A Technology Corner for Operator Training in Manufacturing Tasks

Gilotta, Silvia; Spada, Stefania; Ghibaudo, Lidia; Isoardi, Monica

doi:10.1007/978-3-319-96071-5_96

Cited by 11 publications

(15 citation statements)

References 2 publications

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“…In this Systematic Literature Review, 23 articles were analyzed [5,6,15,17,[23][24][25][37][38][39][40][41][42][43][44][45][46][47][48][49][50][51]. Since gamification is a multidisciplinary approach, the database search results show a growth in publications on the topic in all fields of study.…”

Section: Resultsmentioning

confidence: 99%

“…Of the twenty-three articles, two [15,47] investigate gamification through a shop floor application for a chemical manufacturing plant. Eight [17,23,25,45,[48][49][50][51] present gamification studies on the automotive manufacturing plant floor. One [38] presents a gamified solution in Building Information Modeling (BIM) for preparing a security plan, while another two [5,6] investigate the gamification implementation in construction sites.…”

Section: Resultsmentioning

confidence: 99%

“…As a result, the industry was forced to adapt to the factory of the future, also known as Industry 4.0 or Smart Manufacturing [20,21]. Interoperability, virtualization, decentralization, real-time capabilities, services, and a modular orientation are the core elements of Industry 4.0 [22,23].…”

Section: Lean Production and The Factory Of The Futurementioning

confidence: 99%

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How Has Gamification in the Production Sector Been Developed in the Manufacturing and Construction Workplaces?

Leite,

Alves,

Cardoso

et al. 2023

Buildings

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This paper investigates how gamification in the workplace has developed from 2016 to 2023 in the production sector and what ethical safeguards have been adopted. The paper presents a state-of-the-art Systematic Literature Review (SRL) performed in the Scopus and Web of Science databases to identify empirical studies involving the adoption of gamification solutions in the manufacturing and construction industries. Twenty-three articles were found and examined regarding the problems evidenced in each workplace, the methodological perspective, the gamification elements considered, the reported psychological and organizational impacts, and the ethical aspects of the research. The SRL highlighted two research gaps: the lack of ethical discussion around the gamification of workplaces and the lack of gamification applications in the construction industry. Only four studies mention ethical issues concerning the participants, and only four studies are related to construction. On the other hand, there is a tendency to use collaborative platforms to share knowledge and increase engagement.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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How Has Gamification in the Production Sector Been Developed in the Manufacturing and Construction Workplaces?

Leite,

Alves,

Cardoso

et al. 2023

Buildings

View full text Add to dashboard Cite

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“…AR technology has been widely used in a variety of areas. They include training in the automobile [25], aerospace [26], and medical fields [27], to name just a few. Hence, the use of augmented reality for workplace safety training has become widespread.…”

Section: Osh Training With Technologymentioning

confidence: 99%

The Enhancement of OSH Training with an Augmented Reality-Based App

et al. 2021

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Recent advances in training approaches and technology have identified the need to improve training in the field of occupational safety and health (OSH). While many researchers have examined the use of augmented reality (AR) and technology-based classrooms to enhance conventional training practices, quantitative evidence for their effectiveness and motivational im-pact remains scarce. To contribute to filling this research gap, an AR-based application was developed to enhance OSH training. The enhanced training session was conducted in a closed, safe environment with ten participants with no background in OSH. Pre-test, post-test, and instructional material motivation surveys (IMMS) using a five-point Likert scale were deployed to measure the effectiveness and motivational impact in accordance with the respective ARCS factors. The empirical results obtained show that partici-pants performed significantly better in the post-tests than in the pre-tests (mean = 14.60, s = 1.71, t(9) = –12.11 with p-value < 0.001). The IMMS re-sults show that the perceived motivation arising from the AR-based applica-tion resulted in the highest mean score for the satisfaction factor (4.80) fol-lowed by the relevance (4.65), confidence (4.60), and attention (4.55) fac-tors. The results of the evaluation suggest that the AR-based application boosted participants’ active learning behavior, engagement, and interest dur-ing the enhanced training session and produced a better learning outcome and experience.

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“…This leads to the necessity for a better qualification of its employees, making the pursuit of worker training solutions essential for production (Müller et al, 2016). Therefore, another important challenge is training employees in industries, since it can take a long time before they reach the desired operational level (Gilotta et al, 2019).…”

Section: Introductionmentioning

confidence: 99%