Productividad gamificada: un aprendizaje lúdico de los sistemas de producción Flow Shop y Job Shop.

La enseñanza y aprendizaje de la Ingeniería Industrial requiere la constante reinvención de estrategias y métodos para el aprendizaje efectivo de los conceptos teóricos y prácticos, lo que incluye pensar en métodos lúdicos que permitan generar interés a través del espíritu competitivo e investigativ...

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Autores:
Ruiz Moreno, Silvana
Aguirre Cuervo, Jhon Edward
Durango Marín, José Alejandro
Tipo de recurso:
Article of journal
Fecha de publicación:
2024
Institución:
Universidad de San Buenaventura
Repositorio:
Repositorio USB
Idioma:
spa
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oai:bibliotecadigital.usb.edu.co:10819/29044
Acceso en línea:
https://hdl.handle.net/10819/29044
https://doi.org/10.21500/20275846.6523
Palabra clave:
Gamification
Industrial Engineering
Learning, Playful
Production Systems
Productivity
Teaching
Aprendizaje
Enseñanza
Gamificación
Ingeniería Industrial
Lúdica
Productividad
Sistemas de fabricación
Rights
openAccess
License
Ingenierías USBMed - 2024
id SANBUENAV2_b654ff06b404b064370c0bf4fbef3b1c
oai_identifier_str oai:bibliotecadigital.usb.edu.co:10819/29044
network_acronym_str SANBUENAV2
network_name_str Repositorio USB
repository_id_str
dc.title.spa.fl_str_mv Productividad gamificada: un aprendizaje lúdico de los sistemas de producción Flow Shop y Job Shop.
dc.title.translated.eng.fl_str_mv Gamified Productivity: A Playful learning on Job Shop and Flow Shop production systems.
title Productividad gamificada: un aprendizaje lúdico de los sistemas de producción Flow Shop y Job Shop.
spellingShingle Productividad gamificada: un aprendizaje lúdico de los sistemas de producción Flow Shop y Job Shop.
Gamification
Industrial Engineering
Learning, Playful
Production Systems
Productivity
Teaching
Aprendizaje
Enseñanza
Gamificación
Ingeniería Industrial
Lúdica
Productividad
Sistemas de fabricación
title_short Productividad gamificada: un aprendizaje lúdico de los sistemas de producción Flow Shop y Job Shop.
title_full Productividad gamificada: un aprendizaje lúdico de los sistemas de producción Flow Shop y Job Shop.
title_fullStr Productividad gamificada: un aprendizaje lúdico de los sistemas de producción Flow Shop y Job Shop.
title_full_unstemmed Productividad gamificada: un aprendizaje lúdico de los sistemas de producción Flow Shop y Job Shop.
title_sort Productividad gamificada: un aprendizaje lúdico de los sistemas de producción Flow Shop y Job Shop.
dc.creator.fl_str_mv Ruiz Moreno, Silvana
Aguirre Cuervo, Jhon Edward
Durango Marín, José Alejandro
dc.contributor.author.spa.fl_str_mv Ruiz Moreno, Silvana
Aguirre Cuervo, Jhon Edward
Durango Marín, José Alejandro
dc.subject.eng.fl_str_mv Gamification
Industrial Engineering
Learning, Playful
Production Systems
Productivity
Teaching
topic Gamification
Industrial Engineering
Learning, Playful
Production Systems
Productivity
Teaching
Aprendizaje
Enseñanza
Gamificación
Ingeniería Industrial
Lúdica
Productividad
Sistemas de fabricación
dc.subject.spa.fl_str_mv Aprendizaje
Enseñanza
Gamificación
Ingeniería Industrial
Lúdica
Productividad
Sistemas de fabricación
description La enseñanza y aprendizaje de la Ingeniería Industrial requiere la constante reinvención de estrategias y métodos para el aprendizaje efectivo de los conceptos teóricos y prácticos, lo que incluye pensar en métodos lúdicos que permitan generar interés a través del espíritu competitivo e investigativo de los estudiantes. Este artículo, presenta una lúdica enfocada en construir el concepto de productividad con base en la comparación de dos de los sistemas productivos más conocidos en la industria como lo los sistemas Flow shop y Job shop. Con esta lúdica, se ha logrado demostrar que los jugadores no solo comprenden la definición de productividad, sino que aprenden sobre las ventajas y desventajas de cada tipo de sistema de producción de forma efectiva.
publishDate 2024
dc.date.accessioned.none.fl_str_mv 2024-04-23T19:34:52Z
2025-08-22T17:04:34Z
dc.date.available.none.fl_str_mv 2024-04-23T19:34:52Z
2025-08-22T17:04:34Z
dc.date.issued.none.fl_str_mv 2024-04-23
dc.type.spa.fl_str_mv Artículo de revista
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dc.relation.ispartofjournal.spa.fl_str_mv Ingenierías USBMed
dc.relation.references.spa.fl_str_mv R. H. Barbosa Monteiro, M. R. De Almeida Souza, S. R. Bezerra Oliveira, C. Dos Santos Portela, and C. E. De Cristo Lobato, “The Diversity of Gamification Evaluation in the Software Engineering Education and Industry: Trends, Comparisons and Gaps,” Proc. - Int. Conf. Softw. Eng., pp. 154–164, May 2021, doi: 10.1109/ICSE-SEET52601.2021.00025.
J. Miranda et al., “The core components of education 4.0 in higher education: Three case studies in engineering education,” Comput. Electr. Eng., vol. 93, p. 107278, Jul. 2021, doi: 10.1016/J.COMPELECENG.2021.107278.
J. Ulmer, S. Braun, C. T. Cheng, S. Dowey, and J. Wollert, “Human-Centered Gamification Framework for Manufacturing Systems,” Procedia CIRP, vol. 93, pp. 670–675, Jan. 2020, doi: 10.1016/J.PROCIR.2020.04.076.
O. Valencia-Rodríguez, Y. Forero-Páez, L. Pulgarín-Arias, S. M. C. Otálvaro, and S. Pinzón-Salazar, “Areas of Interest for the Incorporation of Gamification in Industrial Engineering,” Hum. Rev. Int. Humanit. Rev. / Rev. Int. Humanidades, vol. 11, no. 3, pp. 1–14, Dec. 2022, doi: 10.37467/REVHUMAN.V11.4308.
G. Elena Capote León, D. C. Noemí Rizo Rabelo, and D. C. Gisela Bravo López, “La autoregulación del aprendizaje en estudiantes de la carrera ingeniería industrial,” Rev. Univ. y Soc., vol. 9, no. 2, pp. 44–52, 2017, Accessed: May 16, 2023. [Online]. Available: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S2218-36202017000200005&lng=es&nrm=iso&tlng=es.
J. Díaz-Ramírez, “Gamification in engineering education – An empirical assessment on learning and game performance,” Heliyon, vol. 6, no. 9, p. e04972, Sep. 2020, doi: 10.1016/J.HELIYON.2020.E04972.
S. Doherty, E. Palmer, and L. Strater, “Gamification: Current Research and Applications,” https://doi.org/10.1177/1541931213602006, vol. 2017-October, pp. 2096–2099, Oct. 2017, doi: 10.1177/1541931213602006.
M. Keepers, I. Nesbit, D. Romero, and T. Wuest, “Current state of research & outlook of gamification for manufacturing,” J. Manuf. Syst., vol. 64, pp. 303–315, Jul. 2022, doi: 10.1016/J.JMSY.2022.07.001.
J. Módné Takács, M. Pogátsnik, and T. Kersánszki, “Improving Soft Skills and Motivation with Gamification in Engineering Education,” Lect. Notes Networks Syst., vol. 389 LNNS, pp. 823–834, 2022, doi: 10.1007/978-3-030-93904-5_81/COVER.
M. Urgo, W. Terkaj, M. Mondellini, and G. Colombo, “Design of serious games in engineering education: An application to the configuration and analysis of manufacturing systems,” CIRP J. Manuf. Sci. Technol., vol. 36, pp. 172–184, Jan. 2022, doi: 10.1016/J.CIRPJ.2021.11.006.
E. V. Karmanova, E. V. Chernova, and A. S. Dokolin, “Modeling Knowledge Assessment with Gamification Technology on E-Learning Platform,” 2019 Int. Multi-Conference Ind. Eng. Mod. Technol. FarEastCon 2019, Oct. 2019, doi: 10.1109/FAREASTCON.2019.8934089.
M. C. Carnero, “Fuzzy Multicriteria Models for Decision Making in Gamification,” Math. 2020, Vol. 8, Page 682, vol. 8, no. 5, p. 682, May 2020, doi: 10.3390/MATH8050682.
C. A. Gonzalez Almaguer, A. C. Aguirre Acosta, and P. O. Perez Murueta, “Gamification and Simulation: Distance Education for Industrial Engineering Students,” Futur. Educ. Innov. Work. Ser. - Mach. Learn. Digit. Technol. Educ. Innov. Work. 2021, 2021, doi: 10.1109/IEEECONF53024.2021.9733771.
F. D. de la Peña Esteban, J. A. Lara Torralbo, D. Lizcano Casas, and M. C. Burgos García, “Web gamification with problem simulators for teaching engineering,” J. Comput. High. Educ., vol. 32, no. 1, pp. 135–161, Apr. 2020, doi: 10.1007/S12528-019-09221-2/TABLES/15.
A. Wedel, C. R. Müller, J. Pfetsch, and A. Ittel, “Training teachers’ diagnostic competence with problem-based learning: A pilot and replication study,” Teach. Teach. Educ., vol. 86, p. 102909, Nov. 2019, doi: 10.1016/J.TATE.2019.102909.
J. Jo, H. Jun, and H. Lim, “A comparative study on gamification of the flipped classroom in engineering education to enhance the effects of learning,” Comput. Appl. Eng. Educ., vol. 26, no. 5, pp. 1626–1640, Sep. 2018, doi: 10.1002/CAE.21992.
C. Gerdenitsch et al., “Work gamification: Effects on enjoyment, productivity and the role of leadership,” Electron. Commer. Res. Appl., vol. 43, p. 100994, Sep. 2020, doi: 10.1016/J.ELERAP.2020.100994.
A. P. Markopoulos, A. Fragkou, P. D. Kasidiaris, and J. P. Davim, “Gamification in engineering education and professional training,” http://dx.doi.org/10.1177/0306419015591324, vol. 43, no. 2, pp. 118–131, Jun. 2015, doi: 10.1177/0306419015591324.
S. Eliyas and P. Ranjana, “Gamification: Is E-next Learning’s Big Thing,” J. Internet Serv. Inf. Secur., vol. 12, no. 4, pp. 238–245, Nov. 2022, doi: 10.58346/JISIS.2022.I4.017.
M. K. Kabilan, N. Annamalai, and K. M. Chuah, “Practices, purposes and challenges in integrating gamification using technology: A mixed-methods study on university academics,” Educ. Inf. Technol., pp. 1–33, Apr. 2023, doi: 10.1007/S10639-023-11723-7/FIGURES/4.
J. Bilinkis, A. Gromoff, and Y. Gorchakov, “Boosting Motivation Through Process Gamification: Evidence from Higher Education,” Commun. Comput. Inf. Sci., vol. 1011, pp. 45–57, 2019, doi: 10.1007/978-3-030-20798-4_5/FIGURES/6.
A. Anil Yasin and A. Abbas, “Role of gamification in engineering education: A systematic literature review,” IEEE Glob. Eng. Educ. Conf. EDUCON, vol. 2021-April, pp. 210–213, Apr. 2021, doi: 10.1109/EDUCON46332.2021.9454038.
Z. Qin and Y. Lu, “Self-organizing manufacturing network: A paradigm towards smart manufacturing in mass personalization,” J. Manuf. Syst., vol. 60, pp. 35–47, Jul. 2021, doi: 10.1016/J.JMSY.2021.04.016.
S. S. Kamble, A. Gunasekaran, A. Ghadge, and R. Raut, “A performance measurement system for industry 4.0 enabled smart manufacturing system in SMMEs- A review and empirical investigation,” Int. J. Prod. Econ., vol. 229, p. 107853, Nov. 2020, doi: 10.1016/J.IJPE.2020.107853.
L. Lluch Molins, F. Yorka Balbontin Escorza, and N. Sullivan Campillay, “Enhancing cooperative learning and student motivation with gamification strategies: a case study in industrial engineering,” JOTSE, ISSN-e 2013-6374, Vol. 12, No. 3, 2022 (Ejemplar Dedic. a Train. Teach. Innov. Eng. 2030), págs. 611-627, vol. 12, no. 3, pp. 611–627, 2022, doi: 10.3926/jotse.1693.
F. Séculi, F. Julián, F. Xavier Espinach, and M. Alcalà, “Competences Assessment and Gamification Strategies to Incentive Students,” Lect. Notes Mech. Eng., pp. 302–308, 2022, doi: 10.1007/978-3-030-92426-3_35/COVER.
S. Tangen, “Demystifying productivity and performance,” Int. J. Product. Perform. Manag., vol. 54, no. 1, pp. 34–46, 2005, doi: 10.1108/17410400510571437/FULL/XML.
J. H. Heizer and B. Render, “Dirección de la producción y de operaciones : decisiones estratégicas,” 2007, Accessed: Mar. 06, 2023. [Online]. Available: https://books.google.com/books/about/Dirección_de_la_producción_y_de_operac.html?hl=es&id=FAAXNQAACAAJ.
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spelling Ruiz Moreno, SilvanaAguirre Cuervo, Jhon EdwardDurango Marín, José Alejandro2024-04-23T19:34:52Z2025-08-22T17:04:34Z2024-04-23T19:34:52Z2025-08-22T17:04:34Z2024-04-23La enseñanza y aprendizaje de la Ingeniería Industrial requiere la constante reinvención de estrategias y métodos para el aprendizaje efectivo de los conceptos teóricos y prácticos, lo que incluye pensar en métodos lúdicos que permitan generar interés a través del espíritu competitivo e investigativo de los estudiantes. Este artículo, presenta una lúdica enfocada en construir el concepto de productividad con base en la comparación de dos de los sistemas productivos más conocidos en la industria como lo los sistemas Flow shop y Job shop. Con esta lúdica, se ha logrado demostrar que los jugadores no solo comprenden la definición de productividad, sino que aprenden sobre las ventajas y desventajas de cada tipo de sistema de producción de forma efectiva.Industrial Engineering teaching and learning requires the constant reinvention of strategies and methods for the effective learning of theoretical and practical concepts, which includes thinking about gamification methods that allow generating interest through the competitive and investigative spirit of the students. This paper presents a playful approach focused on building the concept of productivity based on the comparison of two of the best-known production systems in the industry, such as Flow shop and Job shop. After the application of the game, it was possible to demonstrate that players understand the definition of productivity, and also learn about the advantages and disadvantages of each type of production system effectively.application/pdf10.21500/20275846.65232027-5846https://hdl.handle.net/10819/29044https://doi.org/10.21500/20275846.6523spaUniversidad San Buenaventura - USB (Colombia)https://revistas.usb.edu.co/index.php/IngUSBmed/article/download/6523/5332Núm. 1 , Año 2024 : Ingenierías USBMed4013115Ingenierías USBMedR. H. Barbosa Monteiro, M. R. De Almeida Souza, S. R. Bezerra Oliveira, C. Dos Santos Portela, and C. E. De Cristo Lobato, “The Diversity of Gamification Evaluation in the Software Engineering Education and Industry: Trends, Comparisons and Gaps,” Proc. - Int. Conf. Softw. Eng., pp. 154–164, May 2021, doi: 10.1109/ICSE-SEET52601.2021.00025.J. Miranda et al., “The core components of education 4.0 in higher education: Three case studies in engineering education,” Comput. Electr. Eng., vol. 93, p. 107278, Jul. 2021, doi: 10.1016/J.COMPELECENG.2021.107278.J. Ulmer, S. Braun, C. T. Cheng, S. Dowey, and J. Wollert, “Human-Centered Gamification Framework for Manufacturing Systems,” Procedia CIRP, vol. 93, pp. 670–675, Jan. 2020, doi: 10.1016/J.PROCIR.2020.04.076.O. Valencia-Rodríguez, Y. Forero-Páez, L. Pulgarín-Arias, S. M. C. Otálvaro, and S. Pinzón-Salazar, “Areas of Interest for the Incorporation of Gamification in Industrial Engineering,” Hum. Rev. Int. Humanit. Rev. / Rev. Int. Humanidades, vol. 11, no. 3, pp. 1–14, Dec. 2022, doi: 10.37467/REVHUMAN.V11.4308.G. Elena Capote León, D. C. Noemí Rizo Rabelo, and D. C. Gisela Bravo López, “La autoregulación del aprendizaje en estudiantes de la carrera ingeniería industrial,” Rev. Univ. y Soc., vol. 9, no. 2, pp. 44–52, 2017, Accessed: May 16, 2023. [Online]. Available: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S2218-36202017000200005&lng=es&nrm=iso&tlng=es.J. Díaz-Ramírez, “Gamification in engineering education – An empirical assessment on learning and game performance,” Heliyon, vol. 6, no. 9, p. e04972, Sep. 2020, doi: 10.1016/J.HELIYON.2020.E04972.S. Doherty, E. Palmer, and L. Strater, “Gamification: Current Research and Applications,” https://doi.org/10.1177/1541931213602006, vol. 2017-October, pp. 2096–2099, Oct. 2017, doi: 10.1177/1541931213602006.M. Keepers, I. Nesbit, D. Romero, and T. Wuest, “Current state of research & outlook of gamification for manufacturing,” J. Manuf. Syst., vol. 64, pp. 303–315, Jul. 2022, doi: 10.1016/J.JMSY.2022.07.001.J. Módné Takács, M. Pogátsnik, and T. Kersánszki, “Improving Soft Skills and Motivation with Gamification in Engineering Education,” Lect. Notes Networks Syst., vol. 389 LNNS, pp. 823–834, 2022, doi: 10.1007/978-3-030-93904-5_81/COVER.M. Urgo, W. Terkaj, M. Mondellini, and G. Colombo, “Design of serious games in engineering education: An application to the configuration and analysis of manufacturing systems,” CIRP J. Manuf. Sci. Technol., vol. 36, pp. 172–184, Jan. 2022, doi: 10.1016/J.CIRPJ.2021.11.006.E. V. Karmanova, E. V. Chernova, and A. S. Dokolin, “Modeling Knowledge Assessment with Gamification Technology on E-Learning Platform,” 2019 Int. Multi-Conference Ind. Eng. Mod. Technol. FarEastCon 2019, Oct. 2019, doi: 10.1109/FAREASTCON.2019.8934089.M. C. Carnero, “Fuzzy Multicriteria Models for Decision Making in Gamification,” Math. 2020, Vol. 8, Page 682, vol. 8, no. 5, p. 682, May 2020, doi: 10.3390/MATH8050682.C. A. Gonzalez Almaguer, A. C. Aguirre Acosta, and P. O. Perez Murueta, “Gamification and Simulation: Distance Education for Industrial Engineering Students,” Futur. Educ. Innov. Work. Ser. - Mach. Learn. Digit. Technol. Educ. Innov. Work. 2021, 2021, doi: 10.1109/IEEECONF53024.2021.9733771.F. D. de la Peña Esteban, J. A. Lara Torralbo, D. Lizcano Casas, and M. C. Burgos García, “Web gamification with problem simulators for teaching engineering,” J. Comput. High. Educ., vol. 32, no. 1, pp. 135–161, Apr. 2020, doi: 10.1007/S12528-019-09221-2/TABLES/15.A. Wedel, C. R. Müller, J. Pfetsch, and A. Ittel, “Training teachers’ diagnostic competence with problem-based learning: A pilot and replication study,” Teach. Teach. Educ., vol. 86, p. 102909, Nov. 2019, doi: 10.1016/J.TATE.2019.102909.J. Jo, H. Jun, and H. Lim, “A comparative study on gamification of the flipped classroom in engineering education to enhance the effects of learning,” Comput. Appl. Eng. Educ., vol. 26, no. 5, pp. 1626–1640, Sep. 2018, doi: 10.1002/CAE.21992.C. Gerdenitsch et al., “Work gamification: Effects on enjoyment, productivity and the role of leadership,” Electron. Commer. Res. Appl., vol. 43, p. 100994, Sep. 2020, doi: 10.1016/J.ELERAP.2020.100994.A. P. Markopoulos, A. Fragkou, P. D. Kasidiaris, and J. P. Davim, “Gamification in engineering education and professional training,” http://dx.doi.org/10.1177/0306419015591324, vol. 43, no. 2, pp. 118–131, Jun. 2015, doi: 10.1177/0306419015591324.S. Eliyas and P. Ranjana, “Gamification: Is E-next Learning’s Big Thing,” J. Internet Serv. Inf. Secur., vol. 12, no. 4, pp. 238–245, Nov. 2022, doi: 10.58346/JISIS.2022.I4.017.M. K. Kabilan, N. Annamalai, and K. M. Chuah, “Practices, purposes and challenges in integrating gamification using technology: A mixed-methods study on university academics,” Educ. Inf. Technol., pp. 1–33, Apr. 2023, doi: 10.1007/S10639-023-11723-7/FIGURES/4.J. Bilinkis, A. Gromoff, and Y. Gorchakov, “Boosting Motivation Through Process Gamification: Evidence from Higher Education,” Commun. Comput. Inf. Sci., vol. 1011, pp. 45–57, 2019, doi: 10.1007/978-3-030-20798-4_5/FIGURES/6.A. Anil Yasin and A. Abbas, “Role of gamification in engineering education: A systematic literature review,” IEEE Glob. Eng. Educ. Conf. EDUCON, vol. 2021-April, pp. 210–213, Apr. 2021, doi: 10.1109/EDUCON46332.2021.9454038.Z. Qin and Y. Lu, “Self-organizing manufacturing network: A paradigm towards smart manufacturing in mass personalization,” J. Manuf. Syst., vol. 60, pp. 35–47, Jul. 2021, doi: 10.1016/J.JMSY.2021.04.016.S. S. Kamble, A. Gunasekaran, A. Ghadge, and R. Raut, “A performance measurement system for industry 4.0 enabled smart manufacturing system in SMMEs- A review and empirical investigation,” Int. J. Prod. Econ., vol. 229, p. 107853, Nov. 2020, doi: 10.1016/J.IJPE.2020.107853.L. Lluch Molins, F. Yorka Balbontin Escorza, and N. Sullivan Campillay, “Enhancing cooperative learning and student motivation with gamification strategies: a case study in industrial engineering,” JOTSE, ISSN-e 2013-6374, Vol. 12, No. 3, 2022 (Ejemplar Dedic. a Train. Teach. Innov. Eng. 2030), págs. 611-627, vol. 12, no. 3, pp. 611–627, 2022, doi: 10.3926/jotse.1693.F. Séculi, F. Julián, F. Xavier Espinach, and M. Alcalà, “Competences Assessment and Gamification Strategies to Incentive Students,” Lect. Notes Mech. Eng., pp. 302–308, 2022, doi: 10.1007/978-3-030-92426-3_35/COVER.S. Tangen, “Demystifying productivity and performance,” Int. J. Product. Perform. Manag., vol. 54, no. 1, pp. 34–46, 2005, doi: 10.1108/17410400510571437/FULL/XML.J. H. Heizer and B. Render, “Dirección de la producción y de operaciones : decisiones estratégicas,” 2007, Accessed: Mar. 06, 2023. [Online]. Available: https://books.google.com/books/about/Dirección_de_la_producción_y_de_operac.html?hl=es&id=FAAXNQAACAAJ.Ingenierías USBMed - 2024info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.https://creativecommons.org/licenses/by-nc-nd/4.0https://revistas.usb.edu.co/index.php/IngUSBmed/article/view/6523GamificationIndustrial EngineeringLearning, PlayfulProduction SystemsProductivityTeachingAprendizajeEnseñanzaGamificaciónIngeniería IndustrialLúdicaProductividadSistemas de fabricaciónProductividad gamificada: un aprendizaje lúdico de los sistemas de producción Flow Shop y Job Shop.Gamified Productivity: A Playful learning on Job Shop and Flow Shop production systems.Artículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Textinfo:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionPublicationOREORE.xmltext/xml2700https://bibliotecadigital.usb.edu.co/bitstreams/dfafd319-1916-406a-8d5b-45b33833a930/download13db66a8abf3cab35c4de94d98c52089MD5110819/29044oai:bibliotecadigital.usb.edu.co:10819/290442025-08-22 12:04:34.547https://creativecommons.org/licenses/by-nc-nd/4.0https://bibliotecadigital.usb.edu.coRepositorio Institucional Universidad de San Buenaventura Colombiabdigital@metabiblioteca.com

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