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EDUCATIONAL EDUTAINMENT IN LOGISTICS AND TRANSPORT
HRISTO PARVANOV
Summary:
Knowledge is a means of dealing with challenges, but the new tools of knowledge are moving away from the fundamental prerequisites of the classical approach. Information is not knowledge, with the addition of the “approach to deal with the problem” information becomes knowledge. In order to unleash creativity and ingenuity in overcoming the challenges it is necessary to learn and work in a completely different way than before. Continuous training and acquired capacity for self-education are not sufficient to deal with the known and unfamiliar problems that he faces. In computer training with the help of special software, certain problematic situations are set, then their “overcoming” is simulated, and finally tests for checking the acquired knowledge and skills are completed. Educational entertainment is media designed to educate through entertainment and a term used as early as 1954 by Walt Disney. It refers to any form of entertainment that is educational. The goal of edutainment is to make learning enjoyable and fun. This effective way of learning also requires real interaction with the teacher/moderator when questions arise that cannot be answered by the digital program.
Key words: edutainment, education, knowledge, entertainment, training in logistics and transport
INTRODUCTION
Interest in combining education with entertainment, especially in order to make learning more enjoyable, has existed for hundreds of years, with the Renaissance and Enlightenment being movements in which this combination was presented to students.[1] Komenský in particular is affiliated with the “school as play” concept, which proposes pedagogy with dramatic or delightful elements.[2] For T. Kuhn (1996), science offers solutions to “mysteries” that are considered significant by the society, the scientific community, or by contractors of scientific products. The scientific paradigm contains:
– significant problems to be solved;
– opportunities for selection and interpretation of facts;
– means of dealing with them;
Problems – unknown or well-known but hardly to be solved, make the ignorance visible, according to W. Beck (2013) and thus reinforce their significance. Accumulating them requires dealing with them.
Knowledge is a means of dealing with challenges, but it is not sustainable and is not given once and for all. The truth it offers is not universal and not just one. Knowledge is multifaceted and offers just a temporary truth. Today, we are witnessing the constant emergence of new knowledge and the constant changes associated with its use in practice.
Unknown problems cannot be foreseen and are most often unexpected, says N. Taleb (2007), as nothing in the past can conclusively prove that they can occur. On the other hand, a phenomenon can be validated for thousands of years by millions of empirical observations, and yet lead to the formulation of a false statement, since with the discovery of unknown facts it renders previous notions into nothing. Therefore, almost all of the historical “upheavals” – fundamental discoveries, overcoming economic and financial crises, the creation of new technologies – and many elements of our personal lives, are the result of dealing with unexpected and unknown or significant and critical well-known problems.
Edutainment is found inside and outside of classrooms and exists across several types of media. Some are passive, while others are interactive. Examples of passive forms of edutainment include:
- Fictional books with educational themes
- Movies and TV shows with entertaining characters who teach viewers
- Music and songs that help people learn
- Fictional radio shows and podcasts designed to educate listeners
The aim is to explore the methods of training in logistics and transport training and, on this basis, to evaluate teaching opportunities in these specialties. The main tasks are as follows:
- Study of the origin and term of edutainment;
- Study the application of edutainment;
- Exploring the opportunities for application in logistics and transport training.
CONCEPT AND APPLICATION
A popular term from the 1980s derived from the merging of the words “education” and “entertainment.” Generally refers to computer or console software titles that are designed to teach content and which incorporate game-like features. A name given to games developed during a briefly successful attempt to popularize educational games in the 80s. A portmanteau from education and entertainment, it defines widespread activities on a continuum that goes from full entertainment forms to e-learning and multimedia systems. Recently, there has been a strong upsurge in cultural events (exhibition, festivals, concerts, etc.) that constitute a form of event edutainment which can contribute to the intellectual growth of both the individual and, more importantly, of society (Pailoa & Grandinetti, 2009.).
The new tools of knowledge are moving away from the fundamental prerequisites of the classical approach as it holds back the development of society. Its probabilistic models and those of laws in any science and technology are very narrow, partial representations, and only symbolic thinking retains its integrity. It is opposed to easily formulated broad generalizations, as well as narrow views, with their mechanistic extrapolation leading to simplicity and linearity. Each segment of knowledge has a limited life, and at some point it becomes anachronistic, but it occupies much of the individual and collective consciousness.
Information is not knowledge, although it can be graded by volume, accessibility, depth and efficiency. Ideas are not destroyed by dissemination and sharing with others, but on the contrary, they become so enriched.
With the addition of the “approach to deal with the problem” (What is the way? and How to do it?), information becomes knowledge. It can be organized well or badly, superficially or in depth. On the other hand, knowledge is stored in the books, which is passive. If it is objectified in technology to deal with the problem, it becomes a process – a service, related to achieving the desired result and putting it into practice.
Knowledge of the problem may be stored on the computer, but it works thanks to digital technologies created using other knowledge. Each software is a certain type of active knowledge because it is a recorded process and, when executed, shows intelligence.
In addition to acquiring knowledge, one should also come to understand it and also learn to use it in the practice, i.e. to gain experience by applying it. Most often, after becoming aware of and understanding unfamiliar problems, they completely break down previous ideas and statements.
In the new post-problematic situation, it is difficult for scientists to translate their views into the common language of the day life. It is a semantic barrier that separates one time from another, one person from another, and also separates the “thinking visionaries” from the “practitioners” – who cannot exist without one another. The experience itself can be gained both through simulation – learning through action in controlled conditions – and in the day-to-day implementation of the specific process.
In addition to helping students develop “media literacy” skills that are absolutely necessary for success in the digital age, edutainment techniques can also enhance learning in many other ways. For example:
- Students can learn anywhere since technology is portable.
- Having fun while learning can help kids truly engage in the material.
- Thoughtfully selected online portals give students access to infinite information.
- Edutainment techniques are a great way to learn technology skills, including STEM.
- Students can much more easily learn advanced tech skills like coding.
- Hands-on learning excites students and inspires young imaginations
Skepticism around using edutainment tools and content in education includes the idea that students have become so accustomed to flashy, polished entertainment products that we risk having them become reliant on such models for learning.
Other criticisms of edutainment involve concerns that:
- The use of devices can actually distract some students from learning.
- Not all students will have equal access to technology inside or outside of the classroom.
- More reliance on technology and gamification can lead to a diminished interpersonal human connection between students.
- Or even the belief that education is not supposed to be “fun.”
EDUTAINMENT IN EDUCATION IN LOGISTICS AND TRANSPORT
Edutainment is a type of entertainment which provides information that is both educational and entertaining at the same time. Edutainment is a form of entertainment designed to educate as well as to amuse. That is, it is an entertainment that is intended to be educational.
Edutainment may be used to teach nearly any topic, including business logistics and transport. For example, teachers may use entertaining science videos to help students learn new concepts. If knowledge and technology are stored in computers, then experience is stored by humans, and understanding is inherent only to humans. One day a computer can be leveled with the human by intelligence, but the flexibility that comes with understanding and creative application of knowledge is unlikely to catch up soon.
Edutainment is even effective during long lectures. University professors have found it helpful in maintaining their students’ interests, by using various methods of teaching such as videos, Power Point slides, demonstrations, discussions, etc.
Fig. 1. Edutanment for Millennails
Source:https://www.google.bg/search?q=edutainment&tbm=isch&source=iu&ictx=1&fir=6nM9Feba9BHErM%253A%252CXoDkxuJoHk9HYM%252C%252Fm%252F01fwzy&vet=1&usg=AI4_Q6ax5_KA9Zkm_RDXWR7Wr_tGAMrw&sa=X&ved=2ahUKEwjm3Invw8HnAhUHyaYKHQ4cAIkQ_B0wHHoECAsQAw#imgrc=n-5EN3h2vbMfHM
Millennials, students born from the 1980s to the early 2000s, have expectations that the classroom experience will be more than just educational. Students today expect to be entertained as well as educated. [3] The point is that in their daily lives individuals and groups:
– act as if there were no problems;
– focus on what they know from their past experience when dealing with a challenge;
– make very little effort to understand what they do not know;
Because knowledge is only a tool, as long as the behavior is guided by the internalized cultural models. In collectivism, points out H. Hofstede (2001), the “we” group implements the allocation of resources among members to cover the significant costs of one of them, for example, for higher education. It is perceived as a one-off process that must teach a person how to do things so that they are well received by the community, but tradition is given priority.
The diploma is:
– an honor for her bearer and a kind of “ticket” for holding a higher position;
– more important than the personal self-esteem of the specialist who has mastered a discipline.
Therefore, the representatives of this culture find it difficult to resist the temptation to buy a diploma, even though they are truly incompetent as professionals.
In an individualistic culture, a person is different from the “self” of other people, who are classified not according to their group affiliation, but according to their individual characteristics. Friends are selected based on their personal preferences.
The purpose of education is to give a person independence, incl. independence from the group, and to prepare him for his place in society. The training continues throughout life. It is important for the individual to know how to study in order to acquire the knowledge and skills needed to organize routine processes and to master high positions.
Occupations are rarely passed down from father to son. In the process of their realization, people act in accordance with their own interests, and they are organized in such a way that they are matched. Because the connection between individuals is based on the transaction, which is a calculable interaction between providers and seekers. Conflict management is a natural part of life, as people are constantly clashing and defending opinions. A person without a personal position is considered weak.
High positions require higher education from the applicants, and their performance depends, to a greater extent, on their intrinsic motivation for the job itself or for something else.
The pursuit of ascending the social ladder is not an “innate instinct” but a conscious coercion carried out by the power and bureaucratic pyramids. The choice of “careerism” is required by the “highest power” and dictated by the need for success. Because no one is interested in the failed one, the failure means throwing out of the game without explanation.
One seeks all kinds and forms of psychological and practical independence from the group, including from the power. He increasingly focuses on himself and becomes less involved in social life. Increased attention to psychology, according to F. Fukuyama (2001), contributes to the affirmation of his desire to satisfy the personal needs, passions and pleasures at the expense of others. Continuous training and acquired capacity for self-education are not sufficient to deal with the known and unfamiliar problems that he faces.
In order to unleash creativity and ingenuity in overcoming the challenges, it is necessary to learn and work in a completely different way than before. One should be trained to think creatively and practically, to use his known and new knowledge by combining them creatively in dealing with various problematic situations.
In the knowledge society an educated and creative person is the representative of the problem solvers. He seeks opportunities to participate in overcoming challenges in order to make useful the knowledge he has already earned. Because the value of knowledge will remain only “fools’ gold” if it does not gain value for other people.
Today, knowledge is changing so fast that more and more things need to be learned during daily practice. Learning is a continuous process, but people are not able to learn fast enough. And from the standpoint of an unknown problem, the knowledge acquired is most often out of date. Therefore, dealing with it requires knowledge, application and development of creativity.
From a human perspective, creativity has two components:
– talent (gift), innate creativity;
– creativity achieved through training and creative work; in order to acquire it, one must treat it as a skill and be sure that it can acquire it, thus changing his thinking;
Talent is harder to detect and people born with it reach impressive levels of achievement quickly, often and spontaneously. It is the basis of sudden creative inspiration, of originality, of genius.
Creativity is a person’s ability to “give birth” to ideas that offer the sensual image of the desired and sought after result in dealing with the problem. It can be stimulated, according to E. de Bono (1967), by mastering the ability to think laterally, i.e. to “jump in different directions” without the need for the individual to follow the path of logic but to walk alongside paths that seem to lead everywhere. Basically, the brain is designed to be non-creative. If the brains were creative, life would be impossible.
Creativity is an alternative to routine. Dealing with unexpected and unfamiliar problems requires changing the way we think and gain the ability to see new “relationships with…” and connections “between…” to produce extraordinary ideas. This creates something original and “achieves more with less.”
In general, creative activity leads to a change in culture, behavior and relationships, knowledge of technology, ways of doing business, etc., through the selection and realization of new opportunities.
The creative person stands out by offering more interesting ideas that inspire others. Their realization becomes possible if he treats himself and other people as values. Together, they are able to deliver innovative solutions.
When dealing with an unknown or known significant and critical problem, partnerships arise between its decision makers and between them and the people affected by it. This means that participants:
– accept the positive value with which he directly corresponds;
– overcome the wrong ideas instead of fighting their proponents;
– form a general idea that offers the sensual image of the desired solution (result);
– accept the goal (problem) set by it as a general rather than the objective of the law (overcoming the immediate evil), nor the aim of capital – to make a profit at all costs, or to existing technology (objective knowledge);
– destroy the existing permanent attachment of experience and memory, as well as the process of their continuous transformation into one another, so that they can form a new one in the practical realization of the idea and achieve the desired result, in the process of dealing with it;
– bring virtues forward because of the need for joint action, unity and cooperation in doing new things or old things in a new way;
– assert their autonomy (dignity, identity and freedom), equality and equality, while retaining self-control (restricting the personal freedom) and participating in mutual control (mutual correction of behavior), as well as in creating a common order (expression of the shared freedom);
– reject current forms of mediation and create new ones that do not interfere with the unfolding of direct links between them, since each is responsible for himself and for the others.
The use of videos in the classroom is not a novel concept. Instructors have been utilizing 16mm projectors, VCR tapes, and DVDs to enhance the classroom experience for decades in classrooms ranging from kindergarten to graduate schools. What has changed is how easily videos can be integrated into the classroom of today. [4]
Examples of interactive edutainment include:
- Video games designed to educate players
- Quizzes that provide goals and rewards as users progress through each level
- Software that allows users to compete against each other in learning exercises
- Educational websites with interactive elements, such as clickable images and animations
Video games: It can even be said that video games can better educate a student than a teacher can. Video games ensure that every person is playing at a difficulty level that they can cope with, are more engaging than classroom lectures, can teach problem solving and would provide a challenge for the students that they will want to excel at.
Fig. 2. Video games
Source:https://www.google.bg/search?q=Video+games+pictures&tbm=isch&source=iu&ictx=1&fir=RGMCu3Vz2LbqHM%253A%252C1v1XocpJjLrGrM%252C_&vet=1&usg=AI4_-kTWJbDNxu-xKSiFDXAeoWXp_0g-Ng&sa=X&ved=2ahUKEwicgoHIzcHnAhXTwsQBHceXDlgQ9QEwC3oECAoQRA#imgrc=0meZvTt-SbA4FM
Radio: Several radio shows, as such as “The Archers” and “Soul City” are examples of shows that have educated its audience on various different topics.
Fig. 3. Radio
Source:https://www.google.bg/search?q=Radio+pictures&tbm=isch&source=iu&ictx=1&fir=fvtFJbyKzJFKxM%253A%252CMh-9P08Odb-0kM%252C_&vet=1&usg=AI4_-kTOQcCWMPU2ZtBYZpAFSnDeKNhCA&sa=X&ved=2ahUKEwj4_fn8zcHnAhVE2aYKHXVIANMQ9QEwB3oECAoQPQ#imgrc=fvtFJbyKzJFKxM:
Film and television: Motion pictures with educational content appeared as early as 1943, such as Private Snafu, and can still be seen in films such as An Inconvenient Truth. After World War II, educational entertainment shifted towards television. Television programs can be divided into three main categories: those with primarily educational intentions, those with a high degree of both education and entertainment, and entertainment shows with incidental or occasional educational value. Mexican TV producer Miguel Sabido pioneered in the 1970s a form of edutainment via telenovelas, “soap operas for social change”. The “Sabido method” has been adopted in many other countries subsequently, including India, Peru, Kenya, and China. [5]
Fig. 4. Film and television
Podcasts: Likewise, podcasts have begun to exemplify the concept of edutainment, with some radio programs also becoming available in this digital format. Not only are there are series with educational elements that are listened to recreationally, but there are also podcasts used as an educational tool. Lessons based on podcasts have increased in popularity, with TeachersPayTeachers finding that lesson plans relating to podcasts rose in downloads by 21 percent and 650 percent in 2014 and 2015, respectively, which corresponded with the release of Serial[6]
Fig. 5. Podcasts
Source:https://www.google.bg/search?q=Podcasts+pictures&tbm=isch&source=iu&ictx=1&fir=dOSVoNJ0Qcxz_M%253A%252Cyo4p7B6rPHPAuM%252C_&vet=1&usg=AI4_-kQmpytVQA7InezVryMgjQThBoC6eQ&sa=X&ved=2ahUKEwie3IGIz8HnAhWxyKYKHW7LDSwQ9QEwBnoECAoQPA#imgrc=5g5M9zwgZ0LwmM
Toys: Toys are perhaps the earliest “edutainment” objects a person encounters, as many toys have also an educational aspect beside their aesthetic appeal. They can teach children literacy, numerical, conceptual or motor skills. Many toys (e.g., a miniature piano) are simply colorful, scaled-down versions of more complex objects, and thus can base children in skills and benefits associated with the latter. It is up to grown-ups to guide children to the toy’s proper use in order to make the most out of it.
Theme parks: Theme parks are a specific kind of setting in which the combination of entertaining and educational elements can be prevalent. Epcot at Walt Disney World, which is owned by The Walt Disney Company, is highly based on edutainment; the park features attractions that teach about the past, conservation, imagination, future technologies, and the world. An exemplary example is Disney, through its comprehensive channel to the smallest detail. At first glance, it looks like a nice entertainment site, but it does include a dedicated travel planning web resource. An application has been created that using the My Disney Experience tool. [7]
Fig. 3. Disney omnichannal
Source: https://www.thewaltdisneycompany.com/
EFFECTS IN THE CLASSROOM
Much research has been done in association with edutainment and its effectiveness in its various forms. Particularly, the effects of the implementation of the concept of edutainment in the classroom setting have been studied on multiple occasions. The concept of flipped classrooms, in association with edutainment, was studied by Retta Guy and Gerald Marquis (2016), in which students were assigned video lessons and podcasts as opposed to projects prior to class; it was found that these students outperformed those in traditional classrooms, found the actual time in class to prompt more interaction, and thought the class to be more enjoyable, although there was a noticeable period of adaption. [8]
The change will not go smoothly, as current relationships continue to unfold and accumulate, and this blocks the formation and upgrading of new partnerships and communities.
After discovering the unknown and significant problem, its decision makers explain and create theories about its occurrence and claim that it is explainable and can be overcome. From this point of view, achieving the sensual image of the desired result is possible using the scientific concept that provides:
– the interpretation of the facts;
– the principles of functioning of the problem;
– the way out of the difficult situation;
– the appropriate means of achieving the common objective;
It is no longer possible to wait for the news to be learned at the university. Students need to be taught how to:
– deal with unknown and known significant and critical issues;
– form partnerships;
– build creative communities – real teams and virtual networks of researchers and innovators to overcome problems;
Modern humans require from science real-time reactions to:
– smarter decision making in complex and chaotic conditions;
– faster and more efficient resolution of significant and critical problems;
In order to meet the requirements, according to A. Toffler (1991; 1996), facing the challenges we should use both existing and newly acquired knowledge, while:
– collecting, studying, collating and combining many kinds of information from ever-expanding diverse databases, using them from different perspectives;
– updating existing specialized knowledge that helps us determine which one fits best into the specific circumstances, with which we can carry out the routine activities and what no longer serves them;
– Seeking out previously unstructured structural relationships and correlations in:
- using the imagination (an image formed by fantasies and feelings) to formulate the solution;
- juxtaposing in a new and surprising way facts that were previously unknown or thought to have nothing to do with each other;
Combining existing and newly acquired knowledge people are enabled to:
– develop a holistic vision of the problem – a situation in which even the most intelligent individuals “know what they do not know”;
– rethink the existing, from the point of view of the new knowledge discovered and overcome the fragmentation between them, i.e. combine the old with the new – their elements and categories, leading to discoveries and innovations, thus accumulating more knowledge;
– remove the boundaries between unshakable disciplines and thus make knowledge cross-disciplinary, achieving a higher level of complexity;
– abolish the old hierarchical organization of different categories and replace it with a new horizontal network of diverse concepts and their links;
– develop scientific activity through discoveries and inventions and produce more and better tools (technologies) for the generation of new knowledge;
– affirm the cumulative nature of research.
Seeking and discovering previously unnoticed structural relationships sometimes leads to sudden insights of the type – “who could imagine it”. They can give rise to discoveries or inventions, and the latter are most often the reason for starting an innovative business.
In computer training with the help of special software, certain problematic situations are set, then their “overcoming” is simulated, and finally tests for checking the acquired knowledge and skills are completed. This effective way of learning also requires real interaction with the teacher/moderator when questions arise that cannot be answered by the digital program. The challenge is that teachers – decision-makers of a given set of problematic situations, need as much time to learn how to deal with them as it will take to educate students.
The development of the world is a sequence of overcoming unexpected and unlikely events or well-known significant and critical problems. Dealing with them requires creative creation, which is not an automatic process. Despite the even distribution of human talent and high intelligence among the population of the earth, even among creative societies, creativity is not evenly distributed.
Addressing the challenges requires not only educated but also creative people, building partnerships and communities, as well as public support and financial support from the state.
CONCLUSION
For today’s students, a curriculum that includes cursive writing and penmanship has all but disappeared. Gone are the days of long, hand-written papers or pen pals who write and send letters. Today, laptops, tablets, cell phones, email, eReaders and social media reign supreme. While these devices have brought a tremendous amount of value to schools and learners of every age, the digital world also presents its own set of rules and risks. For students to get the most out of technology and the benefits it offers, they need to know how to use it to process, deliver and receive digital information most effectively. The moral of the story is that digital literacy is a critical skill for today’s students.[9]
For educators, teaching digital literacy to students who have grown up with cell phones, tablets and computers means:
- Overall guidance on how to become responsible digital citizens
- Instruction on how to navigate and interact on digital channels safely and responsibly
- Lessons on how to look critically at the vast amount of information available on the web and understand what is most reliable and relevant.[10]
Thanks to technology, collaboration between individuals and teams has never been easier. Knowing how to collaborate virtually is a skill that can help students throughout their entire academic and professional careers. Virtual collaboration tools include Google Apps, Google Hangouts and among others. Teachers should educate students on the available tools and how to best utilize them.
LITERATURE
Beato, Greg (2015-03-19). “Turning to Education for Fun”. The New York Times. Archived from the original on 2017-01-05. Retrieved 2017-04-12
Beck, U., “The Risk Society: On the Road to Another Modernity”, London, 1882
de Bono, E., “How to Use Lateral Thinking”, New York, 1967
Erin M. Steffes, Philippe Duverger, Edutainment with Videos and its Positive Effect on Long Term Memory, Journal for Advancement of Marketing Education, Volume 20, Issue 1, Spring 2012
Godsey, Michael. “Using ‘Serial’ to Get Students to Read More”. The Atlantic. Archived from the original on 2017-02-09. Retrieved 2017-04-13.
Guy, Retta; Marquis, Gerald (2016). “The Flipped Classroom: A Comparison of Student Performance Using Instructional Videos and Podcasts Versus the Lecture-Based Model of Instruction”. Issues in Informing Science & Information Technology. 13: 001–013.
Kuhn, T., “The Structure of Scientific Revolutions”, Chicago., 1996
Taleb, N., “The Black Swan: the impact of the highly improbable (2nd ed.)”, London, 2012
Trna, Josef (September 2007). Němec, J. (ed.). Edutainment or Education: Education Possibilities of Didactic Games in Science Education
Turow, L., “Building Wealth: The new rules”, New York, 1999
Toffler, A., “The third wave”, 1980; “Powershift: Knowledge, Wealth and Violence at the Edge of the 21st Century in 1990”, 1990
Fukuyama, F., “The Great Disruption: Human Nature and the Reconstitution of Social Order”, 1999
Hofstede, H., “Cultures and Organizations: Software of the Mind”, 1991
Hanna Rosin, “Life Lessons: How Soap Operas Can Change the World”, The New Yorker, June 5, 2006, pp. 40-45.
Vodenicharova, М., The future of omnichannels in food supply chains in Bulgaria, UI-UNWE, Sofia, 2019.
https://www.thewaltdisneycompany.com/
[1] Trna, Josef (September 2007). Němec, J. (ed.). Edutainment or Education: Education Possibilities of Didactic Games in Science Education
[2] Trna, Josef (September 2007). Němec, J. (ed.). Edutainment or Education: Education Possibilities of Didactic Games in Science Education
[3] Erin M. Steffes, Philippe Duverger, Edutainment with Videos and its Positive Effect on Long Term Memory, Journal for Advancement of Marketing Education, Volume 20, Issue 1, Spring 2012
[4] Erin M. Steffes, Philippe Duverger, Edutainment with Videos and its Positive Effect on Long Term Memory, Journal for Advancement of Marketing Education, Volume 20, Issue 1, Spring 2012
[5] Hanna Rosin, “Life Lessons: How Soap Operas Can Change the World”, The New Yorker, June 5, 2006, pp. 40-45.
[6] Godsey, Michael. “Using ‘Serial’ to Get Students to Read More”. The Atlantic. Archived from the original on 2017-02-09. Retrieved 2017-04-13.
[7] Воденичарова, М., Бъдещето на омниканалите при веригите на доставки на хранителни продукти в България, УИ-УНСС, София, 2019г.
[8] Guy, Retta; Marquis, Gerald (2016). “The Flipped Classroom: A Comparison of Student Performance Using Instructional Videos and Podcasts Versus the Lecture-Based Model of Instruction”. Issues in Informing Science & Information Technology. 13: 001–013.
[9] Joseph Lathan, Teaching Digital Literacy in the Classroom, https://onlinedegrees.sandiego.edu/teaching-digital-literacy-in-the-classroom/
[10] Joseph Lathan, Teaching Digital Literacy in the Classroom, https://onlinedegrees.sandiego.edu/teaching-digital-literacy-in-the-classroom/
Статията е част от разработване на изследване за приложението на игровия подход в обучението по логистика и транспорт (Output Title O4) по проект за стратегическо партньорство Еразъм+ „Изграждане на иновативна мрежа за споделяне на игрови подходи и добри практики при обучението по логистика и транспорт”, номер на Проекта: KA203/HE-25/13.09.2019