Lean games and hands-on approaches as learning tools for students and professionals

Abstract

Active Learning is recognized to promote motivation, to improve retention of knowledge at the long run and to provide self-control over the learning process. The use of serious games within the context of engineering education, is a feasible possibility to promote a more personalized and active learning. A number of serious games related to lean manufacturing were applied, within a range of Industrial Engineering degrees at University of Minho. Specifics on the games, students’ acceptability and outcomes perceptions were collected. A critical review of the learning styles is presented. The findings point out, among other things, that serious games should be preceded with traditional lectures, while incorporating features of active learning, that grab the attention of global and sequential learners while giving a chance to engage intuitive and reflexive learners, thereby reaching a more general audience than usually possible. Concrete examples from literature are provided along with others from the University of Minho.