Game-based learning for maritime education and training: the case of Trader of the World

Nikitakos, Nikitas; Sirris, I; Dalaklis, Dimitrios; Papachristos, Dimitris; Tsoukalas, V D

doi:10.1007/s13437-016-0119-3

Cited by 22 publications

(17 citation statements)

References 4 publications

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“…Gamified training provides information on the ways a game is played. This generates information from the player's habits, behaviors, signs, images, sounds, gestures, etc., while a game is played, based on the way the contents is structured and delivered [8].…”

Section: Futuristic Technologies On Ship Safety Trainingmentioning

confidence: 99%

Virtual Reality (VR) Safety Education for Ship Engine Training on Maintenance and Safety (ShipSEVR)

Markopoulos

Luimula

Porramo³

et al. 2020

Advances in Creativity, Innovation, Entrepreneurship and Communication of Design

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The training and educational skills expected today from maritime engineers surpass their ability to follow them consistently. Such knowledge gap can impact significantly ship safety and operations. On this reality, ship engineers face multiple challenges related with the time required to be educated on each engine type, time needed to spend off the ship to acquire this training, the continuous training cost, and the easy access to complete engineering documentation and schematics. This paper attempts resolve these challenges with ShipSEVR (Ship Safety Education with Virtual Reality). The technology delivered has been achieved with the contribution of the smart technology company Wärtsilä and Ade with the contribution of VR development. TUAS, Ade, and Wärtsilä work close on research to optimize this engine room virtual reality training environment and impact ship and maritime safety. The paper demonstrates the industry challenge, technology architecture, working prototype, implementation methods, and adaptation techniques.

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Section: Futuristic Technologies On Ship Safety Trainingmentioning

confidence: 99%

Virtual Reality (VR) Safety Education for Ship Engine Training on Maintenance and Safety (ShipSEVR)

Markopoulos

Luimula

Porramo³

et al. 2020

Advances in Creativity, Innovation, Entrepreneurship and Communication of Design

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“…Piki et al (2016) adaptaram uma metodologia de prototipagem de sistemas combinada com o desenvolvimento de sistemas instrucionais e definiram as seguintes etapas de desenvolvimento, em um ciclo iterativo: planejamento, teoria, análise, design, implementação, avaliação e jogo educacional (entrega do sistema). Um framework para desenvolvimento de jogos educacionaisé apresentado em Nikitakos et al (2017), com as seguintes etapas: análise, design e produção (protótipo, versões beta e gold). Sockolow et al (2018) abordaram dez características de game design: referencial teórico, definição do público-alvo (idade, sexo), definição do alvo (local onde o jogo será aplicado), elicitação de necessidades (envolvendo o público escolhido), análise de requisitos (o que foi capturado na elicitação), definição das características do jogo (história, personagens, cenários), escolha do método de disseminação, definição dos resultados esperados, definição das métricas de avaliação e avaliação.…”

Section: Base De Buscaunclassified

“…Em Nikitakos et al (2017), os autores defendem que para produzir jogos que combinem entretenimento com aprendizagemé necessário adotar uma estratégia instrucional, que envolva desenvolvedores e educadores especialistas no assunto. Na fase de análise são definidas metas e habilidades de aprendizagem, de modo que os especialistas são responsáveis por avaliar as necessidades e definir os pré-requisitos de aprendizagem e os resultados esperados, e também identificar a teoria de aprendizagem que mais se adequa ao contexto.…”

Section: Base De Buscaunclassified

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Metodologias para a criação de jogos educacionais: um Mapeamento Sistemático da Literatura

Melo¹,

Pires²,

Lima³

et al. 2020

Anais Do XXXI Simpósio Brasileiro De Informática Na Educação (SBIE 2020)

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Pesquisadores apontam o potencial dos jogos no processo de aprendizagem e, ao longo dos anos, surgiram diferentes metodologias para desenvolvê-los. Diante desse cenário, o presente artigo apresenta um mapeamento sistemático da literatura que tem por objetivo identificar as vantagens de aplicar teorias e critérios de aprendizagem no processo de desenvolvimento de jogos educacionais. As buscas realizadas nas bases de dados (Scopus, IEEE, ACM e Web of Science) resultaram na seleção de dez artigos, a partir dos critérios de aceitação definidos no protocolo de revisão. Os resultados da pesquisa apontaram que a utilização de aspectos teóricos no processo de desenvolvimento de jogos educacionais auxilia em melhores resultados de aprendizagem.

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“…Three-dimensional (3D) visualization can reduce the gap between simulation and real life [10], and well-designed simulation enhances learning, improves performance, and reduces errors [11]. Furthermore, simulation training improves trainees' perception and assessment of dangerous situations [12], improves training outcomes in comparison to conventional classroom-based exercises [13], and creates more collaborative, critical thinking and case-based learning [14,15].…”

Section: Simulations and Simulators In Metmentioning

confidence: 99%

Rethinking Maritime Education, Training, and Operations in the Digital Era: Applications for Emerging Immersive Technologies

Mallam

Nazir

Renganayagalu

2019

JMSE

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The use of simulators in maritime education and training is an essential component for developing seafarer competencies. Emerging immersive technologies, such as virtual reality (VR), augmented reality (AR) and mixed reality (MR) have created new and differing possibilities for maritime simulations and simulators. The increasing advancements and technical readiness of these systems have paved the way for a new generation and category of simulators and simulation-based experiences for professional education, training, and operations, which are relatively cheaper, more immersive, compact, and accessible in comparison to traditional configurations. Although the concept of utilizing VR, AR, and MR head-mounted display technologies for professional training and operations is not new, their recent developments and proliferation now allow for practical implementation and real-world application. Particularly, the adoption and integration of these technologies into the education, training, and operations of maritime industries provide new possibilities and paradigms to support operators and operations both on land and at sea. The purpose of this paper is to discuss the concepts of VR, AR, and MR applications specifically for maritime education, training and operations, including the potential benefits, drawbacks, and limitations of these systems.

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Game-based learning for maritime education and training: the case of Trader of the World

Cited by 22 publications

References 4 publications

Virtual Reality (VR) Safety Education for Ship Engine Training on Maintenance and Safety (ShipSEVR)

Virtual Reality (VR) Safety Education for Ship Engine Training on Maintenance and Safety (ShipSEVR)

Metodologias para a criação de jogos educacionais: um Mapeamento Sistemático da Literatura

Rethinking Maritime Education, Training, and Operations in the Digital Era: Applications for Emerging Immersive Technologies

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