Gamified simulation to improve student comprehension and motivation in transportation systems
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This study investigates the effectiveness of a gamified transportation simulation game in improving student comprehension and motivation within a Logistics Engineering course. Employing a pre-experimental pre-test/post-test design, the study involved a sample of 24 undergraduate students. The study collected data using performance penalty scores to measure comprehension and adapted questionnaires to assess motivation. To address methodological rigors, the instrument's reliability was validated (Cronbach's Alpha = 0.881), and the data were analyzed using the robust non-parametric Wilcoxon Signed-Rank Test. The results indicate that the gamified intervention significantly enhanced both students' problem-solving accuracy and their intrinsic motivation to learn complex logistics concepts (p < 0.001). The study's primary contribution lies in its methodological novelty: a dynamic penalty scoring system based on the deviation between students' manual calculations and optimal algorithmic solutions, integrated within a scaffolded learning environment. Theoretically, this research reinforces constructivist learning by bridging abstract mathematical formulations with interactive gamification. Practically, it provides an easily deployable educational tool for engineering curricula. However, the study's limitations include a small sample size, the absence of a control group, and potential testing effects. Future implementations should address these gaps further to validate the tool's scalability and long-term impact.
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