Responsible innovation at work: gamification, public engagement, and privacy by design

Public engagement is crucial to strengthen responsibility frameworks in highly innovative contexts, including as part of business organisations. One particular innovation that calls for public engagement is gamification. Gamification fosters changes in working practices to improve the organisation, efficiency and productivity of a business by introducing gratification and engagement mechanisms in non-gaming contexts. Gamification modifies the workforce’s perception of constraints and stimulates the voluntary assumption of best practices to the benefit of employees and enterprises alike. Here, we broadly discuss the use of gamification at work. Indeed, gamification raises several concerns about privacy, due to the massive collection, storage and processing of data, and about the freedom of employees: as the level of data protection decreases, so too does workers’ self-determination. We argue that the implementation of privacy by design can not only strengthen autonomy via data protection but also develop more viable instances of RRI in accordance with human rights

Gamification of the work floor: A literature review of gamifying production and logistics operations

We review the current body of academic literature concerning gamification of production and logistics. The findings indicate that production execution and control has been addressed most often in the current body of literature, which consists mostly of design research. Objectives and goals, points, achievements, multimedial feedback, metaphorical/fictional representations, and levels and progress are currently most often employed gamification affordances on this field. The research has focused on examining or considering motivation, enjoyment and flow as the main psychological outcomes of gamification in the given context, while individual performance and efficiency are the most commonly examined or suggested behavioral/organizational impacts. Future studies should employ more rigorous study designs and firmly ground the discussions in organization theory

Technological transformation in HRM through knowledge and training: Innovative business decision making

Human resource management (HRM) is a crucial aspect of the global economy, and there is a wealth of literature available on various aspects of managing human resources. There is a need to take these concepts and turn them into practical applications, and organizations and academic institutions have a vital role to play. By providing training and digital tools to enhance innovation and decision making, these entities can prepare the next generation of human resources and business leaders for the challenges they may face. This is especially relevant in light of the economic impact of pandemics and other unpredictable global events, which can have long-lasting effects on the economy. To address these challenges, a study was conducted to explore the potential use of business game simulators (BGS) as a solution. The results of the study are promising, showing that BGS can enhance pandemic preparedness, increase competitiveness, and provide a more comprehensive organizational viewpoint. To explore this hypothesis, the study used specific constructs, which were subjected to empirical processing and analysis. The results indicate that simulating past pandemics through BGS can help HRM and businesses be better prepared for future crises, and the BGS learning approach can offer a more realistic, global perspective for organization

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

Teaching Strategies: Games, Simulations and Gamification

According to Lewis, Lancaster, Savenye and Haas (2013), “the goal of using games in any learning scenario, whether Civics or Social Studies, Math or Reading, is to engage the learner and provide them motivation to continue exploring the content in a meaningful way” (p. 7)