Proposal of a Model for the Development of Labor Competencies Based on Serious Games in the Context of Industry 4.0

  • Madeleine Contreras
  • David Bonilla
  • Adriana Peña Pérez Negrón
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 865)


Nowadays, the importance of video games in education is undeniable. The benefits of using video games for classroom instruction have been proven in many studies. Active learning methods promote the development of skills that simulate real-life situations and problems, help managing costs more effectively and generate interest and involvement in employees. However, these benefits have not been broadly explored in some domains, as is the industry case. In this paper is presented a learning model based on serious games, thought-out to industrial production plants, like an a viable alternative for the development of labor competencies.


Labor competencies Serious gaming Industry 4.0 


  1. 1.
    Brettel, M., Friederichsen, N., Keller, M., Rosenberg, M.: How virtualization, decentralization and network building change the manufacturing landscape: an industry 4.0 perspective. World Acad. Sci. Eng. Technol. Int. J. Inf. Commun. Eng. 8(1), 37–44 (2014)Google Scholar
  2. 2.
    Leóntiev, A.N.: Teoría psicológica de la actividad. En A.N. Leóntiev, Selección de Obras de Psicología, Tomo II. Moscú: Pedagogía (en ruso). Moscú (1983)Google Scholar
  3. 3.
    Brudniy, A., Demilhanova, A.: The virtual reality in a context of the “Mirror Stage”. Int. J. Adv. Psychol. 1(1), 6–9 (2012)Google Scholar
  4. 4.
    Darejeh, A., Salim, S.S.: Gamification solutions to enhance software user engagement—a systematic review. Int. J. Hum. Comput. Interact. 32(8), 613–642 (2016).
  5. 5.
    Huizinga, J.: Homo Ludens. Alianza Editorial, Madrid (2000)Google Scholar
  6. 6.
    Haddouchane, Z.A., Bakkali, S., Ajana, S., Gassemi, K.: The application of the competency-based approach to assess the training and employment adequacy problem. arXiv preprint arXiv:1704.04985 (2017)
  7. 7.
    Prenski, M.: Digital Natives, Aprendizaje para el nuevo milenio. Universidad Camilo José Cela (2011)Google Scholar
  8. 8.
    Henríquez, G.: Modelo de capacitación docente para entornos virtuales de aprendizaje. Caso decanato ciencias de la salud de la UCLA. Revista Iberoamericana de Educación a Distancia. Madrid (2015)Google Scholar
  9. 9.
    Focusing on man in future machine-driven working environments. In: IEEE Global Engineering Education Conference, EDUCON, pp. 1622–1630 (2017).
  10. 10.
    Günthner, W.A., Mandl, H., Klevers, M., Sailer, M.: GameLog – Gamification in der Intralogistik, 85–89 (2015)Google Scholar
  11. 11.
    Becerra, G.: De la autopoiesis a la objetividad. La epistemología de Maturana en los debates constructivistas. Opción 32(80), 66–87 (2016). Universidad del Zulia Maracaibo, VenezuelaGoogle Scholar
  12. 12.
    Zepeda-Hernández, S., Abascal-Mena, R., López-Ornelas, E.: Integración de Gamificación y Aprendizaje Activo En El Aula 12(6), 315–325 (2016). Universidad Autónoma Indígena de México, El Fuerte, México julio-diciembreGoogle Scholar
  13. 13.
    Solano-Albajes, L. Contreras-Espinosa, R.S., Eguia Gómez, J.L.: VIDEOJUEGOS: conceptos, historia y su potencial como herramientas para la educación. Revista Revista de investigación Editada por Área de Innovación y Desarrollo, S.L (2013)Google Scholar
  14. 14.
    Markopoulos, P., Fragkou, A., et al.: Gamification in engineering education and professional training. Int. J. Mech. Eng. Educ. 43(2), 118–131 (2015)CrossRefGoogle Scholar
  15. 15.
    Salas Perea, R.S., Diaz Hernandez, L., Perez Hoz, G.: Evaluación y certificación de las competencias laborales en el Sistema Nacional de Salud en Cuba. Educ. Med. Super [online]. 28(1), 50–64 (2014). ISSN 0864-2141Google Scholar
  16. 16.
    Riedel, J., Hauge, J.: State of the art of serious games for business and industry. In: 17th International Conference on Concurrent Enterprising (2011)Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Madeleine Contreras
    • 1
  • David Bonilla
    • 2
  • Adriana Peña Pérez Negrón
    • 2
  1. 1.Universidad de Guadalajara, Sistema de Universidad VirtualGuadalajaraMexico
  2. 2.Universidad de Guadalajara, CUCEIGuadalajaraMexico

Personalised recommendations