Teaching innovation system applied in business management subjects

Authors

  • Rafael Rosillo Universidad de Oviedo https://orcid.org/0000-0002-9684-9556
  • José Angel Miguel-Dávila Universidad de León
  • Carlos Fernández Robles Universidad de León
  • Montserrat Méndez Redondo Universidad de León

DOI:

https://doi.org/10.4995/wpom.v8i0.7195

Keywords:

Learning, Blunder, forgetting curve

Abstract

Inspired by the insights that are used in successful companies, the aim of this project is the use of games as a catalyst for training in different subjects, such as the successful game: Triviados (triviados.org). In order to reach this goal, we have the software of the company Blunder Solitions, SL (http://www.blunder.es). Software that is already used in companies such as Telecable, Nesspreso, Unilever, Pharmadus botanicals.

Traditional lectures do not fix long-term knowledge. Blunder creates a system of learning by mistake.The student answers about 5 questions in one minute and learns by playing. The tool uses the forgetting curve algorithm to fix long-term knowledge. By this way, the final test results improve.

Blunder offers a fun mobile training. We can know which student learns faster, learns more or learns better a particular topic. If a student plays the subject that the teacher has explained in class the level of learning affects to the final evaluation positively.

Downloads

Download data is not yet available.

Author Biography

Rafael Rosillo, Universidad de Oviedo

Business Management Department. University of Oviedo.

References

Alfalla-Luque, R.; Medina-López, C.; Arenas-Márquez, F.J. (2011). Mejorando la formación en Dirección de Operaciones: La visión del estudiante y su respuesta ante diferentes metodologías docentes. Cuadernos de Economía y Dirección de la Empresa, Vol. 14, No. 1, pp. 40-52. https://doi.org/10.1016/j.cede.2011.01.002

Bacon, D.; Stewart, K.; Silver, W. (1999). Lessons from the best and worst student team experiences: how a teacher can make a difference. Journal of Management Education, Vol. 23, pp. 467-488. https://doi.org/10.1177/105256299902300503

Braxton, J.M.; Milem, J.F.; Sullivan, A.S. (2000). The influence of Active Learning on the College Student Departure Process. The Journal of Higher Education, No. 71, No. 5, pp. 569-590. https://doi.org/10.1080/00221546.2000.11778853

Deeter-Schmeltz, D.; Ramsey, R. (1998). Student team performance: a method for classroom assessment. Journal of Marketing Education, Vol. 20, No. 2, pp. 85-93. https://doi.org/10.1177/027347539802000202

Ebbinghaus, H. (1913). Memory: A contribution to experimental psychology, No. 3. University Microfilms.Huber, G. (2008). Aprendizaje activo y metodologías educativas. Revista de Educación, No. extraordinario, pp. 59-81. https://doi.org/10.1037/10011-000

Leeds, M.; Stull, W.; Westbrook, J. (1998). Do changes in classroom techniques matter? Teaching strategies and their effects on teaching evaluations. Journal of Education for Business, Vol. 74, No. 2, pp. 75-78. https://doi.org/10.1080/08832329809601665

Lloyd, S. (1982). Least squares quantization in PCM. IEEE Transactions on Information Theory, Vol. 28, Nº. 2, pp. 129-137. https://doi.org/10.1109/TIT.1982.1056489

Miguel-Dávila, J.A.; López-Berzosa, D. y Martín-Sánchez, M. (2012): ¿Una participación activadel alumno pronostica una buena nota en el examen? Working Papers on Operations Management. Vol. 3, No. 2, pp. 71-83. https://doi.org/10.4995/wpom.v3i2.1097

Downloads

Published

2017-06-07

How to Cite

Rosillo, R., Miguel-Dávila, J. A., Fernández Robles, C., & Méndez Redondo, M. (2017). Teaching innovation system applied in business management subjects. WPOM-Working Papers on Operations Management, 8, 143–150. https://doi.org/10.4995/wpom.v8i0.7195

Issue

Section

OMTECH-Workshop