OTSM-TRIZ Games: Enhancing Creativity of Engineering Students

Cascini, Gaetano; Saliminamin, Sara; Parvin, Mehdi; Pahlavani, Fatemeh

doi:10.1016/j.proeng.2015.12.360

Cited by 8 publications

(6 citation statements)

References 2 publications

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“…Studi ini menunjukkan bahwa MAGICAL (MAking Games in Collaboration for Learning) dapat meningkatkan penalaran ilmiah dan kreativitas dengan teori learning by doing. Selain itu, Cascini dkk meneliti mengenai peningkatan kreativitas pada anak usia 3-8 tahun dengan model dan postulat OTSM-TRIZ (Bottino, 2012;Cascini, 2015). Hasil penelitiannya mengungkapkan bahwa classical OTSM-TRIZ games dapat meningkatkan kretaivitas dengan experimental activities run (Bottino, 2012;Cascini, 2015).…”

Section: Pendahuluanunclassified

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Tren penelitian educational game untuk peningkatan kreativitas: Sebuah sistematic review dari literatur

Novia

Permanasari

Riandi

et al. 2020

jipi

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Paper ini memetakan berbagai perspektif tentang game edukasi dan pengaruhnya terhadap kreativitas serta menyatukan pemikiran terbaru di bidang ini. Tujuan utama penelitian ini adalah untuk mengetahui apakah penggunaan teknologi berupa educational game dapat meningkatkan kreativitas siswa dalam pembelajaran di kelas. Tinjauan Sistematis ini menggunakan 30 publikasi yang berasal indexed journal antara tahun 2010 hingga 2020 untuk menyoroti fokus bidang penelitian ini. Metode yang digunakan dalam penelitian ini adalah systematic review dengan pedoman Kitchenham terhadap studi penggunaan educational game untuk meningkatkan kreativitas siswa. Hasil penelitian ini menunjukkan bahwa penggunaan educational game memiliki efek aktif dalam memperkuat pemikiran kreatif siswa. Studi ini memberikan saran tentang bagaimanakah metode untuk meningkatkan kreativitas, memotivasi, dan meningkatkan hasil belajar serta mendemonstrasikan pembelajaran dengan educational game. Studi ini memberikan sebuah pandangan untuk peneliti, desainer game, pengembang di bidang educational game dan kreativitas. Research trend on the educational game to improve students’ creativity? A systematic review of the literature AbstractThis paper maps different perspectives on educational games and their impact on creativity and brings together the latest thinking in this area. The main objective of this study was to determine whether the use of technology in the form of educational games could increase student creativity in classroom learning. This Systematic Review uses 30 publications from indexed journals between 2010 and 2020 to highlight the focus of this research area. The method used in this study is a systematic review of Kitchenham's guidelines on the study of the use of educational games to increase student creativity. The results of this study indicate that the use of educational games has an active effect in strengthening students' creative thinking. This study provides suggestions on how to increase creativity, motivate, and improve learning outcomes as well as demonstrate learning with educational games. This study provides a view for researchers, game designers, developers in the fields of educational games and creativity.

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Section: Pendahuluanunclassified

“…Selain itu, Cascini dkk meneliti mengenai peningkatan kreativitas pada anak usia 3-8 tahun dengan model dan postulat OTSM-TRIZ (Bottino, 2012;Cascini, 2015). Hasil penelitiannya mengungkapkan bahwa classical OTSM-TRIZ games dapat meningkatkan kretaivitas dengan experimental activities run (Bottino, 2012;Cascini, 2015).…”

Section: Pendahuluanunclassified

Tren penelitian educational game untuk peningkatan kreativitas: Sebuah sistematic review dari literatur

Novia

Permanasari

Riandi

et al. 2020

jipi

View full text Add to dashboard Cite

show abstract

“…The usage of games and the enrichment of case-studies towards more activating cases without pre-defined solutions fit also very well to these teaching thoughts and go hand in hand with the rising significance of gamification-approaches. There are certainly many interesting games and cases for learning and teaching TRIZ -some approaches have already been presented at conferences, e.g in [23,25]. However, since many treasures are still hidden, the authors have launched a call for papers to make successful games accessible to the general public, and thus support a stronger growth of gamification in the field of TRIZ.…”

Section: Learning and Teaching Triz With Games And Casesmentioning

confidence: 99%

GamiTRIZation – Gamification for TRIZ Education

Hentschel

Thurnes

Zeihsel

2018

IFIP Advances in Information and Communication Technology

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TRIZ provides tools and methods to meet complex challenges. Since most TRIZ-capabilities are based not only on theory but also on practical application, today's challenge is to make people not just learn about the TRIZmethod, but to learn actual skills and to get something done with them in a given time frame. Learning TRIZ needs interactive settings to quickly transfer knowledge and methods into action. TRIZ-experts usually can rely on a long-term practice. Games and cases allow to teach and multiply this experience by activating learners and emphasizing individual capabilities -even by adding a fun factor. That is why gamification actually is a recognized learning and teaching approach. The authors have compiled, reviewed and analyzed a number of games and cases that offer playful learning and teaching of a variety of different TRlZ tools. The article gives an overview about the used settings and types of games and cases.

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“…Hassan et al (2012) indicam a aprendizagem cooperativa baseada em problemas como estratégia para contribuir com o ganho de maturidade dos estudantes de engenharia química, visto que a solução de problemas em si corresponde a um processo cognitivo de alta ordem que acessa as mais complexas funções intelectuais. Cascini et al (2015), por sua vez, sugerem que a estratégia de gamificação baseada na Teoria da Solução Inventiva de Problemas (OSTM-TRIZ) pode ser usada de forma eficiente no estímulo à criatividade dos estudantes de engenharia, proporcionando reflexões interessantes durante a resolução das situações e tarefas absolutamente novas. Os índices de criatividade demonstram melhoria significativa, assim como os indicadores relacionados a habilidades mentais.…”

Section: Introductionunclassified

Empregando Situações-Problema Como Parte Dos Processos De Ensino-Aprendizagem De Uma Disciplina Da Área De Manufatura: Resultados De Avaliação

Antonialli¹,

Watanabe²,

Ventura³

2020

Proceedings of the XLVIII Brasilian Congress of Engineering Education

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Resumo: A aprendizagem baseada em problemas refere-se a uma metodologia ativa caracterizada pelo emprego de situações-problema como disparadores à apropriação de conhecimento e desenvolvimento de habilidades desejáveis à formação dos educandos. As situações consistem em narrativas, contextualizadas à futura prática profissional dos estudantes, que instigam a sua curiosidade e criatividade. Na esfera das metodologias ativas, este trabalho encerra uma pesquisa quantitativa sobre os resultados de diferentes instrumentos de avaliação empregados em uma disciplina, cujo escopo envolve processos de fabricação por usinagem, na área de manufatura de um curso de engenharia mecânica. Os resultados mostram que, em se tratando de uma avaliação individual dissertativa, a turma em que foram empregadas situações-problema como parte dos processos de ensinoaprendizagem apresentou desempenho estatisticamente melhor do que a turma em que essa ferramenta não foi utilizada, embora o mesmo não se verifique para os relatórios configurados como instrumento de avaliação por equipe.

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OTSM-TRIZ Games: Enhancing Creativity of Engineering Students

Cited by 8 publications

References 2 publications

Tren penelitian educational game untuk peningkatan kreativitas: Sebuah sistematic review dari literatur

Tren penelitian educational game untuk peningkatan kreativitas: Sebuah sistematic review dari literatur

GamiTRIZation – Gamification for TRIZ Education

Empregando Situações-Problema Como Parte Dos Processos De Ensino-Aprendizagem De Uma Disciplina Da Área De Manufatura: Resultados De Avaliação

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