tance. This gamification of welding, in a serious game format, allows students to gain an understanding of welding while seeing skill development improve through competition, grading, and repetition of proper welding habits. An Appetite for Apps With the tide turning toward technology and engagement through games, an effective option for educators is to work with the trends that surround today’s students. One example is the use of computer and phone applications, or apps. It’s estimated that as many as 70% of 13- to 17-year olds and 79% of 18- to 24-year olds have access to smartphones; these resources can be used to help education (Ref. 3). Welding apps have come a long way and vary in their usage. They can give flow rates, wire feed speed, and metal welding parameters, allowing students to have welding information with them at all times. Students can even make sure they are following a welding procedure specification by checking their smartphones rather than waiting for an instructor. It is easy to see how technology is being used to further welding education; by providing welding knowledge in and outside the classroom, students are strengthening their understanding of this skill. Technology has taken off and welding education is no different. As welding machines become more advanced, students’ understanding of welding must also become more advanced. What does that mean for welding education? It means using technology and engaging through gamification to achieve that advancement. Welding students want to use more technology; they see it as an advantage, as the way of the future. Educators can use new forms of technology and serious games to engage, promote, and train the future workforce effectively, while still being true to the welding education that has been tested over the years. Using games to engage and teach is one way to succeed in training the next generation of students, and winning at that game is what we all want to see happen. References 1. Joan Ganz Cooney Center. Teacher attitudes about digital games in the classroom. 2012. Jan. 8, 2015. www.joanganzcooneycenter. org/wp-content/uploads/2014/ 03/jgcc_vq_teacher_survey_2012.pdf. 2. Herger, Mario. 2014. Enterprise gamification: Engaging people by letting them have fun (Vol. 1). Create Space Independent Publishing Platform, p. 32. 3. Nielsen. Ring the bells: More smartphones in students’ hands ahead of backto school season. 2013. Web. Feb. 3, 2015. www.nielsen.com/us/en/insights/news/2013 /ring-the-bells-more-smartphones-in-students hands-ahead-of-back.html. 50 WELDING JOURNAL / APRIL 2015 JAMEY MCINTOSH (jamey.mcintosh@realityworks. com) is product marketing manager, software, with Realityworks®, Eau Claire, Wis. For info, go to www.aws.org/adindex For info, go to www.aws.org/adindex WJ
Welding Journal | April 2015
To see the actual publication please follow the link above