FUNdamental Education: A methodological proposal for the design of a gamified didactic sequence in an Industrial Engineering course

Abstract

This article presents the FUNdamental Education methodology, designed to gamify industrial engineering career courses, its pilot was carried out in an operations course, with the aim of transforming traditional learning into dynamic and immersive experiences. Its effectiveness was proven through a rigorous methodological approach that combines action research and design-based research. The methodology is based on the alignment of educational objectives, personalization according to Marczewski's archetypes, the careful selection of game mechanics and the integration of narrative and aesthetics to enhance immersion. The findings demonstrate its applicability in various educational contexts, highlighting its impact on students' motivation, meaningful learning, and professional preparation. FUNdamental Education can be positioned as an innovative tool to redesign curricula, promoting active, attractive learning aligned with current demands