Training Competences in Industrial Risk Prevention with Lego® Serious Play®: A Case Study

This paper proposes the use of the Lego® Serious Play® (LSP) methodology as a facilitating tool for the introduction of competences for Industrial Risk Prevention by engineering students from the industrial branch (electrical, electronic, mechanical and technological engineering), presenting the results obtained in the Universities of Cadiz and Seville in the academic years 2017–2019. Current Spanish legislation does not reserve any special legal attribution, nor does it require specific competence in occupational risk prevention for the regulated profession of a technical industrial engineer (Order CIN 351:2009), and only does so in a generic way for that of an industrial engineer (Order CIN 311:2009). However, these universities consider the training in occupational health and safety for these future graduates as an essential objective in order to develop them for their careers in the industry. The approach is based on a series of challenges proposed (risk assessments, safety inspections, accident investigations and fire protection measures, among others), thanks to the use of “gamification” dynamics with Lego® Serious Play®. In order to carry the training out, a set of specific variables (industrial sector, legal and regulatory framework, business organization and production system), and transversal ones (leadership, teamwork, critical thinking and communication), are incorporated. Through group models, it is possible to identify dangerous situations, establish causes, share and discuss alternative proposals and analyze the economic, environmental and organizational impact of the technical solutions studied, as well as take the appropriate decisions, in a creative, stimulating, inclusive and innovative context. In this way, the theoretical knowledge which is acquired is applied to improve safety and health at work and foster the prevention of occupational risks, promoting the commitment, effort, motivation and proactive participation of the student teams.Spanish Ministry of Science, Innovation and Universities / European Social Fund: Ramón y Cajal contract (RYC-2017-22222

Training Competences in Industrial Risk Prevention with Lego (R) Serious Play (R): A Case Study

This paper proposes the use of the Lego (R) Serious Play (R) (LSP) methodology as a facilitating tool for the introduction of competences for Industrial Risk Prevention by engineering students from the industrial branch (electrical, electronic, mechanical and technological engineering), presenting the results obtained in the Universities of Cadiz and Seville in the academic years 2017-2019. Current Spanish legislation does not reserve any special legal attribution, nor does it require specific competence in occupational risk prevention for the regulated profession of a technical industrial engineer (Order CIN 351:2009), and only does so in a generic way for that of an industrial engineer (Order CIN 311:2009). However, these universities consider the training in occupational health and safety for these future graduates as an essential objective in order to develop them for their careers in the industry. The approach is based on a series of challenges proposed (risk assessments, safety inspections, accident investigations and fire protection measures, among others), thanks to the use of "gamification" dynamics with Lego (R) Serious Play (R). In order to carry the training out, a set of specific variables (industrial sector, legal and regulatory framework, business organization and production system), and transversal ones (leadership, teamwork, critical thinking and communication), are incorporated. Through group models, it is possible to identify dangerous situations, establish causes, share and discuss alternative proposals and analyze the economic, environmental and organizational impact of the technical solutions studied, as well as take the appropriate decisions, in a creative, stimulating, inclusive and innovative context. In this way, the theoretical knowledge which is acquired is applied to improve safety and health at work and foster the prevention of occupational risks, promoting the commitment, effort, motivation and proactive participation of the student teams

Tailored gamification and serious game framework based on fuzzy logic for saving energy in connected thermostats

Connected thermostats (CTs) often save less energy than predicted because consumers may not know how to use them and may not be engaged in saving energy. Additionally, several models perform contrary to consumers’ expectations and are thus not used the way they are intended to. As a result, CTs save less energy and are underused in households. This paper reviews aspects of gamification and serious games focused on engaging consumers. A gamification and serious games framework is proposed for saving energy that is tailored by a fuzzy logic system to motivate connected thermostat consumers. This intelligent gamification framework can be used to customize the gamification and serious game strategy to each consumer so that fuzzy logic systems can be adapted according to the requirements of each consumer. The framework is designed to teach, engage, and motivate consumers while helping them save electrical energy when using their thermostats. It is described the proposed framework as well as a mockup that can be run on a cellphone. Although this framework is designed to be implemented in CTs, it can be translated to their energy devices in smart homes

System dynamics gamification: A proposal for shared principles

open3siAs gamification has been gaining ground in research practice, system dynamics is no exemption. Despite the long tradition of system dynamics gamification, capitalizing on lessons learned from previous experiences is still challenging for practitioners. Specifically, the extant literature introduces a repertoire of system dynamics-based simulators and games under quite divergent perspectives and nomenclatures, while a comprehensive set of practical 'how-to-gamify' guidelines and a resource repository are lacking. Thus, this research aims to propose a set of shared principles by (i) providing an embryonic definition of system dynamics gamification and (ii) framing the most relevant challenges and drivers, to fill in the literature gaps and allow for effective knowledge accumulation. Overall, this work anticipates rendering gamification as a recognized branch of the systems dynamics domain by establishing a common language and recommending directions to improve practice and research efforts.openCunico, G; Aivazidou, E; Mollona, ECunico, G; Aivazidou, E; Mollona,

Incentive Mechanisms for Participatory Sensing: Survey and Research Challenges

Participatory sensing is a powerful paradigm which takes advantage of smartphones to collect and analyze data beyond the scale of what was previously possible. Given that participatory sensing systems rely completely on the users' willingness to submit up-to-date and accurate information, it is paramount to effectively incentivize users' active and reliable participation. In this paper, we survey existing literature on incentive mechanisms for participatory sensing systems. In particular, we present a taxonomy of existing incentive mechanisms for participatory sensing systems, which are subsequently discussed in depth by comparing and contrasting different approaches. Finally, we discuss an agenda of open research challenges in incentivizing users in participatory sensing.Comment: Updated version, 4/25/201

Diversifying Quranic revision methods using gamification-based teaching material for tahfiz education

This study discusses the development procedure of the global tahfiz game (GTG) as a teaching aid for the Quranic revision subject for tahfiz students based on the gamification concept. Comprehensive design and development research (DDR) was used as the research method. The analysis includes conceptual and material development, expert evaluation, testing, and the final product. The development of concepts and materials used in this gamification was based on the theoretical framework of mechanics, dynamics, and aesthetics (MDA), with the application of tahfiz education elements. To examine the ability of GTG prototype to tackle the users’ needs, we have conducted the usability analysis. The expert teacher's mean score for the trial run on this gamification was high at 4.85. The trial run score for student participants was also high (4.45). The result demonstrated that most of the constructs are perceived at a high level by respondents. Thus, this indicated the high usability of GTG to be used as a teaching aid for a Quranic revision subject. The gamification of Quranic tahfiz based on board games has been finalized through recommendations and improvements based on the evaluation. The study findings are expected to be useful for educational institutions or researchers in developing teaching materials using the MDA framework for gamification, particularly in the field of Islamic education

Tabletop Exercise For Cybersecurity Educational Training; Theoretical Grounding And Development

Haridus- ja treeningaspektid on riiklike küberturvalisuse strateegiate vitaalsed komponendid, et kujundada, tugevdada ning proovile panna otsustajate valmisolekut nii aktuaalsete kui võimalike tulevaste küberväljakutsete ees. Küberkaitses ja -julgeolekus on otsuste langetamisel üliolulised kriisijuhtimisoskused, et suuta adekvaatselt vastata juhtumitele, mil era- või avalik heaolu ja turvalisus on ohustatud. Selle magistritöö eesmärk on välja pakkuda küberjulgeoleku strateegiate hariduslike komponentide võimalike ning teadaolevate nõrkuste parandamine, arutledes teadlikkuse väljaõpete mudeleid märkimisväärse mõjuga osavõtjatele, fookusega strateegilise otsustamisvõimega personalil, mis võiks osaleda küberjuhtumis. Töö toetab simulatsioonil põhinevate stsenaariumite kasutamist ning keskendub mudelõppuste kujundamisele. Käesolev töö näitab, kuidas mudelõpe võib olla tõhus viis küberjuhtumites strateegiliste otsuste langetamisel teadlikkuse, mõistmise ja ettevalmistuse kujundamiseks, parandamiseks ning proovilepanemiseks. Lõputöö tugineb ditsiplinaarsel ja kontseptuaalsel õpinguteooriate integratsioonil mängustamisel põhinevate ajenditega ning juhtimisteooriatega. Stsenaariumil põhinev treening pakub turvalist ja paindlikku keskkonda, kus osavõtja on pandud kriitilisse situatsiooni, säilitades realistlikku ülevaate küberkriisi tunnustest ning võimalikest ohtudest. Simulatsioon väljendab võimalikke väljakutseid, nõudes kriisijuhtimisoskusi ning kohast reaktsiooni. Mudelõppused võimaldavad andragoogilise kasu ja hariduslike eesmärkide realiseerimist innovatiivsel ja kaasaval meetodil. Selle treeningmudeli tulemused mõõdetakse kasutades Bloomi õppe-kasvatustöö eesmärkide liigituse kontrollitud taksonoomiat, arvesse võttes kogemusõppe ja paiknevustunnetuse elemente. VOOT-tsükkel pakub läbimõeldud otsustusprotsessi, mis samuti sobib antud ettepaneku dünaamikasse. Lisaks panustab töö originaalse modulaarse juhendiga, mida treenijad ning õppejõud saavad kasutada mudelõppe teostamiseks küberjulgeolekus. Riikliku ja rahvusvahelise tasandi mudelõppuste kogemus ja osavõtt sai empiirilist tuge teoreetilisele integratsioonile ning teadustas modulaarse juhendi arengut. Töö on kvalitatiivne. Lõputöö panustab asjakohasesse akadeemilisse dialoogi selle teoreetiliste alustega. Samuti praktiliselt, kuna pakub vahendeid simulatsioonipõhise mudelõppe läbiviimiseks.Education and training aspects are vital components of national cybersecurity strategies, to shape, enhance and test the decision maker’s level of preparedness before current and future challenges that can arise from a cyber incident. Decision-making processes in cyber defense and security require crucial crisis management competences capable of generating a comprehensive response where safety, well-being and other public and private assets could be put at stake. The purpose of this thesis is to suggest the improvement of potential and perceived weaknesses on the educational components of cyber security strategies, discussing awareness-training models with significant impact on the participants, focusing on strategic decision-making level personnel that could partake of cyber related incidents. The work supports the use of simulation-based scenarios, and concentrates on the design of Tabletop exercises. This thesis shows when a tabletop exercise could be an effective mechanism to shape, enhance and test the awareness, understanding and preparation for strategic decision makers in cyber related incidents. The thesis draws from a disciplinary integration of learning, human computer interaction, and management theories. A scenario-based training provides a safe and flexible environment where the participant is placed into a critical situation while maintaining a realistic insight into the characteristics of cyber crisis and the threats and attacks that may take place. The simulation represents possible challenges, demanding crisis management capacity and an appropriate response. Tabletop exercises permits that andragogical benefits and educational purposes be realized through an innovative and engaging method. Considering elements from experiential learning and situated cognition the learning outcomes of this training model will be measured, using Bloom’s revised taxonomy of educational objectives. The OODA Loop will suggest a thoughtful decision making process that also fits well the dynamic of the current proposal. Additionally, the thesis will contribute with an original modular guide that trainers and educators can use for the implementation of a Tabletop exercise on cyber security. National and international level tabletop exercises experience and participation provided empirical support to the theoretical contribution on theory integration, and informed the modular guide development. The work is qualitative and therefore seeks to observe, interpret and understand, by using documental analysis, and observation methods. The work contributes to the relevant academic dialog on its theoretical grounds and also in practical terms, by providing with tools readily applicable to the creation of simulation based tabletop exercises

The A-rray: visual animation in learning structured programming / Wan Salfarina Wan Husain ,Siti Hasrinafasya Che Hassan and Wan Norliza Wan Bakar

In mastering computer programming language, the logical thinking skills have been proposed as a fundamental knowledge. Unfortunately, the logical reasoning among UiTM students in computer problem solving usually results in high failure rates. Thus, there is a need to find alternative solutions to improve the students' logical thinking skill in computer problem solving. The visual animation is considered to be a very promising potential to aid students in learning and understanding the algorithm concept in programming. According to the result of students' learning style by using a set of Learning Style Inventory, 54% of students are visual thinkers. Thus, this paper is proposing a conceptual model in developing an interactive multimedia courseware named The A-rray to reinforce the basic concepts of programming such as summation, average, counting and searching. The ADDIE model of instructional design was used to develop the application