GAMIFICATION AS AN ACTIVE TEACHING-LEARNING METHOD TO ASSIST IN THE IDENTIFICATION OF WASTES AND OPPORTUNITIES FOR IMPROVEMENT ASSOCIATED WITH SUSTAINABILITY

This article presents a gamification proposal to assist in the identification of classic wastes existing in processes as well as opportunities for improvement related to sustainability.Active Methodologies have been widely adopted in the current context to make the learning process innovative and at the same time dynamic.During the learning process, individuals are their own agents.They build new knowledge by interacting with external and internal environments, use their past experiences, seek and reorganize information, reflect and make decisions.Groups of employees from different areas used small kits of building blocks to simulate a car assembly line.Adverse situations were introduced in the dynamics, concepts associated with the 8 wastes that are typically the object of continuous improvement initiatives in the Lean methodology were presented and the participants were identifying them and promoting consecutive improvements (Kaizen).At the same time, a sustainability approach was introduced.The participants learned how to estimate the quantity of carbon dioxide equivalent to convert travelled distance to kgCO2e emission, what could be used to estimate the sustainability savings in processes such as logistic.The objective of this gamification proposal has been achieved.At the end of the simulations the participants were able to identify different wastes categories, propose solutions, continuously promote improvements (Kaizen), estimate benefits/savings related to sustainability and make analogies to their realities.Gamification has stimulated critical thinking for problem-solving.The proposal presented in this article proved to be quite versatile and can be perfectly replicated since the resources used are simple and low-cost.