understand: Assessing The util-ity of web-based management simulations to develop critical thinking skills. Academy of Management Learning & Education, 15(1), 100-121. Recuperado de https://doi.org/10.5465/amle.2013.0203.

Makarius, E.E. (2017). Edutainment: Using Technology to Enhance the Management Learner Experience. Management Teaching Review, 2(1), 17-25. Recuperado de https://doi.org/10.1177/2379298116680600.

McFarlane, A., Sparrowhawk, A. & Heald, Y. (2002). Report on the educational use of games. TEEM (Teachers evaluating educational multimedia), Cambridge.

Nah F.FH., & et al. (2014) Gamification of education: a review of literature. In: Nah F.FH. (eds) HCI in Business. HCIB 2014. Lecture Notes in Computer Science. 8527. Springer, Cham. https://doi.org/10.1007/978-3-319-07293-7_39.

Pereira, T. A. (2017). Metodologias ativas de aprendizagem do século XXI: Integração das tecnologias educacionais. In: Congresso Internacional ABED de Educação a Distância, Foz do Iguaçu. Anais eletrônicos... Foz do Iguaçu: ABED.

Ratinaud, P. & Marchand, P. (2012). Application de la méthode ALCESTE à de gros corpus et stabilité des mondes lexicaux: analyse du CableGate avec IraMuTeQ. Em Actes des 11 eme Journées internationales d’Analyse statistique des Données Textuelles. 835-844.

Rosado, C. A. G. (2018). Análise bibliométrica sobre o uso de jogos na área de engenharia de produção. 169 p. Dissertação (Mestrado) – Universidade Federal dos Vales do Jequitinhonha e Mucuri, Teófilo Otoni.

Sauaia, A. C. A. (2013). Laboratório de Gestão: simulador organizacional, jogo de empresas e pesquisa aplicada. 3ed. Manole: Barueri.

Silva, E. L. & Menezes, E. M. (2005). Metodologia da pesquisa e elaboração de dissertação. 4ed. revisada e atualizada. Departamento de Ciência da Informação. Universidade Federal de Santa Catarina (UFSC), Florianópolis.

Vidakis N., & et al. (2015) Ludic educational game creation tool: teaching schoolers road safety. In: Antona M., & Stephanidis C. (eds) Universal access in human-computer interaction. Access to learning, Health and Well-Being. UAHCI 2015. Lecture Notes in Computer Science, 9177, 565-576. Recuperado de. https://doi.org/10.1007/978-3-319-20684-4_55

Vidakis, N. & et al. (2019). Generating Education in-Game Data: The Case of an Ancient Theatre Serious Game. In Proceedings of the 11th International Conference on Computer Supported Education - Volume 1: CSEDU. 36-43. https://doi.org/10.5220/0007810800360043.

Wellington, W. J., Hutchinson, D. B. & Faria, A. J. (2016). Measuring the Impact of a Marketing Simulation Game. Simulation & Gaming, 48(1), 56-80. Recuperado de https://doi.org/10.1177/1046878116675103.

Published

02/01/2021

How to Cite

NOVAIS, A. F. O. .; SOUZA, A. O.; SOUZA, M. C. de; VASCONCELOS, C. R. M. de; FRANCO, M. L.; HIGUCHI, A. K.; POMPERMAYER, R. de S.; COSTA, A. S. V. da; BARROS, G. F. Business games, serious games and gamification in the teaching of Production Engineering: a content analysis in the abstracts of academic articles published in the annals of National Meeting of Production Engineering (ENEGEP). Research, Society and Development, [S. l.], v. 10, n. 1, p. e4410111485, 2021. DOI: 10.33448/rsd-v10i1.11485. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/11485. Acesso em: 24 jan. 2021.

Issue

Section

Engineerings